Formation of grammatical competence as a component of the foreign language communicative competence of a future foreign language teacher Solijonova Kibiryokhon Muzaffarjon qizi, PhD researcher at the Namangan State University annotation

Formation of grammatical competence as a component of the foreign language communicative competence of a future foreign language teacher


Solijonova Kibiryokhon Muzaffarjon qizi,
PhD researcher at the Namangan State University


ANNOTATION
The interpretations of the concept of "grammatical competence" in foreign language education, its component composition and content are considered. A procedural model describing the stages, traditional and alternative methods and means of forming the grammatical competence of pedagogical university students has been developed. The criteria that are indicators of the formation of grammatical competence are presented.
Keywords: grammatical competence, grammatical phenomenon, foreign language activity, communicative situation, criterion.
The new socio-economic policy requires the modernization of higher language education aimed at organizing effective teaching of foreign languages using a variety of teaching methods and means, innovative educational technologies that create favorable conditions for professional training of pedagogical university students aimed at achieving new benchmarks. One of the most significant grounds for updating foreign language education in a pedagogical university is a competence-based approach that focuses the attention of future teachers on the ability to use the acquired knowledge in the upcoming activities of a foreign language teacher and the development of their willingness to solve professional tasks in accordance with their own choice of potential methodological systems.
A significant aspect of the preparation of a graduate of a pedagogical university of this level is the formation of foreign language communicative competence in new conditions. The successful development of the latter is impossible without the formation of all its basic components, one of which is grammatical competence. As practical experience shows, many students experience certain difficulties in the situational use of grammatical structures and do not have sufficiently developed skills and abilities of adequate use of grammatical means in foreign language speech, which significantly lowers the overall level of their communicative competence. In addition, they use mostly primitive grammatical structures, ignoring the use of various connecting elements of the language, which give the utterance a logical construction and a natural sound [1, p. 5].
The problem of teaching the grammatical aspect of a foreign language is traditionally one of the priority tasks in the theory of teaching foreign languages (I.M. Berman, I.L. Bim, M.K. Borodulina, N.D. Galskova, N.I. Gez, B.A. Lapidus, M.V. Lyakhovitsky, A.A. Mirolyubov, E.I. Passov, I.V. Rakhmanov, S.F. Shatilov, etc.). However, the analysis of scientific and methodological literature indicates that linguo-didacts have started talking about the problems associated with the formation of grammatical competence relatively recently. The studies we have considered relate mainly to the last decade (L.A. Shirokova, I.V. Chernetskaya, O.S. Yakimchuk, L.I. Karpova, Yu.A. Sitnov, T.A. Lopareva, E.A. Rubleva, L.K. Bobodzhanova, E.I. Vovk, M.V. Lebedeva, etc.). Based on the relevance of this problem, we consider it significant to focus on the terminological aspect of grammatical competence.
In the scientific literature on the methodology of teaching foreign languages, there are such terms as grammatical competence, foreign language grammatical competence, grammatical communicative competence. Despite the fact that scientists consider this problem from different points of view and ambiguously approach the interpretation of the term grammatical competence, it is possible to identify certain general provisions that unite many methodologists and allow us to determine the interpretation of the concept of "grammatical competence", its component composition and content.
Grammatical competence is an integral part of language competence, which, in turn, is part of the structure of foreign language communicative competence. Being one of the subcompetencies of foreign language communicative competence, grammatical competence implies, on the one hand, the connections and patterns that are established between grammatical phenomena and the concepts expressed by them, and on the other hand, the possibilities of interaction between the native and the studied foreign languages, in which grammatical relations denote the cognitive, conceptual worldview of representatives of these linguistic societies. In this regard, many researchers consider grammatical competence from the standpoint of a communicative-cognitive approach in foreign language education, in which the basis of grammatical competence is based on two main types of mechanisms: communicative, contributing to the mastery of foreign language speech activity, and cognitive, stimulating the process of conceptualization, the result of which is the formation of foreign language concepts in the mind of the learner. Consequently, grammatical competence implies the formation of special grammatical cognitive models that are stored in the brain separately from semantic models and are invoked in the process of language communication according to the "grammatical obligations" of semantic models [2, p. 12].
According to the documents of the Council of Europe, grammatical competence is understood as "knowledge of grammatical elements of a language and the ability to use them in speech. Grammatical competence includes the ability to understand and express a certain meaning, formalizing it in the form of phrases and sentences constructed according to the rules of a given language (as opposed to mechanical reproduction of memorized samples)" [3, pp. 107-108]. Such an understanding of grammatical competence presupposes the presence of the following components in its composition: a) knowledge of grammatical rules that transform lexical units into meaningful speech utterance; b) the ability and skills to operate with grammatical means and adequately use grammatical phenomena in foreign language speech activity in various communication situations to solve communicative tasks; c) the ability and willingness to understand and express a certain meaning, formalizing it in the form of verbal statements in oral and written forms, constructed according to the rules of this language [4, p. 116]. As we can see, the structure of grammatical competence is considered through the prism of theoretical, linguistic and speech components. However, a number of researchers point to the necessity of including a socio-cultural component in the structure of grammatical competence (L.K. Bobodzhanova, R.A. Budagov, G.V. Elizarova, L.I. Karpova, N.A. Kaftailova, M.V. Lebedeva, S.G. Ter-Minasova, T.K. Tsvetkova, etc.).
Based on the positions of the linguocultological approach, linguodidacts note the importance of the links between the grammatical aspect and the culture of the country of the language being studied, because they not only contribute to the creation of a cognitive basis, but also form a picture of the world of speakers of a different linguistic culture in the minds of students, minimizing errors caused by differences in mentality. In the context of this approach, the socio-cultural component of grammatical competence is the ability and willingness of students to vary various grammatical means in the process of communication to convey a certain communicative content adequately to the socio-cultural context of communication [5, p. 43].
The above understanding of the essential characteristics of grammatical competence as a component of foreign-language communicative competence allows us to define grammatical competence "as the ability and ability to understand and structure speech utterance in oral and written forms, based on knowledge, skills of analysis, understanding and interpretation of foreign cultural concepts in the process of their comparison with similar concepts in the native language and means of their expression, on the skills of operating with grammatical means, the ability to apply them to solve communicative tasks in the process of intercultural communication" [6, p. 82].
The content base of the process of formation and development of grammatical competence is the practical grammar of a foreign language, describing grammatical phenomena in conjunction with their functions for building communicative unity.
The methodology of work on the formation of grammatical competence implies a combination of traditional and alternative methods of teaching a foreign language at a university. Traditional teaching methods ensure the development of foreign language grammatical material through artificial educational and speech situations. Alternative teaching methods include intensive training, problem-based learning, project method, modeling of communicative situations, discussion and game methods, modern information technologies, etc.
The procedural model of the formation of grammatical competence as a component of the foreign language communicative competence of a future foreign language teacher includes the following stages: 1) presentation and primary consolidation of grammatical material; 2) formation and automation of grammatical skills; 3) communicative practice; 4) control of the level of formation of grammatical competence and reflection.
Indicators of the formation of grammatical competence are cognitive, operational-activity, motivational and reflexive criteria. The cognitive criterion covers a set of grammatical knowledge. The operational-activity criterion includes a group of grammatical skills and readiness to carry out professionally directed foreign language speech activity.
The motivational criterion demonstrates the growth of the motivational need to master the grammatical aspects of a foreign language. The reflexive criterion assumes the student's assessment of his educational, cognitive and communicative activity and his personal qualities in this process [7, p. 4].