THE INITIAL STAGE OF TEACHING A FOREIGN LANGUAGE TO CHILDREN WITH MINIMAL CEREBRAL DYSFUNCTION
The article considers the features of teaching children a foreign language in the early stages and analyzes the characteristics of pupils with minimal cerebral dysfunction. Possible reasons for this phenomenon are given further. The author comes to the conclusion about the need to change the structure of foreign language lessons in primary schools and suggests methodological features of a foreign language lesson that should assist in overcoming the analyzed difficulties.