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

2.2 Difficulties of learning a foreign language by younger school children
At an early age, there are specific difficulties in mastering a second language. Primary schoolchildren still lack real and relevant motives for mastering a second language. The formation of such motives is difficult due to the fact that the natural language environment stimulates the processes of mastering the native language with sufficient force. Mastering a foreign language remains an insufficiently motivated type of cognitive activity. In early childhood, there was no need for such motives, because the speech functional tendency and the language environment constituted a strong enough impulse for language acquisition. Now, when the student speaks his native language, with the help of which he solves all the problems of communication, satisfies the main life, socio-cultural and cognitive interests,
The child learns his native language in a natural language environment with an indefinite duration of communication in time; with the emotional - personal nature of communication, the form of interaction: the child is a relative.
The assimilation of a foreign language is carried out in an artificial language environment, in conditions of purposeful learning and a certain duration in time, with a situational - businesslike nature of communication; forms of interaction - child - teacher.
The goals that adults set for the child are too abstract for him, so all education is forced to be built as a satisfaction of the cognitive, playful, personal, psychophysiological needs and capabilities of the child. This is the basis of both the advantages and disadvantages of early learning of foreign languages.
The next difficulty in mastering a foreign language may be related to the students' knowledge of their native language. In the lessons of a foreign language, the student, firstly, involuntarily translates the semantic units of the second language into his native language, that is, his awareness of these units is achieved not with the help of a foreign language, but through his native language.
Secondly, when trying to build a statement in a foreign language, the student uses the speech structures of his native language. If the speech mechanism of the second language has not yet been formed, then the speech mechanism of the native language replaces and even displaces it.
Thus, there is a problem of weakening the influence of the mechanism of the native language in the process of mastering a foreign language. It is necessary to determine the content of linguistic phenomena, which should be compared with each other due to their sharp difference, and also describe cases of convergence of the mechanisms of native and foreign languages ​​that contribute to the acquisition of a second language.
Another difficulty may be the personal psychological barriers that some schoolchildren have in relation to the second language: unusual sounds of foreign speech, strange words and phrases for them, uncertainty that they will be able to speak a foreign language, shyness and fear of becoming a laughingstock because for mistakes in speech, the fear that undesirable assessments will follow the mistakes made, and so on. That is why it is necessary to strengthen the role of stimulating assessments in the process of teaching a foreign language.
Giving an assessment of the student's work in the lesson, the teacher must, first of all, note the positive aspects in his speech skills and abilities and, against this background, express his comments, indicate ways to eliminate gaps.