Contents: introduction

The role of grammar in language learning
Contents:
INTRODUCTION
CHAPTER I. GENERAL RULES OF GRAMMAR
1.1 Concept of grammar as a science
1.2 The role of grammar in teaching English
CHAPTER II. PROBLEMS OF TEACHING THE GRAMMATICAL ASPECT OF THE ENGLISH LANGUAGE
2.1 Problems of formation and development of grammatical skills and ways to solve them
2.2 Difficulties in learning English grammar
2.3 Ways to solve problems in learning English grammar
CONCLUSION
LIST OF REFERENCES

INTRODUCTION

English is one of the most widely spoken languages in the world. 325 million people use English as their first language and about 300 million as a second language for business and education.
One of the main tasks of teaching a foreign language at school is to develop the independent work of students, to direct them to actively and creatively master the material, to think logically and to make independent decisions.
Grammar is the area of the language where the level of mastery of the above skills is most evident. Grammar is also the structure of language and turns it into speech. In learning a foreign language, learning the grammatical aspect is inevitable. But, in turn, mastering the grammar of any language causes a lot of difficulties, which are aggravated by grammatical terms, rules and an infinite number of exceptions. All this usually does not please most students in educational institutions.
The main goal of teaching a foreign language is the formation of students' ability to use it as a multifunctional communication tool. Therefore, every teacher should strive to achieve grammatical correctness of students' speech.
Grammar is the set of rules of language that regulate the use of a given language, as well as the composition and syntactic organization of prayers. It is also called a grammar science which is dedicated to the general study of these elements. The term comes from the Greek grammatiké or "art of letters."
Generally, the term grammar applies only to the syntactic and morphological aspects of the language, but it is common that it also involves lexical, semantic and even phonetic-phonological elements. Each language has its own grammar, in turn endowed with a logic own, that is, their way of organizing linguistic signs and, therefore, to organize reality.
Grammar as a field of study occupied the philosophers of classical antiquity such as Socrates and Aristotle, although the first treatise on Greek grammar as such was the work of Crates de Malos in the second century BC. C.

Then during the medieval, the prevailing grammatical study model was that of the Ars grammar by Elio Donato, from the 4th century. It was replaced in 1492 by the first Castilian grammar, the work of Antonio Nebrija, once Latin had given way to his descendant languages, such as Spanish, French, Italian, Catalan, Galician and Portuguese, among others.

Grammar and orthography
We don't talk about the same thing when mentioning grammar and spelling, although they are often taught together, especially in school. But if by grammar we understand the formal logic of each language, spelling is the correct way to write words and accompany them with punctuation marks, that is, the normative part of the language.

A good grasp of grammar allows you to handle the rules of the language and to be able to express yourself with greater fluency, beauty or complexity. On the other hand, spelling allows us to adequately capture said thought written. However, only the handling of the two things allows a completely correct expression, free of spelling errors and grammatical errors.

Types of grammar

The main approaches to studying grammar are as follows:

Prescriptive or normative grammar. As its name indicates, it starts from an ideal and a sense of what is correct in the language, to suggest to its speakers the appropriate or recommended way to formulate and organize their sentences.

