Chapter I. Theoritical justification of the technology of distance learning of a foreign language

CONTENTS……………………………………………………………………..3
INTRODUCTION………………………………………………………………
CHAPTER I. THEORITICAL JUSTIFICATION OF THE TECHNOLOGY OF DISTANCE LEARNING OF A FOREIGN LANGUAGE.

1. 
   Definition, methods and features of the organization of distance learning in the educational process…………………………………………………………….6
   
2. 
   Distance learning as a form of teaching a foreign language in secondary school………………………………………………………………………….10
   

CHAPTER II. THEORITICAL FOUNDATIONS OF GRAMMAR TEACHING IN FOREIGN LANGUAGE LESSONS IN DISTANCE LEARNING.
2.1 Psychological and pedagogical foundations of teaching English grammar at the middle stage………………………………………………………………………14
2.2 The development of grammatical skills in students with using distance learning……………………………………………………………………………19
CHAPTER III. EXPERIMENTAL AND PEDAGOGICAL WORK ON TEACHING CHILDREN THE GRAMATICAL SIDE OF SPEECH IN ENGLISH LESSONS IN THE CONDITIONS OF DISTANCE LEARNING.
3.1 The methodology of work to identify the effectiveness of the system of exercises for teaching children the grammatical side of speech in an English lesson in the conditions of distance learning at the middle stage………………………...22
3.2 Analysis of the effectiveness of distance learning in the process of developing grammatical skills in foreign language lessons at the middle stage………………27
CONCLUSION…………………………………………………………………..29
THE LIST OF USED LITERATUTRE………………………………………..31

INTRODUCTION
This is necessary in our high-tech age, since most of the time in the life of the younger generation is not devoted to teaching. There is an opinion about the need to use distance learning technologies as an effective pedagogical tool that would help improve the educational process with less time and would lead to the search for new solutions to the problems of pedagogical practice.
Teachers are always on the lookout for new forms of learning that help keep them motivated to learn. One of the new forms of education for Russian education can rightfully be called distance learning.
Distance learning is not an absolute innovation in the educational process, as it is already widely used by teachers to teach children with disabilities. But most of the country's teachers got acquainted with distance learning relatively recently.
It is worth noting that the introduction of distance learning in Russian schools is caused not only by the pandemic, but also by the desire of the state to innovate in the educational environment. This fact is explained by the fact that the emergence and active spread of distance learning is an adequate response of the education systems of many countries.
Experts on strategic problems of education call distance learning "the educational system of the XXI century". A huge stake is placed on this system, as stated in Article 16 of the 273-FZ "On Education in the Russian Federation", "Implementation of educational programs using e-learning and distance learning technologies".
According to A.V. Tarakanov: "... the use of distance learning technologies is becoming particularly relevant." He is of the opinion that a teacher who does not seek to apply distance technologies in his pedagogical practice is less in demand for the educational process and less interesting for modern students. Such a teacher is capable of losing his competitiveness in the professional community.
Such actions as the search and application of new technologies also affected the work of foreign language teachers. The problem of increasing students' motivation to study the grammar of a foreign language is of particular relevance at the present time.
First of all, teaching grammar of a foreign language in secondary school has a communicative-oriented nature and does not always lead to the formation of students' communicative competence. Secondary school students study the system of a foreign language, learn to formalize speech grammatically correctly, forming certain skills, but they do not have the opportunity to apply them in practice. As a result, the motivation to learn a foreign language weakens.
Secondly, traditional methods of teaching grammar do not always assume a systematic reliance on different types of motives of students and do not focus on the dynamics of the transition from one motivational dominant to another.
Nevertheless, at present there are modern forms of education that help the teacher to diversify the process of learning the grammar of a foreign language, to make it more interesting for students. And each of the forms has a special educational potential. One of these forms is distance learning.
The topic of this final qualifying work is "The development of grammatical skills in the framework of distance learning of a foreign language at the middle stage".
The object of the study is distance learning in the process of teaching a foreign language at the middle stage
The subject of the study is the ways of developing grammatical skills in foreign language lessons