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TEACHING ENGLISH IN PRESCHOOL EDUCATION
Sinzhapova Rusana Ruslanovna
PhD, Associate Professor of the Department of Social and Humanitarian Disciplines
Almalyk Branch of NITU "MISiS"
Masalseva Yekaterina Valerevna
1st-year student, Almalyk Branch of NITU "MISiS"
https://doi.org/10.5281/zenodo.15037227
Annotation:
This paper explores the teaching of English to preschool children based on
L.S. Vygotsky’s theory. It analyzes effective methods, including the communicative approach,
play-based learning, and Total Physical Response (TPR). The importance of language
immersion, active interaction, and play as key elements for successful foreign language
acquisition in early childhood is emphasized.
Keywords:
preschool education, early language learning, English, thinking, perception,
TPR method, developmental period, play-based learning.
English is essential in many fields, including education, science, business, and
international communication. Learning English expands educational and career opportunities,
making it increasingly important. For children, starting English at an early age is beneficial, as
they absorb new information more easily. Early language learning enhances cognitive
abilities, improves communication skills, and prepares children for future schooling. Thus,
early English education is becoming a crucial part of modern education.
The Importance of Early English Learning. Early exposure to English in preschool plays a
key role in developing speech, memory, and thinking skills. Studies confirm that young
children are highly receptive to new language structures, making learning more effective.
Play-based and communicative methods help children acquire language naturally, making
learning engaging and encouraging active language use.
Teaching Methods in Preschool. Effective English teaching in preschool is based on
methods tailored to children's developmental needs:
Communicative approach
– develops language skills through active speech use.
Total Physical Response (TPR)
– helps children remember words through movement,
linking speech with actions.
Play-based learning
– includes songs, rhymes, active and board games, making learning
enjoyable.
Immersion method – teachers use English in daily situations, creating a natural language
environment.
These methods allow children to acquire a foreign language effortlessly, viewing it as a
tool for communication rather than just a school subject.
Research on Early Language Learning. Scholars such as L.S. Vygotsky, J. Bruner, and P.
Kuhl have studied second language acquisition in early childhood. Their research confirms
that children learn a foreign language through interaction and imitation rather than rote
memorization. Studies by Ellen Bialystok show that bilingualism enhances cognitive flexibility
and problem-solving skills. Patricia Kuhl’s research demonstrates that young children can
perceive sounds from any language, but as they grow, their perception adapts to their native
language, highlighting the importance of early language exposure.
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Vygotsky’s Theory and Its Application L.S. Vygotsky proposed that children learn
language through interaction with others in the zone of proximal development—the gap
between what they can do independently and what they can achieve with guidance. This
underscores the importance of teacher support in helping children use new words and
structures.
Vygotsky also emphasized the role of sign systems and visual aids in learning.
Flashcards, gestures, and symbols help children connect words with meaning, facilitating
retention. His theory further suggests that learning a second language enhances cognitive
development by encouraging children to compare and understand different linguistic
structures.
Experiment
To evaluate the effectiveness of different teaching methods, an experiment was
conducted in a preschool with 20 children aged 4–5, divided into two groups.
The first group learned English through the TPR method
,
where children responded to
teacher commands with physical actions (e.g.,
"Jump!"
—children jump,
"Touch your nose!"
—
they touch their noses). The second group was taught using a traditional method, where
words were explained through translation and repetition.
The experiment lasted one month, with lessons held three times a week for 20 minutes.
Afterward, the children were tested. In the first group, 80% of the children correctly recalled
learned words and commands, while in the second group, only 50% did.
These findings confirm that TPR is more effective for preschoolers
,
as associating words
with movement improves memorization. This aligns with Vygotsky’s theory, which
emphasizes active engagement and play-based learning.
Early English learning is most effective when based on interaction, play, and natural
language immersion
.
Vygotsky’s theory and modern research confirm that preschoolers
acquire language best through practice and social interaction
.
A combination of
communicative methods, TPR, and play-based learning
makes language acquisition both
effective and enjoyable for young learners.
Foydalanilgan adabiyotlar/Используемая литература/References:
1.
Vygotsky, L.S. Thinking and Speech. – M.: Labirint, 1996.
2.
Bruner, J. S. Child’s Talk: Learning to Use Language
.
– New York: W.W. Norton, 1983.
3.
Kuhl, P. Early language acquisition: cracking the speech code // Nature Reviews
Neuroscience, 2004, 5(11), 831-843.
4.
Bialystok, E
.
Bilingualism in Development: Language, Literacy, and Cognition
.
–
Cambridge University Press, 2001.
5.
Asher, J
.
Learning Another Language Through Actions
.
– Sky Oaks Productions, 2009.
6.
Cameron, L
.
Teaching Languages to Young Learners
.
– Cambridge University Press,
2001.
7.
Krashen, S. Principles and Practice in Second Language Acquisition
.
– Pergamon Press,
1982.