Descriptive grammar. Unlike the previous one, it does not judge as "correct" or "incorrect" the way in which different speakers make use of the language, but rather seeks to understand what the actual use of language norms is like within a community or certain communities.
Traditional grammar. It is about the historical set of documents and ideas inherited from previous civilizations about what grammar is.
Functional grammar. It aspires to be a general grammar of natural language, that is, a set of basic rules applicable to different languages ​​endowed with different grammars.
Formal grammars. These are the names of abstract grammars, which can apply their logic to non-verbal languages, such as programming languages IT.
Parts of grammar
Grammar comprises four clearly differentiated branches or parts, which serve different aspects of the language. These are:
Phonetics. The one that deals with the ordering of the sounds that make up the words, as well as their changes in realization depending on their specific position or grammatical context.
Morphology. The one that deals with the mode of construction of words, that is, with the way in which we join their roots or main fragments, endowed with lexical meaning, with other fragments that modulate, change or determine the final meaning of what is said.
Syntax. The one that deals with the internal organization of the sentence, according to a sequential logic established in the grammatical laws and in the logic of the language.
Semantics. The one that deals with the meaning of words and their role within the set of dynamics and patterns that constitute a language.
Levels of grammar
Just as there are branches or parts of grammar, they determine the levels of grammatical analysis, that is, which of these branches we pay attention to when observing or studying the language. For example:
Syntactic-morphological level. From the combination of morphology and syntax morphosyntax is born, which is the approach to verbal language from a formal-functional point of view, that is, in the way in which words are constructed and organized to form a spoken chain endowed with a logical meaning.
Lexical-semantic level. At this level we only care about the meaning and its correlation with the words, or what is the same, the way in which a word can refer to different senses or vice versa.
Phonetic-phonological level. For its part, at this level we will deal with the sounds that make up the language, that is, of the sounds and signs that we use to represent them.
Pragmatic level. At this level we deal with the language in its communicative context, taking into account elements and uses that are not canonical, that is, they are not contemplated in the grammatical "norms" of the language, but that serve as support when expressing their contents.
The relevance of the proposed topic lies in the search for new, more effective ways to solve the problems of teaching grammar. Studying them carefully will help to determine the most effective methods, and knowing these methods, the teacher will be able to make the teaching of English grammar more effective, interesting and understandable, which will make students more motivated to learn grammar. encourages.
Research topic: problems of teaching grammar in a modern school.
The object of study: the process of teaching the grammatical aspect in a modern school.
According to the purpose of the research, the following tasks are distinguished:
Analysis of scientific and methodological literature on the research topic ;
Qualifying the problems of teaching the grammatical aspect of the English language;
Give basic working concepts ;
Identify the most effective problem-solving methods for teaching English grammar.
Research method: analysis of scientific-methodical foreign and domestic literature.
Research sources:

• 
  Monographs;
  
• 
  terminological dictionaries;
  
• 
  Annotated dictionaries of the English language;
  
• 
  Internet sites;
  
• 
  Articles from methodological journals.
  

This work consists of an introduction, 2 chapters, a conclusion, a list of references and an appendix. The list of references consists of 33titles.

CHAPTER I. GENERAL RULES OF GRAMMAR

1.1 Concept of grammar as a science
According to JL Witlin's article "Contemporary Problems of Foreign Language Grammar Teaching" (IYaSh, 2000, No. 5), no aspect of language teaching has been the cause of so many heated discussions and debates. years as grammar. The author of this article [2] believes that the concept of "grammar" includes various branches of linguistics, such as word formation and phonetics, as well as elements of orthography, lexicology, phraseology, and stylistics.
EI Passov in his book "Fundamentals of the Methodology of Teaching Foreign Languages" (Russian language publishing house, 1998) emphasizes a different definition of grammar. Methodist says that grammar is the structure of language and the science of that structure.
Grammar is the set of rules of language that regulate the use of a given language, as well as the composition and syntactic organization of prayers. It is also called a grammar science which is dedicated to the general study of these elements. The term comes from the Greek grammatiké or "art of letters."
Generally, the term grammar applies only to the syntactic and morphological aspects of the language, but it is common that it also involves lexical, semantic and even phonetic-phonological elements. Each language has its own grammar, in turn endowed with a logic own, that is, their way of organizing linguistic signs and, therefore, to organize reality.
Grammar as a field of study occupied the philosophers of classical antiquity such as Socrates and Aristotle, although the first treatise on Greek grammar as such was the work of Crates de Malos in the second century BC. C.

Then during the medieval, the prevailing grammatical study model was that of the Ars grammar by Elio Donato, from the 4th century. It was replaced in 1492 by the first Castilian grammar, the work of Antonio Nebrija, once Latin had given way to his descendant languages, such as Spanish, French, Italian, Catalan, Galician and Portuguese, among others.

Grammar and orthography
We don't talk about the same thing when mentioning grammar and spelling, although they are often taught together, especially in school. But if by grammar we understand the formal logic of each language, spelling is the correct way to write words and accompany them with punctuation marks, that is, the normative part of the language.

A good grasp of grammar allows you to handle the rules of the language and to be able to express yourself with greater fluency, beauty or complexity. On the other hand, spelling allows us to adequately capture said thought written. However, only the handling of the two things allows a completely correct expression, free of spelling errors and grammatical errors.

Types of grammar

The main approaches to studying grammar are as follows:

Prescriptive or normative grammar. As its name indicates, it starts from an ideal and a sense of what is correct in the language, to suggest to its speakers the appropriate or recommended way to formulate and organize their sentences.

