Composition: Introduction Teaching pronunciation skills in foreign languages in preschool and primary school students

The aim of the paper intend In this article, as a result of the use of modern approaches and innovative methods in teaching English in primary grades, the development of students' logical thinking skills, fluency in speech, the formation of the ability to quickly and correctly answer, instilling enthusiasm for knowledge, information is given about the effort to prepare thoroughly for classes.
The actuality of the theme. This article discusses innovative approaches to teaching English in secondary schools, modern methods put forward by teachers for students to think freely, depth of speech, responsiveness, passion for language learning, active participation in lessons.
The tasks of the work. We put following tasks forward
- Teaching a brief overview of the methodology of teaching foreign languages ​​from a young age
- Teaching start linguistic basis of foreign language teaching methodology in classrooms
- Teaching technologies of communicative approach to teaching English to primary and preschool children
The structure of the work. Hereby work consists of introduction, 2 main chapter with 2 and 2 parts, conclusion and the list of the used literature

Chapter I.Foreign language learning skills in preschool and elementary school children.
1.1. A brief overview of the methodology of teaching foreign languages ​​from a young age
Today it is known to everyone that about 60% of the world's population can speak two or more languages. The acceleration of globalization processes in the world, the transition to free market relations and the stimulation of the introduction of high technologies in production increase the need for "linguistic capital", that is, specialists who perfectly master foreign languages (especially English).
In order to ensure quality and effectiveness in foreign language education, the experience of reducing the age of learning/teaching foreign languages is gaining popularity. This was due to the widespread use of the concept in the content" the younger the better / early is better". The decision to introduce foreign languages into the educational program of primary education was approved based on the following conclusions:
Critical Period Hypothesis states that there is a limited developmental period during which it is possible to require a language, be it L1 or L2, to normal, native-like levels. – The hypothesis of the critical period emphasizes whether it is a native language, a foreign language, there is a limited period of development in a foreign language that can be mastered at a level close to natural speech.
... younger children learn better and easier.
...a longer learning period leads to a higher level of skill acquisition by the end of school education.
Learning and teaching a foreign language, in particular English, from a small age, also has its own history. While learning and teaching a foreign language from a small age was initially experimented in upper class families (Anna-and-the-King-of-Siam), in the 1950s it became popular in the US and European countries, and in ten years the number of students educated under the "Foreign Language in Elementary School" program reached one million. And in France, Sweden and Holland, in the mid-1950s, a foreign language began to be taught from the 3rd grade under the English without a book program.In February 1997, in Grats (Austria), the European Center for Modern Languages (ECML) held an international seminar on the topic "Foreign Language Education in Primary Schools" dedicated to the problems of teaching foreign languages in primary education, in April 1997 in Vorvik (England) on the topic "Warwick Euroconference on Teaching of Foreign Languages in European Primary Schools", in January 1998 in Grats primary schools - an international conference to be implemented in national contexts", a 1999 conference in Brussels (Belgium)dedicated to the discussion of projects carried out to ensure quality and efficiency in foreign language education (Stimulating language learning: the European Label), 2007 at the State Pedagogical University named after Gersen (St. Petersburg) dedicated to the problems of teaching/learning foreign languages in primary classes and, In 2008, an international conference on teaching foreign languages in primary education (The Way Forward: Learning from International Experience of TEYL)was held in Bangalore, India.
Even at the international scientific and practical conference on the topic "theory and practice of teaching foreign languages: traditions and innovations" in Moscow (Russia)in 2013, topical problems of the methodology of teaching foreign languages to primary school students were discussed. At the above-mentioned seminars and conferences, recommendations were developed to ensure quality and efficiency in primary foreign language education. Based on these recommendations, the development of communicative competence of students in primary foreign language education was defined as the main goal.
