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Organization of foreign language lessons in kindergarten

The problem of linguistic abilities of a child. Goals and objectives of foreign language teaching preschoolers. Number of pupils in a group, the frequency, duration of sessions. The game as the leading method of teaching preschoolers. Learning vocabulary.


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1. Possibility of preschool English
2. The problem of linguistic abilities of a child
3. Goals and objectives of foreign language teaching preschoolers
4. Number of pupils in a group, the frequency and duration of sessions
5. The game as the leading method of teaching preschoolers
6. Guidelines for teaching preschoolers
6.3 Training pre-school children to read and write
6.5 Recommendations for the Organization of foreign language lessons in kindergarten
Over the past 5-6 years, the number of people studying English has dramatically increased. It is clear that without knowing English language a modern man can not do without. Changed and the age of the man. If technique relies primarily on schoolchildren, now parents seek to the earliest teaching foreign language. Besides, this preschool age is considered to be as the most favorable for this activity by the psychologists.
The changed situation creates an ever-increasing need for community educators. The lack of results leads to rather sad consequences. People can hardly speak the language basics, consider themselves to be able to teach preschooler as young children, this knowledge is enough. As a result, not just useless time is lost but also damages the further advancement of children in this area: the need to retrain themselves always heavier than teach and correct bad pronunciation is harder than put sounds with '' zero ''. But even when at the kids' place come people are good at language, it is not always possible to achieve the desired result: teaching kids is a very complex case which requires very different methodical approach than teaching schoolchildren and adults. Faced with methodically helpless lessons, kids can acquire an aversion to a foreign language for a long time, despairing in their potentialities.
The purpose of this work is to reveal basic options, shared the idea of organizing the teaching of foreign languages to children of pre-school age.
-to identify opportunities for preschoolers in English.
-Open the main aims and objectives of learning a foreign language.
-Open the main methods of teaching foreign language.
Subject of research is that learning a foreign language.
The object of study is the game, as the leading method of teaching preschool children foreign languages in domestic and foreign technologies. The work consists of a theoretical and practical parts. In the theoretical part we identify opportunities in pre-school children learning English, open the main aims and objectives of learning a foreign language, also disclose the main methods of teaching foreign language pre-school children.
The practical part of this work are approximate pronunciation exercises to teach preschoolers, mastery of transcription, reading, writing, foreign language vocabulary and the advices on organizing the lessons are given
Theoretical significance of this work is that its results could contribute to the further introduction of learning foreign languages in nursery and solve many problems of children in a foreign language.
The practical value of this exercise is that these recommendations and many tasks and exercises can be used by teachers of foreign languages in nursery and primary school.
1. Possibility of preschool English
Readiness for pre-school education in recent years for learning foreign language is increasingly reduced. Typically, a child of four years is considered quite prepared for school, some parents want to give a child to a group for three years children . What age is the most suitable to begin training?
It is known that from an early age in mastering a foreign language speech is truly unique. Even K.D. Ushinskij wrote: '' Child becomes accustomed in a few months, so to speak a foreign language, nor can it in few years '[2;10].
Unique predisposition to a speech (as well as most-favoured-nation treatment in mastering a foreign language is age between 4-8-9 years), the natural mechanism of learning speech plasticity as well as a certain independence of the mechanism of action of hereditary factors linked to membership of a particular nationality,-all this gives the child an opportunity under appropriate conditions have foreign language. This ability with age fades. Therefore, any attempt to teach a second foreign language (especially separated from culture), older children tend to be associated with many difficulties.
Successful mastering a foreign language speech makes it possible for children because children (particularly pre-school) are more flexible and faster than in later stages, remembering the age material; the existence of a globally operating model and naturalness of communication; the so-called language barrier, the fear of causing discomfort to braking communication in a foreign language even if you have the necessary skills; experience relatively small voice communication in the mother tongue, etc. In addition, the game, being the main activity of pre-school children, allows you to make the communication with virtually any language units. All this enables early outstanding communication needs and possibilities of expression in a foreign language in children of this age, thus avoiding a substantial controversy, which occurs when a later start of teaching this subject between the communication needs of the trainee (desire to know and say a lot) and limited language and voice experience (ignorance, as many express low vocabulary). So, for how many years you want to start learning a foreign language? According to the author tutorial "how to teach children to speak English ' Sholpo I.L., the best way to start learning a foreign language. Learning six year children, in its view, of course, but counterproductive. Olds learn at a much slower pace than five years. Their reactions are emotions beat over the edge, attention constantly switches from one subject to another. Children this age not attending kindergarten, hard to do without the presence of their parents, they had not yet formed a sense of the ridiculous, and it is important to the learning a foreign language. In addition, olds was not yet sufficiently fluent language: they have not developed communication, not a regulatory function speech and internal it. Did not reach developed forms and RPG, which is the largest value in teaching preschoolers.
