AN INTEGRATIVE APPROACH TO THE ORGANIZATION OF A FOREIGN LANGUAGE ENVIRONMENT IN TERMS OF PRE-SCHOOL EDUCATION ESTABLISHMENTS

Abstract

The initial stage of mastering a foreign language resembles the process of a native language formation, although there is a significant difference between them. It should be emphasized that the main engine that encourages a child to master the language is the vital need for communication, the need to solve communicative tasks, if necessary. So, all aspects of learning a foreign language should be subordinated to communicative goals. Communicative competence is integrated in its content and consists of three main types of competencies: speech, language, socio-cultural, which, in turn, also include a number of competencies. Integration of a foreign language into all types of children's activities ensures the implementation of communicative competence. Play activity allows you to implement a communicative approach in learning a foreign language at ease, through interpersonal activities of children. In the preschooler's productive activities, a foreign language becomes a means of expressing emotional experiences. In educational activities, the communicative approach implies both the assimilation of the rules and their practical usage, which occurs on the conscious and subconscious levels. The independent activities of children help to unlock the personal potential of children, is a means of socializing the child and helps to realize communicative speech competence.