Shop smart baby. Methods of early teaching of foreign languages

LLC Training Center

"PROFESSIONAL"

Abstract on the discipline:

« Teaching Methodology foreign language »

On this topic:

« Early learning foreign language"

Executor:

Akbirova Inna Faritovna

Moscow 2017

Introduction…………………………………………………………………………………..3

Objectives and content of training……………………………………………………………......5

Psychological features of early learning of foreign languages……..8

Essential Tools for Teaching English at an Early Stage

training………………………………………………………….…………..….12
Conclusion…………………………………………………………………………………13

Bibliography……………………… …………………………… 14

INTRODUCTION

The purpose of this essay is to explore the goals, content and main problems of early learning.

Socio-political and economic transformations in all spheres of life in Russia have led to significant changes in the field of education. The status of a foreign language as a school subject has also changed - now it is one of the priority areas in educational policy. The expansion of international relations and the integration of our state into the world economic system have made a foreign language really in demand by the state, society and individual. A foreign language has become fully recognized as a means of communication, a means of mutual understanding and interaction between people, a means of familiarization with another national culture, and as an important means for developing the intellectual abilities of schoolchildren and their general educational potential.

Since the second half of the 20th century, the problem of early teaching of foreign languages ​​(FLs) has been the focus of attention of psychologists, methodologists, and foreign language teachers. Widely researched psychological characteristics second language acquisition in early age in the works of various scientists and psychologists, the problems associated with the process of early learning of a foreign language are also comprehensively considered.

Despite numerous attempts by theorists to offer practical research, and practitioners to adjust their version to some theoretical basis, the gap between them remains colossal. However, enough experience has been accumulated in the practice of teaching a foreign language to enrich the theoretical layer of the methodology. Theoretical research, revealing various areas of methodology for early teaching a foreign language, can and should be used in teaching practice, provided they are considered as a single system.

1. OBJECTIVES AND CONTENT OF TRAINING

Early schooling is the first stage of education for younger schoolchildren (grades 1 to 4 or grades 2 to 4). It is at this stage that students lay the foundation of linguistic and speech abilities necessary for their subsequent study of a foreign language as a means of communication.

The starting point in determining the strategic goal of training issocial ordersociety in relation to the younger generation. The Law of the Russian Federation “On Education” states that education should be aimed at developing in students a “picture of the world adequate to the modern level of knowledge and the level of the educational program” and thereby ensuring the integration of the individual in the system of world and national cultures. Consequently, students must have the ability to perceive and understand this culture, integrate and assimilate it.

Thus, strategic goallearning is the development of the learner’s linguistic personality, which consists of a person’s ability to carry out various types of speech-thinking activities and use various kinds communicative roles in conditions of social interaction of people with each other and the world around them.

Language personalityis a universal pedagogical category associated with such qualities as emancipation, creativity, independence, the ability to build interaction and mutual understanding with partners, and improve society. This category unites all academic subjects and should become the object of formation at the level of all academic disciplines in any type of educational institution.

The social order of society in relation to foreign language education throughout the 20th century was high-quality mastery of the subject and was associated with a turn in methodology to the problem of practical mastery of a foreign language.

But focusing only on mastering practical skills and abilities does not allow taking into account the variety of possible motivations of students in learning foreign languages. Therefore, in the domestic methodology, over the course of decades, the idea of ​​​​comprehensive implementation of practical, educational, educational and developmental tasks has been developed.

From the modernized core standard general education from a foreign language, we can judge that studying a foreign language in primary school is aimed at achieving the following goals: the development of foreign language communicative competence in the totality of its components - speech, language, socio-cultural, compensatory, educational and cognitive.

According to the “Concept of teaching foreign languages ​​in a 12-year school,” early teaching of foreign languages ​​is designed to contribute to the development of foreign language communicative competence; sociocultural development of students; developing in schoolchildren respect for other peoples and cultures, readiness for business cooperation and interaction, and joint solution of universal human problems; development of intellectual and creative abilities of students in the process of learning languages ​​and cultures.

The learning objectives are determined by the program, state document, in which they become specific, both for the entire course of study and for each stage. The need to clearly represent both the final and intermediate learning goals allows teachers to formulate specific objectives of the lesson and its individual units.

Teaching foreign languages ​​in primary school is aimed at:

• creating conditions for early communicative and psychological adaptation to a new language world, different from the world of the native language and culture, and for overcoming in the future psychological barrier in the use of a foreign language as a means of communication;
• familiarization with foreign songs, poetic and fairy-tale folklore, the world of games and entertainment;
• children’s acquisition of social experience by expanding the range of communicative roles played in situations of family and school communication, with friends and adults in a foreign language; formation of ideas about general outline and features of communication in native and foreign languages;
• formation of basic communication skills in four types speech activity (speaking, reading, listening, writing) taking into account the capabilities and needs of younger schoolchildren;
• formation of some universal linguistic concepts.

On primary stage of teaching foreign languages great importance has the creation of psychological and didactic conditions for the development of students junior classes desire to learn a foreign language; stimulating the need to get acquainted with the world of foreign peers and the use of a foreign language for these purposes; formation of elementary phenomena of interpersonal communication in a foreign language based on native language.

Teaching a foreign language should make a concrete contribution to the formation of a comprehensively developed, harmonious personality. This presupposes, first of all, the development of creative independence in students, the formation of a conscious, constructively transformative nature of their activity, the ability to work in a team, and a positive attitude towards the activity being performed.

In area practical masteryforeign language is an important task of the entire course primary education The subject is to develop students' skills and abilities to make independent decisions, simple communicative and cognitive tasks in oral speech, reading and writing.

According to the specifics of the subject “Foreign Language,” students must master the target language as a means of communication and be able to use it orally or in writing. The oral form includes the ability to understand spoken speech by ear - listening, and express one's thoughts in a foreign language - speaking. The written form presupposes mastery of graphic speech, i.e. understanding printed text - reading, and using a graphic system to express thoughts - writing.