Experiment would be inappropriate to start learning a foreign language in age, according to the author of the books received Z. Futerman, comparing in two groups of children, one of which began to be engaged in a four-year, and another in the age of five. Olds not only left behind five year in the first year of studies, but also for the second year was slower than in the first five-year period, allowing the teacher to conclude ' some negative impact of early learning a foreign language in the further education ''. The optimal age Z. Futerman considers a five-year; to the same conclusion comes from practical experience and E. Negnevickaya [5;28].
As to three year children, it is not necessary to tell about conscious learning in a group At this age the child only begins with an authenticated speech in their mother tongue, dialogue speech was in its infancy. Vocabulary child under three years of age is almost exclusively through the accumulation of words, and only after three years begins to grow rapidly through mastering the word-and shape laws. Neither the training nor the collective's work, they are not yet available. Experience has shown early child development (in particular teaching kids swimming), children under 3 years are able to learn anything only in close contact with parents. However, the author of an article from a journal '' Foreign languages at school '' No. 2 of 1997, '' English speaking children in the kindergarten ' Sebedina V.V., shares with the readers information on the successful completion of a four-year experiment in English kids age, held in 1994 in kindergarten No. 14 of Syktyvkar. The author concludes that, "now it is safe to say that children's early learning a foreign language speaking children in this age in a group is legitimate because it gives you the flexibility to move towards greater learning a foreign language at primary school, and deepen positive motivation study subject at school ''. The author notes that children of this age are very curious are inexhaustible need for new impressions, lust for studies and all of these physiological characteristics used by teachers to help educate English speaking. However, as it is to use all these features, the author of the article leaves the secret, but the author reveals another that each lesson was based on the communicative teaching that itself self evident, since article called ''English speaking children in the kindergarten. I would like to point out an interesting fact that every other month in the kindergarten interesting classes were held; different tales, kids sang songs, read poetry, and all such activities were recorded on video. We believe that teachers have created a new interesting for learning foreign language for babies, although the author sees a deeper meaning to use video, namely, '' Video allows them to see themselves analyze errors, point to their feats. ''. Again, the author has not specified how children of three years will analyze their mistakes. It is necessary to remember that children of three years take so-called ' crisis of three years '' hard that influences learning a foreign language. We can conclude that the author's claim that the three-year age is right for learning foreign language is not supported by facts, namely, are unsubstantiated. , Arkin provides a five-year age as the most appropriate (in both physiological and psychological sense) to begin any training activities [3;17]. At this age, the child is capable of more or less lengthy concentration of attention, it has sufficient vocabulary and speech models to meet their communication needs. Five -year children has a sense of the ridiculous, role-playing games are developed, complex. It is obvious that for a conscious learning all the requirements are generally sentenced to five years. Why parents have a strong desire to send children to learn a foreign language as soon as possible? Mostly, because of popular imitative theory of learning and the faith of many people in wonderful language obtaining at an early age.
But unconscious, spontaneous learning is, in fact, only in a context of permanent residence in the language. So dose the process of learning language mother tongue go, the same is with bilingual children, grown up in a bilingual families the child hears one language, and in the yard, on the street - another (for example, in the former Soviet republics). We know of cases of bilingualism in an artificial conditions, when the father spoke with his son, from his birth, and to five years a child spoke equally well as in Russian as in English. At the same is based the'' method governess '', but it requires many hours of the day to contact with the child in a foreign language. In a group of kindergarten, at home this method is not possible.. In addition, not all children can succeed in an involuntary remembering. Studies have revealed the existence of two types of students by Kabardov: communicative and not communicative [6;25]. If the first type is equally successful in an involuntary remembering then in the situations of involuntary remembering, 2 (30%, regardless of age) are capable to productive activity only when remembering with the help of Visual support and verbal material. Speaking about imitation, the acquisition of knowledge, we automatically include 30% children become unable to successfully master the language. But this is unfair: the same children may reach not less success than the communicative type if will be put into a situation of conscious knowledge.
Therefore, mastering a foreign language at pre-school age must take place in any game.. And children must be physically and psychologically be ready for it. And this usually comes to five years.
