Early foreign language teaching problems and solutions. Principles and goals of early foreign language teaching at the present stage

Vasilyeva E. D. Early foreign language teaching.

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Annotation. The article discusses the problems of early learning of a foreign language. Methods and technologies for training are proposed. The article touches on the psycholinguistic characteristics of children.

Keywords: linguistics, linguistics, early learning.

Introduction. The methodology of early teaching of foreign languages began to emerge in the 19th century as a branch of methodological science. In Russia, at that time, the experience of teaching children foreign languages at an early age was widespread. At the end of the 18th and beginning of the 19th century, among Russian children one could find those who spoke three foreign languages fluently: French, English, and German. Education of 5-7 year old children of the wealthy strata of the population was of a massive nature.

Today, modern society is developing dynamically and the development of diverse relations with foreign countries has made the language in demand by society.

One of the highest priority areas in education has become the study of a foreign language. Many preschool educational institutions and various centers develop foreign language teaching programs in the early stages of child development. Integrative classes are used for the versatile education of a preschooler, for the development of his linguistic and general abilities.

The problem of teaching a foreign language in preschool and primary school is relevant for modern education. This is justified by scientific data on the need to make maximum use of the sensitive period for teaching foreign languages.

A large number of scientists, both domestic and foreign, are studying the problem of early learning of foreign languages. Among them: V.N. Meshcheryakova, N.V. Semenova, I.N. Pavlenko, I.L. Sholpo, Z.Ya. Futerman, L.P. Gusev, N.A. Gorlova, M.A. Khasanova, Carol Read, Cristiana Bruni, Diana Webster and others. Scientists and practitioners have not come to a consensus on what is possible under early teaching of a foreign language.

One group of scientists believes that we can talk about early learning only if we are talking about introducing preschool children to a foreign language. Their point of view is of the opinion that early learning is learning that is carried out on the basis of an intuitive-practical approach in the period from the birth of a child to his entry into school.

The second group of scientists is of the opinion that early teaching of a foreign language means teaching children of primary school age. Among them are N.D. Galskova and Z.N. Nikitenko, they propose to make a distinction between early preschool education and early school education.

Early preschool education is carried out in a preschool institution from 4-7 years old, before the child enters school.

Early schooling is the first stage of education for primary schoolchildren in grades 1-4.

Educational methodologists cannot come to a common decision when the most favorable age for teaching children foreign languages comes. Each age has its pros and cons for mastering a foreign language.

Problems of psycholinguistic abilities. M. M. Gochlerner and G. V. Eiger, in analyzing several points of view on the problem of psycholinguistic abilities of a preschool child, identified the following components of linguistic abilities:

Pronounced verbal memory;

Speed and ease of formation of functional-linguistic generalizations;

Imitation speech abilities at the phonetic, lexical, grammatical and stylistic levels;

The ability to quickly master a new psycholinguistic angle of view on objects of the objective world when moving from one language to another;

Ability to formalize verbal material.

It can be assumed that not all of the listed components are required in the case of the linguistic abilities of a preschooler. A fundamentally significant component for this age category is a pronounced language memory. It allows you to quickly expand your vocabulary, master new forms and grammatical constructions, transfer words from a passive vocabulary to an active one, and imitate speech abilities at the phonetic, lexical, grammatical and stylistic levels, which require sensitivity to various aspects of speech.

Start of teaching foreign languages. The main point when teaching a foreign language is the child’s psychological and physiological readiness to master the subject. The exact age at which children can begin to learn foreign languages is impossible, since the psychological prerequisites for its acquisition are formed differently in different children.

In his article “On the issue of early teaching of foreign languages” A.A. Zagorodnova indicates the main parameters of a child’s psychological readiness to learn a foreign language. Let's list some of them:

Formation of conscious perception, stable attention;

Ability to switch, observation;

Developed visual and auditory memory, logical thinking;

The ability to listen carefully and hear the teacher, understand and accept the educational task, clearly and clearly answer questions during the course of educational work, observe speech etiquette when communicating;

Formation of the skill of self-control - the ability to show volitional effort to achieve a learning goal (do what you should, and not what you want), the ability to work at a given pace.

Methods of teaching a foreign language. The conversation about teaching children aged 3-6 years a foreign language has led to the emergence of new teaching methods. Psychologists and teachers have come to a consensus that preschool age is unique for learning a foreign language. Increased interest in early foreign language teaching is accompanied by a significant number of experiments in primary schools and kindergartens. Due to the psychological characteristics of this age, such as rapid memorization of linguistic information, the ability to analyze and systematize speech streams in different languages, without confusing these languages and their means of expression, a special ability to imitate, and the absence of a language barrier. Learning a foreign language at an early age has a beneficial effect on the child’s overall mental development, his speech abilities, and broadening his general horizons.

From the point of view of speech therapy, scientists note that teaching a foreign language has a positive effect on the development of a child’s speech in his native language. Children who study foreign languages have a high level of memory, and their attention span significantly increases.

L. S. Vygotsky and S. N. Rubinstein believe that it is better to start learning a foreign language at the age of 6-8, when the system of the native language is already well mastered and the child treats the new language consciously. At this age, there are no cliches of speech behavior; there are no difficulties when making contact in a foreign language. A child can easily master a foreign language using game-based teaching methods. Children have well-developed concrete-figurative thinking, which is realized in the form of associative actions over ideas about objects.

When teaching children, visibility is very important; this increases children’s interest in the language and reduces fatigue during the learning process. The learning process must be structured in such a way as to switch children's voluntary attention to involuntary attention.

Teaching foreign languages at an early stage. When we start teaching children a foreign language at an early stage, we pursue a developmental goal, the personal development of the child.

The implementation of the development goal includes:

Development of the child’s language abilities (memory, speech hearing, attention, etc.), which can become the basis for further study of foreign languages;

Introducing the child to the language and culture of another people and forming a positive attitude towards them; children's awareness of their native culture;

Instilling in the child a sense of self-awareness as an individual belonging to a particular linguistic and cultural community, developing an attentive attitude and interest in languages that the child may encounter in everyday life;

Development of the child’s mental, emotional, creative qualities, his imagination, ability for social interaction (ability to play, work together, find and establish contact with a partner

By learning poems and songs in a foreign language, listening and dramatizing fairy tales of other people, getting acquainted with the games played by their peers abroad, carrying out this or that activity, children master a communicative minimum sufficient to carry out foreign language communication at an elementary level. We are talking about the formation of practical skills in oral foreign language speech, namely:

Abilities in typical situations of everyday communication and within the framework of the lexical and grammatical material designated by the program, to understand oral foreign language speech and respond to it both verbally and non-verbally;

Abilities in the conditions of direct communication with a person speaking a foreign language, including a native speaker of this language, to understand statements addressed to him and to adequately respond to them verbally;

Carry out your speech and non-speech behavior in accordance with the rules of communication and the national and cultural characteristics of the country of the language being studied.

Educational and educational goals:

Formation in children of a positive attitude towards the activities performed and interest in the language being studied, in the culture of the people speaking this language;

Fostering moral qualities of students: a sense of duty, responsibility, collectivism, tolerance and respect for each other;

Development in preschool children of mental functions (memory, attention, imagination, voluntary actions), cognitive abilities (verbal logical thinking, awareness of linguistic phenomena), and emotional sphere;

Expanding the general educational horizons of children.

Educational goals:

Formation of skills and abilities to independently solve basic communication problems in a foreign language;

Formation of interpersonal communication skills and self-control skills;

Acquisition of basic linguistic and cultural knowledge.

Group size, frequency and duration of classes. Z. Ya. Futerman, speaking about foreign language classes in kindergarten, insists on working with a group of 25-30 people. He motivates this by the fact that children are accustomed to each other, as well as by the greater effectiveness of mass games in the learning process. An experiment was conducted that showed an increase in the effectiveness of classes when divided into subgroups. However, I. L. Sholpo questions these conclusions. In his opinion, children’s habit of interacting with each other is really so strong that it turns out to be a decisive factor, however, if we are talking about other structures where unfamiliar children join groups, then classes with a group of 25 people turn out to be ineffective. Sholpo I. L. Recommends forming groups of no less than 5 and no more than 10 people, explaining that general conversation and organized joint activities are possible in a group of no more than 8 people.

Another important issue is the duration and frequency of classes. According to Z. Ya. Futerman, classes for children five to six years old should not last more than 20 - 25 minutes. He bases this statement on the results of the experiment. I. L. Sholpo believes that these results are related to the previous condition: when the group size is 25-30 people, neither the teacher nor the children are able to study longer. The experience of E. I. Negnevitskaya in groups of 5 to 15 people and the experience of I. L. Sholpo in groups of 7-10 people show that with such a number of children, the duration of classes from 35 to 45 minutes does not tire the children, and they retain the desire to leave, to complete the lesson, which, as Z. Ya. Futerman quite rightly believes, is necessary for effective learning.

It is very important to change the type of activity throughout the lesson. Move from active play to conversation, to dancing, exercise, singing songs, etc. The usual frequency of classes, according to I. L. Sholpo, is two to three times a week. Classes once a week are unproductive; children have time to forget material that has not received reinforcement for so many days.

Learning must be motivated and goal-oriented. The child needs positive motivation and interest in the language being studied. This requires a game. It establishes a connection between student and teacher, develops imagination and attention, and must also have an end-to-end gaming methodology that combines and integrates other activities in the language learning process. The gaming technique is based on the creation of an imaginary situation and the adoption of a particular role by the child or teacher.

Principles of teaching foreign languages at an early stage. Absolute clarity for the child of what is happening and being said is one of the fundamental principles of teaching foreign languages at an early stage.

