Concepts and Principles Of Teaching Foreign Languages In Primary Education: A Theoretical Approach

Madinabonu Abdullayeva

doi:10.47134/jpbi.v2i1.1108

Authors

Madinabonu Abdullayeva Namangan State Institute of Foreign Languages named after Ishaqhon Ibrat, Uzbekistan

DOI:

https://doi.org/10.47134/jpbi.v2i1.1108

Keywords:

Communicative Approach, Cognitive Development Theory, Constructivism, Age-Appropriateness, Motivation Maintenance, Natural Learning Environment, Game-Based Learning

Abstract

This article explores the fundamental concepts and principles of teaching foreign languages in primary education, emphasizing its role in fostering cognitive and social skills in young learners. Additionally, the article outlines essential teaching principles, such as age-appropriateness, maintaining motivation, and creating a natural learning environment, effectiveness of game-based learning and examines challenges in early language instruction, including resource limitations and lack of trained educators, offering practical recommendations to address these issues and improve foreign language education outcomes in primary education.

References

Bruner, J. S. (1996). The Culture of Education. Moscow: Progress. This work discusses constructivist theories that emphasize active and discovery-based learning, particularly relevant in language acquisition for young learners. DOI: https://doi.org/10.4159/9780674251083

Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press. Vygotsky’s seminal work on social interaction and the Zone of Proximal Development (ZPD), which is foundational for collaborative and interactive teaching methods.

Piaget, J. (2000). The Psychology of the Child. New York: Basic Books. Piaget’s stages of cognitive development provide essential insights for age-appropriate language instruction tailored to the cognitive abilities of primary students.

Halliday, M. A. K. (2004). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold. Halliday’s research emphasizes the communicative function of language, supporting approaches that integrate real-life communication in language learning.

Fischer, T. (2015). Communicative Language Teaching Today. New York: Cambridge University Press. Fischer’s work focuses on the communicative approach to language teaching, prioritizing practical usage over rote memorization, especially beneficial in primary education.

Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129–158. The Noticing Hypothesis, which highlights the role of noticing language patterns as an essential part of language acquisition. DOI: https://doi.org/10.1093/applin/11.2.129

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner’s theory supports diverse instructional methods that cater to various learning styles, advocating for a multi-modal approach in language education.

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. Krashen’s Input Hypothesis underscores the value of comprehensible input just above the learner’s current level, promoting gradual language acquisition in natural settings.

Skinner, B. F. (1957). Verbal Behavior. Copley Publishing Group. Skinner’s work on behaviorist theory emphasizes the importance of reinforcement and repetition, supporting game-based methods for young learners. DOI: https://doi.org/10.1037/11256-000

Lightbown, P. M., & Spada, N. (2013). How Languages are Learned. Oxford University Press.

Sarimsakova, D. M. Developing the sociolinguistic competence of future English teachers through the use of case studies. Mental Enlightenment Scientific-Methodological Journal, 2021, pp. 54-65. DOI: https://doi.org/10.51348/tziuj202127

Sarimsakova, D. Communicative competence as a result of EF teaching and learning. Theoretical & Applied Science, 2019, no. 12, pp. 166-169. DOI: https://doi.org/10.15863/TAS.2019.12.80.32

Sarimsakova, D. Motivating students to develop their autonomy: An exploratory action research. European Journal of Humanities & Social Sciences, 2024, no. 1. DOI: https://doi.org/10.29013/EJHSS-24-1-12-19

Muhamadjonovna, S. D. The key concepts of forming sociolinguistic competence of future English language specialists. Asian Journal of Multidimensional Research (AJMR), 2020, vol. 9, no. 5, pp. 118-121. DOI: https://doi.org/10.5958/2278-4853.2020.00157.3

Muhamadjonovna, S. D. The development of sociolinguistic competence of future English language teachers through computer technologies. European Journal of Research and Reflection in Educational Sciences, 2020, vol. 8, no. 3, pp. 147-150.