1. PSYCHOLOGICAL FEATURES OF EARLY TEACHING FOREIGN LANGUAGES

Six years of age is the most favorable age for starting to study a foreign language. It is no coincidence that the recommendations of the International Seminar of the Council of Europe (Graz, 1998) noted that it is preferable to start early learning of a foreign language in primary school at the age of 6.

Towards the end before school age the child is, in a certain sense, a person. He discovers a new place for himself in the space of human relations. He already has sufficiently developed reflexive abilities. The predominance of the “I must” motive over the “I want” motive. One of the most important results of mental development during preschool childhood is the child’s psychological readiness for schooling. It lies in the fact that by the time a child enters school, he develops psychological properties inherent in the schoolchild himself. These properties can finally develop only during training under the influence of the inherent conditions of life and activity.

Old interests and motives lose their motivating power and are replaced by new ones. Everything that has to do with educational activities, it turns out that what is valuable is what is associated with the game - less important. Little schoolboy He plays with enthusiasm, and will continue to play for a long time, but the game ceases to be the main content of his life.

Psychologists and physiologists justify the introduction of early foreign language teaching by children’s natural affinity for languages ​​and their emotional readiness to master them. In this case, they usually refer to the sensitivity of preschool and primary school children to mastering languages ​​in general, and foreign languages ​​in particular.

As is known, each age period is characterized by its own type of leading activity. Thus, at the age of six, a gradual change in leading activity occurs: the transition from play activity to educational activity. At the same time, the game retains its leading role. On the one hand, children develop an active interest in new educational activities, in school as a whole, and on the other, the need to play does not weaken. It is known that children continue to play until they are 9-10 years old.

Studying the motives that motivate six-year-old children to study, psychologists have found that the most common of them are the following: broad social, cognitive learning motives (interest in knowledge, desire to learn something new) and gaming motives. The full development of educational activity occurs due to the action of the first two motives, but they are formed in six-year-olds when the play motive is satisfied. Moreover, if children's needs in play are not met, then significant damage is caused to the development of their personality, learning becomes formal and interest in learning fades.

As for the development of such mental processes in children as memory, attention, perception, their main characteristic is arbitrariness. Thus, when perceiving material, six-year-olds tend to pay attention to its vivid presentation and emotional coloring. However, their attention is unstable: they can concentrate only for a few minutes. Children do not perceive long (more than 2-3 minutes) monologue explanations from the teacher, so it is advisable to construct any explanation in the form of a conversation. Six-year-olds are very impulsive, it is difficult for them to restrain themselves, they do not know how to control their behavior, so they quickly get tired. A decline in performance occurs within 10 minutes after the start of the lesson. At the first signs of a decrease in attention, the teacher is recommended to conduct an outdoor game with the children (preferably accompanied by music) and change the type of work. The development of children's voluntary attention is possible through the organization of a variety of interesting activities with a clear transition from one type of work to another, with specific instructions on what they should pay attention to.

Among six-year-old children there are very significant individual differences in mental development (emotional-volitional sphere, memory, attention, thinking, etc.), which is determined by the various experiences of their life and activities in the family and kindergarten. The process of children getting used to school occurs differently. Impulsive, restless children with a particularly unstable psyche should be paid attention to from the very first lessons. They need to be occupied with work, assigned roles that require constant involvement in the overall activity.It is also necessary to pay attention to the fact that children do not have toys for longer than is necessary to solve a learning task, otherwise children will be distracted.

It is very important to find individual approach to each student, and constant contacts of the foreign language teacher with the primary school teacher, with parents and coordination of their actions can help with this.

1. BASIC TOOLS FOR TEACHING ENGLISH AT THE EARLY STAGE OF LEARNING

Basic teaching aids constitute the minimum funds necessary to carry out the educational process at the modern level and achieve the goals set before academic subject"foreign language".

A textbook is the main tool for teaching students English. It implements the main theoretical principles. For example, textbooks for the first year of study reflect an oral basis, which affected their structure. In the second grade textbook there are pictures with tasks in Russian, partially connected with the audio guide. The main part of the textbook is represented by lessons (Units). The structure of each of them reflects a differentiated approach to the formation various types speech activity.

Since the textbook is the main tool in the hands of the student, and he works with it both in class and at home, he needs to know from the first lesson how it is built, where everything is located, and how to use it.

A distinctive feature of the textbook for the first year of study (with an oral basis) is that it is intended mainly for teaching reading and writing, and all work on teaching oral speech is reflected in the teacher’s book.

A book to read. In the second year of study, another means is connected - a reading book (or reading texts inside a textbook), which is at the student’s disposal and helps him in mastering reading in English. English language. To develop this complex skill, home reading is mandatory. Reading additional texts on various topics makes it possible to achieve practical, educational, educational and developmental goals. His place is initial stage strictly regulated. The purpose of a book for reading is extremely great: it creates interest in reading in a foreign language; it teaches techniques for working on a foreign language text; At the same time, the skills that children have already mastered in their native language should be used to the maximum. Regular reading on the part of the student and control on the part of the teacher are very important.

Sound recording. When teaching English at an early stage, sound recording plays, of course, very important role. It gives children the opportunity to hear real speech in English. And since children of primary school age have a well-developed ability to imitate, sound recording provides them with a role model. This has a beneficial effect on the quality of their pronunciation, as well as on the formation of the ability to understand speech by ear.

The important role of visual clarity in teaching a second language, English, at an early stage should be emphasized. The main purpose of using visual and pictorial clarity is to develop students’ thinking based on sensory and visual impressions, to connect words denoting objects known to them with the names of these objects in English. This is precisely one of the manifestations of novelty in learning English at an early stage.

