The ministry of higher education, science and innovations of the republic of uzbekistan

1.3. Age characteristics of middle school students
In order to determine the most effective method for the formation of grammatical skills and the method for the formation of literate oral speech of students in English lessons, it is necessary to take into account their age characteristics, since each age period has its own pedagogical and psychological characteristics.In this paper, we consider the average school (adolescent) age (from 10-11 to 14-15 years) of students, since this age is considered the most critical, transitional between childhood and adulthood, when a central mental, personal neoplasm of a person arises - “feeling adulthood."The specific social activity of a teenager lies in a great susceptibility, sensitivity to learning the norms, values ​​and ways of behavior that exist in the world of adults and in their relationships. One of the leading researchers of adolescence D.I. Feldstein emphasizes that the social maturation of a person, the structuring of his self-knowledge and self-determination as an actively acting subject is determined by the transformation of the general position “I in relation to society” into two positions that replace each other “I in society” and “I and society”. [16; 202] At the same time, it is essential that adolescence, like other age periods, is heterogeneous, stadial. In this period, D.I. Feldstein distinguishes three stages: locally capricious (10-11 years old), when the need for adult recognition is aggravated; “legal-significant” (12-13 years old), characterized by the need for social recognition, for socially approved useful activity, which is expressed in the speech form “I also have the right, I can, I must”; "affirmative-effective" (14-15 years old), when the readiness to prove oneself, to apply one's strength, dominates. As noted by V.A. Karakovsky, the need for a decent position in a peer group and family is especially inherent in a younger teenager; the desire to acquire a true friend; the desire to avoid isolation both in the classroom and in a small team; heightened interest in the question of the "balance of power" in the classroom; the desire to dissociate itself from everything that is emphasized childish; lack of age authority; aversion to unreasonable prohibitions; susceptibility to teachers' mistakes; reassessment of their capabilities, the implementation of which is expected in the distant future; lack of adaptation to failure; lack of adaptation to the situation of the "worst"; a tendency to daydream; fear of defiling dreams; exactingness to the correspondence of the word to the deed, etc. Along with this, the younger teenager is characterized by increased fatigue, pronounced emotionality, sometimes harshness in judgments (to the point of rudeness). By the end of the period of early adolescence, students begin to realize the need to independently choose a further education program, which implies the formation of fairly stable interests and preferences,For a middle-aged student, socially useful activity in various forms is the leading one, including intimate and personal communication with peers, and very important communication with representatives of the opposite sex. At the same time, learning activity becomes, as it were, an ongoing activity - it "provides" the individualization of the adolescent. In the features of the choice of means, methods of educational activity, he asserts himself. Simultaneous adaptation to one new community, individualization in another, already familiar, and subsequent integration into it are complexly intertwined social and psychological processes that are most significant for a teenager. To find oneself in oneself and in others is the main realized or intuitively realized need of this age.As a subject of educational activity, a teenager is characterized by a tendency to assert his position of subjective exclusivity, "individuality", a desire (especially manifested in boys) to stand out in some way. This can enhance cognitive motivation if it is correlated with the very content of educational activity - its subject, means, methods of solving educational problems. The desire for “exclusivity” is also included in the achievement motivation, manifesting itself in such components as “reward”, “success”. Learning motivation as a unity of cognitive motivation and achievement motivation is refracted in a teenager through the prism of narrowly personal, significant and really acting motives of group, social life. The social activity of a teenager is directed to the assimilation of norms, values ​​and ways of behavior, which, being presented, in the content of educational activity and the conditions of its organization, meets the satisfaction of these motives. That is why pedagogical psychology emphasizes the importance of implementing all the principles of education that activate the intellectual activity of a teenager. The content of educational activity should be included in the general socio-cultural context of modern literature, music, painting, dance, as well as in the modern conditions of socio-economic, life and everyday relations.A teenager as a subject of educational activity is specific not only by his motivation, position, attitude, "I" - concept, but also by his place in life in the segment of continuous, multi-stage education. He decides for himself, predicts the form of continuation of this education, depending on this, focusing on the values ​​of either teaching or labor activity, social employment, interpersonal interaction.The main motivational lines of this age period, associated with an active desire for personal self-improvement, are self-knowledge, self-expression and self-affirmation.A characteristic feature of the attention of middle school students is its specific selectivity: interesting lessons or interesting things are very exciting for teenagers, and they can focus on one material or phenomenon for a long time.But slight excitability, interest in the unusual, bright often causes involuntary switching of attention. Such an organization of the educational process justifies itself, when adolescents have neither the desire, nor the time, nor the opportunity to be distracted by extraneous matters.In adolescence and youth, the process of cognitive development is actively going on. Teenagers can already think logically, engage in theoretical reasoning and introspection. Logical memory begins to develop actively and soon reaches such a level that the child passes mainly to the use of this type of memory, as well as arbitrary and mediated memory. Studies of the memory of children of this age have shown that for a teenager, remembering means thinking.At this age, the formation of cognitive processes and, above all, thinking is completed. During these years, the thought finally unites with the word, as a result of which inner speech is formed as the main means of organizing thinking and regulating other cognitive processes.It should be noted that in the middle school, students should not mechanically learn and repeat the frozen definitions of scientific concepts. Rather, it should be ensured that the students themselves find and define these concepts. This will undoubtedly speed up the process of development of the conceptual structure of thinking.Thus , adolescence is the most critical, sensitive, receptive period in a person's life, so it is on this age period that special attention should be paid. In teaching a foreign language, the development of speech as a psychological and pedagogical phenomenon plays an important role. In adolescence, the development of speech occurs, on the one hand, due to the expansion of the richness of the vocabulary, on the other hand, due to the assimilation of many meanings that the dictionary of the native language is able to encode. A teenager intuitively approaches the discovery that language, being a sign system, allows, firstly, to reflect the surrounding reality, and secondly, to fix a certain view of the world. It is in adolescence that a person begins to understand that the development of speech determines cognitive development.