Based on observations of children who speak different languages, we can say that at first they avoid direct verbal communication with each other. The teacher in this case is the link between them.

The native language is a support for the child when learning a foreign language; this implies the cognitive activity of children in the phenomena of language.

With the help of their native language, children understand the meaning of new words and speech patterns. Since children learn a lot of rhymes, counting rhymes, poems and songs, they become familiar with their content only through translation into their native language. The role of the native language increases even more when learning staged fairy tales in English, because Children know the content of most of them in their native language.

Children need support for visual, auditory and motor clarity, which not only stimulates different analyzers, but also mobilizes different types of memory, including motor memory. A combination of different organizational forms of work is desirable: individual, pair, group, collective.

Education during the first two years should be oral, without reading and writing, in order to avoid many difficulties at the beginning of training and so that English graphics do not interfere with Russian and do not complicate learning to read and write in their native language.

Conclusion. Currently, one of the most important human competencies is communicative competence. The effectiveness of schooling is largely determined by the level of communication skills. The teacher needs to form and develop these skills. Based on the concept of communicative learning, one of the main tasks is the intellectual development of students, and one of the principles of communicative learning is the principle of individualization, that is, taking into account and using the student’s personal properties in the learning process. Taking into account personal characteristics (interests, inclinations, personal experience, status in the class) is especially important, since it generates motivation and interest in learning a foreign language.

When starting to teach students English early, you need to decide where to start? How can we ensure that students, once they start learning English, do not lose interest in it throughout the course? After all, almost 100% of students start learning a foreign language with interest and desire, and after a year the interest weakens significantly and almost completely disappears in high school. In other words, how to form and maintain motivation for learning English, to intensify the cognitive interest of students in a mass school, when the class is unevenly divided into subgroups and the teacher is forced to work with twenty or more students.

Firstly, every teacher must realize that it is possible to teach a child a foreign language, since it is included in the curriculum, but it is impossible to make a child want to learn and love a foreign language.

Secondly, it is well known that there is no activity without a motive. In other words, the child must know and realize why he is learning a foreign language.

Education at this age contributes to the development of students’ cognitive activity and the development of a strong interest in the subject “foreign language”. The communicative orientation of teaching, the widespread use of games and game situations as the main method of teaching, the construction of the teaching process based on the native language, the principle of collective-individual interaction in the lesson allow one to achieve good learning results. Children of this age are characterized by curiosity, activity, and an unspent need for new experiences. They have an innate and not yet lost ability to master languages, and languages, in turn, can become an effective means of children’s development.

Having re-read a large amount of methodological literature from both domestic and foreign teachers, it becomes clear that it is impossible to force a person to communicate freely in a foreign language in a formal way. It is important to create conditions so that the child wants to speak, not to get a good grade, but because communication has become a necessity for him. At the same time, it is necessary to take into account a person’s natural fear of speaking a foreign language. Overcoming the existing psychological barrier and internal constriction is one of the most important tasks of a teacher. When solving it, one should also take into account the fact that the educational process will be effective only if each individual student transforms from a passive contemplator, allowing himself to be taught, into an active and creative participant in the process.

Students need to develop an interest in the subject being studied by using a variety of techniques to stimulate their emotional reactions during the lesson. This greatly contributes to the involvement of all students in the cognitive process.

When starting to work with children, you need to understand that their further success in teaching children will depend on how interested they are.

Bibliography

1. Agurova N.V. Gvozdetskaya N.D. English in kindergarten. – M., 1963.

2. Arkin E. A. Child in preschool years. - M., 1968.

3. Vygotsky L.S. Play and its role in the mental development of a child: Transcript of a lecture given in 1933. at Leningrad State Pedagogical Institute named after. A.I. Herzen // Questions of psychology. - 1966- No. 6.- P. 62-76.

4. Galskova N.D., Glukhareva E.A. German language in kindergarten. – M., 1993.

5. Izhogina T.I. How to teach kids to read // Foreign languages at school. – 1993. - No. 1. – pp. 49-51.

6. Leontiev A.A. Psychological prerequisites for early acquisition of a foreign language // Foreign languages at school. – 1985. - No. 5. – pp. 24-29.

7. Negnevitskaya E.I. Foreign language for the little ones: yesterday, today, tomorrow // Foreign languages at school - 1987. - No. 6. – pp. 20-26.

8. Negnevitskaya E.I., Nikitenko Z.N., Lenskaya E.A. Teaching English to children 6 years old in the 1st grade of secondary school: Methodological recommendations: In 2 hours - M., 1933.

9. Negnevitskaya E.I., Shakhnarovich A.M. Language and children. – M., 1981.

10. Nikitenko Z.N. Technology of teaching vocabulary in an English language course for 6-year-old children in the first grade of secondary school // Foreign languages at school. – 1991. - No. 4. – pp. 52-59, 71.

11. Smirnova A.I., Kronidova V.A. Practical phonetics of the English language: A textbook for the first year of teaching English to schoolchildren. – St. Petersburg, 1995.

12. Futerman Z.Ya. Foreign language in kindergarten. – Kyiv, 1984.

13. Khanova O.S. English classes in kindergarten. – M., 1965.

14. Shchebedina V.V. Teaching children spoken English in kindergarten // Foreign languages at school - 1997. - No. 2. – pp. 55-58.

15. Shcherba L.V. Teaching a foreign language at school. General questions of methodology. – M., 1947.

16. Sholpo I.L. How to teach a preschooler to speak English: A textbook on methods of teaching English for pedagogical universities, colleges and schools specializing in "Foreign language teacher in kindergarten." – St. Petersburg, 1999.

All parents can be divided into two groups: some believe that previously studying a foreign language is useful for the child, it allows them to get used to foreign speech and learn to understand it, while others have completely opposite thoughts on this matter, they are afraid that dual linguistic the load can overtire and intimidate the baby.

What do you think? Write your reasons in the comments.

Today I want to separate the myths from the reality that relate to learning a foreign language at an early age.

So, myth No. 1 - if a child learns two languages at the same time, he will mix words.

This is true. But there's nothing wrong with that. If a child mixes words, this is a temporary phenomenon; he simply selects the most suitable ones from his point of view. When his vocabulary increases, everything will fall into place.

Myth No. 2 – learning several languages at once can confuse your child.

Linguists and psychologists say the opposite: even the smallest child is able to hear the differences between languages. Different languages have certain differences in sound.

Myth No. 3 – if a child learns two languages at once, his speech development is delayed.

Actually this is not true. The development of speech delay has absolutely nothing to do with the number of languages studied. This process is due to the peculiarities of physiology. It also depends on factors such as lack of communication, genetic predisposition, problems with pregnancy, and some childhood diseases.

Myth No. 4 – a child grasps information literally on the fly, so he can learn a second language without much effort.

No child will magically become bilingual. Learning a language takes effort. First, choose an effective training system and stick to it. And then the perseverance and diligence of the child, as well as the parents, are important.

Myth #5 – It’s too late to learn a second language.

Actually this is not true. There are no age restrictions in learning the language. However, learning a second language is easiest before the age of 10. It is recommended to introduce a child to a foreign language for the first time from the age of 5 years. This is the period when the baby is open to everything new.

These are the main stereotypes that confuse parents when making a decision about learning a second language at an early age. But, if you weigh the pros and cons, then they represent nothing, only myths.

To summarize, I would like to separately highlight the advantages of early learning a foreign language:

- it has a positive effect on the child’s speech development and articulation;
— increases the cultural and educational level of children;
- has a positive effect on psychological development;
- thanks to the early development of the child, the process of socialization is more successful;
- the child masters the language faster and easier.

But preschool children cannot learn language using traditional methods. Because this can cause negativity, even in relation to learning in general. The most suitable option is a game form, which is supplemented by learning new words, listening to audio materials, reading (leafing through) books in a foreign language, and watching video lessons.

As you can see, learning a foreign language as a child is very different from the learning processes of an adult. To help your baby think in another language, you need to use the following methods:

1. Watch cartoons in a foreign language, without translation.
2. Retell the content of the cartoon in your native language.
3. Watch the cartoon for several days in a row so that the phrases of the main characters become familiar to the baby.
4. Play with new words. For example, let the child name surrounding objects and toys in a foreign language. You can, while flipping through a book, name objects in a foreign language.
5. If the child has mastered the material well, you can turn on the cartoon without sound and give the child the opportunity to voice it.

And remember that in order to maintain the acquired knowledge, you need to constantly use a foreign language, otherwise it will simply be lost. Read books to your child in a foreign language, turn on cartoons, listen to songs, attend group classes at child development centers.

Read about how to choose English courses.

LLC Training Center

"PROFESSIONAL"

Abstract on the discipline:

« Methods of teaching a foreign language»

On this topic:

"Early foreign language teaching"

Executor:

Akbirova Inna Faritovna

Moscow 2017

Introduction…………………………………………………………………………………..3

Objectives and content of training……………………………………………………………......5

Psychological features of early learning of foreign languages……..8

Essential Tools for Teaching English at an Early Stage

training………………………………………………………….…………..….12
Conclusion…………………………………………………………………………………13

Bibliography……………………… …………………………… 14

INTRODUCTION

The purpose of this essay is to explore the goals, content and main problems of early learning.

Socio-political and economic transformations in all spheres of life in Russia have led to significant changes in the field of education. The status of a foreign language as a school subject has also changed - now it is one of the priority areas in educational policy. The expansion of international relations and the integration of our state into the world economic system have made a foreign language really in demand by the state, society and individual. A foreign language has become fully recognized as a means of communication, a means of mutual understanding and interaction between people, a means of familiarization with another national culture, and as an important means for developing the intellectual abilities of schoolchildren and their general educational potential.