CONCLUSION

Teaching a foreign language at the initial stage should ensure the achievement of practical, educational, developmental, educational goals that are closely interrelated. In this case, the leading goal is the developmental goal, and practical, educational, and educational goals are achieved in the process of mastering the English language in conditions of active cognitive speech and thinking activity of the student.

The methodology for teaching classes should be built taking into account the age and individual characteristics of the structure of children’s linguistic abilities and be aimed at their development. Foreign language classes must be comprehended by the teacher as part of general development The child’s personality is associated with his sensory, physical, and intellectual education.

Teaching children a foreign language should be communicative in nature. Communication in a foreign language must be motivated and focused. It is necessary to create in the child a positive psychological attitude toward foreign language speech. A way to create such positive motivation is through play. Games in the lesson should be episodic and isolated. An end-to-end gaming methodology is needed that combines and integrates other types of activities in the process of language learning. The gaming technique is based on the creation of an imaginary situation and the adoption by the child or teacher of a particular role.

Teaching a foreign language in kindergarten is aimed at the education and development of children through the means of the subject on the basis and in the process of practical mastery of language as a means of communication.

Teaching a foreign language puts forward the task of humanitarian and humanistic development of the child’s personality.

LIST OF REFERENCES USED

1. Babansky Yu.K. Selected pedagogical works. M.: Pedagogy, 2007.
2. Berezina O.V. " PRINCIPLES OF BUILDING A SUBJECT-DEVELOPMENT ENVIRONMENT IN THE PROCESS OF TEACHING PRESCHOOL CHILDREN A FOREIGN LANGUAGE » O.V. Berezina / Current issues modern pedagogical science: materials of the III International correspondence scientific and practical conference. November 20, 2010 / Reply. ed. M.V. Volkova – Cheboksary: ​​Research Institute of Pedagogy and Psychology, 2010. – 324 p.
3. Vereshchagina I.N., Rogova G.V. Methods of teaching English at the initial stage in high school: A manual for teachers. – M.: Education, 1988.
4. Galskova N. D. " Theory and practice of teaching foreign languages. Primary school: Methodical allowance "Galskova N.D., Nikitenko 3. N.-M.: Iris-press, 2004. - 240 p. - (Methodology).
5. Galskova N.D. Modern methods of teaching foreign languages: A manual for teachers. – M.: ARKTI, 2007.
6. Loginova L.I. How to help your child speak English: A book for teachers. – M.: Humanite. ed. VLADOS center, 2009.
7. Makarenko E.A “Pre-school education program “Teaching foreign language communication to children of senior preschool age”” Makarenko E.A. - 67-79 c. " Psychological and pedagogical support for a child’s life in preschool education (Part II) (recommendations for parents, educators, teachers) » // Under the general editorship. N.B. Romaeva. – Stavropol: Publishing house SGPI, 2008. – 124 p. (www.sspi.ru )
8. Software and methodological materials. Foreign languages ​​for general education institutions. Elementary School. 3rd ed., stereotype. M.: Bustard, 2008.

A modern school requires learning a foreign language from the second grade. This is confirmation that “foreign language” is an important and socially significant subject in the implementation of long-term tasks of personal development. A sufficient level of proficiency in various types of communicative activities is one of the requirements for a school graduate today. The immediate task teaching a foreign language, as is known, is the formation of communicative competence in unity with the cultivation of respect for cultural traditions different nations and readiness for intercultural cooperation. It is quite obvious that the earlier this process begins, the greater the opportunity to achieve high results.

The benefits of early learning a foreign language have been proven many times. Everyone knows that at the initial stage of education, the formation of the personality of a junior schoolchild occurs. Identification and development of his abilities, formation of educational skills and mastery of elements of culture and behavior.

Language in in this case is considered as a means of educating and developing the student’s personality, introducing him to European and his own culture, and national etiquette. Therefore, the currently published textbooks are bright, colorful, illustrated and fully reflect the linguistic and cultural picture of the world of native speakers.

At early school age, the student’s thinking process develops in such a way that a foreign language does not yet seem difficult to him. By mastering a foreign language during the period when active assimilation of the native language occurs, the child absorbs someone else’s speech as something natural, organic, which cannot be said about a later period, when the speech function of the brain has already passed the peak of its development. Also, at an early age, children are more receptive to learning a foreign language, thanks to their excellent memory, imagination, imitation, and talent.

Features of mastering a foreign language at an early age are associated with the spontaneity of children's perception, openness towards people speaking another language, and spontaneous mastery of other forms of communication. The experience of leading psychologists proves that the foundation for practical knowledge of a foreign language is laid at an early age. Children over 11 years of age have a number of difficulties in this regard, for example, lack of motives for learning a foreign language, the influence of their native language, etc. There is no doubt that a foreign language is easier to learn at an early age from 5 to 8 years, when children easily and firmly remember the material and reproduce it well. The desire to learn the language of another people is the beginning good relations to his people, awareness of his belonging to all people of our planet, regardless of where he lives and what language he speaks. But supporting children’s desire to learn day after day, moving in small steps, is not an easy task. How to make each lesson interesting, exciting and ensure that it develops cognitive interest and creative mental activity of students?

Foreign language teachers working in primary classes, in addition to traditional teaching methods, have in their arsenal many original and specific techniques that ensure physical activity in the classroom and contribute to effective learning. Among other advantages, these techniques do not require additional preparation or materials. It is necessary to determine the goal and do everything sincerely and in a good mood.

It is very important to remember that an English lesson in elementary school should be united by a common theme, but the activities of children in the lesson should be varied. It is necessary to frequently change types of work, interspersing them with dynamic pauses and games with elements of movement. But at the same time, each element of the lesson is needed to solve the overall problem.

I have been teaching English in primary school for 15 years, using various teaching aids, and I am increasingly convinced that the ability to competently teach communication in a foreign language to primary schoolchildren is not an easy and responsible task.

