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

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
The grammatical side of speech is one of the important aspects of teaching a foreign language, since knowledge of grammatical constructions of the studied language directly affects full–fledged communication. Grammatical competence is part of the communicative competence. [3, 20 ].
Grammatical competence – the level of proficiency in the basic language code: grammatical rules, vocabulary, word formation, sentence structure.
Along with the concept of "grammatical competence", definitions of "productive and receptive grammatical skills" are considered in the scientific literature.
Productive grammatical skills are considered to be the ability of the speaker to choose a model adequate to the speech task and formalize it according to the norms of the language. The speech task is the verbal intention to communicate something, convince, etc. It is this or that grammatical form that serves to fulfill the tasks. Therefore, E.I. Passov notes [6, 28], the grammatical form and the speech task should be logically intertwined with each other. If such an interweaving exists, then in the process of productive types of speech activity, an adequate and necessary grammatical form pops up in the mind when a communicative task arises.
Receptive grammatical skills are automated actions for recognizing and understanding grammatical information (morphological forms and syntactic constructions) in written and oral text.
It is necessary to pay special attention to the development of grammar competence in schoolchildren at the middle stage in the learning process. This necessity is dictated by the fact that communication in any language is impossible without the knowledge and ability to use words and phrases in their correct form in speech (oral and written) in accordance with the norms of the language being studied, as well as without the ability to recognize grammatical phenomena when perceiving someone else's speech. [13, 10 ].
Grammar, as an object of research, causes frequent disputes in the methodology. The scientific literature gives interpretations of different approaches to solving the question of the place and role of the grammatical aspect in the process of teaching a foreign language.
Previously, in the methodology of teaching a foreign language, grammar was the initial point and goal of teaching with the grammar-translation method. Teaching a foreign language was organized with the help of grammar, as a rule, built in the likeness of the grammatical aspect of the Latin language. Then grammar was considered as an end in itself and a special subject. [8,.43]
There is an opinion in the scientific literature that a person always speaks according to the rules, that is, in accordance with certain laws of language that are contained in the rules. Speakers are not always aware of these rules: literate and illiterate speak equally according to the rules, although with different degrees of literacy. A set of lexical units is only called a phenomenon or an object. A person is not able to convey a thought using only this set, he needs grammar rules that activate, organize vocabulary, it is a binding component for the entire language. You can compare grammar with the skeleton on which all words, speech utterances, texts are held. With the help of grammatical structures, it becomes possible to convey the finest nuances of thought. [13, 145 ]
The importance of studying the grammar of a foreign language lies in the fact that it helps us to better understand the grammatical structure of our native language, the development of logical thinking, observation, the ability to analyze and communicate, that is, in the process of studying it, developmental, educational and educational learning goals are realized. [ 3, 28 ].
Grammar "is not an end in itself, it is one of the most important means of language acquisition, an integral component of all types of speech activity." The first to make this conclusion was A.A. Lyubarskaya, who wrote back in 1934: "At no stage of secondary school is grammar learning considered an end in itself. Everywhere, knowledge of the grammatical aspect is a necessary foundation that ensures understanding of the text, possession of live conversational speech. It should be given a proper place in the processing of oral speech, reading and writing". [ 13, 44 ].
In the process of teaching grammatical material, the moment when students begin to form grammatical skills due to the gradual, gradual accumulation of language knowledge is considered normal. The main task of teaching is to master students a certain number of grammatical skills to automatism.
As for the concept of "skill", there is a definition in the literature in which a skill is considered as an automated link of conscious activity, since the main feature of a skill is precisely automation. One of the weighty conditions under which the development of an active grammatical skill is organized is considered to be the presence of lexical material in sufficient quantity. After all, grammatical action is performed only on the basis of specific vocabulary material and in conditions of certain vocabulary boundaries. A student who is able to independently, quickly and grammatically correctly formalize a phrase orally or in writing (in the appropriate situation) already has a grammatical skill, to some extent.
Grammatical skill, in many sources, is considered to be the ability of a speaker to choose a model that corresponds to a speech task and formalize it according to the norms of this language.
In the methodology of teaching a foreign language and pedagogy, the problem of skills causes controversial situations, which gives rise to further research. Let's consider some opinions of scientists about this:
1) Some scientists do not consider the process of developing grammatical skills, but some specific actions for the grammatical design of speech. The grammatical design of speech can be syntactic and morphological.
2) In the scientific literature, the opinions of many scientists converge on the subject of classification of grammatical skills:
- syntactic;
- morphological and syntactic;
- morphological.
Speech morphological skills are grammatical skills, with the help of which the correct education is established, as well as the use of various forms of words in oral speech at an automatic level. This can include the skills of grammatically correct use of case endings of nouns, etc.
Speech grammatical skills are the skills of mastering the basic syntactic schemes (structures) of sentences. They provide a stable, correct word order in all types of sentences at the level of automatism in oral speech, in accordance with the norms of the language.
A productive grammatical skill is a skill in which a speaker is able to choose a model that meets a speech task, as well as design the chosen model according to the norms of the foreign language being studied.
E.I. Passov emphasizes that grammatical productive skill should be automated, stable, flexible, "conscious". [ 6, 12 ].
A receptive grammatical skill in the scientific literature is considered to be a skill in which a student is able to recognize the grammatical forms of a foreign language being studied, correlate them with their meaning.
In the process of developing grammatical skills, the teacher resorts to various methodological approaches. The methodology of teaching foreign languages includes: [ 7, 15 ].
1. Explicit approach;
2. Implicit approach;
3. Differentiated approach.
Within the explicit approach to the formation of grammatical skills and abilities, two methods can be distinguished: deductive and inductive. The name deductive method comes from the word “deduction”, which means inference from the general to the particular. The deductive method implies the gradual development of grammatical skills in foreign language lessons at the middle stage:
- the first stage is familiarization (familiarity with the grammatical rule, or a number of rules);
- the second stage is training (working out the acquired knowledge at a practical level in writing;
- the third stage is speech practice (working out the acquired knowledge based on translation exercises).
The explicit approach is an inductive method. The concept of "inductive method" comes from the word "induction", which means the transition from the particular to the general. With the help of the inductive method, students themselves can formulate a grammatical rule based on the phenomena that manifest themselves when learning a foreign language. Students are able to find unfamiliar grammatical phenomena in the text and try to understand their meaning through the context. Students' further awareness of the new grammatical rule is accomplished by comparing a foreign text with its translation into their native language. Teacher's hints or reference diagrams and tables in textbooks are necessary when a student finds it difficult at this stage of understanding a grammatical phenomenon. Then it is logical to include in the process of awareness a thoughtful series of exercises in order to update the new grammatical material.
The implicit approach to the development of grammatical skills, in turn, consists of two methods: structural and communicative. Structural methods can be called a number of methods for the formation of grammatical skills developed by various authors within the framework of methods that they called oral, active, structural-functional, etc. These methods of forming grammatical skills can be called structural, because their exercises are based on structural models, or models of sentences symbolically expressed through a formula, for example: S-V-O, where S is the subject, V is the predicate, O is the complement. Structural models are considered to be speech models expressed by lexical units, speech patterns and standard phrases.
Communicative methods consist of various forms of intensive methods (the "governess method" and immersion in the language environment, which forces a foreign language learner to communicate for communicative purposes).