Conduct of modern science– 2016 • Díl 1

Science without borders - 2020 ★ Volume 14
2) 
feminine in forms is highly close in meaning with words of figurative 
feminine. To sum up, the correct separation of words in Arabic from the words helps 
to use other compounds that accompany them.
List of used literature:
1. Hifni Nosif, Mustofa Tomum. Al Doross Al Nahviyya. Second part. 2009.
2. Hifni Nosif, Mustofa Tomum. Al Doross AL Nahviyya. Third part. 2009.
3. Mustofa Galayiyniy.Gameau Al Doross Al Arabia. Damascus. 2010.
4. Grande B.M. Arabic grammar course in comparative historical coverage. -M.: 
“Eastern literature”, 2001.
5. Xolidov B.Z. Arabic textbook. -M.: “Eastern literature”,2007.
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MATERIALS OF THE XVI INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE ★ March 30 - April 7, 2020
METHODS ADOPTED IN TEACHING ENGLISH TO YOUNG LEARNERS
Alisherov Azizbek Arslonbek Ugli
Student o f Samarkand state institute offoreign languages
ABSTRACT: this article describes emerging English teaching methods as well 
as information on how different ways o f teaching and teaching students can be effective 
through different teaching methods. It has been argued that these methods can help 
young learners to learn English.
Key words: the terminology, methods, career, communication, creative 
teaching, audio and video tools, real-world learning, brainstorm, classes outside the 
classroom, role play, storyboard teaching, stimulating classroom environment.
English has become a core subject at all educational levels in Uzbekistan and 
increasing numbers of students are learning the language due to the recognition that 
knowledge of English is a passport to a better career, advanced knowledge, and 
communication with the world at large. As a result, parents are more interested in 
placing their child into the English language taught schools.
The field of English language teaching is to some extent continually innovating 
and re-examining existing methods. In the past 50 years alone, English language 
teaching has gone through a whirlwind of transitions in its methodology [3, 28]. There 
has also been increasing recognition that students have different ways of learning, and 
that many different learning and teaching methods can be effective. With regards to the 
teaching of young learners, a number of methods have been observed in language 
classrooms. The grammar-translation method had, and probably retains, fairly 
widespread use around the world in that it treats language as an academic object of 
study. As has already been identified, the direct method also enjoys widespread use but 
so do methods such as the Total Physical Response method which Harmer (2001) 
identifies as being frequently employed with young learners, particularly at beginner 
levels. Ur (1991) points out that young learners tend to be highly motivated, so it is not 
so much the method that engages them as the actual tasks and activities, which is why
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