Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

 
What are the advantages of learning grammar in context? 
4.
 
Bring an example how to teach grammar in context. 
5.
 
What are the disadvantages of teaching grammar via stories? 
6.
 
How can the adjectives of comparison be taught via songs? 
7.
 
How do you teach grammar in a fun way? 
8.
 
How do you teach situational English? 
9.
 
What are the methods of teaching grammar? 
10.
 
What is the best method for teaching English grammar? 
 
 

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17 
THEME 4. LINGUISTIC INTUITION 
Plan: 
1.
 
What is linguistic intuition? 
2.
 
Native speakers, non-native speakers and linguistic intuition 
3.
 
The contents of our linguistic intuitions 
For linguists, it’s a powerful methodology to explore the limits of 
grammatical structure allowed in a language, to articulate the rules 
that determine what is and is not part of a given language’s grammar. 
For example: 
Elena chopped up the parsley/Elena chopped the parsley up. Both 
correct 
Elena walked up the stairs/Elena walked the stairs up. 1st yes/2nd no 
The jarring impression that ‘Elena walked the stairs up’ makes 
on us is our linguistic intuition. By manipulating phrases, 
transforming them in various ways, and noting the resulting 
acceptability of the results, we come to discover phrasal boundaries; 
‘chop up’ forms a unit and can move its particle ‘up’ beyond the 
object of the verb, but in the second pair of examples, ‘up’ is inside 
the unit ‘up the stairs’ and is a directional preposition, not part of the 
preceding verb. We have strong intuitions about how prepositional 
units should occur in English. 
Linguistic intuitions are not infallible in every, nor are they the 
only method available to study the properties of language. Consider 
more cases of examples related to those above. 
not I/not me (it was not I, it was not me) both okay? 
happy is he who finds his own way/happy is him who finds his own 
way ? 
it was indeed they/it was indeed them both okay? 
it were they/it were them both bad, right?
The verb ‘to be’ is felt to 
agree with ‘it’, not the extraposed subject. 
These engage both word order (syntax) and meaning 
(semantics). 
a big red ball/a red big ball 
a small yellow satin purse/a yellow small satin purse/a satin yellow 
small purse 
the tallest biggest strongest gladiator/the biggest strongest tallest 
gladiator/the strongest biggest tallest gladiator 
the strangest prettier blue flower/the prettier strangest blue flower 

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18 
a tall smart young woman/a young smart tall woman/a smart young 
tall woman
1
Some non-native speakers may claim they don’t have intuitions 
about L2. What they might be saying is they don’t feel confident 
about them. In reality, they must have these kinds of intuition and its 
development must be essential to the progress in L2. Furthermore, we 
have to recognize that there must be input from a deeper level and 
some of these must relate to L1, so it would be impossible to say that 
non-native speakers lack access to a subconscious level of intuitions - 
something we could call, reflexive intuition. James (1996), posits the 
idea that, Since one never knows a second-language in isolation from 
one’s first knowledge can be held at the procedural level of 
performance (being manifest in MT (mother tongue) interference on 
FL (foreign language use), or at the cognitive level of intuition in 
which case we talk of Cross-linguistic Intuition (XLI).