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

The purpose of this work is to reveal the general idea of ​​the organization and the specifics of teaching a foreign language for children of primary school age.
The main objectives of the study are:
1. To reveal the main goals and principles of early learning a foreign language;
2. To identify the psychological and physiological features of the development of children of primary school age that affect their assimilation of a foreign language (in particular, the main psychological processes - perception, attention, imagination, thinking, memory) and their reflection in the study of individual mental characteristics of children;
3. Determine the main difficulties that arise in the process of teaching foreign languages ​​to younger students;
4. Consider the game as one of the methods of early learning of foreign languages;
The subject of the research is the problem, and the object is the method of early teaching a foreign language, and as the leading method of this teaching is the game.
The work consists of theoretical and practical parts. In the theoretical part, the main tasks are solved. In the practical part of this work, I described fragments of a lesson on teaching children vocabulary that can be used when teaching younger students at school, as well as various techniques to make learning a foreign language more fun.
CHAPTER 1 . GENERAL ISSUES OF COMMUNICATIVE TRAINING IN FOREIGN LANGUAGE COMMUNICATION OF JUNIOR SCHOOL CHILDREN
1.1 Styles of teaching foreign language communication at an early stage
In our country, there is an intense interest in the problems of early school teaching children non-native languages. Regularly appearing articles cover both theoretical and practical aspects of early learning of foreign languages ​​in our country and abroad. Work with preschoolers and younger schoolchildren has become an integral part of the entire system of national language education, and early education is one of the promising and priority areas. For the system of early education, the problem of choosing a foreign language is not so relevant, since at this stage the leading task is not the rational task of mastering the language, but the cultural one. Both the administration of educational institutions and parents should be aware of the fact that learning any language at an early age is a blessing. This is what sets the child up for further perception of a foreign language, and it doesn't matter what language the process of acquiring linguocultural experience begins with. Even when the school offers students a different language than they learned in preschool, this is not a problem. The child has already received the basics of the approach to learning a foreign language, he is not afraid of anything, he will happily and successfully begin to learn a new non-native language for him. But this can only be achieved under certain conditions:
Firstly, the child must have positive motivation and interest in foreign language communication.
Secondly, in the learning process, a favorable situation should be created for self-expression and self-realization.
And thirdly, the goal of the teacher should not be the mastery of specific language and speech material, but the development of the child's personality, his intellectual (cognitive) and emotional-volitional abilities, personal qualities that are manifested primarily in the language. The special mission of teachers is to explain to parents the developing potential of the German language. Since a foreign language is not an end in itself for a child of preschool and primary school age, the learning process should not be built as a process of purposeful formation of foreign language communicative competence and a general idea of ​​the system of the language being studied (as is the case at the senior stages of school education). For a child, it is important what the language “brings” with it, and therefore, the meaningful aspects of learning (what to talk about, listen, write, what to do, including with the help of the language being studied),
Issues related to teaching a foreign language to junior schoolchildren are today the subject of extensive discussions, since childhood is considered by experts as the most favorable period for mastering a foreign language (E.I. Negnevitskaya, V.S. Mukhina). The role of a foreign language at an early stage of education is especially invaluable in terms of development. Language for a child is primarily a means of development, knowledge and education. "The super-task at the early stage of education should be the development of the child's personality by means of a foreign language, which involves the formation of the needs and motives of cognitive activity, curiosity and special interests, ingenuity and non-standard thinking, creative imagination and learning abilities."
So, the following four aspects must be introduced into the content of teaching foreign language communication at an early stage: developing (priority), educational, cognitive and educational. The goal of training in all these aspects can be formulated as follows:
-- development of the child's mental functions through the process of mastering a foreign language (attention, memory, thinking);
- satisfaction of the cognitive needs of the child (acquaintance with the holidays, with the traditions and customs of the countries of the language being studied, acquaintance with the sights of the countries of the language being studied);
- creating a child's motivation for further mastery of a foreign language;
- education of a citizen not only of one's own country, but also of the world (education of understanding, respect and tolerance for another culture, education of a correct assessment of oneself and others, education of a respectful attitude towards people);
- Improving the effectiveness of language acquisition.
All aspects of teaching foreign language communication closely interact, as a result of which "the study of a foreign language and teaching it contributes to the formation of the student's personality, his moral qualities and intellectual abilities."