Ministry of higher education, science and innovations of the republic of uzbekistan andizhan state institute of foreign language institute

CONCLUSION 
In the conclusion, we would like to say some words according to the done 
investigation. The main research information was written in the main part of our 
course paper. So here, we will give content of it with the description of the question 
discussed in each paragraph. Our course work consists of introduction, main part 
with three subtypes, conclusion and bibliography.
In the introduction, we set such points as the relevance of the topic, subject 
and object, the main goal and the objectives, which we used in our investigation, 
scientific bases and practical value of our research. 
The main part of our work consists of following items: 
In the first part “The use of games for teaching pronunciation to young 
learners”, here we gave general information about the role of games for teaching 
English language pronunciation. 
In the second part, we tried to give some essential differences between teaching 
grammar to young learners and adults. 
In the third part, “Practical strategies for teaching English to young learners”, 
here we have tried to analyze some strategies of teaching English as a foreign 
language to young learners. 
In the conclusion we summarize results of our investigation and give proof of 
the theoretical and practical value of the work and make conclusion. 
After examining material of our course work, we can make some conclusions. 
First, we agree with some teachers who think there is no place for explicit grammar 
instruction for very young learners, if only because they are not ready for it not in 
their first language and certainly not in their second one. It means they can learn 
second language as if they did it with their native one. They do not need all those 
rules and definitions for examples. There is one important thing that teachers should 
be aware. All the things that teachers do in their lessons using the language is 
grammar teaching. If teachers use English in their lessons as much as possible, they 
give children language examples. Children can benefit from what teacher says in 
lesson; they can notice and learn new language including grammar only by the way. 

---

- 33 -
However, that for older young learners (6-13 years old) there is a place for a focus 
on grammar: not the grammar of abstract rules, but fun grammar which works 
through examples, games, songs and activities that let learners subconsciously learn 
the grammar through an age-appropriate critical and creative analysis of language. 
So far, the usage of songs and games are clarified. The advantages and some key 
points are explained. According to the characteristics and the needs of the students, 
and the analysis of a classroom, several techniques can be integrated with such 
resources. In addition, since teaching is a developing art, which requires innovative 
and creative ideas to enrich its effectiveness, we must not hesitate to use every kind 
of teaching resources that we think appropriate to assist our teaching of grammar to 
young learners. 
From the results of the research it was discovered that the observed teachers of 
the third, fourth and fifth grades used activities based on chain and repetitive drilling, 
sound dictation, distinguishing individual sounds of the segmental level including 
consonants, vowels or diphthongs where the repetitive drilling and distinguishing 
individual sounds were practiced the most frequently in the lessons. To keep children 
concentrated and to avoid exhaustion and possible loss of motivation, teachers also 
used games including Bingo, Simon says and Word dominoes. Rhymes and songs 
learnt and practiced for making young learners aware of English rhythm, stress and 
intonation were used and became popular among children as well. 
From techniques used for correction of these pronunciation mistakes teachers 
frequently preferred immediate correction involving interrupting particular learners 
and providing right pronunciation of the mistaken expression for them. Teachers 
also asked other learners from the class to correct a learner or used hints and other 
kinds of help so that the learner was able to self-correct. However, peer correction 
and self-correction were used in comparison to prevailing teachers’ immediate 
correction occasionally. The technique of using non-verbal communication 
including facial expressions, gestures or postures was used the least frequently in 
observed lessons.