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MAIN FEATURES OF PSYCHOLOGICAL APPROACH OF PRIMARY SCHOOL STUDENTS IN 
THE STUDY OF ENGLISH 
 
MUSAYEVA F.M., Tashkent University of Information Technologies
named after Mukhammad al-Khwarizmi 
 
Nowadays, the process of teaching a foreign language is understood not as an individual activity of students 
with educational material, with the subject of instruction, but as a specially organized communication, interaction of the 
teacher and students and also relationship students with each other, which means primarily, their joint coordinated 
activities. A foreign language as one of the means of communication and knowledge of the world occupies a special 
place in the system of modern education due to its social, cognitive and developmental functions. 
With regard to the question of whether it is necessary to start teaching a foreign language from early school age 
recently has come out of the framework of the discussion, because of the fact that necessity of a foreign language has 
become obvious. There are a number of advantages of learning English for young children: 
- a positive impact on the development of mental functions (memory, thinking, perception, imagination) 
- the impact on the child's overall verbal abilities 
- improving the quality of own language, creating a basis for continuing its study in the mainstream school. 
- the child's earlier entry into the universal culture through communication in a new language for him, with 
an appeal to the child's experience, consideration of his mentality, and the recognition of the phenomena of his own 
national culture. 
The junior schoolboy with living curiosity perceives the surrounding life, which reveals something new before him 
every day. The development of perception does not happen by itself, the role of the teacher is very great here, who 
brings up the child‘s ability not only to watch but also to consider, not just listen but also feel, teachers‘ role also helps 
learners to identify the essential attributes and properties of objects and phenomena, point out what to focus on and 
systematically analyze perceived objects. 
It should be noted that when the child is young his vocabulary in his native language is little. But at the same 
time, his speech needs also less: there are fewer spheres of communication for a small child than for a senior child; he 
does not yet have to solve complex communicative tasks. So, mastering a foreign language, he does not feel such a huge 
gap between the opportunities in his native and foreign language, and the sense of success will be more vivid than older 
children. In fact, having barely learned to read in their native language, the child learns this ability in a foreign 
language. He does not realize that he reads lightweight, adapted texts, after all, in his native language the texts are not 
so complicated. 

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Choosing the method of teaching English in elementary school, it should be kept in mind that a child resists 
any pressure from adults, and explaining to a young learner that he needs English in the future is useless. Since the child 
wants to get everything here and now, the learning process should be made creative. With the help of gaming 
techniques, the teacher should pay special attention to a situation of success which will have a positive influence on the 
assimilation of new knowledge. A teacher who aims at positive results must comply with a set of rules. First of all, the 
situation should be chosen carefully. Every child should actively participate in the process of communication and feel 
his importance. Otherwise, the student will lose interest in the subject.
In order to create favorable conditions for communication in class, never criticize children. They are so afraid 
of making a mistake; as a result they prefer to remain silent during classes. Taking everything into account, many 
methods call on teachers at the initial stage of language learning not to correct the child's mistakes at all. In extreme 
cases, they should do this in a very mild manner. 
It should be remembered that interest in assignments of primary schoolchildren disappears in 10-15 minutes, so 
a good method of teaching English at school should provide a frequent change of activities at the lesson. The tasks 
which are given to the children by the teacher must be oriented towards different types of perception: scoring, visual 
support, practical actions and writing. This combination has special significance in the study of a new material. 
It is very important constantly to use phrases which are often heard in class when teaching English at an 
elementary school, often to repeat various structures. This leads to better memorization and recognition of familiar 
words and phrases. 
Children of early school age are curious, inquisitive; they have an inexhaustible need for new impressions, a thirst for 
exploration. The task of the teacher lies in relying on the psychological, physiological age characteristics of children to 
wake interest in the subject. Gaming activities are leading approach for young learners.
Game moments are infinitely diverse. For instance:
• mobile games (charging, playing in animals, "cat and mouse", games for attention) 
• poems and songs, accompanied by movements. 
• games-competitions (children are divided into groups and perform various tasks) 
• ball games 
• dialogues with heroes of their favorite fairy tales, cartoons such as Winnie the Pooh and Snow White, 
Carlson, Piglet and others. 
In the formation of speech skills grammatical, lexical, phonetic and spelling games contribute to the 
development of a child. Training students in the use of grammatical structures, requiring their repeating abilities tires 
the children with their monotony, and the efforts expended do not bring quick satisfaction. Games will help to make 
boring work more interesting and exciting. The grammatical games are followed by lexical games, logically continuing 
the "construction" of the foundation of speech. Phonetic games are intended to correct pronunciation at the stage of 
formation of speech skills and abilities. And, finally, the formation and development of speech and pronunciation skills 
to some extent contribute to spelling games, the main purpose of which - the development of the spelling of the studied 
vocabulary. 
"Creative Games" also play a significant role in teaching process. The purpose of these games is to promote the 
further development of speech skills and abilities. The ability to show independence in solving the problem-issue tasks, 
a quick reaction in communication can be manifested in speech games. 
Games have many functions: they activate cognitive processes; educate the interest and attention of children; 
develop abilities; introduce children into life situations; teach them to act according to the rules; develop curiosity, 
attentiveness; fix knowledge, skills. Correctly constructed game enriches the process of thinking with individual 
feelings, develops self-regulation, and strengthens the will of the child. The game leads learners to independent 
discoveries, solutions to problems. 
The basic requirements that the teacher must observe when planning and conducting didactic games: the game 
must follow organically from the logic of the educational process, and not be artificially tied to it; it should have an 
interesting, attractive name; contain really game elements; have binding rules that cannot be violated; contain rhymes, 
poems. 
While preparing for the game, the teacher should rehearse his movements, poses, words: he will try to make 
them beautiful, interesting, unexpected. If after the game the children do not laugh, do not feel pleasure, it must be 
considered unsuccessful. 
Role-play activities contribute to the activation of thinking, causes interest in this or that type of games, the 
performance of an exercise, as well as the most powerful motivating factor that meets the need of school students for 
the novelty of the material being studied and the variety of exercises performed. 
Role-play games are a conditional reproduction by its participants of the actual practical activities of people, they create 
conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an 
increase in interest in the subject. 
The foreign language lesson is viewed as a social phenomenon where the classroom is a certain social 
environment in which the teacher and students enter into certain social relations with each other, where the learning 
process is the interaction of all present. At the same time, success in learning is the result of the collective use of all 
opportunities for learning. And trainees should make a significant contribution to this process. The use of role-playing 
games gives ample opportunities for activating the educational process. 
Schoolchildren clearly see that the language can be used as a means of communication. 

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The game provides an opportunity for timid, insecure students to speak and thereby overcome the barrier of uncertainty. 
In a normal discussion, student leaders tend to take initiative, and timid ones prefer to remain silent. 
As it can be said above the technology of gaming forms of instruction is aimed at teaching students to understand 
the motives of their teaching, their behavior in the game and in life, etc. to form the goals and programs of their own 
independent activity and to foresee its immediate results. The game, as a means of guaranteeing a positive emotional 
state, increases the work capacity and interest of teachers and learners. 
Thus, in the English language classes in an elementary school, the teacher must observe the following conditions in 
order to obtain positive results: 
A) Careful selection of situations. They should be simple and understandable for the student. 
B) The participation of everyone in the process of communication. If the child does not feel important, he will 
most likely lose interest in the subject. 
C) Creation of favorable conditions for communication.