2. The problem of linguistic abilities of a child
Very exciting for both parents and is just as important for the teacher is the ability of the child to learn foreign languages. Are there specific abilities in this area, and if so, how they are related to other properties of the individual, and can be adjusted? How can one talk about linguistic abilities, as we're talking about the Endowment's musical or literary?
M.M. Gohlerner and G.W. Ejger emit the following linguistic abilities:
quickness and easiness of education functional-language summaries;
speech simulation for phonetic and grammatical, lexical and stylistic levels;
the ability rapidly learn to new psycholinguistic perspective the objective world as you move from one language to another;
ability to formalize the verbal material.
These statements aren't quite clearly right criticized A.A. Leontief, which makes a bold statement that '' capabilities to the language '' existent[8;76].
'' Overall language ability … from many components are usually non-specific, non-specialized '' believes the scientist. The unspecific abilities A.A. Leontief categorizes a common type of central nervous system, temperament, character, individual differences in the mental processes (memory, thinking, perception, imagination), as well as the specific features of the individual involved.
I.L. Sholpo fully agrees with A.A. Leontief, who argues that '' there are no restrictions, known as ' nature ', the ability of the child ''. However, I.L. Sholpo believes that talk about some specific abilities towards the language is still possible, it identifies the following key parameters that can be used to judge the varying abilities of the human language:
Speech comprehension supposes sensitivity to phonetic, rhythmic intonational speech. Language memory that allows you quickly recharge, acquire new vocabulary and grammatical structures forms, translating words from a passive to an active dictionary.
Lexical flair to communicate the meaning of the word and its form to other languages, feel the importance of individual word-building suffixes and prefixes, define the meanings when you select a Word from several synonimical. Grammatical (constructive) flair to create a harmonious whole of disparate elements common grammatical constructions, feel like the Web, and harmonizing how forming words per sentence.
Emotionally-push the perception of language that includes subjective evaluation of speech, the feeling of ' taste ', the language, its beauty connects words and concepts, fulfilling lives an abstraction.
Functional- stylistic language, which is right and wrong perceptions of his style and ability to assess the specific speech situation.
Important non-specific personality traits necessary for successful mastering a foreign language, are a positive, interest for life and culture of different countries, as a sign of any active interest in the world, as well as communicative person, i.e. the desire and ability to enter into communion with others and the ability easily adapt to different situations. Children five to six years have good hearing tenacious voice language memory. It is highly developed emotionally-push the perception of language. Form of the word, his sound shell, and Cadence speech, beauty and expressive sound for children in this age group is more important than lexical and grammatical completeness.
The word attracts them, especially their sound. Children five to six years are particularly sensitive to phonosemantic patterns. Experiments by A. N. Negnevickaya, Shahnarovich show, for example, that sound is associated in the minds of the young and the <о>-with a large group of children are unaware that this kit were asked the question: "what more-Kit or a cat?": an absolute majority of the children replied that a cat is bigger. An absolute result showed the experiment in the process of which wooden figures of different sizes were divided into two groups - "BIM" and the "BOM". Associations of this kind are natural for the adult who consciously or unconsciously perceive phonosemantic patterns, but it does not produce a rapid and sure answer as a kid. For a child it is natural the same characteristic attitude towards lexical and phonetic value, that with great observation expressed in the poem I. Tokmakova Plim":
foreign language teaching preschooler
In fact, the word "phonosemantic characteristic plim" is given very precisely because the word "plim" really means "jumping and running.
'' Link things and words is base on similarity which a child watches between material Shell Word and material, sensually perceptible signs items ... so no child, and there are so many onomatopoeia and shaped words ' ' write Negnevickaya and M. Shahnarovich
Other skills: lexical and grammatical flair, functionally-stylistic language - are perceived in pre-school children at the formative stage and are not enough. The ability of this kind depends largely on the level of communicative practices. The more this experience (including mastering foreign languages), the more developed the lexical and grammatical flair, so each subsequent language pass easier.
The interpersonal skills and a good Setup, children between five and six years for the most part fairly to degree level and the many complexes and clips that are psychological hurdle for many adults learn foreign language as a means of communication (e.g. adult much more afraid of making a mistake); they are curious and eager for active cognition of the world; and this process direct cognitive is complemented by verbally.
In order to identify the level of development of language skills, you can use a simple testing.
Must be concluded that the capacity for language, like any others, are only relevant activities and because '' any normal child can and should learn a foreign language and to use them in communion "(Leontiev, A.A.), but will it or not - is largely dependent on the Organization of its activities, teacher of methodological approach to learning.