The success of students in learning a foreign language and their attitude towards the subject depend on how interesting the lessons are. The more appropriately the teacher uses various methodological techniques, the more interesting the lessons are, and therefore the more firmly the material is learned.

Learning a foreign language is the discovery of a new linguistic world for a child. The effectiveness of learning depends on many factors, including the child’s keenness of perception of this new world, his physical and emotional activity and the possibility of active participation in it. Physical activity sharpens all types of memory: tactile, motor, visual, figurative and auditory. A child will never confuse the verbs run, jump, sit, fly, if at the same time he runs, jumps or “flies”. Physical activity in the classroom not only helps make the process of repeated repetition and memorization of educational material more exciting and varied, but also simply relieves stress and gives the opportunity to get up from the desk once again, which is so necessary for young students.

Activating the cognitive activity of students is one of my main goals in teaching a foreign language. I proceed from the fact that among all the motives of educational activity, the most effective is the cognitive interest that arises in the process of learning. It not only activates mental activity at the moment, but also directs it to the subsequent solution of various problems and creative activity in the future.

In young children, involuntary memory is still very developed. At the beginning of training, we not only listen to texts and songs. Foreign language teachers offer children various types of activities, but focus primarily on passive processing of received information, giving the brain and speech apparatus the opportunity to tune into a completely different linguistic system than the one to which they are already beginning to get used. And it is not surprising that a child, having volunteered to be the leader in a game in a foreign language, comes out, is silent and smiles, and the teacher has to speak for him. At this moment, intensive work takes place in the child’s brain, he seems to be trying on this role, his brain is tuned to this function, and after a while he does this work in a whisper, then out loud. It's important not to rush it. During this period, the teacher first speaks instead of the child, then together with the child, and only then the child begins to speak on his own. This “silent” period proceeds differently for each child.

An adaptation period passes, and the impact begins, the child begins to reproduce foreign words and phrases with pleasure, he becomes more confident and picks up the pace of speech. Early learning of a foreign language is also important because during this period children’s ability to imitate is clearly expressed: they absolutely accurately reproduce someone else’s phonetics. The child’s articulatory apparatus has not yet frozen, and at this time it is not too late to give him the correct sounds, like a native speaker. Correct pronunciation is a necessary condition for successfully mastering a foreign language. Therefore, from the very beginning of education, children develop the skills of understanding foreign language speech by ear and its adequate reproduction. Particular attention is paid to phonetic and intonation phenomena that are absent in the native language. A special place is occupied by the development of phonemic hearing in children, which contributes not only to the formation of correct pronunciation, but also, in the future, relieves problems with written speech.

The more correctly a child pronounces sounds and identifies phonemes, the more competently he writes. Much attention in the lesson is paid to music, songs, and poems. Students enjoy learning and performing songs in English, both in and outside of class. The use of gestures gives good results when practicing not only pronunciation skills, but also speech phrases. The development of correct pronunciation is also facilitated by listening to audio recordings with songs and counting rhymes.

Correct phonetics, in addition to purely linguistic advantages, creates “psychological comfort” for children in another language. Fifth-graders who already have difficulty with phonetics feel uncomfortable in foreign language lessons. They are very embarrassed to make sounds, they are afraid of the ridicule of their classmates, especially since the psychophysical characteristics of this age make them very vulnerable, on the one hand, and very cruel to their peers, on the other. The success of mastering a foreign language directly depends on the child’s development in Russian, on the development of her sound culture. The more correctly a child speaks Russian, the easier it is for him to learn the rules of pronunciation.

In the lower grades, a foreign language lesson begins with phonetic exercises. Instead of individual words containing a particular sound, it is advisable to offer the class a specially selected poem and rhymes in which the necessary sounds are repeated quite often. When working on phonetics, I often tell tales about sounds, and then in the learning process the children themselves come up with continuations of these tales. For example, stories about the adventures of Miss Chatter (“Enjoy English-1”).

In cognitive activity, perception is inextricably linked with attention. The attention of younger schoolchildren is characterized by involuntary and unstable behavior. At this age, students pay attention only to what arouses their immediate interest.

The attention of younger schoolchildren becomes more stable if, while thinking about what they see, they simultaneously perform an action (for example, the child must pick up an object and draw it). All types of activities typical for a primary school student should, if possible, be included in the general outline of a foreign language lesson. And the more types of perception are involved in learning, the higher the effectiveness of the latter will be.

In my opinion, great attention should be paid to teaching the lexical side of speech to primary schoolchildren, since vocabulary is the most important component of speech activity. Students must master building material for communication and interaction. The teacher's speech is the main source of enriching students' vocabulary. Speech samples immediately give an idea of ​​how a given word or phrase might be used.

The teacher has a considerable supply of means, forms, and techniques to accomplish this and arouse interest among schoolchildren and support them.

Working with the word begins with familiarization. The meaning of a new word is revealed when a picture, object, or action is performed. Bright, multi-colored pictures arouse the interest and attention of students and, influencing their emotional memory, contribute to a strong mastery of vocabulary.

For students of primary school age, the most interesting, accessible and stimulating to their learning activities will be poems, proverbs, and sayings. Working with such material should give a feeling of joy and satisfaction and correspond to their aesthetic tastes and emotional needs.

Acquaintance with poetry, foreign-language folklore, and musical heritage helps to enrich the methods of teaching foreign languages ​​in primary school, thereby stimulating the interest of schoolchildren in the subject and maintaining it throughout all years of study. Work on poetry can take place both in foreign language lessons and in extracurricular activities.

It is very important that English lessons are not boring, and for this you need to use a variety of visual aids and a lot of games. This will make the lesson more interesting for the children. Learning a foreign language requires intense mental activity and attention from students. Not all children find a foreign language easy. There are students who have difficulty mastering pronunciation, intonation of sentences, and do not remember the structure of speech patterns. This, as a rule, causes dissatisfaction, lack of faith in one’s own abilities, and leads to a weakening of interest in learning a foreign language. Interest in teaching any subject is the driving force that ensures high quality, and assimilation necessary skills and skills. Therefore, we, teachers, are looking for ways to increase students' interest in our subject.

