Department of continuous professional education graduation paper

Literature overview: Basic information of the graduation work is given from the manuals, articles, researches of great scholars such as Handschin Z., Charles H., Fries D., Charles Carpenter., Elaine Tarone and George Yule.
The novelty of the work. Effective communication skills of English language are necessary for the people of all professions. The concept of approaches of teaching grammar in EFL classes is very important in establishing effective communication. Hence, if you want to maintain both ways of communication better, that is, speaking and writing. You need to gain mastery over approaches of teaching grammar in EFL classes, because English language will aid you immensely in gaining effective communication skills.
The aim of the work is to review articles, methodological and linguistic books on approaches of teaching grammar in EFL classes.
The objectives of the work are as follows:
1) to investigate problems in applying approaches of teaching grammar in EFL classes,
2) to find out effective ways in using approaches of teaching grammar in EFL classes.
Practical value: we hope the research result will be useful to provide input to approaches of teaching grammar in EFL classes. The research result expected to be a kind of evolution for teachers, who frequently use monotonous way in teaching-learning process. We hope that communicative teaching techniques can be an effective in approaches of teaching grammar in EFL classes in the classroom activities so that learners are interested and more motivated in FL learning.
By using interactive techniques, pupils will be more interested and motivated in learning English, can enhance their knowledge or skills.
The object of study: the process of teaching English at secondary school.
Subject of research: effective methodology of approaches of teaching grammar in EFL classes.
Theoretical importance. The underlying hypothesis of this paper is that the English tense and aspect system cannot entirely be acquired by Uzbek young learners of English, or at least poses a major problem on them in that they have to reset the parameter of expressing time, they have to process information on temporal reference cognitively on the basis of their preexisting linguistic knowledge. To find out whether the hypothesis of M.Irisqulov can be maintained or has to be rejected, an empirical study is carried out assessing students’ exam essays. Errors, if there occur any, are counted and classified, subsequently attempts are made to find out why the errors were produced. Moreover, the distribution of errors and tenses is viewed in the context of the language learners’ proficiency so as to draw some conclusions about the sources of the errors and the learning and production strategies employed by the language learners. The theoretical frame for this study is the comprehension of language learning as a cognitive process, in which errors occur as an indicator of language development. For this purpose, the English and the Uzbek tense and aspect systems are analyzed contrastively so as to discover areas of similarities where transfer from previous linguistic knowledge might be utilized to comprehend and produce linguistic structures in the second language, but also to uncover areas of divergence where no such transfer is possible and the learner has to construct new knowledge and to make this knowledge available for practical use.
The structure of diploma work. Final qualifying work structurally consists of two chapters, conclusion, bibliography, and glossary. The 1st chapter “General notes on teaching grammar in TEFL context” includes 2 paragraphs and it says content of teaching grammar and a brief review of general principles of grammar teaching. The 2nd chapter “Application of teaching grammar approaches in EFL classes” includes 3 paragraphs and it discusses approaches and procedures for teaching grammar, different methods of teaching grammar and Game as a tool grammar comprehension. The conclusion of this course paper sums up the ideas discussed in the paragraphs and shows the ways of implying of the term paper. The glossary includes more than 500 topical words with their translation.