Effective methods in teaching english language for young learners

Characteristic features of the direct method are:
- Teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
- Teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
- The centrality of spoken language (including a native-like pronunciation)
focus on question-answer patterns
The direct method aims at establishing a direct bond between experience and expression. According to the direct method, the students should think directly in English.


The principles of the Direct Method in teaching English:
1. Reading in the target language should be taught from the beginning of the language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts (e.g. in this lesson we observed the students studying geography and cultural values).
2. Objects (e.g., realia or pictures) present in the immediate classroom environment should be used to help students understand the meaning.
The following are the advantages of the Direct Method in teaching English:
Direct method helps learner to acquire correct pronunciation.
- It provides better understanding
-Time saving
- Helped in teaching idioms
- It provides better fluency of language
- Based on psychological principle
- No gap between active and passive vocabularies.


3.Suggestopedia.
Suggestopedia , a "suggestion" and "pedagogy" portfolio, is a teaching method used in the study of foreign languages ​​developed by the Bulgarian psychiatrist Georgi Lozano³. It is also called desuggestopedia.
Created for the first time in the 1970s, the offeropedia used positive suggestions in language teaching. In 1978, Lozanov presented this method to the UNESCO Commission in Paris. Two years later, in 1980, UNESCO published its final report with various mixed views on the theory. On the one hand, he endorsed the invitationopedia as a method of language learning for second-language speakers, but the report also contained various criticisms of the theory.