CHALLENGING IN TEACHING SPEAKING TO YOUNG LEARNERS

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Published: Jun 20, 2024
Keywords:
Language acquisition, speaking skills, young learners, vocabulary development, pronunciation challenges, motivation, engagement, professional development, pedagogical strategies, classroom management.

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Otaboyev Muzaffar Ne'matullayevich
NamDU Jahon tillari fakulteti Ingliz tili va adabiyoti kafedrasi ingliz tili o‘qituvchisi
Nastinova E'zoza Bahriddin qizi
Namangan davlat universiteti Jahon tillari fakulteti talabasi

Abstract

This article synthesizes insights from language acquisition research and pedagogical theory to offer comprehensive guidance for educators working with young learners. It explores the developmental hurdles young learners encounter in speaking, such as limited vocabulary and pronunciation difficulties, and provides practical strategies for addressing these challenges. Additionally, it underscores the importance of motivation and engagement in language learning, offering evidence-based techniques to inspire young learners' active participation. Moreover, the article advocates for ongoing professional development to equip teachers with the requisite skills and knowledge to effectively support young learners' speaking skills development.

Article Details

How to Cite
Otaboyev Muzaffar Ne’matullayevich, & Nastinova E’zoza Bahriddin qizi. (2024). CHALLENGING IN TEACHING SPEAKING TO YOUNG LEARNERS. Proceedings of International Conference on Modern Science and Scientific Studies, 3(6), 367–370. Retrieved from https://econferenceseries.com/index.php/icmsss/article/view/5162
Issue
Vol. 3 No. 6 (2024): SCMS
Section
Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

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

Dörnyei, Z. (2009). "The Psychology of Second Language Acquisition." Oxford University Press.

Richards, J. C., & Farrell, T. S. C. (2005). "Professional Development for Language Teachers: Strategies for Teacher Learning." Cambridge University Press.