Efl teaching grammar

MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF REPUBLIC OF UZBEKISTAN
Andizhan State University named after
Zakhiriddin Mukhammad Babur
Faculty of Foreign Languages
Department of English Language and Literature


Asliddinov Tohirbek Akmaljon o`g`li
(Group – 312)
“EFL TEACHING GRAMMAR”
5111400 – Foreign Language and Literature
(English language and literature)
COURSE PAPER
Supervisor: M. Yaqubova
Andizhan – 2020
PLAN


INTRODUCTION

1. 
   WHY SHOULD WE TEACH GRAMMAR?
   

2. 
   COMMUNICATIVE LANGUAGE TEACHING (CLT) AND COMMUNICATIVE GRAMMAR (CG)
   

3. 
   APPROACHES OF TEACHING GRAMMAR
   

4. 
   SOME RULES FOR TEACHING GRAMMAR
   

CONCLUSION


BIBLIOGRAPHY
INTRODUCTION
Children are formed as individuals, unifying in a team in high school classes, said the head of our state. During this period they should not be excommunicated from an adapted, habitual for them environment. This can negatively affect the psychology of youth, their attendance at school, and ultimately – on the level of education and upbringing. Therefore, it is necessary to ensure the continuity of the educational process, improve training programs.
President of our country noted the need to strengthen relations between schools and colleges, in particular, reconstitution in the experimental order of the 11-year educational system in this school, establishment of a vocational training under the school.
In Uzbekistan, special attention is paid to education of harmoniously developed young generation. Activities on creating necessary conditions for youth in receiving modern education are being consistently continued.
President of our Republic SH. M. Mirziyoyev is paying great attention to higher education system of Uzbekistan. On April 20, 2017 he signed a decree PQ 2909 “On the measures of further development of the system of higher education”¹. The aim of this decree is to improve the system of higher education, to review the contents of preparing cadres according to the priority tasks of social-economic development of the country, to establish conditions for preparing higher educational specialists suit for international standards.
That is why it is necessary to improve the current situation, to provide Uzbek children with all the necessary conditions for the access to this amazing world of foreign languages.
We should prepare in our country in the shortest time the methods of intensive foreign language learning based on our national peculiarities.
We should prepare in the shortest time the methods of intensive foreign languages learning based on our national peculiarities. That is why it is necessary to improve the current situation, to provide Uzbek children with all the necessary conditions for the access to this amazing world of foreign languages. The immediate important task is the formation of Institu­tions of higher education. We think that one of the poor sides of today's higher education is that we could not conduct the preparation of specialists of higher education according to beforehand for the changed requirements of science and tech­niques, economy, production and other fields in conformity with life requirements.
The teaching of grammar for language learners has been a long debate among the stakeholders; the English language teachers and students, researchers and practitioners. Some argue that grammar is not necessary to be given a special focus on language learning as children learn their first languages without learning the rules of how the words are combined yet they are able to communicate with others. However, Celce-Murcia (1985) argues through evidences showing that no-grammar teaching will lead to the product of clumsy and impropriate foreign languages, which means that grammar plays a very important role in language learning². Learning grammar can help to furnish the basis of the four language skills: listening, speaking, reading and writing.
Regardless of the problem, the role of grammar instruction has been considered crucial to the ability to use language. Furthermore, grammar gains its prominence in language teaching, particularly in English as a foreign language (EFL) and English as a second language (ESL) contexts, in as much as without a good knowledge of grammar, learners’ language development will be severely constrained As a result, many methods and approaches in teaching grammar have been proposed in order to get the best learning outcomes. Unfortunately, in practice, many English teachers in foreign language context still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. Al-Mekhlafi and Nagaratnam (2011) state that learners have generally looked upon grammar instruction as the moments of discomfort and sometimes even terror. Class activities are usually dominated by teachers explaining the grammar rules followed with the instruction for the students to do the exercises in accordance with grammar rules explained³. Thus, Baron (1982) argues that most learners portrayed English teachers as unattractive grammar mongers whose only pleasure in life is to point out the faults of others. In order to change this negative stigma of grammar instruction, English teachers should be aware of the strengths and the weaknesses of various teaching approaches and methods. Furthermore, they must be able to apply and adapt them in such a way that they can work best for accommodating their learners’ diversities, but also creating an enjoyable class with interactive and meaningful activities at the same time. In this case, there are some important points that every EFL/ESL teacher must put into consideration in grammar instruction; how to create a teaching approach with interactive activities that make grammar class non-threatening, enjoyable and relaxing yet give positive impact on students’ language skills⁴.

1.