Since the second half of the 20th century, the problem of early teaching of foreign languages (FLs) has been the focus of attention of psychologists, methodologists, and foreign language teachers. The psychological features of acquiring a second language at an early age have been widely studied in the works of various scientists and psychologists, and the problems associated with the process of early learning of a foreign language have also been comprehensively examined.

Despite numerous attempts by theorists to offer practical research, and practitioners to adjust their version to some theoretical basis, the gap between them remains colossal. However, enough experience has been accumulated in the practice of teaching a foreign language to enrich the theoretical layer of the methodology. Theoretical studies that reveal various areas of early learning of a foreign language can and should be used in teaching practice, provided they are considered as a single system.

OBJECTIVES AND CONTENT OF TRAINING

Early schooling is the first stage of education for younger schoolchildren (grades 1 to 4 or grades 2 to 4). It is at this stage that students lay the foundation of linguistic and speech abilities necessary for their subsequent study of a foreign language as a means of communication.

The starting point in determining the strategic goal of training issocial ordersociety in relation to the younger generation. The Law of the Russian Federation “On Education” states that education should be aimed at developing in students a “picture of the world adequate to the modern level of knowledge and the level of the educational program” and thereby ensuring the integration of the individual in the system of world and national cultures. Consequently, students must have the ability to perceive and understand this culture, integrate and assimilate it.

Thus, strategic goallearning is the development of the learner’s linguistic personality, which consists of a person’s ability to carry out various types of speech-thinking activities and use various kinds of communicative roles in the conditions of social interaction of people with each other and the world around them.

Language personalityis a universal pedagogical category associated with such qualities as emancipation, creativity, independence, the ability to build interaction and mutual understanding with partners, and improve society. This category unites all educational subjects and should become the object of formation at the level of all academic disciplines in any type of educational institution.

The social order of society in relation to foreign language education throughout the 20th century was high-quality mastery of the subject and was associated with a turn in methodology to the problem of practical mastery of a foreign language.

But focusing only on mastering practical skills and abilities does not allow taking into account the variety of possible motivations of students in learning foreign languages. Therefore, in the domestic methodology, over the course of decades, the idea of comprehensive implementation of practical, educational, educational and developmental tasks has been developed.

From the modernized standard of basic general education in a foreign language, we can judge that the study of a foreign language in primary school is aimed at achieving the following goals: the development of foreign language communicative competence in the totality of its components - speech, language, socio-cultural, compensatory, educational and cognitive.

According to the “Concept of teaching foreign languages in a 12-year school,” early teaching of foreign languages is designed to contribute to the development of foreign language communicative competence; sociocultural development of students; developing in schoolchildren respect for other peoples and cultures, readiness for business cooperation and interaction, and joint solution of universal human problems; development of intellectual and creative abilities of students in the process of learning languages and cultures.

The learning objectives are determined by the program, a state document, in which they become specific, both for the entire course of study and for each stage. The need to clearly represent both the final and intermediate learning goals allows teachers to formulate specific objectives of the lesson and its individual units.

Teaching foreign languages in primary school is aimed at:

creating conditions for early communicative and psychological adaptation to a new linguistic world, different from the world of the native language and culture, and for further overcoming the psychological barrier in using a foreign language as a means of communication;
familiarization with foreign songs, poetic and fairy-tale folklore, the world of games and entertainment;
children’s acquisition of social experience by expanding the range of communicative roles played in situations of family and school communication, with friends and adults in a foreign language; formation of ideas about the general features and characteristics of communication in native and foreign languages;
the formation of elementary communication skills in four types of speech activity (speaking, reading, listening, writing) taking into account the capabilities and needs of younger schoolchildren;
formation of some universal linguistic concepts.

On At the initial stage of teaching foreign languages, it is of great importance to create psychological and didactic conditions for the development of primary school students' desire to learn a foreign language; stimulating the need to get acquainted with the world of foreign peers and the use of a foreign language for these purposes; the formation of elementary phenomena of interpersonal communication in a foreign language based on the native language.

Teaching a foreign language should make a concrete contribution to the formation of a comprehensively developed, harmonious personality. This presupposes, first of all, the development of creative independence in students, the formation of a conscious, constructively transformative nature of their activity, the ability to work in a team, and a positive attitude towards the activity being performed.

In area practical masteryin a foreign language, an important task of the entire course of initial teaching of the subject is to develop in students the skills and abilities to independently solve, simple communicative and cognitive tasks in oral speech, reading and writing.

According to the specifics of the subject “Foreign Language,” students must master the target language as a means of communication and be able to use it orally or in writing. The oral form includes the ability to understand spoken speech by ear - listening, and express one's thoughts in a foreign language - speaking. The written form presupposes mastery of graphic speech, i.e. understanding printed text - reading, and using a graphic system to express thoughts - writing.

PSYCHOLOGICAL FEATURES OF EARLY TEACHING FOREIGN LANGUAGES

Six years of age is the most favorable age for starting to study a foreign language. It is no coincidence that the recommendations of the International Seminar of the Council of Europe (Graz, 1998) noted that it is preferable to start early learning of a foreign language in primary school at the age of 6.

By the end of preschool age, the child is, in a certain sense, an individual. He discovers a new place for himself in the space of human relations. He already has sufficiently developed reflexive abilities. The predominance of the “I must” motive over the “I want” motive. One of the most important results of mental development during preschool childhood is the child’s psychological readiness for schooling. It lies in the fact that by the time a child enters school, he develops psychological properties inherent in the schoolchild himself. These properties can finally develop only during training under the influence of the inherent conditions of life and activity.

Old interests and motives lose their motivating power and are replaced by new ones. Everything that is related to educational activities turns out to be valuable; everything related to the game is less important. A little schoolchild plays with enthusiasm, and will continue to play for a long time, but the game ceases to be the main content of his life.

Psychologists and physiologists justify the introduction of early foreign language teaching by children’s natural affinity for languages and their emotional readiness to master them. In this case, they usually refer to the sensitivity of preschool and primary school children to mastering languages in general, and foreign languages in particular.

As is known, each age period is characterized by its own type of leading activity. Thus, at the age of six, a gradual change in leading activity occurs: the transition from play activity to educational activity. At the same time, the game retains its leading role. On the one hand, children develop an active interest in new educational activities, in school as a whole, and on the other, the need to play does not weaken. It is known that children continue to play until they are 9-10 years old.

Studying the motives that motivate six-year-old children to study, psychologists have found that the most common of them are the following: broad social, cognitive learning motives (interest in knowledge, desire to learn something new) and gaming motives. The full development of educational activity occurs due to the action of the first two motives, but they are formed in six-year-olds when the play motive is satisfied. Moreover, if children's needs in play are not met, then significant damage is caused to the development of their personality, learning becomes formal and interest in learning fades.

As for the development of such mental processes in children as memory, attention, perception, their main characteristic is arbitrariness. Thus, when perceiving material, six-year-olds tend to pay attention to its vivid presentation and emotional coloring. However, their attention is unstable: they can concentrate only for a few minutes. Children do not perceive long (more than 2-3 minutes) monologue explanations from the teacher, so it is advisable to construct any explanation in the form of a conversation. Six-year-olds are very impulsive, it is difficult for them to restrain themselves, they do not know how to control their behavior, so they quickly get tired. A decline in performance occurs within 10 minutes after the start of the lesson. At the first signs of a decrease in attention, the teacher is recommended to conduct an outdoor game with the children (preferably accompanied by music) and change the type of work. The development of children's voluntary attention is possible through the organization of a variety of interesting activities with a clear transition from one type of work to another, with specific instructions on what they should pay attention to.

Among six-year-old children, there are very significant individual differences in mental development (emotional-volitional sphere, memory, attention, thinking, etc.), which is determined by the different experiences of their life and activities in the family and kindergarten. The process of children getting used to school occurs differently. Impulsive, restless children with a particularly unstable psyche should be paid attention to from the very first lessons. They need to be occupied with work, assigned roles that require constant involvement in the overall activity.It is also necessary to pay attention to the fact that children do not have toys for longer than is necessary to solve a learning task, otherwise children will be distracted.

It is very important to find an individual approach to each student, and constant contacts of the foreign language teacher with the primary school teacher, with parents and coordination of their actions can help with this.

BASIC TOOLS FOR TEACHING ENGLISH AT THE EARLY STAGE OF LEARNING

Basic teaching aids constitute the minimum resources necessary to carry out the educational process at the modern level and achieve the goals set for the academic subject “foreign language”.

A textbook is the main tool for teaching students English. It implements the main theoretical principles. For example, textbooks for the first year of study reflect an oral basis, which affected their structure. In the second grade textbook there are pictures with tasks in Russian, partially connected with the audio guide. The main part of the textbook is represented by lessons (Units). The structure of each of them reflects a differentiated approach to the formation of various types of speech activity.

Since the textbook is the main tool in the hands of the student, and he works with it both in class and at home, he needs to know from the first lesson how it is built, where everything is located, and how to use it.

A book to read. In the second year of study, another tool is connected - a reading book (or reading texts inside a textbook), which is at the student’s disposal and helps him in mastering reading in English. To develop this complex skill, home reading is mandatory. Reading additional texts on various topics makes it possible to achieve practical, educational, educational and developmental goals. Its place at the initial stage is strictly regulated. The purpose of a book for reading is extremely great: it creates interest in reading in a foreign language; it teaches techniques for working on a foreign language text; At the same time, the skills that children have already mastered in their native language should be used to the maximum. Regular reading on the part of the student and control on the part of the teacher are very important.