3. Goals and objectives of foreign language teaching of pre-school children
Technique of pedagogical work is defined by the object and purpose of the teacher. From the point of view, the main objectives of Sholpo in learning preschool language are:
provide basic social skills in a foreign language; ability to use foreign language, an expression of thoughts and feelings in a real communication situations arise;
creating a positive setting for further study of foreign languages; the awakening interest in the life and culture of other countries;
education for active and creative and emotional and aesthetic relation to a Word;
development of linguistic abilities of students age structure's of preschoolers; decentration of personality, that is able to look at the world from different perspectives.
4. Number of pupils in a group, the frequency and duration of sessions
Next, a very important concern is that of pupils/teachers. Z. Futerman, referring to the foreign language classes in kindergarten, insists on working with a group (25-30 people), arguing that children are accustomed to each other, as well as more efficient mass games in learning [9;48].
A teacher was not demonstrated efficiency classes in a division into two groups. However, I.L. Sholpo questions these conclusions and writes that perhaps kindergartens habit children each other really so strong that turns out to be a decisive factor, however, in the case of other structures, where groups are full of children, the lessons with a group of 25 persons are ineffective or even 15 people in a group is a serious test for teacher.
Sholpo I.L. recommends that create groups of not fewer than five and not more than ten people, on the grounds that a common conversation (as prescribed psychologists), organized by the joint activities are possible in the group, consisting of a maximum of 8 persons. But given the fact that in winter, children often get sick and drop, you can dial in group up to 10 people.
The next issue is the length and frequency of sessions. Z. Futerman argues that art classes should not last longer than twenty minutes, and for children six years of twenty-five.
This approval is also based on the results of the experiment, however, I.L. Sholpo believes that its results are linked to the previous condition: If the population groups in 25-30 people or teacher, or children are not able to deal with any longer.
Experience working in Group of H. Negnevickaya from 5 to 15 people and the experience I.L. Sholpo in 7-10 people, show that with so many children duration of thirty-five to forty five minutes (depending on age) do not tire of children, and they then unwillingness to leave complete lesson, which is rightly considered Z. Futerman, it is necessary for effective learning. It is important to only every five minutes to change activity move from mobile games to the round table; then for dance, charged; thereafter to singing songs, etc. A study finds I.L. Sholpo - twice or three times a week. Classes once a week, enormously helpful, children manage to forget stuff as well, for so many days, who has not received reinforcements.
5. The game as the leading method of teaching preschool children foreign languages
Vygotsky and D.B. Elkonin called game as a lead activity of pre-school children, but scientists are due to not having prevailed in his practice, to all other activities, and that's it for this period leads the development of pre-school children [10;13]. About English game is written a lot of ,the questions of its theory are so difficult that there is no single classification yet. I.L. Sholpo offers his version of the classification of educational games that you can use in learning foreign language of young children.
The author distinguishes between learning games for situational, competitive, rhythm-music and art. The situational role-playing games that simulate situations of communication on any occasion. They in turn are divided into reproductive games where children play on the model, the standard dialog, applying it to a given situation and with improvisational games requiring and modifying various models. Of course, can (and should) be smart when the reproduction is a game of improvisation.
To include the most competitive games for learning vocabulary and ratification. They wins best linguistic material. This is all sorts of crosswords, '' '' auctions, so games with language jobs, executing commands.
Rhythmomusical games is all kinds of traditional games like roundelays, songs and dances with the choice of partners that help to build communication skills rather than improving the phonetic and rhythmodynamical parties speech and language immersion in spirit, for example: '' Nuts and May ' '
Artistic or creative, the game is a kind of standing on the border between games and art whose path is to a child through the game. They, in turn, can be divided into dramatizing (placing small scenes in English); Visual games, such as graphical dictation, application, etc.; and verbally-creative (selection of rhymes, collective composition labels comics, collective writing little Tales).
On the border of situational games and creative dramatization an activity as … known tales, already lost in the well. For example, a game of "Turnip" or "Teremok", which, depending on the number of playing and learning a new language, new characters and replicas.
Selecting, or compose the game to be included in the lesson, you must follow the rules set out in the book BY H. Negnevickaya and A. M. Shahnarovich'' Language and children '' (m., 1981):
' 1. before you start playing, please answer the following questions:
What is the goal of the game, so it should learn child?
A speech by an: one of the ... action to the word or words-then what it is and what model?
Does the child knows how to build such a statement of whether there is additional difficulties, '' '' the pitfalls?
