PSYCHOLINGUISTIC FEATURES OF TEACHING FOREIGN LANGUAGES TO PRESCHOOL CHILDREN

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Durdona Alisher kizi Eshboeva, Shakhnoza Khikmatullaevna Akbarova, Abror Alisher ugli Hafizov, Ilgor Fayzi ugli Asrorov

Abstract

Nowadays, teaching foreign languages in early ages is very important all over the world. Human receives and reacts to all impressions from the external environment by seeing, hearing, feeling, smelling. In particular, 6-7-year-old children of preschool age have well-developed sensory organs. The role of visual and auditory sensations, especially in the mental development of a child, is great. The reason is that, young learners can acquire foreign languages at early ages. In Uzbekistan, there are a lot of works are being done. English and Russian languages are being taught in preschool education system. For that reason, many scientists are working on improving the quality of teaching foreign languages and investigating different ways of teaching in kindergartens. In this article, psycholinguistic features of teaching foreign languages to preschool children is discussed. The opinions and experiments of several scholars are analyzed and necessary conclusions are given.  Mainly, the psycholinguistic features of preschoolers are paid attention to and based on that children’s ability to learn new words on foreign language are seen as the subject of the discussion. It is said that in early ages children can acquire foreign languages easily and productively. It is proved by several scientists and researchers.


 

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