Descriptive grammar. Unlike the previous one, it does not judge as "correct" or "incorrect" the way in which different speakers make use of the language, but rather seeks to understand what the actual use of language norms is like within a community or certain communities.
Traditional grammar. It is about the historical set of documents and ideas inherited from previous civilizations about what grammar is.
Functional grammar. It aspires to be a general grammar of natural language, that is, a set of basic rules applicable to different languages ​​endowed with different grammars.
Formal grammars. These are the names of abstract grammars, which can apply their logic to non-verbal languages, such as programming languages IT.
Parts of grammar
Grammar comprises four clearly differentiated branches or parts, which serve different aspects of the language. These are:
Phonetics. The one that deals with the ordering of the sounds that make up the words, as well as their changes in realization depending on their specific position or grammatical context.
Morphology. The one that deals with the mode of construction of words, that is, with the way in which we join their roots or main fragments, endowed with lexical meaning, with other fragments that modulate, change or determine the final meaning of what is said.
Syntax. The one that deals with the internal organization of the sentence, according to a sequential logic established in the grammatical laws and in the logic of the language.
Semantics. The one that deals with the meaning of words and their role within the set of dynamics and patterns that constitute a language.
Levels of grammar
Just as there are branches or parts of grammar, they determine the levels of grammatical analysis, that is, which of these branches we pay attention to when observing or studying the language. For example:

Syntactic-morphological level. From the combination of morphology and syntax morphosyntax is born, which is the approach to verbal language from a formal-functional point of view, that is, in the way in which words are constructed and organized to form a spoken chain endowed with a logical meaning.

Lexical-semantic level. At this level we only care about the meaning and its correlation with the words, or what is the same, the way in which a word can refer to different senses or vice versa.
Phonetic-phonological level. For its part, at this level we will deal with the sounds that make up the language, that is, of the sounds and signs that we use to represent them.
Pragmatic level. At this level we deal with the language in its communicative context, taking into account elements and uses that are not canonical, that is, they are not contemplated in the grammatical "norms" of the language, but that serve as support when expressing their contents.On the other hand, RKMinyar- Beloruchev believes that grammar is the structure of language and turns it into speech.
Penny Ur, in A Course in Language Teaching (CUP, 1996), defines grammar as the way words are put together to make a correct sentence. This is a simplified definition as we see it, but it's a good starting point and an easy way to explain it to students. Thus, in English, the sentence - I am a teacher is grammatically correct, but - I am a teacher or I am a teacher - is not.
However, we can apply the term "grammar" to smaller units than sentences. A short spoken or written phrase - grammatically acceptable or unacceptable: tall woman sounds correct, but - tall woman is not. The same can be the case with the words: compare-gone and went. In addition, not only the word, but also its part can be grammatically correct, for example: - ed suffix indicates the past tense of regular English verbs, or the-s ending in nouns shows the ply. Words actually have their own spelling in a specific grammatical context and can change its pronunciation: in English it is: for example, the past tense of irregular verbs.
It follows from the above that there is no clear definition of grammar. Consider grammatical meaning and grammatical skill as components of grammar.
The object of theoretical grammar as a science is the grammatical structure of language, i.e. the system of laws governing the change of grammatical forms of words and the building of sentences.
The Grammar of a language is not a list of rules forced on people who speak it. It is just a record made by careful observation of how people speak a language.
Laws of grammar are objective. They can be compared with those of nature. Law of nature are a few things that people have observed as the way nature acts. If we find that nature is now acting according to these rules, we do not try to force nature to obey them. We change our ideas about nature and discover the new laws.
It's the same with grammar. English of today is not quite the same English as the English of 17^th century. What was good grammar for Shakespeare could he had grammar for shaw.
The main difference between the grammatical structure of English and that of Russian and Ukrainian lees in ways of expressing grammatical relations between words in word-groups and sentences. In Ukrainian gold Russian grammatical relations between words in a sentence are mainly expressed by forms of the words. Such a type of grammatical structure is called analytical.
Practical (normative) grammar is a collection of rules, which will enable one to speak and write correctly.
Theoretical (scientific) grammar is a scientific description of the grammatical structure of a language.
Practical grammar is dogmatic to the same extent.
Theoretical grammar is connected with phonology, lexicology and the history of language.
Traditionally grammar is divided into morphology and syntax.
Morphology (which means “study of” law) is the part of grammar that treats of the forms of words. Syntax is the part of grammar that of phrases and sentences. Morphology and syntax are closely connected and it's impossible to draw precise boundaries between them.