The organization of non-traditional developmental education involves creating conditions for schoolchildren to master the techniques of mental activity. Mastering them not only provides new level assimilation, but also gives significant changes in mental development. Having mastered these techniques, students become more independent in solving various educational tasks and can rationally organize their activities to acquire new knowledge.

Learning a foreign language makes a child more active, accustoms him to group work, awakens curiosity, and develops the child intellectually and aesthetically. When planning my lessons, I think not only about ensuring that students remember new words or this or that grammatical structure, but also strive to create every opportunity for the development of each child’s individual abilities.

My work experience shows that play helps children overcome psychological barriers and gain confidence in their abilities. A game always involves making a decision - what to do, what to say, how to win? The desire to solve these issues sharpens the mental activity of the players. What if the child speaks English? Are there rich learning opportunities here? Children, however, do not think about this. For them, the game is, first of all, an exciting activity. Everyone is equal in the game. It is feasible even for weak students. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence here sometimes turn out to be more important than knowledge of the subject. Feelings of equality. An atmosphere of enthusiasm and joy, a feeling that tasks are feasible - all this allows children to overcome shyness, which prevents them from freely using English words in speech, and has a beneficial effect on learning outcomes. Language material is imperceptibly absorbed, and along with this a feeling of satisfaction arises - “it turns out that I can already speak on an equal basis with everyone else.”

The use of gaming techniques allows you to create conditions for the involuntary assimilation of all language means: vocabulary, grammatical structures, speech patterns. The development of verbal and logical memory is facilitated by the use of bright toys, pictures and cards with words.

Based on work experience, I have come to the conclusion that one of the good options games in primary school are games with toys.

The possibility of relying on gaming activities makes it possible to provide natural motivation for speech and make elementary statements interesting. Play is always about emotions, and where there are emotions, there is attention and imagination, and thinking works there.

They look forward to the phrase “Let’s play.” Their cheerful laughter and desire to speak English serve as indicators of interest and passion. After all, the game is feasible for everyone, even weak students; moreover, a poorly prepared child can show intelligence and resourcefulness, and this is no less important than language skills. The feeling of “equality”, the atmosphere of passion and joy, the feeling of the feasibility of tasks - all this creates a favorable psychological atmosphere for students, which, of course, has a beneficial effect on the learning outcome. And most importantly, there is a feeling of satisfaction. The game activates the children’s desire for contact with each other and the teacher, creates a condition of equality in speech partnership, and destroys the traditional barrier between teacher and student. It is also important that the teacher knows how to captivate and infect students with the game. The place for games in the lesson and the time allocated to them depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson, etc. Basically, games are not purely lexical or purely grammatical in nature. Lexical games can become grammar games, spelling games, etc. The very fact that the game arouses the interest and activity of children and gives them the opportunity to express themselves in activities that are exciting for them, contributes to faster and more durable memorization of foreign words and sentences. This is also supported by the fact that knowledge of the material is prerequisite active participation in the game, and sometimes a prerequisite for winning. The game provides an opportunity not only to improve, but also to acquire new knowledge, since the desire to win forces you to think, remember what you have already covered and remember everything new. Another condition of the game is its accessibility to children. The game puts the student in a search condition. Arouses interest in winning, and hence the desire to be kind, collected, and dexterous. In games, especially collective ones, the moral qualities of an individual are also formed. Children learn to help their comrades, take into account the interests of others, and restrain their wishes. They develop a sense of responsibility, collectivism, discipline, will, and character. At the age of 7-8, it is extremely important to form the volitional sphere, when the child learns to force himself to perform some, perhaps not interesting, but important task. Grammar, vocabulary, phonetics and spelling games help develop speech skills. Mastery of grammatical material, first of all, creates the opportunity for students to move on to active speech. It is known that training students in the use of grammatical structures, which requires their repeated repetition, tires children with its monotony, and the effort expended does not bring quick satisfaction. Games can make boring work more interesting and exciting. Grammar games are followed by lexical games, which logically continue to “build” the foundation of speech. Phonetic games are intended to correct pronunciation at the stage of developing speech skills and abilities. And the formation and development of lexical and pronunciation skills are to some extent facilitated by spelling games, the main goal of which is to master the spelling of the studied vocabulary. Games can be used at all stages of learning. Individual and quiet games can be completed at any time during the lesson.

It is advisable to conduct collective classes at the end of the lesson, since the element of competition is more clearly expressed in them, they require mobility, etc. As for recording errors during the game, it is desirable that the teacher does this without distracting the students, carrying out analysis after the end of the game. Encouraging students and encouraging their activities are necessary for the oral flow of the game and the creation of correct interpersonal relationships in the team. Conducting control in a playful way is popular with elementary school students and makes them forget that they might get a bad grade. The children are not doing a test, but playing. In turn, the teacher evaluates their knowledge, draws conclusions about how the material has been learned and what else needs to be worked on. Thus, the use of various types of games is a successful and effective method in teaching a foreign language. A foreign language lesson is not just a game. The trust and ease of communication between the teacher and students, which arose due to the general gaming atmosphere and the games themselves, should provide freedom for self-expression. The main thing in the relationship between student and teacher is faith in the strength of children. A child develops only through activity, so in class we compare, prove, argue, and analyze. The learning process is a two-way process. And the result of this process largely depends on the position of the child himself, his activity. And combining the activity of the teacher and the child in this process is the most appropriate, leading to an increase in the level of cognitive activity. This is very hard work, and here the emphasis should be on individual lessons with each child, especially since a certain part of children at this age have an inadequate perception of a foreign language. When starting to study a foreign language, children expect a lot from a new academic subject, so they begin to study it with pleasure. But the volume of material being studied gradually increases, and memorizing it becomes more difficult. Interest in the subject and cognitive activity begin to decline. To prevent such a situation from arising, the teacher should try to create an atmosphere of comfort, joy and success in the lesson.

