Education of the republic of uzbekistan termez state university

2.The role of grammar, its place among the aspects of language
Teaching a foreign language⁵ takes place from the point of view of language and speech aspects. Speech aspects include: listening, reading, speaking and writing. And for language - phonetics, vocabulary and grammar. There are methodological approaches (for example, a linguistic approach) in which language learning takes place in aspects, that is, in one lesson, students are engaged in reading, in another, writing, in the third they learn new vocabulary. But since we are considering a communicative approach in which speech plays the main role, it is impossible to speak of aspect-by-aspect learning, because speech is the interaction of language units of all levels (phonetics, grammar, vocabulary, stylistics).
Most of the negative reviews about the communicative approach are based on the assertion that the grammatical aspect in the lessons is not worked out well enough. In order to challenge this thesis, it is necessary to understand the role of grammar and its place among the aspects of language within the communicative approach.
For many years, grammar has been the subject of the most intense discussion and discussion among linguists and teachers of foreign languages. After all, the role of grammar is constantly changing under the influence of the evolution of the theory of linguistics, under the influence of taking into account state policy in the field of education, thanks to practical research in various research centers, etc. And in the 21st century, the main trend is to reduce the role of grammar in teaching a foreign language. In many ways, this was facilitated by the studies of Chomsky and Himes, which we spoke about earlier.
From the point of view of history, attempts to abandon grammar or excessive exaggeration of its role in the educational process equally badly affect the results of mastering a foreign language. The concept of "grammar" originally meant "the art of reading and writing." In the Middle Ages, the “free art” grammatika (lat.) was considered one of the components of any education and set the goal: to teach knowledge of the Latin language (sometimes other languages), to provide information on philology, including when reading texts, to exercise the mind.
The teaching of any language was carried out by means of a grammar⁶, usually built on the model of Latin. Grammar was studied as a special subject and as an end in itself. Since the 19th century, the concept of "grammar" has been filled with new content both in linguistics and in teaching languages. According to the definition of linguists, grammar began to mean:
1) the grammatical structure of the language;
2) a branch of linguistics that studies such a structure;
3) a set of rules for changing words, their combinations, sentences (sometimes texts);
4) a textbook containing a description of the rules.
At the end of the 20th century, grammar books of a foreign language began to form their own special conglomerate, the components of which are focused on different goals: grammars for different age categories and levels of education, grammars for many types of educational institutions, grammars for people with different linguistic experience or with different professions, special communicative grammars, etc.
In most modern school textbooks (for example, in such teaching materials as " Solutions ", " Discover English " , " Kid 's Box ", etc.) grammar is presented in a lexical context and is not taken out as a separate textbook. To master all the language and speech aspects in many teaching materials, a textbook and a workbook are used directly, which includes tasks for working out mainly, just, grammatical rules.
In teaching materials with a communicative orientation, grammar is presented through dialogues and texts, and the process of mastering it is inductive: that is, students, faced with a new construction for themselves, using the context, independently form a rule and some kind of speech pattern. After that, immediately through a game or a question-answer exercise, the rule is deduced into speech, and only at the end is the written practice of what has been studied. In textbooks, rules and schemes, of course, are presented, but most often in a compressed version of the "sample-example". A more detailed analysis of the rule is taken out at the end of the textbook, where, if desired, it can be found.
E.N. Solovova, a well-known modern methodologist believes that in elementary school, if possible, it is the inductive method that should be used, since:
-at the initial stage, the mechanism of linguistic guessing is actively formed;
-the nature of the grammatical material in most cases allows the derivation of the rule from the context by the students themselves;
-when correcting the rule derived by the students, the teacher can avoid the use of difficult grammatical terms characteristic of grammar reference books.
But the lack of a clearly structured system of grammar tasks, which was widely used in the traditional grammar-translation approach, often casts doubt on the effectiveness of the communicative approach. What supporters of traditional approaches often talk about. But over time, the system and goals of education change. Now the development communicative competence is included in the educational standard. In this connection, it is necessary to revise the entire system of teaching languages as a whole, and this process is very difficult and requires in some cases an increase in the professional competence of foreign language teachers.
For 3 years of studying English in elementary school, children master a fairly large vocabulary, hone their reading and writing skills, get acquainted with all the basic grammatical structures (“ there is / there are " , " it 's a …”, “ I 've got ", " I can "etc) and with basic English tenses⁷ ( Present Simple , Present Continuous , Past Simple , Future simple ). But the nature of mastering this material, due to the psychological and pedagogical characteristics of students, is strikingly different from the middle and high schools. Since children at this age have not yet fully formed abstract thinking, it is difficult for them to understand grammatical structures so far from their real life. And again, it is the communicative approach that seems to be the most logical and correct solution for teachers. You should not load children with theory, you need to give them a chance to remember complex information in practice - in speech.
The main practical goal of teaching a foreign language in elementary school is the formation of a language base, which should help students overcome difficulties in mastering the more complex material of secondary school. And the entire further success of students depends on the quality of the formation of this base.
Also, teaching English in elementary school has an important educational goal. Students get acquainted with a new culture, which gives them the opportunity to realize their national identity. Moreover, the specificity of the subject is such that children learn to listen to others, respect the statements of the interlocutor, and the rules of communication are mastered. Aesthetic education of children takes place during English lessons. As our experiment showed, primary school students listen to authentic English speech with great pleasure. Children like to pronounce sounds, words that are new to them, sing songs, learn rhymes and engage in conversation.
But perhaps the most important is the developmental goal of foreign language lessons. Since the learning process requires the constant creation of artificial communication situations, children develop imagination, memory, ideas and logic. This is largely facilitated by numerous forms of tasks in which it is necessary not only to invent something new, but also to perform logical tasks: to analyze (for example, in tasks like “ look at the picture and agree / disagree "), compare (in the tasks" find differences ", " match words "), synthesize (in the tasks" make a sentence using these words "), generalize (in the tasks" What 's missing in a line " if there is a sequence, " What 's this : cat , dog , hippo , tiger -?), "to make inferences (" what do you think about this picture ?), etc.
So, teaching English at the initial stage can and should ensure the achievement of practical, educational, educational and developmental goals that are closely interconnected. At the same time, the practical goal is the leading one, and educational, educational and developmental goals are achieved in the process of mastering the English language in the conditions of active cognitive speech-thinking activity of the students themselves.