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Presentation:
The grammatical item or structure is presented in the form of a text.
The aim is to help the learners understand its form and meaning.
It is provided in the form of a story or dialogue. The teacher reads it
aloud.
The students read aloud, repeat or reproduce from memory the use of
grammar item.
Isolation and exploration:
Focus is on the grammatical items - its rules and its functions.
The learners understand the various aspects of the grammatical item.
Comparison, generalization and explanation is done in the mother
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LECTURE 17. THE TECHNOLOGIES OF TEACHING GRAMMAR (5-9-FORMS)
Plan
The ways of developing grammar skills
Principles of teaching grammar
Presentation of grammar material happens inductively or deductively. Inductive presentation begins from example and transfers to abstraction; deductive one presents a rule (or a speech pattern) then practices examples. Rule — generalization appear when there are more than one example. Only one grammar case can be learned without rule on the level of vocabulary. Also in mostly used grammar cases one example is given lexically. Many factors should be taken into account in introducing new grammar case to pupils:
Factor of relation to the nature of grammar case. Similarity of the form, easiness of clear meaning requires using inductive method. 2. Factor of similarity and difference between native and foreign language cases. Similarity makes to use induction and difference makes to use deduction. 3. Factor of leaning to the experience gained from foreign language. 4. Factor of learning micro-units of new cases via different methods.
Using inductive and deductive method must be rational.
Organizational part of presentation stage involves three sequent methodical actions: presentation, control of perception and memorizing a new case as well as uttering to perform initial exercises.
Doing exercises promotes transformation of grammar cases into foreign language skill. Grammar skill is a complex of operations and acts that provides proper and automatized usage and memorization of morphologic-syntactic cases of speech. Morphologic skill involves formation and usage, operation and acts of forms (noun suffixes, verb suffixes, grammar units that came before noun, e.g., articles, prepositions, etc.). Syntactic skill includes word order, formation of word combinations. The skill of using grammar material is made up by changing words and inserting the words into place.
Development of speech skills of pupils is characterized by the process —stamping!! of grammar cases. The stage of doing exercises consists of three parts: 1. Learning to utter grammar cases imitatively, any grammar act is limited by leaning to its sample. Performing imitative exercise binds to the next part.
There start doing exercises by making changes in the content of imitatively learned case. The familiar material serves to thorough acquisition of the new grammar case.
The previously learned and today‘s grammar cases are used in oral and written form of expression. The speech orientation is common to the given time of doing exercises.
Principles of teaching grammar
Grammar language material is taught according to the definite methodical principles.
Teaching foreign language grammar is conducted basing on the following principles.
Principle of developing grammar mechanisms. Teaching foreign language grammar is associated with developing grammar mechanisms. The grammar mechanism of the foreign language consists of three parts, as it was mentioned above skills, material and generalization.
Grammar skills have a special place among the automatized components of speech activity in acquisition of grammar mechanisms. Grammar skills are developed as reproductive and receptive skills of oral/written speech.
The acts of grammar skills are composed of generalizations appropriate to rules, i.e., they contain grammar abstractions.
Methods of developing grammar skill of foreign language is connected with peculiarities of speech activity and difficulties on interrelations of grammar structures of the native language, second language and foreign language are taken into consideration.
Teaching grammar mechanisms of speech must be fulfilled by taking into account the mother tongue of students from the one side and secondly by overcoming negative influence of mother tongue to the foreign language speech process: a) a rule is explained in mother tongue, where the meaning of grammar cases and their usage are expressed; b) development of reproductive skills are achieved by changing grammar acts and thinking operations that appear due to the mother tongue, changing systems and using methods of choosing to avoid negative influence of mother tongue. This is reflected in selecting exercises and content of rules. To avoid negative influence that results in difficulties translating and untranslating exercises are done; d) overcoming the attendance of mother tongue in the speech process of foreign language is achieved by decreasing and avoiding to use thinking operations.
References
Jalolov Ј.Ј. “English language teaching methodology” Т. 2015. Pp. lll-125
Akhmedova L.T. Normuratova V.I. “Teaching English Practicum” Т. 2011. Pp. 60-66
Jalolov Ј.Ј. “Chet ti1 o’qitish metodikasi” Т. 2012. Pp.145-167
Objectives of Teaching Grammar:
It helps to use the language effectively.
Knowledge of the underlying ‗rules‘ of grammar is provided.
To develop students insight into the structure of English language.
To enable the students to assimilate the correct patterns of the language.
To teach grammar as a rule governed behavior.
To develop the mental abilities of reasoning and correct observation.
To develop a scientific attitude in pupils.
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