Approaches and methods of teaching english grammar

APPROACHES AND METHODS OF TEACHING ENGLISH GRAMMAR

Shimchuk Alyona Olegovna

Student of Navoi State Pedagogigal Institute

Abstract: One of the main aspects of a language that has been subject to intense discussion over the years is the grammar of a foreign language. The attitude to grammar determined the specifics of a particular method, principles and techniques of teaching, what are the main approaches in teaching English grammar, which approaches are leading in modern conditions of teaching English and what are the main methods they are implemented. The history of teaching a foreign language testifies to the fact that the attitude to grammar determined the specifics of a particular method, principles and techniques of teaching.

Keywords: English grammar, approach, method, cognitive, communicative.

The approaches and methods of teaching English, as, indeed, any foreign language, are currently constantly being reflected and rethought due to the fact that the very understanding of the nature of the language, the ways of learning it, is changing, as well as in response to the growing demand of educational institutions throughout the world for more effective training programs.

The use of English is geographically widespread. This allows English to be used both within the same country and across political boundaries. The number of people who speak English as a foreign language is constantly increasing in the world, and today there are fewer native speakers in quantitative proportion than people who use English for intercultural communication [1].

A foreign language is a language that is rarely used in the social environment closest to the student. It can be used in upcoming travels in the future or any other intercultural communication. It is taught as a compulsory subject or elective course, but without immediate practical application.

In the matter of describing methods, the difference between the philosophy of language teaching at the level of theory and principles and the set of derived language teaching procedures is fundamental.

Situational language learning activities continue to be part of the standard set of procedures endorsed by many modern methodologists. Textbooks based on situational language learning continue to be widely used around the world. But due to the fact that the principles of situational language teaching, with their emphasis on oral practice, grammar and sentence structures are consistent with the intuition of many practice-oriented teachers, this method has remained widely popular [1].

Since structure is what is essential and important in a language, the initial practice should focus on mastering grammatical structures. Oral literacy implies accurate pronunciation, grammar, and the ability to respond quickly and accurately to speech situations. Teaching listening, pronunciation, grammar and vocabulary refers to the development of fluency. Reading and writing skills can also be taught, but they depend on the oral skills already in place. Language is speech, but speaking skills themselves depend on the ability to accurately perceive and reproduce the main phonological features of the language being studied, on the fluency in the use of key grammatical structures in speech and on the knowledge of the volume of vocabulary sufficient to use these structures.

The grammar of the English language has been subject to intense debate over the years. In the modern century, the role of grammar in teaching foreign languages ​​has changed: it either increased or was underestimated. In recent decades, there has been a tendency to reduce the role of grammar, which has led to a significant increase in the number of errors in the speech of students [7].

Attempts to abandon any grammar, on the one hand, or exaggeration of its role in the educational process, on the other, negatively add up to the results of practical language proficiency [1].

However, the problem of the role and volume of grammar in the English language course is not the only one. The statement of grammar rules and the system of exercises in English grammar should not contribute to the goals of mastering grammar as such or the special goal of developing thinking, in contrast to the course of the Russian language, where grammar takes the leading place as the most important theoretical and practical academic discipline, has an independent meaning and provides mental development [7].

The results of the analysis of grammar of the English language allow us to draw a certain conclusion: grammar has a clearly expressed descriptive-linguistic (and not communicative) orientation, manifested in the presentation of the theory, types of tasks and exercises [7].

Here are examples from valid English grammar. “There are different kinds of predicates in English. They differ both in structure (simple and compound) and in composition. “A compound nominal predicate consists of an aspect verb and a full-valued verb.” “The main aspectual verbs of the English verb are: to begin, to continue, to finish etc”.

In many cases, grammar of foreign languages ​​does not serve well to the achievement of practical learning goals. By itself, information about parts of speech, types of predicates, like many tasks aimed at finding these grammatical phenomena in texts, at memorizing and reproducing them, does not contribute to the formation of speech skills, which are formed on the basis of specific mechanisms and are not associated with established in linguistics concepts and systems.

There are many works devoted to the approaches and methods of teaching grammar. Traditionally, methodologists have identified two main approaches to teaching grammar - explicit and implicit. The explicit approach is distinguished by the explanation of grammatical rules and phenomena. Implicit, on the other hand, is characterized by repetition and memorization of grammatically correct structures without studying the rules themselves.

An explicit approach to teaching grammar is implemented by two main methods - inductive (students are offered a fragment of the speech / language situation, analyzing which, they must find grammatical patterns and formulate a grammatical rule) and deductive (first the teacher gives a grammatical rule, and then students work out new structures in a communicative way ˗ oriented tasks) [2].

The inductive method of teaching grammar is the most valuable from the point of view of the cognitive development of students and the formation of their strategies for self-education. The material, which is not given in finished form, but is "extracted" in the process of study and research, is better remembered. However, the inductive method requires significantly more study time and effort on the part of the teacher, despite its advantages. Therefore, in the existing conditions of teaching foreign languages ​​in secondary school and university, the use of only the inductive method is not possible.

In modern conditions of teaching foreign languages, the leading approaches are recognized:

• communicative and cognitive approaches.

The communicative approach presupposes a complete and optimal systematization of the relationships between the components of the learning content. These include: a system of general activities; system of speech activity; the system of the English language itself; deliberately comparative analysis of the native and English languages; a system of speech mechanisms (speech production, speech perception, speech interaction, etc.). Text as a system of speech products; the system of structural speech formations (dialogue, monologue, monologue in dialogue, different types of speech statements and messages, etc.); English language acquisition system; human speech behavior system. As a result of this approach in teaching, a system of English language proficiency is formed, implemented and operates as a means of communication in the broad sense of the word [2].

The cognitive approach to teaching grammar helps the teacher to stimulate the cognitive mechanisms of learners, to organize their independent reflexive activity, thanks to which comparative analysis, understanding, memorization, appropriation and adequate use of grammatical structures in speech is provided [4].

In summary, it should be noted that over the years, English grammar has been one of the main aspects of the language that has been subject to intense discussion.

There are several approaches to teaching foreign languages. Traditionally, methodists distinguish explicit and implicit approaches. In modern conditions, teaching foreign languages ​​the leading approaches are recognized as communicative and cognitive approaches that stimulate the cognitive mechanisms of students, the organization of independent reflexive activity, thanks to which the effective assimilation and adequate use of grammatical structures of a foreign language in speech is ensured.

Faced with the specifics of the species-temporal system, one must well understand why, in general, such categories as time, voice are needed in a language in order to clearly and simply explain the principles of functioning of the corresponding forms. The concept of grammatical structures provides a cognitive approach to language as a system of knowledge representation. In accordance with this approach, any grammatical phenomenon serves to express and preserve certain knowledge in the language.

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