Sound recording. When teaching English at an early stage, sound recording certainly plays a very important role. It gives children the opportunity to hear real speech in English. And since children of primary school age have a well-developed ability to imitate, sound recording provides them with a role model. This has a beneficial effect on the quality of their pronunciation, as well as on the formation of the ability to understand speech by ear.

The important role of visual clarity in teaching a second language, English, at an early stage should be emphasized. The main purpose of using visual and pictorial clarity is to develop students’ thinking based on sensory and visual impressions, to connect words denoting objects known to them with the names of these objects in English. This is precisely one of the manifestations of novelty in learning English at an early stage.

CONCLUSION

Teaching a foreign language at the initial stage should ensure the achievement of practical, educational, developmental, educational goals that are closely interrelated. In this case, the leading goal is the developmental goal, and practical, educational, and educational goals are achieved in the process of mastering the English language in conditions of active cognitive speech and thinking activity of the student.

The methodology for teaching classes should be built taking into account the age and individual characteristics of the structure of children’s linguistic abilities and be aimed at their development. Foreign language classes should be conceptualized by the teacher as part of the overall development of the child’s personality and related to his sensory, physical, and intellectual education.

Teaching children a foreign language should be communicative in nature. Communication in a foreign language must be motivated and focused. It is necessary to create in the child a positive psychological attitude toward foreign language speech. A way to create such positive motivation is through play. Games in the lesson should be episodic and isolated. An end-to-end gaming methodology is needed that combines and integrates other types of activities in the process of language learning. The gaming technique is based on the creation of an imaginary situation and the adoption by the child or teacher of a particular role.

Teaching a foreign language in kindergarten is aimed at the education and development of children through the means of the subject on the basis and in the process of practical mastery of language as a means of communication.

Teaching a foreign language puts forward the task of humanitarian and humanistic development of the child’s personality.

LIST OF REFERENCES USED

Babansky Yu.K. Selected pedagogical works. M.: Pedagogy, 2007.
Berezina O.V. " PRINCIPLES OF BUILDING A SUBJECT-DEVELOPMENT ENVIRONMENT IN THE PROCESS OF TEACHING PRESCHOOL CHILDREN A FOREIGN LANGUAGE » O.V. Berezina / Current issues of modern pedagogical science: materials of the III International correspondence scientific and practical conference. November 20, 2010 / Reply. ed. M.V. Volkova – Cheboksary: Research Institute of Pedagogy and Psychology, 2010. – 324 p.
Vereshchagina I.N., Rogova G.V. Methods of teaching English at the initial stage in secondary school: A manual for teachers. – M.: Education, 1988.
Galskova N. D. " Theory and practice of teaching foreign languages. Primary school: Methodical allowance "Galskova N.D., Nikitenko 3. N.-M.: Iris-press, 2004. - 240 p. - (Methodology).
Galskova N.D. Modern methods of teaching foreign languages: A manual for teachers. – M.: ARKTI, 2007.
Loginova L.I. How to help your child speak English: A book for teachers. – M.: Humanite. ed. VLADOS center, 2009.
Makarenko E.A “Pre-school education program “Teaching foreign language communication to children of senior preschool age”” Makarenko E.A. - 67-79 c. " Psychological and pedagogical support for a child’s life in preschool education (Part II) (recommendations for parents, educators, teachers) » // Under the general editorship. N.B. Romaeva. – Stavropol: Publishing house SGPI, 2008. – 124 p. (www.sspi.ru )
Software and methodological materials. Foreign languages for general education institutions. Elementary School. 3rd ed., stereotype. M.: Bustard, 2008.

More and more often, advertisements appear in our newspapers for those wishing to find a home teacher, tutor, or tutor with knowledge of a foreign language for their children. Children have very strong long-term memory: they require repeated presentation of material for it to move into long-term memory. At the same time, their involuntary attention is much less limited: children can spend hours doing something that is interesting and that makes sense to them, such as a game. Early teaching of foreign languages: -stimulates the speech and general development of children and how...

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Introduction ………………………………………………………………….2

Chapter I. Characteristics and features of the early stage of teaching English……..…………………………………………………..….....3

§ 1 . The problem of consciousness in language proficiency by preschoolers and primary schoolchildren………………………………………………………………… ….......3

§2. Individual approach in the process of teaching preschoolers and primary schoolchildren…………..………………………………………………………5

Chapter II. Basic tools for teaching English at an early stage…………………….……………………………………………………...14

Chapter III. Technology of teaching a foreign language at an early stage………………….………………………………………………………....19

§1. Teaching English pronunciation to 6-year-old children in first grade………………………………………………………….………………19

§2. Teaching listening at an early stage……………………………21

§3. Teaching speaking at an early stage……………………….……..23

§4. Teaching reading at an early stage…………………………………..26

Conclusion ………………………………...………………………………29

List of used literature………………….………………..30

Introduction.

The method of teaching foreign languages has begun to occupy its rightful place in our society. Now we can say that it becomes unprofitable for the state to have specialists without knowledge of one, and most often two or more foreign languages.

More and more lyceums and gymnasiums are opening, where a foreign language occupies an important place in the educational process. More and more secondary schools are appearing, the curriculum of which introduces a foreign language with I class. Kindergartens and private schools are being created, the curriculum of which provides for the compulsory study of a foreign language. There is a growing number of parents who want to pay for teaching their children a foreign language in groups created in kindergartens, palaces of culture, art houses, linguistic centers, etc. More and more often, advertisements appear in our newspapers for those wishing to find a home for their children teachers (tutor, tutor) with knowledge of a foreign language. More and more often you can read or hear about schoolchildren and students being invited to study or work abroad, and one of the main conditions is knowledge of a foreign language.

This is why the methods of teaching English at the early stages of learning are so important.

Chapter I . Characteristics and features of the early stage of teaching English.

§ 1. The problem of consciousnessin language acquisitionpreschoolers and juniors schoolchildren

Numerous scientific studies in primary schools have shown that younger schoolchildren, unfortunately, do not have a conscious internal need to learn a foreign language. But they have a natural interest, curiosity about everything new and unknown. Therefore, the goal of teaching a foreign language to preschoolers and primary schoolchildren is not only to maintain this interest, but also to further increase children’s motivation to learn foreign languages. Training should be focused on psychophysical age characteristics. At 2-3 years of life, his speech is not spontaneous in the strict sense, it is arbitrary in the psychological sense, and it contains elements that are amenable to subjective mastery by the child. A fundamental leap in speech development occurs at the moment of mastering literacy, since it (mastery) necessarily presupposes a true awareness of speech units. Here we can refer to the fundamental works of D. B. Elkonin, as well as the publications of L. K. Zhurova, V. K. Tsaav and many others.

It is best, according to all researchers, to start learning a foreign language at the age of 5-8, when the system of the native language is already quite well mastered, and one already consciously approaches the new language. Children of preschool age have exclusively mechanical memory, the ability to reproduce what they hear without much difficulty. These children have highly developed perception and hearing acuity, they quickly grasp the subtleties of listening, and they develop an interest in understanding their speech apparatus. Meanwhile, in primary school, as is known, the leading type of motivation is cognitive. An “explosion” transition from the dominance of gaming to the dominance of cognitive motivation is unlikely. The most effective way to the formation of cognitive motives and interests is their initial interweaving in the gaming situation. At the age of 6-8 years, abstract thinking is still poorly developed. Everything they do in class should be visible, concrete, tangible and directly related to the world around them. Children have very strong long-term memory: they require repeated presentations of material for it to move into long-term memory. In addition, children are not able to maintain voluntary attention for longer than 3-5 minutes. At the same time, their involuntary attention is much less limited: children can spend hours doing something that is interesting and meaningful to them (for example, a game).

§2. Individual approach in the process of teaching preschoolers and primary schoolchildren.

Early learning of foreign languages:

Stimulates the speech and general development of children and, as a result, increases the general educational value of preschool education and primary education as the foundation of general education;

Introduces children to the culture of another people, thereby forming a universal consciousness, without the proper development of which the existence of man as a whole is currently impossible;

Creates a favorable initial basis for mastering foreign languages, as well as for further language learning at subsequent stages, since it prevents the formation of psychological barriers that arise in the initial teaching of foreign languages;

Provides the opportunity to earlier complete the study of the first foreign language and connect other languages;

Improves general educational skills by expanding the scope of their application in the process of mastering a foreign language.

In the system of continuous education, early learning of foreign languages makes it possible to humanize and humanize the upbringing of children, strengthening their developmental, educational, cultural, and pragmatic orientation. Considering the child’s sensitivity to the perception and reproduction of speech, at an early age it is possible to develop and maintain the flexibility of the speech apparatus to form and improve a person’s speech ability throughout his life. It has been established that in infancy (by 8-9 months) a child is able to correctly pronounce the sounds of any language. If he hears speech in only one language, the speech apparatus is tuned to this language and becomes rigid. Teaching a foreign language from children six to seven years old has again become the subject of an interested conversation among teachers, philologists and secondary school students, and one of the ways to shift this level is to shift the starting point of the process of teaching a foreign language to preschool education or 1st grade of secondary school, which are traditionally considered the most favorable periods for mastering a second language.

