T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_4-to’plam_May-2025
63
ISSN:3030-3613
DIFFICULTIES IN TEACHING FOREIGN LANGUAGES TO YOUNG
LEARNERS
Kohorova Mohichehra
student of Andijan State of Foreign Languages
Academic supervisor:
Jalolova Muqaddas
Keywords:
young learners, language acquisition, emotional development,
cognitive skills, teaching methods, challenges in language teaching, classroom
problems
Annotation
: This article explores the complex challenges teachers face when
teaching foreign languages to young learners. It focuses on key issues such as cognitive
limitations, emotional sensitivity, overuse of the native language, individual
differences in learning styles, and limited exposure outside the classroom. The article
emphasizes the importance of using age-appropriate, culturally relevant materials and
fostering a supportive learning environment. It also discusses the role of parents and
how their expectations can impact the learning process. Practical suggestions are
provided to help teachers create more effective and engaging lessons for young
language learners.
Teaching a foreign language to young learners is a delicate and complex task.
Children aged between 4 and 12 are at a prime age for language acquisition, but their
emotional, cognitive, and social development stages present various challenges.
Teachers need to balance language input with engaging methods while also handling
behavioral and developmental factors. This article explores several overlooked but
critical difficulties in this process.
Cognitive Development Limitations
Young learners are still developing their abstract thinking abilities. Many
concepts in foreign languages—such as verb tenses or grammar rules—can be too
abstract for them to fully grasp. Teachers must simplify explanations and rely more on
concrete examples, visuals, and real-life contexts, which requires careful lesson
planning.
Emotional Sensitivity and Shyness
Children can be very sensitive to correction or failure. If they make a mistake
and are corrected harshly, they might lose confidence and become afraid to speak.
Some children are naturally shy, and speaking a foreign language in front of others
increases their anxiety. Teachers must create a safe, encouraging environment where
mistakes are seen as part of the learning process.
Over-Reliance on the Native Language
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_4-to’plam_May-2025
64
ISSN:3030-3613
Some teachers or schools use the students’ native language too often when
teaching a foreign language. While this can be useful at early stages, it may limit
exposure to the target language. Full immersion is ideal, but it can be difficult with
limited time, resources, or teacher proficiency.
Individual Differences
Each child learns at a different pace. Some may pick up vocabulary quickly,
while others struggle with pronunciation or sentence structure. Teachers must adapt
their lessons to accommodate various learning styles (visual, auditory, kinesthetic),
which can be hard in large or mixed-ability classes.
Limited Exposure and Practice Time
Young learners often have very little exposure to the foreign language outside
the classroom. If they only hear and use the language for 30-40 minutes a few times a
week, progress is slow. Without reinforcement at home or through media (e.g.,
cartoons, songs), they may forget what they’ve learned.
Parental Expectations and Pressure
Sometimes, parents expect fast results or fluent speaking after a short time of
study. They may not understand the language learning process, especially for children.
This pressure can affect the teacher’s methods and the child’s comfort with learning.
Open communication between teachers and parents is essential to set realistic goals.
Lack of Culturally Relevant Materials
Cultural context is very important in language learning. However, many teaching
materials are designed for native-speaking countries and may not be suitable for the
students’ environment. Teachers often have to adapt or create their own materials,
which requires time and effort.
Conclusion:
Teaching foreign languages to young learners is not just about
vocabulary and grammar. It involves understanding the child’s mind, behavior,
emotions, and environment. Teachers must be flexible, creative, and patient to
overcome the many challenges they face. With the right approach and support from
parents and schools, young learners can develop a strong foundation in a foreign
language that lasts a lifetime.
References
1.
Lightbown, P. M., & Spada, N. (2013).How Languages are Learned. Oxford University Press.
2.
Shin, J. K., & Crandall, J. A. (2014). Teaching Young Learners English. National Geographic
Learning.
3.
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to Children. Longman.
4.
Ellis, R. (2005). Instructed Second Language Acquisition. Blackwell Publishing.
5.
Genesee, F., & Nicoladis, E. (2007). “Bilingual Acquisition.” In The Handbook of Language
Development. Blackwell Publishing.
