Introduction chapter one peculiarities of communicative aspects and some approaches in teaching grammar I

The role of Communicative aspects and some approaches in teaching grammar in different context

INTRODUCTION
CHAPTER ONE
PECULIARITIES OF COMMUNICATIVE ASPECTS AND SOME APPROACHES IN TEACHING GRAMMAR IN CONTEXT
1.1.The importance of communicative aspects and approaches in FLT
1.2.Problems and solutions Associated with the Use of Communicative Language Teaching in EFL Contexts
1.3. Creating the right kind of interaction is a major challenge for teachers
in teaching grammar in context
CHAPTER TWO
APPROACHES AND PROCEDURES FOR TEACHING GRAMMAR IN DIFFERENT CONTEXT
2.1. Practice and consciousness-raising in teaching grammar in context
2.2. Deductive and inductive approaches in grammar presentation
2.3. Proposed procedure for teaching grammar in different context
CONCLUSION
USED LITERATURE


INTRODUCTION
Teaching and learning foreign languages is one of the most important tasks to be resolved by the nation if it wants to be integrated into the world community. And, traditionally the aspect of teacher's literacy in the language she/he speaks is put on the first place. Without knowing grammar and translation ways it is impossible for the translators to operate or carry out the translation process.
Islam Karimov, the first President of Uzbekistan, once highlighted that "the individual is the main target of the radical transformation. A harmoniously developed generation is the basis for progress in Uzbekistan". (1,4)
It is well-known that setting up a free, prosperous, democratic society is impossible without changing consciousness and that those changes can only be made through education. To accomplish this, Radical reforms of the educational system is necessary to accomplish this. Looking forward to globalization of the market, Uzbekistan is focused on the preparation of fully trained professionals able to work at the international level. Therefore, an educational system, which is comparable to international standards at all levels, is a must. At the turn of the twenty-first century, it has become a commonplace to remark how the world has become a village where people of many different places and origins encounter each other in real or virtual space, in ways which a generation ago would have seemed impossible. Encounters means communication, and communication should lead to understanding and harmony or at the least a reduction of conflict. Yet communication depends above all overcoming the barriers which languages can symbolize, especially for those who do not live in societies where a variety of languages are already part of their environment. Language learning has become a necessity for everyone. When the languages that are needed are not readily available in the immediate environment, learning becomes dependent on teaching, for, despite the case and inevitability of first language learning of any other kind turn out to be a complex and difficult task. It is in these circumstances that, for over a century, language teaching has increasingly become a significant profession. At the same time, the complexity of the task of language learning, and therefore of teaching, has become more and more apparent. That complexity has been met with the ingenuity of learners and teachers to devise methods, to create environments, to understand the processes, to simplify and systematize, to find appropriate institutions, all of which is multiplied by the number of traditions which have developed at different times and places more or less independently of each other.