T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_3-to’plam_May-2025
177
ISSN:3030-3613
DIFFICULTIES IN TEACHING FOREIGN LANGUAGES TO YOUNG
LEARNERS.
4th course student:
Alijonova Gulhayo
Supervisor:
Jalolova M
Introduction
In recent decades, early foreign language education has gained increasing global
attention. Many educators and policymakers advocate for introducing foreign
languages at the primary school level, arguing that younger learners have a natural
ability to acquire new languages more effectively than adolescents or adults
(Lightbown & Spada, 2013). Indeed, children possess greater neural plasticity and
imitate sounds more accurately, which makes them ideal candidates for early language
instruction (Lenneberg, 1967). However, despite these advantages, teaching foreign
languages to young learners presents a number of complex challenges that are often
overlooked.
Traditional methods of language instruction, such as grammar-based drills,
translation exercises, and vocabulary memorization, are largely designed for
cognitively mature learners. These methods do not align well with the developmental
characteristics of young children, who learn best through play, exploration, and social
interaction (Pinter, 2011). Furthermore, children typically lack the cultural awareness
necessary to understand the broader social and contextual meanings of a foreign
language. As a result, they may learn isolated words or phrases without truly
internalizing their use or meaning.
Thus, although young learners possess a strong natural ability to acquire
languages, their underdeveloped logical thinking, lack of cultural context, and need for
play-based learning make traditional foreign language teaching methods largely
ineffective. This essay explores these difficulties in depth and suggests alternative
strategies that are more suited to young learners' developmental needs.
References
1.
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley.
2.
Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.).
Oxford University Press.
3.
Pinter, A. (2011). Children Learning Second Languages.
