Theme: Responding to different learning styles when teaching foreign languages to young learners content introduction chapter general issues of communicative teaching foreign language communication of younger students

Theme: Responding to different learning styles when teaching foreign languages to young learners
CONTENT
INTRODUCTION……………………………………………………………...…2
CHAPTER 1. GENERAL ISSUES OF COMMUNICATIVE TEACHING FOREIGN LANGUAGE COMMUNICATION OF YOUNGER STUDENTS………………………………………………………………………..7
1.1 Styles of teaching a foreign language at an early stage…………………….7
1.2 Prerequisites for the successful acquisition of a foreign language by younger students……………………………………………………………………………..9
CHAPTER 2. PSYCHOLOGICAL STYLES OF THE DEVELOPMENT OF CHILDREN OF PRIMARY SCHOOL AGE…………………………………..11
2.1 Guiding styles of teaching foreign language communication to younger students…………………………………………………………………………....13
2.2 Difficulties of learning a foreign language by younger school children……...17
2.3 Style of game-exercises in early foreign language learning…………………..18
CONCLUSION………………………………………………………………..…25
LIST OF USED LITERATURES……………………………………………….27


INTRODUCTION
In Uzbekistan at the end of the 20th century. there was a "revolution" in the methods of teaching the German language. Previously, all priorities without a trace were given to grammar, reading and literary translation. These are the principles of the "old school", which has shown its effectiveness in practice, but does not meet a number of modern requirements. Language acquisition was carried out through long routine work. The tasks were offered rather monotonous: reading the text, translating, memorizing new words, retelling, exercises on the text. As a result, only one function of the language was realized - informative. It is not surprising that few people knew the language well: only very purposeful and hardworking people could master it at a high level.
The number of learners of German as a second foreign language is growing, and the total number of learners of German in Uzbekistan is approaching 4.5 million. The figure is impressive, if you do not know that 10 years ago it was twice as high. The age of students has also changed. If until now the methodology was focused primarily on schoolchildren, now parents are striving to start teaching children a foreign language as early as possible. There is a statement that there are many methods of teaching a foreign language to kids. In fact, it is, in fact, one: learning in a playful way. Another thing is that the methods of presenting the material, the ratio of the gaming and educational principles, the games themselves and the types of activities, etc., differ. It is important that the child is interested, passionate about the process of the lesson-game. In some educational institutions, classes for the youngest, along with tutors from Uzbekistan, they are taught by native speakers, thanks to which children from the first days get used to the authentic sound of someone else's speech. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. are conducted by native speakers, thanks to which children from the first days get used to the authentic sound of someone else's speech. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. are conducted by native speakers, thanks to which children from the first days get used to the authentic sound of someone else's speech. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. thanks to which children from the first days get used to the authentic sound of someone else's speech. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. thanks to which children from the first days get used to the authentic sound of someone else's speech. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. Of course, the linguistic material does not exceed the measure of the child's understanding. The simplest grammatical constructions, words denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. denoting objects of the world around the child, animals, plants, family members, etc., well known to the child. I must say that the most important thing in such learning is not even memorizing specific words and phrases, but what the child learns: the structure of a foreign language differs from his native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. the device of a foreign language differs from the native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience. the device of a foreign language differs from the native one - and takes it for granted. The kid is not surprised either by the presence of a linking verb in the sentence, or by "strange" constructions like There is a book on the table, or by the reverse word order in the question. Therefore, further study of the language will be easier for him than for those who do not have early linguistic experience.