When teaching children a foreign language, it is necessary to remember that “the psychological and pedagogical concept on which the teaching of foreign languages in different countries was based was based on the theory of language acquisition by a child that existed until recently. According to this theory, a child acquires language as a result of imitating the speech of adults, in an imitative way without targeted training. In other words, no one breaks down the flow of speech into units of assimilation for a child, does not dose speech patterns, does not arrange them in a certain sequence, does not explain the rules of grammar, and yet a normally developing child by the age of five or six has already mastered this most complex grammar to such an extent that that constructs independent statements, successfully solving communicative tasks, and by seven or eight years, complex sentences and texts of considerable length appear in the child’s speech. And according to this theory, the child masters the second language in the same way as the first - spontaneously, without isolating rules, thanks to the extraordinary ability to imitate, which is lost over the years. Evidence: Child development in a bilingual environment. But imitation is not the main mechanism of language acquisition in childhood; the ability to independently construct a statement is achieved through the enormous (of course, unconscious) analytical work of the child, which does not so much imitate, but rather dissects and generalizes everything that he sees and hears and derives systems of rules that determine expression of the child’s individual thoughts and intentions. “All children, regardless of the specific features of their native language (and such materials were obtained on the basis of more than 40 languages of various systems), go through the stage of so-called supergeneralization. Formations such as “children”, “turned on the light”, “fish have no teeth” in the speech of Russian children, “ comed" "goed", "footies" ” in the speech of young English speakers all this suggests that the child has discovered a rule and wants to act in accordance with this generalized rule. Sometimes they say that a child acts by analogy, but what is it and what is the psychological nature of actions by analogy? Any analogy, as the outstanding psychologist A.R. argued. Luria, suggests a generalization.

But in the end, what difference does it make by what mechanisms language acquisition occurs in childhood? If this acquisition is controlled by unconscious generalizing processes, perhaps they are activated when a child encounters a second foreign language? The answer to this question becomes clear if we imagine the psychological background of mastering our native language. What engine “launches” the processes that force the child, from all the sounds that he hears around him, to isolate as significant only the phonemic, semantically distinctive oppositions of the system of his native language? Why do small children memorize hundreds of words in a short time? The fact is that a similar psychological situation arises when English performs the same social functions in a child’s life as the first language, for example, the need to play with a foreign language partner, communicate with a grandmother who speaks English, etc.

In such conditions, a child will actually learn to speak English faster and more successfully than an adult, and there is an opinion that what is learned in childhood is learned forever. But as soon as you slightly narrow the sphere of foreign language communication, the skills and abilities of foreign language communication that the child successfully operated with disappear, and with the disappearance of this sphere for a long time, these skills are reduced almost to zero.

The implementation of these requirements presupposes an adequate psychological and pedagogical organization of the activities (more precisely, interaction) of the teacher and children in the learning process.

What are the features of organizing the educational process for learning English from the 1st grade of secondary school? Firstly, it is necessary to note the general features of teaching a foreign language. The teacher must strive to ensure that classes are conducted on the basis of an individual approach in the context of collective forms of learning. Secondly, the teacher must offer a way of acquiring knowledge that would be aimed specifically at development, and not to the detriment of it. And for this it is important that each child be the main character in the lesson, feel free and comfortable, and take an active part in the discussion of lesson topics. It is important to note that excessive emphasis on frontal forms of work when teaching children English creates the illusion of activity of each student and is unlikely to contribute to his creative development. Thus, it is important that children are relaxed and “create” the lesson together with the teacher. Not only and not so much knowledge and mastery of language and speech material determine the effectiveness of the process of teaching a foreign language at primary school age, but rather the readiness and desire of children to participate in intercultural communication in the target language. This is possible if the main form of school activity is not listening, speaking, reading or writing in a foreign language, but lively, active communication with the teacher and with each other (including in the process of doing crafts together or in groups according to instructions written in a foreign language ).

When studying English, due to its special phonetics, it is important in what voice the teacher pronounces words and phrases and what expression on his face. Of course, the teacher’s voice should be kind, conducive to communication, and the facial expression should correspond to the tone, which should be intriguing, trusting, or serious, businesslike, expressing the joy of meeting, inspiring success. When studying English from the 1st grade of secondary school, it is necessary to pay special attention to the student’s relationship with others, and not only be an object of control over the development of their language competence. A number of exercises contribute to this. For example, one of them: “Listen carefully to Vanya, watch whether he speaks correctly.” The main thing is that the student, when entering into communication in English, does not feel afraid of making a mistake and strives with all the means at his disposal to realize one or another communicative intention. It is believed that mistakes are a means and condition for successfully mastering communicative competence; their presence does not indicate failure; on the contrary, they show that the educational process is proceeding normally and students are taking an active part in it.

The comfort of children's interaction while communicating in English largely depends on how various organizational forms of learning are used. Along with the widely used frontal and individual work, it is necessary to more actively introduce other forms into the educational process: group, collective, and project-based. It is very important, if possible, to place children correctly in the classroom. The placement of students in the classroom is determined by the tasks of communication and interaction.

So, English language should be acquired by students as a means of communication. Children should learn English in the process of interested communication and interaction with various characters: teacher, dolls. Any communication (direct or indirect) begins with motive and purpose, that is, with why and why something is said, perceived by ear, read and written. The student must clearly understand the purpose of his speech (and non-speech) action, its final result - what exactly will be achieved if he utters a word, constructs a statement, listens to or reads a text. To successfully complete the process of teaching English, it is necessary to create motives for each speech and non-speech action of children, both when teaching the means of communication and communication activities. Children need to see the results of practical use of the English language. The student most often does not see a real opportunity to use his knowledge. This drawback can be eliminated using design techniques, which are based on the following principles:

formulation of a specific goal aimed at achieving not a “linguistic” but a practical result;
each student or group of students receiving a specific task aimed at performing practical extra-linguistic actions using language;
independent completion of the assigned task by students and assistance from the teacher if necessary;
mutual responsibility of students and teachers for the results of their work (examples of project tasks are given in the chapter III course work).

Children, especially 1st grade, should learn English not only as a means of communication, but also as an element of introducing them to English culture. In my opinion, this point is really important, since it helps to expand the general horizons of children, which subsequently affects their overall performance, for example, in geography, aesthetics, world artistic culture, literature, and other subjects. To develop regional studies motivation, you can help children establish correspondence, exchange postcards, photographs, and cassettes with peers from the UK. Of course, for first-graders this procedure will be quite complicated, although the teacher himself can use it as a clipboard for information. Introducing a child into the world of British culture is the most important task of a teacher, by solving which he will contribute to the formation of a universal human consciousness in children. Therefore, teaching English to junior schoolchildren from the very first steps is structured as a dialogue of cultures: Russian and English. And most importantly, in the process of learning English, remember: the role of the imitation principle in the learning process is extremely low, children master the material consciously, and not on the basis of imitation, therefore it is necessary to organize the activities of children in mastering a foreign language so that they always see the meaning in what they make.

Literally, from the first lessons, the teacher must use the material for audio training. When teaching children to speak, it is important to understand the difference between monologue and dialogic forms of speech, based on the characteristics of each of them. In monologue speech, logicality, development, diversity of construction of the statement, and its emotionality when addressing listeners are encouraged. In dialogical communication, children learn to use minimal linguistic means that correspond to the norms of modern literary and colloquial language, for example: “Where are you going?” “To the cinema” (and not “Where are you going?” “I’m going to the cinema”, since this option is not typical for real communication). When teaching an indirect form of communication (through a book and reading), it is necessary to differentiate the methods of mastering reading with general understanding, complete understanding and searching for the necessary information. At the same time, children develop a reading culture (with the help of tasks such as “Read the title and think about what the text might be about?” Teaching English in 1st grade is carried out on an oral basis, which allows students to focus their attention on the sound side a new language for them, makes it possible to quickly accumulate linguistic and speech material, to develop the ability to carry out speech actions with it. When learning English at the initial stage, an integration process is also carried out, which consists in the fact that learning language means of communication does not occur separately, but interconnectedly: children master sounds, intonation, words, grammatical forms, performing speech actions with language material and solving various communication tasks. All forms and types of communication interact with each other, and their learning is also interconnected: children read what they have learned in oral speech ( listening and speaking), talk about what they read. This leads to the following recommendation: teach reading based on oral language and spoken language in close connection with reading. Teach children to use writing to better master vocabulary and grammar and master speaking and reading. The younger the child, the more the educational process should be based on his practical actions, since it is not enough for him to just look and think, he needs to take an object in his hands, stroke it, build something, etc. All types of activities typical for a primary school student should, if possible, be included in the general outline of an English lesson, and the more types of perception are involved in learning, the higher the effectiveness of the latter will be, therefore, in the process of communication in English classes, it is possible and necessary to include the activities of schoolchildren are such elements that are characteristic of the development of children’s abilities when mastering the above-mentioned subjects. Thus, the integration process allows the teacher to:

to introduce children through primary school subjects to the culture of another people and an awareness of their own culture;
expand the scope of use of the English language by including English speech in other types of activities (fine arts, labor, music, etc.);
make foreign language knowledge, skills and abilities more targeted, focused on specific areas of application;
develop children's creative abilities.

And, as mentioned above, when teaching a foreign language, an individual approach is carried out in the context of collective forms of learning. The implementation of this provision in the school provides for:

Selection of individual tasks and depending on the student’s abilities and level of development of his speech skills and abilities;
Setting speech and cognitive tasks related to the student’s personality, his experience, desires, interests, emotional and sensory sphere, etc.;
Learning the ability to work in a team and interact with each other.

Chapter II Basic tools for teaching English at an early stage of education

Basic teaching aids constitute the minimum resources necessary to carry out the educational process at the modern level and achieve the goals set for the academic subject “foreign language”.

The textbook is the main tool for teaching students English. It implements the main theoretical principles. For example, textbooks for the first year of study reflect an oral basis, which affected their structure. in the textbook II class pictures with tasks in Russian, partially related to the audio guide. The main part of the textbook is represented by lessons ( Units ). The structure of each of them reflects a differentiated approach to the formation of various types of speech activity. So, for example, in the textbook II class first section of each Unit dedicated to oral speech ( I. Look and say), second section (II. Read ) reading, third ( III. Write ) letter, fourth ( IV. Home work ) homework.