Psychological foundations of teaching a foreign language in elementary grades I.A.Zimnyeya (1991), D.M.Singlton (1995), D.Singlton and L.Ryan (2004), Z.Dorney (2005), P.M.Leytbaun, N.Spada. (2006), A.P.Sinelnikov (2009), M.Villiams, R.L.Bedn (2010); b) pedagogical bases V.A.Skat, L.X.Etrberg (1992), S.Hallivel (1993), K.Grant (2002), J.Mon (2005), A.Edwards, P.Nate (2005), C.Horner, V.Rif (2007), A.Pinter (2011), D.Veil, A.Fauntain (2011); C) methodological foundations N.D.Galskova, Z.N.Nikitenka (2004), L.Cameroon (2005), C.T.Linz, D.Nyonen (2005), N.A.Gorlova (2010), N.M.Radina, E.Yu.It is thoroughly covered in the literature published by scientists such as Protasova (2010).
From a brief review of the literature on the field, it becomes clear that research was carried out in various educational conditions. Also, in some studies, the process of teaching a foreign language to students from 5 to 12 years old was chosen as the object of research, if the pupils of a preschool educational institution as Foreign Language Learners of a small age are considered divided.
In the above literature, the term "concept" expresses various concepts. The concept is used in the sense of a scientific idea(s), and the teaching of foreign languages at every point of the educational process determines strategies and tactics.
Today, the methodology of teaching foreign languages in primary education is developed on the basis of the educational concepts "(Inter)Cultural Awareness", "Language Awareness" and "Humanity".
(Inter)Cultural Awareness – the concept of intercultural communication was originally formulated in Germany and soon became popular in Western countries. On the basis of this concept, the goal is not to teach foreign languages as a means of communication, but to develop a student in general and speech, that is, to interest him in a foreign language and a foreign culture, to form and develop skills to carefully react to the language that can be encountered in everyday life and adapt to living conditions For this reason, this concept also focuses on the country studies aspect of foreign language education.
The educational process and content organized in a playful way will consist of poems and songs that will introduce children to the traditions and customs of the country in which the language is studied. This concept bears the name of "learning a neighboring (fraternal) language" in Europe, and classes are conducted mainly by the owners of the studied foreign language.
In addition, in European countries, student migration occurs more often, and they have the opportunity to live for a certain time in the studied foreign language environment. In this regard, it is not advisable to promote this concept in countries far from Europe and culturally different. It has been proven that learning English as a means of communication cannot have the same meaning for all people everywhere in the world, while it is difficult to "export" educational methods simply in an easy way. ²
Because firstly, it is not advisable to teach the practical use of the language, that is, to work only on the "situation of everyday speech" and on the "topic of everyday life", although there is no need and opportunity to enter into communication and interaxia with the owner of the studied foreign language.
Secondly, English is the state language of not only one country, that is, Great Britain, but also the United States of America, Australia, Canada and a number of other countries. And in these countries, where the state language is English, the cultures are different.The concept of Language Awareness is also called Holistic approach, which promotes the need to master a foreign language as a means of acquiring new knowledge. That is, the goal of elementary foreign language education is to master new knowledge about life through a foreign language. But M.Villiams and R.Bedns preferred to call Vigotsky's theory of speech development ontogenesis "Holistic approach". They assume that Vigotsky would not have approved the idea of \ u200b \ u200bcreating the knowledge that should be studied into small parts and presenting it as qualifications and skills. The reason is that Vigotsky assures that the basis of any studied part should be the content. Under the influence of this conclusion, we can observe the popularization of the CLIL (Content and Language Integrated Learning) approach in countries where European countries, the United States and English are the second state language.
The concept of "Humanity" (personality-oriented) is also adopted in Uzbekistan, and in accordance with it, in primary foreign language education, the student is assigned the status of a central subject of the educational process and intercultural communication (communication), priority is paid to his interests and needs. Speech activity in a foreign language is directed to the formation of the personality of the reader, that is, the assimilation of the cultural heritage created by the owner of the studied language is achieved. Listening enriches the social, cultural, linguistic, emotional experience acquired by the reader before in the process of understanding, speaking, reading, writing.