Issn: 2776-0979, Volume 3, Issue 5, May., 2022 1300 psychological features of young learners in teaching foreign languages

 

ISSN: 2776-0979, Volume 3, Issue 5, May., 2022
 
1302 
training (“quasi-speech”). For these activities, adequate motives must also be 
provided, corresponding to the ultimate goal of training. 
In this regard, the planning of educational and speech activities is of particular 
importance, namely: 
- Choice of the optimal type of activity (taking into account the leading type of activity 
for a given age);
- Taking into account the degree of complexity of the activity and didactic material (it 
is necessary to plan the possibility of achieving a positive result of the activity with 
sufficient activity for the learning effect); 
- Planning the final result (assessment of this result, its significance for the student, 
achievability and some dissatisfaction, advancing further positive motivate 
- Creating an atmosphere of excitement, positive aggressiveness (frustration); 
- Organic use of linguistic material is a necessary condition for achieving a positive 
result; 
- The use of a positive result of activity (with the necessary, but feasible strong-willed 
effort) to create internal self-confidence, increase self-esteem, advance further 
achievements. 
Of no small importance for mastering a foreign language is such a psychological 
process as perception. It is in the lower grades that the transition from a mixed, 
fragmentary perception to a dissected, meaningful reflection of things and events 
takes place. A special task for teachers is to develop the ability to logically and 
consistently build speech, rebuild the material into semantic blocks. This is especially 
important for the development of memory. At this age, there is a transition to 
semantic memorization, so it is necessary to teach children special ways of 
memorizing language and speech material, to distribute it over time. 
Closely connected with memory and thinking is such a mental process as imagination. 
There are involuntary and voluntary, reproductive and creative imagination. In the 
creative imagination, situations and images that do not take place in reality are 
reproduced and reconstructed. One of the manifestations of the above type of 
imagination is personification. On its basis, the process of learning and the 
grammatical side of foreign speech can also take place. 
So, the introduction of early learning of foreign languages is justified by the natural 
predisposition of children to languages and their emotional readiness to master them, 
as well as the advantage of the globally active game motivation of children of primary 
school age. 
The most favorable age from which it is preferable to start early learning of a foreign 
language in elementary school is six years. One of the most important psychological 

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