Since the textbook is the main tool in the hands of the student and he works with it both in class and at home, he needs to know from the first lesson how it is built, where everything is located, and how to use it. To do this, the teacher is invited to conduct a so-called “tour through the textbook” in the first lesson, and in the future, as needed, return to it. So, for example, in V In the classroom, the teacher invites students to open the textbook on the flyleaf and shows them the alphabet, or open the textbook on pages 3 x 10, where there are only pictures, which they will use during the oral introductory course, and explains what it is. Students should immediately be informed that they will begin writing from the 11th lesson, reading from the 37th lesson, that is, from II quarters. It is important to introduce students to the symbols given at the beginning of the textbook and to locate them throughout the textbook by naming specific pages and asking them to explain what the signs mean.

A distinctive feature of the textbook for the first year of study (with an oral basis) is that it is intended mainly for teaching reading and writing, and all work on teaching oral speech is reflected in the teacher’s book. When “traveling through the textbook”, students should pay special attention to this feature, which, we think, will have a beneficial effect on their attitude to oral work in class. It is also worth showing a list of words at the end of the textbook and explaining the meaning of the numbers next to them. Students should know the textbook well; their independent work in English will be related to it.

A book to read. In the second year of study, another means is connected - a reading book (or reading texts inside a textbook), which is at the student’s disposal and helps him in mastering reading in English. To develop this complex skill, home reading is mandatory. Reading additional texts on various topics makes it possible to achieve practical, educational, educational and developmental goals. Its place at the initial stage is strictly regulated. The purpose of a book for reading is extremely great: it creates interest in reading in a foreign language; it teaches techniques for working on a foreign language text; At the same time, the skills that children have already mastered in their native language should be used to the maximum.

Regular reading on the part of the student and control on the part of the teacher are very important. Authors of the kits ( III, IV classes) attach great importance to this and give recommendations on organizing and conducting additional reading.

Just like a textbook, a reading book has some methodological apparatus that helps children use it. Therefore, when starting to work with this new basic tool, the teacher should take the time to familiarize students with the book, teach them to use the tasks that precede and follow the text, the page footnotes, and the dictionary located at the end of the book.

In II In class, every student has a set of cassette tapes at home. Therefore, students have the opportunity to listen to and hear English speech recorded by native speakers and perform specific speaking tasks at home, sometimes relying on visualization. This creates conditions for each student to work individually in accordance with their capabilities. One will do it faster, the other slower. One needs to listen and repeat 12 times, the other 35 times.

On records II class, simple texts are written down to develop listening skills. Moreover, different tasks are offered for working with the same text in class and at home.

The first month of work in English in II The classroom should be devoted to teaching students how to use the recorder correctly. If the teacher manages to teach the child to correctly perform all the tasks on the record at the very beginning, then the record becomes for him a very important assistant in the students’ mastery of the English language.

Practice shows that this important tool is sometimes underestimated by teachers. Some simply don’t use it, limit themselves to playing material only from their voice, “regretting wasting time” on connecting a player or tape recorder. Others use sound recordings formally: children listen to the recording, but all work is done from the teacher’s voice, including repeated imitation. Still others understand the importance of sound recording and from the very first days, even sometimes outside of school hours, teach children to work correctly with records at school and at home, be sure to supervise home audio assignments and thus from the very first steps open up the opportunity for children to work independently with this manual. . The work of such teachers is soon rewarded, firstly, with the correct pronunciation of students, reading aloud and listening, and, secondly, What no less important, cultivating in students interest in this means of obtaining knowledge and updating existing skills and abilities for their independent expansion. Such teachers have individual students who get ahead of themselves. They are not limited to completing a mandatory task, but listen to something else for themselves: a song, a poem, etc.

It is worth emphasizing the important role of visual clarity in teaching a second English language at an early stage. The main purpose of using visual and pictorial clarity is to develop students’ thinking based on sensory and visual impressions, to connect words denoting objects known to them with the names of these objects in English. This is precisely one of the manifestations of novelty in learning English at an early stage. Children learn with genuine interest and assimilate new designations and features of the structure of language associated with the transmission of thoughts necessary for basic communication.

This set of teaching aids can be used both when organizing students’ familiarization with new material, when organizing training in its use, and when monitoring. It is recommended to use pictures to organize students’ independent work in different modes during the lesson.

Naturally, there is no particular need to say that in addition to the pictures included in the set, the teacher should have other pictures at his disposal, withso as not to use the same ones during familiarization, training and control. Invaluable help can be provided by plot and thematic pictures for the development of oral speech, recreating natural situations in which the material acquired by children is used. Regular use of this main component of teaching materials will allow us to solve the problem of imprinting in memory the lexical and grammatical form of statements related to situations.

Handouts this is the main component of teaching materials for I, II and III classes. It is a set of subject, plot and thematic pictures intended both for work in the classroom and at home, since every student should own this set.

Chapter III . Technology of teaching a foreign language at an early stage.

§1. Teaching pronunciation to children of primary school age.

In the first year of teaching English (from the age of six), mastery of the articulatory base and intonation of speech is provided. As you know, pronunciation skills include auditory, articulatory and intonation skills.

The basis of work on any means of communication in I classroom, including pronunciation, are based on the principles of communicative orientation and conscious language acquisition. When teaching pronunciation to six-year-old children, it is important for the teacher to consider three such factors.

1 . The formation of auditory and articulatory skills is carried out on those words and patterns of communication that children are learning to use in speech at the moment. So, if in a lesson children have to learn verbs of motion jump, swim, walk , then training in pronouncing sounds is necessary [ w], [d], [g], [y] etc. From here it is clear that the sequence of work on phonetic means of communication is determined by those speech units that children use for communication and interaction from lesson to lesson.

2. Conscious mastery of pronunciation is based on the characteristics of the sound composition of the English language, taking into account the native (in this case Russian) language. It is believed that

1) sounds that are identical in English and Russian, for example [ m, b, s, z], not require special training (children master them through transfer);

2) sounds slightly different from similar ones in Russian, such as [ t, n, d, e. p,k ], require correction (children need to be shown how they differ And how to pronounce them in order to speak like real English boys and girls);

3) the third group of sounds, which include sounds not found in the native language [ w , h , ð, ә, ǽ, ŋ, r ], also requires an explanation of articulation.

Children's conscious orientation in pronunciation means of communication will not be complete if we do not teach them to distinguish by ear the difference in sounds: [ i : i ], [ u : u ], [ð d ], [ǽ e ], [a: - /\ ], [ e - i ], [ n - ŋ], [ð z ] .

In the developed English language course for I class, special attention is paid to the semantic role of sounds.

3. Purposeful work on the formation of auditory and articulatory skills in children is carried out at a special stage of the lesson - pronunciation exercises. It is based on an onomatopoeic game with interesting and entertaining plots.

Children's pronunciation training can be supplemented with interesting exercises at the teacher's discretion. Such exercises are based on the technique of conscious imitation (“imitation of an English parrot”), placing an English accent on Russian-language material. It allows you to achieve automaticity in pronouncing the sounds of the second group, to ensure that the sounds, etc. are always English. For example, children imitate an English parrot, which pronounces Russian words and entire phrases with English sounds. For example: [ d ]- do m, da h a, D ima on da h e, d yatel d oma.

[r]: r fish, r ak, r fish at r work.

This technique can also be used to practice the sounds of the third group.

[θ]: θasha on θankas, θlon, θeat.

[ð]: Raika’s teeth got sick, Rina’s chin was gone.

In addition, material for working on phonetic means of communication is contained in rhymes and songs.

§ 2. Teaching listening at an early stage (with II class).

A comparative analysis of existing programs at the initial stage for a general education school and a school teaching a number of subjects in English allows us to conclude that the requirements for students at the initial stage in listening are generally general. However, there are some differences. So, in the first year of teaching listening in II In the class, instructions are given on the need to develop understanding of speech at a normal pace. It should also be noted that in III In the classroom, it is permissible to present the spoken text twice. Apparently, this is explained by less sustained attention.

Listening as a type of speech activity plays a big role at an early stage in achieving practical, developmental, educational and educational goals and serves as an effective means of teaching English.

An important component of the content of listening training is the psychological component - bringing the perception and understanding of speech in English to the level of skill and ability. An indispensable condition for mastering such a complex type of speech activity as understanding speech by ear in English is the concentration of the student’s attention on what he needs to hear, since the slightest disconnection from listening leads to a loss of meaning. It is necessary to develop in students the ability to perceive, understand, and, therefore, actively process what they perceive, which is associated with the ability to divide a speech message into semantic pieces. For the early stage, this is the ability of students to hear and distinguish words in a perceived sound chain (sentence). (For example, in the sentence Take it, please three words.)

In addition to the ability to divide a speech message into meaningful pieces, no less important is the formation of the ability to retain increasingly longer sound chains in memory, that is, to develop auditory memory. First, children learn to retain a word, a phrase, then a sentence, and finally several sentences. On example , tiger, a tiger, a big tiger, This is a tiger. The tiger is a wild animal. It lives in the jungle etc. d.

The next important skill in listening to speech is the ability to highlight, find the main idea of a message, and separate basic information from secondary information. This is achieved by the ability to distinguish between communicative types of sentences: narrative, interrogative, incentive, etc.