Primary school age is the most critical stage of school childhood and largely determines the subsequent years of education. Therefore, by the end of primary school age, a child must want to learn, be able to learn and believe in himself.

Of course, classes in primary school cannot be effective if the lessons are taught by a teacher who works simultaneously at the middle and senior stages of education, since there is a danger of transferring technologies for working with middle and senior schoolchildren to children. It is necessary to take into account the psychological, physiological and age characteristics of students. Special training is needed for teachers to teach a foreign language in primary school. For this purpose, personality-oriented programs and textbooks have been developed.

It is quite obvious that today fluency in a foreign language is a pressing problem for most educated people. How to solve this problem?

The teacher’s task is to make sure that even at such a young age the child wants to learn a foreign language and does it with pleasure.

Early foreign language teaching

Necessity early foreign language teachingfinally officially recognized by the state. No one doubts the fact that human intelligence progresses most rapidly in childhood - from birth to 12 years. Optimal conditions for the development of speech in a language, both native and foreign, exist already before the child begins to mature, and development here goes along with maturation - synchronously. The approach of the beginning of learning a foreign language to the beginning of a child’s development leads to the fact that everyone is capable of successfully mastering foreign languages, unlike adults.

The psychological characteristics of younger schoolchildren give them advantages when learning a foreign language. Children 7-10 years old absorb foreign language like a sponge indirectly and subconsciously. They understand the situation faster than a statement in a foreign language on a given topic. Attention span and concentration time are very short, but they increase with age. Younger schoolchildren have well-developed long-term memory (what is learned is remembered for a very long time). The best incentive for further learning for students in grades 1-4 is a sense of success. The ways in which children receive and assimilate information are also different: visual, auditory, kinesthetic.

To effectively plan the learning process for children of primary school age, the teacher needs to know the periods of cognitive, emotional, physical, social and linguistic development of the child.

Cognitive development is related to the overall intellectual development of the child. Concepts learned in the native language can be transferred to a foreign language and learned faster than those that the child was not familiar with in his native language, but learned them in foreign language lessons. In addition, due to the individual characteristics of children in cognitive development It is not advisable to teach the whole class equally; it is better to divide them into small groups, and in groups carry out an individual approach to each child.

The affective or emotional side of learning is just as important as the cognitive side. The affective domain includes communication skills and interpersonal interaction, determination and ability to take risks. It is known that children with low self-esteem often cannot realize their abilities and even become unsuccessful. It is also important to remember that children have different temperaments: some are aggressive, others are shy, others are too anxious, painfully experience their failures and are afraid of making a mistake. Taking into account all these differences will help the teacher choose a more appropriate task or role for each child. Extreme sensitivity of younger schoolchildren to environment, a heightened perception of one’s achievements and failures, and the presence of a dynamic connection between emotional mood and school performance indicate that affective development should be the subject of close attention when teaching students in grades 1-4.

It is also necessary to take into account the features physical development children 7-10 years old. The development of muscles affects a child's ability to concentrate his eyes on a page, line or word, which is necessary for the ability to read. It also affects the ability to hold a pencil or pen, scissors, or brush. So that students can achieve fine motor coordination as well as coordination between visual perception And mechanical movement, their hands need constant training. Young children are unable to sit still for long periods of time due to lack of motor muscle control. Therefore, it is advisable to give them tasks during the lesson that would allow the children to move around the class (games, songs with movements, dancing).
Summarizing the above, we can determine the following basic needs of students in grades 1-4:
- need for movement;
- need for communication;
- the need to feel safe;
- the need for praise for every small successful step;
- the need for touching, drawing, designing, facial expressions;
- the need to feel like an individual, and for the teacher to treat them as individuals.
It follows from this that the basis of the teacher-student, parent-teacher relationship should be trust.
Qualification characteristics of a teacher required to work with primary schoolchildren:

1. the ability to structure learning in accordance with the individual characteristics of children, the ability to offer students types of tasks that would meet their needs, interests and abilities;
2. ability to modify training programs;
3. ability to stimulate cognitive and Creative skills students;
4. ability to advise parents, because it is the ability to coordinate one’s actions with children’s parents that has vital importance for successful learning of a foreign language;
5. the ability to show kindness when assessing the activities of younger schoolchildren, which is necessary for the development of their self-confidence;
6. the ability to create conditions under which children master the techniques of learning activities and at the same time achieve certain results;
7. the ability to refrain from putting pressure on children and interfering in the process of creative activity.

In addition, it is especially important for a primary school teacher:

1. providing the child with freedom of choice;
2. showing enthusiasm;
3. providing authoritative assistance;
4. tolerant attitude towards possible disorder;
5. encouraging maximum involvement in joint activities;
6. approval of student performance results;
7. the ability to convince students that the teacher is their like-minded person and not their enemy;

respect for the potential capabilities of children who are not very strong in language.

All parents can be divided into two groups: some believe that previously studying a foreign language is useful for the child, it allows them to get used to foreign speech and learn to understand it, while others have completely opposite thoughts on this matter, they are afraid that dual linguistic the load can overtire and intimidate the baby.

What do you think? Write your reasons in the comments.

Today I want to separate the myths from the reality that relate to learning a foreign language at an early age.

So, myth No. 1 - if a child learns two languages ​​at the same time, he will mix words.

This is true. But there's nothing wrong with that. If a child mixes words, this is a temporary phenomenon; he simply selects the most suitable ones from his point of view. When does it increase lexicon, everything will fall into place.

Myth No. 2 – learning several languages ​​at once can confuse your child.