2. reply to these questions, a child and figuring out what the situation would be an interesting observation of this model.
3. think like a picture of the child to her immediately ...
4. will gladly play with your child! ''
In this passage reflects the main quality of learning games that are in its name: it must be educational and it should be a game. Soviet encyclopedia defines the game as a kind of unproductive activity, which is not the result of the process. This is a very important topic. Therefore, entering the game, her teaching lesson is important for the teacher, but can't be inspired by the children. The game is to change the style of relations between children and adults, who cannot impose: play, a child can only when he wants and when it's fun, and with those who he had sympathy. The teacher cannot be only the organizer of the game is to play with the child, because children have great pleasure in playing with older because atmosphere is crumbling under the gaze of the spectator.
Thus, educational game is oriented towards the zone of the nearest development game that combines the pedagogical purpose with attractive baby motif.
Turn again to the age of psychology.
'' Nature of children's game is in a role and to create a new position '', wrote to j. Celli. D. B. Elkonin felt role and related actions of the central point of the game. Watched the role-playing game for preschoolers, scientist noticed that at the outset, the perception of the role which could be reduced to an external sign (costume, tools), then the role is beginning to impose certain actions, and finally in decorative situation involving other children by requiring compliance with the rules of the road corresponding to the given situation.
Thus, the foundation of any roleplaying game. Child in role-play can act as himself, English child or adult, a fabulous character or animal, exudes a subject and so on - the possibilities here are endless.
His partner may become another child, a teacher, a doll, an imaginary hero, an assistant-actor or a second teacher, always playing the same role.
While summing all the above, we can draw the following conclusions:
In our view, the optimum age for foreign language studies is 5 years.
The average length of sessions - 35 minutes for five-year-olds and 45 minutes to 6-year-olds in groups of less than 10 people. Sessions are designed to run at least twice a week.
Methodology of conducting lessons need to take into account the age and individual patterns of linguistic abilities of children and their development.
Training foreign language teachers should be understood as a part of the overall development of the child's personality, connected to its sensory, physical, intellectual education.
Preschool Learning a foreign language must be communicative in character, where a child learns a language as a means of communication, i.e. not just eat some individual words and speech patterns, but learning to construct expressions known models in accordance with emerging it communication needs.
Communication in a foreign language must be motivated and focused. You must create a positive psychological fitting on or belonging another language. The way to create a positive motivation is the game.
Games in the lesson should not be occasional or isolated. A pass-through methodology, combining and integrating the other activities in the process of learning the language.
The methodology is based on an imaginary game situations and the adoption of a child or teacher of a particular role.
6. Guidelines for teaching preschoolers
6.1 Learning preschool pronunciation
In this part of the work an approximate pronunciation exercises to teach preschool-age children using playing technique are given.
There are a huge number of variations in pronunciation learning preschool-age children using playing technique. One game in the country. Every sound is a resident of this fantastic country or delivers any sounds, or busy with any work of producing sounds, for example: '' this is early in the morning, Mr .Reed wakes up and jump out of bed. As cold in the House! That's because most cool overnight fireplace. Mr .Reed shivers from cold. Find the cusps of upper teeth. When Reed shivers, the impact of these cusps Tip: [d], [d], [d]! But suddenly he hears from bath such sounds: [t t t t]! This drips water from the tap, which he closed the evening. Tip of the tongue hits bumpy for upper teeth as drops on the bottom shell: [t], [t], [t]!
Guys follow for teacher sounds, not letting the idea that they are trained by pronunciation. Each lesson to added new sounds-heroes, the new adventures of sounds. The conditions necessary to ensure that children continue to enjoy told history: the base remains intact tales conditional points for fidelity where pupils are zealously, recalling teacher refers to correcting errors; on the other hand the story every time is something new, so the tale does not bother, and continues to be of active interest.
Of particular interest are the exercises to learn the pronunciation of sounds that do not have analogs in Russian, for example: [k].
When we are making this sound language like frog, wants to jump out a breath. But it does not permit the lower teeth for which he is a tip. Hard stressed language into the lower teeth … usually half of children incorrectly puts language because no motor habit. But this problem is easily corrected, '' Mr .Reed from the window of his house wanes, to see what kind of outdoors weather and bails out, but is for the windowsill. Lower teeth is a windowsill, and lips during tales have harped on the curtains. Except for hanging is holding If you are not the lower teeth catches on language-sill, Reed will be rolled out of the box and hurts.
The tale is like a snow ball, surrounded by new heroes and subjects, but a tale s
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