Abstract
The study shows the peculiarities of foreign language teaching of elementary-school age children at comprehensive school. The significance of informal foreign language teaching organization and purposeful development of this innovative trend are predetermined by the needs of contemporary society and the specific features of elementary-school age. The leading role in the institutional system of education is played by formal foreign language teaching. Informal foreign language teaching is increasingly becoming the subject of modern pedagogical researches. It is obvious that this linguodidactic model possesses definite controversies and positive characteristics. It is necessary to focus on the process of informal foreign language teaching at elementary-school age at a comprehensive school. The authors analyzed the comparative characteristics of formal and informal teaching, defined the principles of informal language teaching, its advantages and disadvantages, taking into account the experience obtained during the educative training in Finland. The results of the experimental work on the informal foreign language teaching of elementary-school age children at a comprehensive school and a language school are presented.
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