Understanding what you hear is associated with probabilistic forecasting. It is important that the student learns to use the situation, context, linguistic guesses and everything that provides him with an understanding of what he hears. He is required to quickly switch attention from linguistic form to content and the ability to avoid interference. The inability to overcome these difficulties leads to the fact that children do not make semantic predictions, but fantasize and speculate.

It seems to us that listening as a speech skill, that is, when through the auditory canal students receive some, even the most elementary, meaningful and semantic information in English, and not about the English language, should be developed starting from the first year of teaching English. And it can be ensured by a high level of development of pronunciation, lexical and grammatical skills (automatisms). Indeed, the formation of listening at the skill level mainly occurs during the accumulation of words and structures of the English language, at the skill level during direct communication between the teacher and the class and the use of special texts or voiced filmstrips to obtain information or to solve certain speech problems, as well as in the course of mutual understanding when students listen to each other.

§ 3. Teaching speaking at an early stage.

When learning English, already at an early stage, children have (and if not, then it needs to be formed) the need to express thoughts using the means of the language they are learning.

When speaking English, the student needs to select words stored in memory (analysis) and incorporate them into a speech whole (synthesis) to implement a plan or communicative intention.

In order for words to be stored in memory, it is important that they acquire associative connections. They can be paradigmatic and syntagmatic. And the more there are, the higher the “readiness” of the word for inclusion in speech.

Paradigmatic connection involves associations as a result of comparing words according to various characteristics:

same pronunciation and differences in spelling, for example two too, one won, see sea;

By proximity of meaning, for example small little ;

No opposites in meaning, for example answer ask .

For speaking, syntagmatic connections play a special role, that is, the combination of a word with other words. For example, the word order can be used in the following combinations:

Order smth (order dinner, breakfast, a new coat, etc);

order to do smth (order to stand up, to close the door, to stay in. bed, etc);

give an order to do smth (give an order to stand up, to stay after classes, etc).

Speaking can take the form of a monologue (coherent) statement and a dialogic (conversation), although in essence such a distinction is somewhat artificial. It is carried out for methodological purposes in order to take into account the linguistic features of each form of speech and the conditions for their occurrence. Thus, monologue speech is characterized, for example, by completeness and expansion. This can be a description, narration, reasoning. Dialogue speech is characterized by the use of colloquial clichés ( conversational formulas ), elliptical sentences, etc. Naturally, in teaching speaking it is necessary to take into account these features, as well as to show students what is common to verbal communication in both their native and foreign languages.

As for monologue speech and its characteristics such as completeness and expansion, some clarification is needed to take them into account when teaching English at the initial stage. Indeed, what is the completeness of a monologue utterance at this stage? It seems to us that when determining the completeness of a monologue utterance at the initial stage, one should proceed from the verbal capabilities of students at each point of the educational process.

When considering monologue speech, such a characteristic as informativeness is also noted.

Children need to know how to name the place where they study in English ( classroom ); know the names of the days of the week in English; how to convey one of the characteristics of autumn in English, etc.

When starting to learn English and I classroom, children first of all want to learn to speak. Even the minimum number of speech units that they learn in the first lessons already allows them to feel the communicative function of language, which immediately has a positive effect on the motivation to learn, without which mastering a foreign language is unthinkable.

In the second year of study ( II classes) students are required to be able to ask and answer questions; in accordance with the educational situation within the program language material, the interlocutor’s statement must contain at least 3 remarks, correctly formatted linguistically. As for monologue speech, they are required to make a statement without prior preparation in accordance with the educational situation and within the program language material of at least 5 phrases, correctly formatted linguistically.

In the third year of study ( III classes) the requirements for dialogic speech emphasize the ability to conduct a conversation using question-and-answer remarks, requests, orders, etc. within the framework of program language material, with a volume of at least 4 remarks, correctly formatted linguistically and corresponding to the communicative task. The requirements for monologue speech become somewhat more complicated and the volume of utterances increases to 7 phrases.

Teaching speaking should follow the path of creating internal motivation in the student, it is necessary to create in him the need, the desire to speak, and for this it is necessary to create conditions under which there would be a desire to say something, express one’s thoughts and feelings, and not just reproduce others’, which, unfortunately, is often observed in school, when the student is not given such an opportunity, but is replaced by reproducing what he has learned by heart. Such conditions include, first of all, the use of stimuli that would arouse the student’s need to “express himself.” This is possible by creating a favorable psychological climate that is conducive to making statements: friendly relations with the teacher and in the classroom, interest in completing the proposed tasks, the desire to complete these tasks well. The teacher needs to constantly show students their progress, their success in expressive speech.

So, if a teacher has good pronunciation in English, widely uses sound recording in class and teaches children to work with it at home or in the office after school, thereby formingIf they have phonemic hearing, self-control and self-correction, this provides students with a fairly decent approximated pronunciation, that is, the pronunciation that is necessary for the act of communication to take place. A well-developed pronunciation side of students’ utterances during training prepares them for speaking as a type of speech activity when used.

§ 4. Teaching reading at an early stage

In the process of teaching a foreign language at school, reading, like oral speech, acts as both a goal and a means: in the first case, students must master reading as a source of obtaining information; in the second use reading for better assimilation of language and speech material. Using reading as a source of obtaining information creates the necessary conditions for stimulating interest in studying this subject at school, which the student can satisfy independently, since reading does not require either an interlocutor or listeners, but only a book. Mastering the ability to read in a foreign language makes it real and possible to achieve the educational, educational and developmental goals of studying this subject..

Reading is related to listening, since both are based on perceptual and mental activity associated with perception (reception), analysis and synthesis. Reading is also connected with speaking. Reading out loud (or reading aloud) is "controlled speaking". Reading to yourself is internal listening and internal speaking at the same time.

Thus, reading is connected with all other types of speech activity formed during the teaching of a foreign language in the school course in general, and in particular at an early stage.

At the initial stage, the foundations of this important type of speech activity are laid. In the first year of study, students must master the letters of the English alphabet, master sound-letter correspondences, be able to read words, combinations of words, which will allow them to read aloud with the correct division of phrases into semantic groups and with full understanding of texts presented for the first time, built on the acquired program language material. In the second year, the reading requirements become somewhat more difficult.

Achieving the requirements formulated in the program ensures a sufficient level of reading maturity for its further development and improvement at the initial, middle and senior stages of learning a foreign language at school.

The minimum unit of learning to read in English is a word, which allows students to master reading techniques by sounding out a graphic image of a word according to reading rules (for example, to read ) or by memorizing the very image of the word (for example, great ) and relate it to the meaning, that is, understand what is being read.

Reading phrases teaches children not only how to sound out a word, but also how to place stress on words according to the normative rules of the English language. For example, a "red" pencil, on the "table etc. d.

Reading texts should demonstrate the unity of content and procedural plans. They serve the development of reading technique more than they are a source of intellectual and (or) emotional information that is significant for children. However, such texts can be given a more motivated character with the help of tasks that will require the student to be personally interested in understanding the text and reading it expressively for other students.

The second, no less important requirement is the cognitive value and scientific content of the text.

The third requirement is that the content of the text corresponds to the age of the students.

The fourth requirement is related to the language of the text. At an early stage and especially in the first year of learning English, given the difficulties of English spelling, learning to read should be carried out on lexical and grammatical material previously acquired orally. For the early stage, the illustration of the text is very important, contributing to a better understanding of the reader.

The role of reading aloud at an early stage is extremely important. It allows the learner and teacher to see and control the process of developing reading in the target language. It goes on the external plane, and the teacher, as well as the student himself, see where and what correction is needed. Preliminary viewing of what is being read to oneself, as if reading silently, helps to remember the graphic image of a word, phrase, etc., retain it in memory, and form graphic images. For the initial stage, the skill level is extremely important, since without the development of a reading technique, which combines both reading aloud and silent reading, it is impossible to successfully develop reading a foreign language text as a type of communicative activity.

Removing the difficulties associated with the technical side of reading English text can open up opportunities for transferring children's ability to read in their native language with the extraction of content-semantic information into reading in English.

Conclusion.

In this course work, we tried to highlight the most important aspects of teaching English to children of preschool age and junior grades of secondary schools.

An important factor in learning a foreign language by young children is the playful aspect of learning, since a child is a child, and if you teach him according to a regular program, even at the initial stage, he will soon get tired and the child will lose interest in the language he is learning. This can cause a long-term aversion to the subject for all subsequent years of study, so it is very important to competently plan the educational process, based on the psychological and physical characteristics of a given age. But one cannot rely only on games, since modernity, the expansion of cultural boundaries, and the desire to understand the world among primary school students determine the practical importance of learning English for them. Many children, from the first grades of school, want to become translators in order to “travel to different countries” or “earn a lot,” and by the end of school, these children, as a rule, want to become philologists in order to better understand the language;

The role of the imitation process is actually not as great as it might seem at first glance. Children already consciously approach learning English, so the influence of imitation is reduced;

Children's interest in learning the language is aroused by stories about the culture of England and the way of life of the English, so in the learning process it is useful to use manuals that highlight the culture and traditions of England in an accessible form.

List of used literature.

Amonashvili Sh.A. Psychological features of second language acquisition by schoolchildren, M., 1986.
Ariyan M.A. Teaching materials in English for grade 2 (2nd year of study). M., 1993.
Vyatyutnev M.N. Teaching a foreign language in elementary school, M., 1990.
Galskova N.D. On the results of the second year of experimental teaching of foreign languages in primary school.
Galskova N.D., Nikitenko Z.I. The process of teaching foreign languages in primary school. M. 1994.
Leontyev A.A. Early teaching of foreign languages. M., 1986
Negnevitskaya E.I. Foreign language for the little ones: yesterday, today, tomorrow. M., 1987.
Andrievskaya V.V.Psychology of learning foreign languages at different age levels. In the book: Training and development of junior schoolchildren. Kyiv, 1970.
Kabardov M.K. The role of individual differences in foreign language acquisition success. M., 1983.
Developmental and educational psychology / Ed. A. V. Petrovsky. 2nd ed. M., 1979.
Negnevitskaya E. I.. Shakhnorovich A. M. Language and children. M., 1981.

