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

1.2. Start linguistic basis of foreign language teaching methodology in classrooms
Linguistic foundations of the methodology of teaching a foreign language in elementary grades should be distinguished from the linguistic foundations of the teaching process. The linguistic basis of the methodology of teaching a foreign language in elementary grades helps a modern teacher in the selection, methodological organization and presentation of language material for a personal working curriculum.
It is known that the linguistic foundations of teaching are outlined in standards, programs and textbooks, reflecting the educational content of communicative competence on linguistics.
Initially, it will be necessary to understand the term communicative competence. The term communicative competence is described in the context of the ability to apply acquired knowledge, skills and abilities in a foreign language under study in the process of communication. The word competence (competence), which represents the basic concept within this term, was originally N.It was used by Chomsky in the sense that it is "grammatical competence", that is, the knowledge of the language of the speaker and the listener. D.Hayms the child improves his communicative competence by studying both the correct use of language knowledge (grammar)in the process of mastering it, that is, when, where, to whom, in what way and what it is acceptable to talk about, became the author of the term communicative competence.
By today, competence represents the sum of knowledge, qualifications, skills and personal qualities that a person needs to carry out activities in different areas. Linguistic competence implies the acquisition of knowledge about language material (phonetics, lexicon, grammar) and skills in the types of speech activity (listening, speaking, reading and writing).
Sociolinguistic competence makes it possible for the speaker to choose the desired linguistic form, method of expression, based on some speech situation, communicative goal and desire. Sociolinguistic competence involves sociocultural competence, providing for the ability to know the national characteristics of autentic speech: the customs, values, rituals and other national-cultural characteristics of the country in which it lives, as well as to be able to present the language in comparison with the country in which it is studied.
Pragmatic competence implies the ability to get out of complex situations by repeatedly asking, apologizing, etc.when misunderstandings arise in a communicative situation in a foreign language under study.Methodist-scientists divide the content of teaching a foreign language into methodological components that determine the acquisition of psychological, d) learning methods, consisting of a) linguistic, b) qualifications and skills generalizing the language and speech material.
But in today's modern education, it is required to master not only the material on language and speech, but also on country studies and linguocultural studies. In this case, the need arises to introduce socio-cultural and intercultural approaches to foreign language education. All this complicates the task of choosing and presenting language and speech material for textbook and working educational programs.
If, in accordance with modern requirements, it is taken into account that not only the material of language and speech should be mastered by students, but also the material of the culture of the owner of the studied foreign language, it will be necessary to pay attention to the sociolinguistic content when choosing linguistic material.
From the experience it is known that a modern teacher, not limited to the use of the main textbook-complex, selects additional materials from various sources in order to increase the quality and effectiveness of the lesson based on the potential of students in the classroom. For this reason, a modern teacher should competently solve the question of who, what, how, and how much to teach when improving a working curriculum in a subject.
In most cases, the acquisition of communicative competence at the level of software requirements is not achieved as a result of the teacher's educational and collaborative activities aimed at the goal of learning by students. As one of the main reasons for this, one can indicate the inadequacy in the amount of exercises that serve the acquisition of linguistic, sociolinguistic and pragmatic competencies, which are described in textbooks. Because some textbooks are created as a result of excessive attention to Western linguodidactics, in which the amount of exercises that serve the acquisition of speech competence is significantly higher. Or vice versa, that is, the amount of exercises that serve the assimilation of language material in order to prepare a test for admission to higher educational institutions may prevail. And a modern teacher should be able to maintain balance and apply special methodological measures to fully realize the goals pursued from the lesson.
When choosing the material of the program, the teacher, along with the age periods of the students, should take into account how the speech activity in them is moving and how it can be developed. For example, in an hour (40-45 minutes)lesson session (not with the support of a tutor at home), it is possible how many lexical units a student can master (not necessary). To do this, it is necessary to understand that speech activity cannot be different in the native language and in a foreign language. Speech activity is one and it develops according to its laws. It is closely related to the development of the individual, having its own form and content.
Knowing how the student's speech activity is structured, the teacher will be able to adequately select exercises and tasks that serve his development, using speech as a tool that is not the goal of the types of activity, and will detail the educational paradigm aimed at the acquisition of personality and competencies. Only then will the educational paradigm, focused on the acquisition of knowledge, qualifications and skills, free its place in person-oriented education.
A teacher with knowledge from the psycholinguistic aspect of methodology (in the process of learning a foreign language, which takes place on the basis of experiences in mastering the native language) is able to develop a complex, and not the types of speech activity of the student.
As you know, teaching a foreign language is the organization of the process of the occurrence of speech in this language or its perception. The meaning of the term Speech refers to the method of forming and expressing an idea,the practical application and realization of the language. Language, on the other hand, is a means of communication and interaxia, a system of gestures, a weapon and means of expressing and dressing thought. Language is common to its users, that is, social speech is an individual specific phenomenon. Language, in simple terms, is a system of units and their communication, speech is an oral and written text. Expression of thought is called the production speech activity in psycholinguistics (re), which includes speaking and writing. The perception of the expressed thought (speech and the product of writing) is receptive speech. The statement of opinion and its perceivers summarize in a single term under the name of the communicant. The communicant, in turn, is the (re)produsent (speaker and writer – the one who articulates thought) and the recipient (the one who perceives thought – the listener and the reader).
In modern methodology, “receptive” and “reproductive” differ to a minimum. Receptive language is understood as a language material that serves for communicative competence from listening comprehension and reading types of minimum speech activity. Reproductive language minimum serves the acquisition of communicative competence from the types of speech and writing of speech activity.