Kokand state pedagogical institute named after mukimi faculty of foreign languages

The subject matter of the course work the significance of grammar knowledge in teaching writing
The object matter of the course work is to reveal the importance of grammar knowledge in teaching writing
Practical significance of the course work is considered to be that it can be effectively used in seminar and practical lessons of the methodology of foreign language teaching
Theoretical significance of the course work is that it can be utilized in lectures of the methodology of foreign language teaching and integrated course of foreign language.
The structure of the course work it consists of Introduction, main part, conclusion and references.


1.The Role of Grammar in teaching English

Grammar is important because it provides information that helps the reader’s comprehension. It is the structure that conveys precise meaning from the writer to the audience. Eliminate grammatical errors from your writing, and reward your readers with clear communication.

Many new teachers are intimidated by the prospect of having to teach grammar. There are several reasons for this. Many of us aren't that familiar with grammar rules to begin with, the many exceptions make English grammar a complex subject, and finally, grammar just isn't that exciting to most teachers or students. For these reasons, there can be a tendency to question whether teaching grammar is really that important in the first place.

As Ed Swick says, 'The rules of Grammar for a language learner are like the rules of the road for a driver. In order to be able to drive properly and maneuver with other drivers, you have to know the rules that everybody goes by' This is true of language to. If you follow the rules of grammar you can express yourself clearly. But if you fail to observe those rules, people may find it difficult to understand and may even misunderstand you entirely ' If someone does not know the rules that govern the roads, they will not have the confidence to start practicing their driving. In the same way, the English learner with no knowledge of English grammar will lack the confidence to begin practicing writing or speaking in English.¹

It is true that most native English speakers learn to speak English before they ever sit in their first English class. However, ESL learners are different. They have not grown up listening to English from birth. They have to learn from scratch. As a result, anything that will make the English language more understandable is worth teaching. I'm sure that most will agree that knowing how sentences are formed helps make the language more understandable. Also, ESL learners are used to the grammar of their native language. Until they learn English grammar, they will automatically apply the grammar rules of their native language to English.

Seeing that grammar is very important, how do we go about teaching it' First of all, avoid the error of finding a rule to explain everything. This will hinder not help you're students' learning process. ESL author Don Snow explains, 'the more complex the set of rules becomes and the fewer situations it covers, the more it hinders the attempts to learn language rather than facilitating them. ' The best approach to deciding what grammar rules to teach your students is this: based on where your students are at in their language learning process, decide whether presenting a new grammar rule will make things more clear or cause confusion. If it will make things more clear, teach it. If it will confuse them, wait till they are further along in the language learning process.

Finally, how can you make English grammar understandable for your students when there are so many exceptions to the rules' I believe the answer is to teach grammar as if it were simple. You do this by not teaching the rule and its exceptions at the same time. Learning is a process. No student should expect to learn everything at once, nor should any teacher expect to teach everything at once. It is better for the students to learn what is simple first and what is complex later. This is far less confusing.

Think of teaching grammar like painting a picture of a tree. You would first paint the trunk and the major branches. Only after you've finished painting those would you paint the smaller branches and the leaves. Think of the major rules of grammar as the major branches, and the small branches and leaves as the exceptions to the rule. If you want to give your students a picture of how to use the English language, first show them the major branches then show them the small branches and leaves. Teach the students the rules with the understanding that they will learn the exceptions later.

Although teaching Grammar can be challenging, it is also rewarding if we see the students to grasp the English language in a way they could not before. Like everything that benefits the students, it is worth our time and effort as teachers.

According to Azar (2007), the role of grammar is to “help students discover the nature of language, i.e., that language consists of predictable patterns that make what we say, read, hear, and write intelligible”. As Azar stated, without grammar, people would have only individual words or sounds, pictures, and body language to communicate meaning. Moreover, effective grammar instruction can help students use this knowledge as they write. Through the connection from oral language into written language, teachers can explain abstract grammatical terminology to help students write and read with better proficiency and confidence.
As Calkins (1980) suggested, the most helpful way to improve students’ command of grammar in writing is to use students’ writing as the base for teaching grammatical concepts.
Research also indicated that it is more effective to teach punctuation, sentence variety, and sentence patterns in the context of writing than to access the topic by teaching unorganized skills.
Hillocks (1986) found that grammar instruction that is separate from writing instruction is unable to enhance students’ writing competence. In other research, Weaver (1998) proposed a similar approach to teaching grammar in the context of writing. Weaver also mentioned five grammatical concepts that enable students to show progress in sentence revision, style, and editing. The five grammatical concepts will be described as follows:²
1. Teaching concepts on subject, verb, sentence, clause, phrase, and related concepts for editing.
2. Teaching style through sentence combining and sentence generating.
3. Teaching sentence sense through the manipulation of syntactic elements.
4. Teaching both the power of dialects and the dialects of power.
5. Teaching punctuation and mechanics for convention, clarity, and style.

Rather than teach all grammatical instruction to all students, teachers should focus on the grammatical concepts that are more effective and essential for meaningful communication, and teachers should also be more sensitive to provide meaningful activities to help each individual student. In short, grammar plays a very significant role in second language instruction, especially in improving student’s writing.

The instructional benefit of teaching of grammar in first language English curricula is contested in both research and professional literature in English speaking countries most such countries for example, England, Australia, New Zealand and the USA abandoned grammar instruction on the grounds that it was ineffectual in supporting language development, particularly writing development (Locke 2009). More recently, driven principally by policy imperatives, grammar has been re-introduced into the English curriculum in England, and a parallel process is currently occurring in Australia. However, there is no clarity or agreement about the role of grammar in the English curriculum and it remains a strongly contested issue. The uncertain role of grammar in the language curriculum is set within an international context, in these countries particularly, expressing concerns about the writing attainment of children. In England, for example, in 2011, 32% of boys and 19% of girls entering secondary education had not achieved the baseline standard in writing expected for their age group, compared with 20% of boys and 13% of girls who had not achieved the baseline in reading. However, there have been no systematic studies of whether making meaningful connections between particular linguistic structures and particular writing tasks supports the development of students' writing. This paper reports on the outcomes of a randomized controlled trial, funded by the Economic and Social Research Council, which investigated the impact of contextualized grammar teaching on students’ writing performance.