15. Krasilnikova V.S., Organization of extracurricular English language teaching for junior schoolchildren in extended day conditions. L., 1985

PAGE 30

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English teacher Gladkikh Svetlana Nikolaevna

PROSPECTS AND PROBLEMS OF EARLY ENGLISH TEACHING CHILDREN

Four-year primary education is considered as the first stage of the new Russian school, which is assigned tasks that meet global trends in the development of education. At this stage, the formation of the personality of a junior schoolchild occurs, the identification and development of his abilities, the formation of the ability and desire to learn. Biboletova M.Z., Candidate of Pedagogical Sciences, leading specialist of the Russian Academy of Education, believes that early teaching of a foreign language to students has its undeniable advantages:

Studying foreign languages at a young age is useful for all children, regardless of their starting abilities, since it has an undeniable positive effect on the development of the child’s mental functions - memory, attention, thinking, perception, imagination, etc. Studying has a stimulating effect on the child’s general speech abilities, which also has a positive effect on proficiency in the native language. [M. Z. Biboletova]

Early teaching of foreign languages has a great practical effect in terms of the quality of foreign language proficiency, creating the basis for continuing its study in primary school.

The educational and informative value of early learning of foreign languages is undeniable, which manifests itself in the child’s earlier entry into human culture through learning in a new language. At the same time, constant appeal to the child’s experience, taking into account his mentality, the way he perceives reality allows children to better understand the phenomena of their own national culture in comparison with the culture of the countries of the language being studied.

The introduction of a foreign language into the number of subjects studied in primary school has unconditional pragmatic advantages; it expands the range of humanitarian subjects studied at this level, and makes primary education more joyful and attractive for children.

A modern child hears foreign speech everywhere: in the media, in movies, using a computer. Focusing on the current situation and the ever-increasing needs of the child in mastering a foreign language, it seems important to study this issue more deeply.

It should be remembered that the methods of learning a language at an early age should be fundamentally different from the methods of teaching it in middle and older age.

Many teachers and psychologists emphasize the need for linguistic development as an important lever for a child’s intellectual improvement. The famous psychologist D. B. Elkonin notes that preschool age is the period in which there is the greatest sensitivity to linguistic phenomena. E. A. Tinyakova, in turn, argues that familiarity with other languages teaches you to isolate in detail and subtly notice shades of meaning: unusual phonetic situations polish pronunciation abilities; Other grammatical structures serve as good logical training.

His future knowledge both in this area and in other subjects depends on what the child’s first steps on the path to mastering a foreign language will be. Due to this

An English teacher in kindergarten and primary school must take into account the age and individual characteristics of each child to create sustainable interest.

It should be remembered that there are certain difficulties in early learning a foreign language. They are due to the fact that there are differences in the psychophysiological development of five- to six-year-old children and seven-year-old students. During the transition from kindergarten to school, a child’s social role changes dramatically. His play activity, which before coming to school was the main way of understanding the world, includes educational activity, which will act as a leader in subsequent years of education. [Sh. A. Amonoshvili]

The problem of maintaining continuity in teaching a foreign language arises, without solving which a smooth transition from preschool to primary education is impossible. According to M.Z. Biboletova, continuity in this case can be considered in terms of vertical connections, which are ensured by the continuity of the goals and content of teaching foreign languages and the choice of a reasonable modern teaching strategy.

Training must be structured taking into account the peculiarities of children’s perception, thinking, attention, and memory, giving only those tasks that fit into the child’s personal experience and do not go beyond the limits of objects and phenomena known to him.

Existing approaches to teaching foreign languages are divided into predominantly cognitive and predominantly intuitive, imitative. Approaches vary depending on the learning conditions, such as the availability of a language environment, the age of the students, and motivation.

In preschool age, the formation of language skills and speech abilities occurs mainly on the basis of imitation, unconsciously.

In preschool age, the leading form of activity is the game. The speech of preschoolers is elementary, uncomplicated, the child does not yet understand the structure of his native language, and with the transition to primary school, with mastery of educational activities, the mental development of children receives an additional impetus.

When preschoolers transition to primary school, the following changes are observed in their speech development:

Speech in the native language becomes more complex linguistically, which affects the nature of communication skills in a foreign language;

The nature of educational activities becomes more complex and diverse;

Students have aspirations and the opportunity to analyze their speech in a foreign language, since they form some theoretical concepts in the process of learning their native language [Ivanova L. A.].

As a result, the intuitive path that was used in teaching preschool children does not give the expected effect in teaching younger schoolchildren due to significant changes in their mental and speech development.

Understanding the intuitive and conscious ways of mastering a foreign language indicates that they are largely determined by the degree of development of psychological processes and differ in the following:

The degree of reliance on the native language, in particular, the presence or absence of translation when semantizing language units;

The degree of participation of consciousness in mastering the language system, mastering elementary grammatical material.

The degree of development of students’ cognitive powers (memory, thinking, imagination) when mastering speech in a foreign language.

The importance of ensuring a flexible transition from teaching preschoolers to teaching younger students is obvious. It is worth highlighting two technologies for early teaching of English:

Education based primarily on intuitive methods of mastering material, which is acceptable for preschoolers five to six years old due to their psychophysiological level and their leading type of activity

Training built on the interaction of intuitive methodological techniques with the gradual inclusion of conscious ways of mastering the material. This technology is more suitable for children who are developing learning activities.

The use of these technologies should be based on their reasonably balanced ratio depending on the age characteristics of students and learning conditions.

In the process of teaching preschoolers, it is advisable to use the strategy of an intuitive way of mastering the material:

Techniques that promote better memorization of educational material: gestures, mime, association, singing;

Building an outline from interconnected lesson plots;

Distribution of roles - masks;

Block delivery of educational material;

Block delivery of educational material.

When moving to primary school, children acquire a sufficient volume of lexical units and speech patterns for a given age.

In the process of teaching first grade students, the following methodological techniques of a conscious nature should be used:

Connection with the native language, use of reliance on it;

Carrying out sound-letter analysis;

Correlating a lexical unit with a picture;

Logical grouping;

Using modeling to form affirmative, negative, interrogative sentences and utterance structure in English.

The inclusion of methodological techniques in line with a conscious approach to learning will provide solid knowledge and a more complete development of psychological capabilities.

At the beginning of teaching a foreign language to first-graders, it seems advisable to use mainly methodological techniques in line with an intuitive approach. And as you adapt to the conditions of schooling, gradually introduce certain methodological techniques of a conscious nature. This approach promotes the possibility of rational use of the capabilities of a child of primary school age at the transition stage from preschool to school education.

It should be noted that the psychological characteristics of younger schoolchildren give them certain advantages when learning a foreign language. One of the best motivators is the feeling of success. Children have different ways of receiving and assimilating information: visual, auditory, kinesthetic. All children go through the same paths of cognitive development, but at different rates. periods of rapid progress may alternate with periods when success is less noticeable. To effectively plan the learning process, it is necessary to take this fact into account.

The emotional side is just as important as the cognitive one. The affective side of communication includes communication and interpersonal skills, and determination. It should also be noted that children have different temperaments, some are aggressive, others are shy, others experience their failures too painfully and are afraid of making a mistake. Taking into account all these differences will help the teacher choose a more appropriate task or role for each child.

It is also necessary to take into account the characteristics of the physical development of preschoolers and primary schoolchildren. The development of muscles affects a child's ability to concentrate his eyes on a page, line or word, which is necessary for the ability to read. In order for students to achieve fine motor coordination between visual perception and mechanical movement, their hands need constant training. Children cannot sit quietly for a long time due to lack of control over motor muscles, so it is necessary to give tasks during the lesson that would allow them to move around the class (games, songs with movements, dances).

Taking into account the psychological, emotional, and physical characteristics of development, it is necessary to highlight the means that a foreign language teacher uses when teaching preschoolers and primary schoolchildren:

Scenario plans, plans - lesson notes of various forms (integrated lessons; lessons using multimedia aids; lessons - games, lessons - fairy tales);

A set of games (lexical, grammatical, phonetic, interactive);

Development of physical education minutes, dynamic pauses, finger exercises

A variety of teaching materials: training and control cards.

It should also be noted a number of difficulties of a psychological and methodological nature:

Lack of regulatory documents and educational programs;

Technologies for teaching a foreign language in the first grade at the transitional stage from preschool to school education have not been developed.

Solving these and other problems is a task that needs to be solved through joint efforts, combining theoretical knowledge and practical experience to organize the process of effective early foreign language teaching.

However, despite the existing problems, the main fact should be noted - the inclusion of a foreign language in the primary school curriculum is a serious practical step in the implementation of the student-oriented paradigm of humanitarian education in the context of modernization of the Russian school.

Literature:

Arkhangelskaya L. S. Learning English. M.: EKSMO-Press, 2001

Biboletova M.Z. Problems of early teaching of foreign languages. – Moscow Education Committee MIPCRO, 2000

Ivanova L. A. Dynamic changes in techniques in English. System “Kindergarten – primary school// Foreign languages at school. – 2009.- No. 2. – p.83

Negnevitskaya E. I. Psychological conditions for the formation of speech skills and abilities in preschoolers: Abstract. – M., 1986

Continuity between preschool and primary levels of the education system. // Primary education. - No. 2, 2003

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