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

2.1 Guiding principles of teaching foreign language communication to younger students
In the methodology of teaching foreign languages, there are three approaches to learning "depending on which of the aspects (linguistic, psychological and social) is the source for determining the strategy of teaching a foreign language: linguistic, conditionally communicative and communicative". In addition to those identified, there are two more approaches: "intercultural" and "competence-based". The linguistic approach is the basis of the domestic methodological science of the mid-20th century, it is based “on the opposition of the concepts of “language” that dominated for a long time in linguistics and, consequently, in the methodology. The competence-based approach was developed at the initiative of the Council of Europe in the 80-90s. The essence of this approach is to form the competence (ability) for self-development of the student's personality. As part of this approach, an attempt was made to create a standard terminology or a commonly understood language to describe what constitutes the subject of study, as well as to describe the levels of language proficiency. In addition, the criteria were established "what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful."
1. The principle of mastering a foreign language through communication.
The process of teaching foreign language communication is a model of real communication according to the following main parameters: motivation, purposefulness, informativeness of the communication process, novelty, situationality, functionality, the nature of the interaction of those who communicate and the system of speech means. Due to this, in the scenarios of the lessons, communication conditions are created that are adequate to the real ones, which ensures the successful mastery of speech skills and their use by children in conditions of real communication. The successful implementation of this principle largely depends on the teacher's ability to create a favorable psychological climate and his ability to be a real speech partner.
2. The principle of individualization.
When learning a foreign language, not only the process of mastering is individual (each student has different abilities, and, consequently, his own pace of progress), but also the object of assimilation. The speech of any person, regardless of age and language, is individual. In order for the student to show his individuality, there are two rules in the classroom: the rule of redundant presentation of the material and the rule of delaying the results of its assimilation. This means that within the same exercise, children are always given the right to choose, that is, the opportunity to choose one or another speech means in accordance with their needs, taste, and mood. Therefore, it is impossible to demand from the child that he learn all the new material presented in the classroom. You should not be upset even if when at the end of the lesson not every child will master the minimum required material. The plot line is constructed in such a way that a group of lexical units or a certain grammatical construction is repeated in new situations a sufficient number of times. As the practice of teaching has shown, the most capable students can learn the material from a single presentation, the capable ones after two or three times study, the less capable ones by the end of the training. This manifests the rule of delayed result, which ensures the individual pace of progress for each child. capable - after two or three times study, less capable - by the end of training. This manifests the rule of delayed result, which ensures the individual pace of progress for each child. capable - after two or three times study, less capable - by the end of training. This manifests the rule of delayed result, which ensures the individual pace of progress for each child.
3. The principle of novelty.
Communicative learning is built in such a way that all its content and organization are permeated with novelty. Novelty prescribes the use of texts and exercises containing something new for children, the variability of texts built on the same material, the constant variability of the components of recreated situations, learning conditions, the variability of the forms of speech statements, tasks and examples of their implementation. Thus, the rejection of intentional memorization (statements, dialogues, texts) is determined, speech production, heuristics and productivity of students' speech skills develop, interest in educational, cognitive and any other activity is aroused.
4. The principle of consciousness.
The sensitive period does not exclude conscious language acquisition. In the early teaching of a foreign language, the principle of consciousness must also be implemented. A.A. Leontiev notes that already in the second or third year of life, speech is psychologically arbitrary, it contains components that can be subjectively isolated and understood by the child. A certain attitude of the child to his own speech is formed, conscious operations with the language are performed. The model of simplified language development in preschool age in the form of unconscious mastery of a foreign language turns out to be incompletely corresponding to reality.
5. The principle of integration.
One of the leading methodological principles of teaching foreign language communication to younger students is the principle of integrativity. The principle of intergativity correlates with age characteristics, since children at an early age are characterized by an undifferentiated perception of the world. The introduction of this principle as a basic one makes the learning process optimal, since the integration of a foreign language with other subjects makes it easier to master the material in a foreign language, and also makes it possible to simultaneously acquire knowledge in other subjects.
Integrative connections are the basis for the full perception and understanding of new knowledge, the formation of skills and the development of skills, and also allow you to generalize and systematize the existing language and speech experience, ensuring the completeness of knowledge.
It is advisable to pay attention to the phenomenon of positive transfer and interference and, based on the comparison of languages, conduct special exercises that contribute to the development of children's linguistic and intellectual abilities.