The ministry of higher and secondary specialized education mansurova shoira

CHAPTER I. GENERAL CONCEPTIONON ON LANGUAGE ACTIVITIES

This part of investigation is about learning teachers and mentors how to begin teaching language, or how to develop language skills and how teach language activities for various learning styles.

As it is obvious that young members are teenagers from the 1st year of formal schooling to 15 or 16 years of age. They can be mature learners with both adult and childish features. I would like to classify learners according to their age: young learners of from 8 and 9 till 15 and 16 years of age. These kind of learners are attenders of the third year of a special language program. They can write and read in their first language but they do not have enough skills on grammar and grammatical categories. They are not competent enough to work with language as a tool despite using it in everyday life. They are able to listen to a text and say what it is about. They are still eager to like, singing songs, playing games, saying rhymes and introducing their own opinions.

According to Wendy’s thought, there are some list shows brief characteristics and language progress of each young learner:

· They can tell the difference between fact and fiction.

· Their basic concepts are formed. They have very decided views of the world.

· They ask questions all the time.

· They rely on the spoken word as well as the physical world to convey and understand meaning.

They are able to make some decisions about their own learning.

· They have definite views about what they like and do not like doing.

· They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.

· They are able to work with others and learn from others.

Language development:

· They understand abstracts

· They understand symbols (beginning with words)

· They generalize and systematize

All babies must learn through the voice, gestures, speaker’s face and they perceive an atmosphere around their atmosphere. Then they watch the world they live and they try to give things some titles for them. Firstly, children deal with precise words and later they develop their abstract thinking and try to utilize abstract words in their speaking. The more concrete the words are the more children learn. They need to be many real things as images and associations to make a second language. According to my experience, I would really say that, they learn quickly very when they can play with real things or they are able to imagine situations or actions as well. The best way is observing new language through real actions which are motivating for them in a right way. They are not required to being taught in a directive way they enjoy active involvement.

The ways of learning in English and indicate them for young children.In “Teaching English to young learners” Brumfit, Moon and Tongue say: “It is not surprising to note that a young learner’s concentration span increases as he/she grows older. Young learners cannot concentrate on one thing for a long period and therefore the authors recommend that lessons should be divided into a series of activities lasting no longer than five or ten minutes. This is because young learners are bombarded with new experiences and information. Teachers should introduce a reasonable number of new language items and present and practice them in a number of different ways. I would definitely agree with this theory. Young learners who are tired after their school work are not able to concentrate on my after-school language course very much.