Linguists and psychologists say the opposite: even the most Small child able to sense differences between languages ​​by ear. Different languages ​​have certain differences in sound.

Myth No. 3 – if a child learns two languages ​​at once, his speech development is delayed.

Actually this is not true. The development of speech delay has absolutely nothing to do with the number of languages ​​studied. This process is due to the peculiarities of physiology. It also depends on factors such as lack of communication, genetic predisposition, problems with pregnancy, and some childhood diseases.

Myth No. 4 – the baby grasps information literally on the fly, so without special effort can learn a second language.

No child will magically become bilingual. Learning a language takes effort. First, choose an effective training system and stick to it. And then the perseverance and diligence of the child, as well as the parents, are important.

Myth #5 – It’s too late to learn a second language.

Actually this is not true. There are no age restrictions in learning the language. However, learning a second language is easiest before the age of 10. It is recommended to introduce a child to a foreign language for the first time from the age of 5 years. This is the period when the baby is open to everything new.

These are the main stereotypes that confuse parents when making a decision about learning a second language at an early age. But, if you weigh the pros and cons, then they represent nothing, only myths.

To summarize, I would like to separately highlight the advantages of early learning a foreign language:

- it has a positive effect on the child’s speech development and articulation;
— increases the cultural and educational level of children;
- has a positive effect on psychological development;
- thanks to the early development of the child, the process of socialization is more successful;
- the child masters the language faster and easier.

But preschool children cannot learn a language traditional methods. Because this can cause negativity, even in relation to learning in general. The most suitable option is game uniform, which is supplemented by learning new words, listening to audio materials, reading (flipping through) books in a foreign language, and watching video lessons.

As you can see, learning a foreign language as a child is very different from the learning processes of an adult. To help your baby think in another language, you need to use the following methods:

1. Watch cartoons in a foreign language, without translation.
2. Retell the content of the cartoon in your native language.
3. Watch the cartoon for several days in a row so that the phrases of the main characters become familiar to the baby.
4. Play with new words. For example, let the child name surrounding objects and toys in a foreign language. You can, while flipping through a book, name objects in a foreign language.
5. If the child has mastered the material well, you can turn on the cartoon without sound and give the child the opportunity to voice it.

And remember that in order to maintain the acquired knowledge, you need to constantly use a foreign language, otherwise it will simply be lost. Read books to your child in a foreign language, turn on cartoons, listen to songs, attend group classes at child development centers.

Read about how to choose English courses.

MKOU "Leninsk secondary school with in-depth study individual items"

English teacher Gladkikh Svetlana Nikolaevna

PROSPECTS AND PROBLEMS OF EARLY ENGLISH TEACHING CHILDREN

Four-year primary education is considered as the first stage of the new Russian school, which is assigned tasks that meet global trends in the development of education. At this stage, the formation of the personality of a junior schoolchild occurs, the identification and development of his abilities, the formation of the ability and desire to learn. Biboletova M.Z., candidate of pedagogical sciences, leading specialist Russian Academy Education believes that early teaching of a foreign language to students has its own undeniable advantages:

Learning foreign languages ​​at a young age is beneficial for all children, regardless of their starting abilities, since it has an undeniable impact positive influence on the development of the child’s mental functions - memory, attention, thinking, perception, imagination, etc. Studying has a stimulating effect on the child’s general speech abilities, which also has a positive effect on proficiency in the native language. [M. Z. Biboletova]

Early teaching of foreign languages ​​has a great practical effect in terms of the quality of foreign language proficiency, creating the basis for continuing its study in primary school.

The educational and informative value of early learning of foreign languages ​​is undeniable, which manifests itself in the child’s earlier entry into human culture through learning in a new language. At the same time, constant appeal to the child’s experience, taking into account his mentality, the way he perceives reality allows children to better understand the phenomena of their own national culture in comparison with the culture of the countries of the language being studied.

The introduction of a foreign language into the number of subjects studied in primary school has unconditional pragmatic advantages; it expands the range of humanitarian subjects studied at this level, and makes primary education more joyful and attractive for children.

A modern child hears foreign speech everywhere: in the media mass media, at the cinema, using a computer. Focusing on the current situation and the ever-increasing needs of the child in mastering a foreign language, it seems important to study this issue more deeply.

It should be remembered that the methods of learning a language at an early age should be fundamentally different from the methods of teaching it in middle and older age.

Many teachers and psychologists emphasize the need for linguistic development as an important lever for a child’s intellectual improvement. The famous psychologist D. B. Elkonin notes that preschool age is the period in which there is the greatest sensitivity to linguistic phenomena. E. A. Tinyakova, in turn, argues that familiarity with other languages ​​teaches you to isolate in detail and subtly notice shades of meaning: unusual phonetic situations polish pronunciation abilities; Other grammatical structures serve as good logical training.

His future knowledge both in this area and in other subjects depends on what the child’s first steps on the path to mastering a foreign language will be. Due to this

An English teacher in kindergarten and primary school must take into account the age and individual characteristics of each child to create sustainable interest.

It should be remembered that there are certain difficulties in early learning a foreign language. They are due to the fact that there are differences in the psychophysiological development of five- to six-year-old children and seven-year-old students. During the transition from kindergarten to school, a child’s social role. His play activity, which before coming to school was the main way of understanding the world, includes educational activity, which will act as a leader in subsequent years of education. [Sh. A. Amonoshvili]

The problem of maintaining continuity in teaching a foreign language arises, without solving which a smooth transition from preschool to primary education is impossible. According to M.Z. Biboletova, continuity in this case can be considered in terms of vertical connections, which are ensured by the continuity of the goals and content of teaching foreign languages ​​and the choice of a reasonable modern teaching strategy.

Training must be structured taking into account the characteristics of children’s perception, thinking, attention, memory, giving only those tasks that fit into personal experience child, do not go beyond the limits of objects and phenomena known to him.

Existing approaches to teaching foreign languages ​​are divided into predominantly cognitive and predominantly intuitive, imitative. Approaches vary depending on the learning conditions, such as the availability of a language environment, the age of the students, and motivation.

In preschool age, the formation of language skills and speech abilities occurs mainly on the basis of imitation, unconsciously.

In preschool age, the leading form of activity is the game. The speech of preschoolers is elementary, uncomplicated, the child does not yet understand the structure of his native language, and with the transition to primary school, with mastery of educational activities, the mental development of children receives an additional impetus.

When preschoolers transition to primary school, the following changes are observed in their speech development:

Speech in the native language becomes more complex linguistically, which affects the nature of communication skills in a foreign language;

The nature of educational activities becomes more complex and diverse;

Students have aspirations and the opportunity to analyze their speech in a foreign language, since they form some theoretical concepts in the process of learning their native language [Ivanova L. A.].

As a result, the intuitive path that was used in teaching preschool children does not give the expected effect in teaching younger schoolchildren due to significant changes in their mental and speech development.

Understanding the intuitive and conscious ways of mastering a foreign language indicates that they are largely determined by the degree of development of psychological processes and differ in the following:

The degree of reliance on the native language, in particular, the presence or absence of translation when semantizing language units;

The degree of participation of consciousness in mastering the language system, mastering elementary grammatical material.

The degree of development of students’ cognitive powers (memory, thinking, imagination) when mastering speech in a foreign language.

The importance of ensuring a flexible transition from teaching preschoolers to teaching younger students is obvious. It is worth highlighting two technologies for early teaching of English:

Education based primarily on intuitive methods of mastering material, which is acceptable for preschoolers five to six years old due to their psychophysiological level and their leading type of activity

Training built on the interaction of intuitive methodological techniques with the gradual inclusion of conscious ways of mastering the material. This technology is more suitable for children who are developing learning activities.

The use of these technologies should be based on their reasonably balanced ratio depending on the age characteristics of students and learning conditions.

In the process of teaching preschoolers, it is advisable to use the strategy of an intuitive way of mastering the material:

Techniques that promote better memorization of educational material: gestures, mime, association, singing;

Building an outline from interconnected lesson plots;

Distribution of roles - masks;

Block delivery of educational material;

Block delivery of educational material.

When moving to primary school, children acquire a sufficient volume of lexical units and speech patterns for a given age.

In the process of teaching first grade students, the following methodological techniques of a conscious nature should be used:

Connection with the native language, use of reliance on it;

Carrying out sound-letter analysis;

Correlating a lexical unit with a picture;

Logical grouping;

Using modeling to form affirmative, negative, interrogative sentences and utterance structure in English.

The inclusion of methodological techniques in line with a conscious approach to learning will provide solid knowledge and a more complete development of psychological capabilities.

At the beginning of teaching a foreign language to first-graders, it seems advisable to use mainly methodological techniques in line with an intuitive approach. And as you adapt to the conditions of schooling, gradually introduce certain methodological techniques of a conscious nature. This approach promotes the possibility of rational use of the capabilities of a child of primary school age at the transition stage from preschool to school education.

It should be noted that the psychological characteristics of younger schoolchildren give them certain advantages when learning a foreign language. One of the best motivators is the feeling of success. Children have different ways of receiving and assimilating information: visual, auditory, kinesthetic. All children go through the same paths of cognitive development, but at different rates. periods of rapid progress may alternate with periods when success is less noticeable. To effectively plan the learning process, it is necessary to take this fact into account.

The emotional side is just as important as the cognitive one. The affective side of communication includes communication and interpersonal skills, and determination. It should also be noted that children have different temperaments, some are aggressive, others are shy, others experience their failures too painfully and are afraid of making a mistake. Taking into account all these differences will help the teacher choose a more appropriate task or role for each child.

It is also necessary to take into account the characteristics of the physical development of preschoolers and primary schoolchildren. The development of muscles affects a child's ability to concentrate his eyes on a page, line or word, which is necessary for the ability to read. In order for students to achieve fine motor coordination between visual perception and mechanical movement, their hands need constant training. Children cannot sit quietly for a long time due to lack of control over motor muscles, so it is necessary to give tasks during the lesson that would allow them to move around the class (games, songs with movements, dances).

Considering the psychological, emotional, physical features development, it is necessary to highlight the tools that a foreign language teacher uses when teaching preschoolers and primary schoolchildren:

Scenario plans, plans - lesson notes various forms(integrated lessons; lessons using multimedia aids; lessons - games, lessons - fairy tales);

A set of games (lexical, grammatical, phonetic, interactive);

Development of physical education minutes, dynamic pauses, finger exercises

A variety of teaching materials: training and control cards.

It should also be noted a number of difficulties of a psychological and methodological nature:

Absence regulatory documents, educational programs;

Technologies for teaching a foreign language in the first grade at the transitional stage from preschool to school education have not been developed.

Solving these and other problems is a task that needs to be solved through joint efforts, combining theoretical knowledge and practical experience to organize the process of effective early foreign language teaching.

However, despite the existing problems, it should be noted main fact– inclusion of a foreign language in syllabus primary school is a serious practical step in the implementation of the personality-oriented paradigm of humanitarian education in the conditions of modernization of the Russian school.

Literature:

Arkhangelskaya L. S. Learning English. M.: EKSMO-Press, 2001

Biboletova M.Z. Problems of early teaching of foreign languages. – Moscow Education Committee MIPCRO, 2000

Ivanova L. A. Dynamic changes in techniques in English. System " Kindergarten – Primary School// Foreign languages ​​at school. – 2009.- No. 2. – p.83

Negnevitskaya E. I Psychological conditions formation of speech skills and abilities in preschoolers: Abstract. – M., 1986

Continuity between preschool and primary levels of the education system. // Primary education. - No. 2, 2003

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