Kokand state pedagogical institute named after mukimi faculty of foreign languages course paper the theme: Peculiarities and role of passive and active grammar material in teaching English Supervisor

The object of the research is peculiarities and role of active and passive grammar material in teaching English.
The subject of the research is active and passive grammatical materials in class.
The research methods: In the given course paper pros and cons of grammatical materials and methods in teaching
Structurally course paper consists of introduction, two parts, conclusion, and list of the used literature.
In introduction there are defined the topicality, the goal, objectives and methods, also the subject, the object, significance of our course paper.
In the first part there are defined a base concepts of course paper and identified active grammar material in teaching foreign language.
In the second part there are found out passive grammar material in teaching foreign language.
In conclusion, there are given the results of active and passive grammar material
The list of the used literature includes names of works of different scholars, which were used during course paper.

Chapter I Active grammar materials in teaching English
1.1. The role of active grammar material of teaching foreign language
Grammar is a description of rules for forming sentences, including an account of the meanings that these forms convey, says J. Scrivener. It is generalization about how words and group of words behave in the process of communication. What grammar is necessary for language teaching? Since school leavers are expected to acquire linguistic competence, which is an integral part of communicative competence, grammar teaching is envisaged in school syllabus and appropriate grammar material should be selected for the purpose. Dealing with the teaching of grammar, the deductive approach can also be called rule driven learning. In such an approach, a grammar rule is explicitly presented to students and followed by practice applying the rule. This approach has been the bread and butter of language teaching around the world and still enjoys a monopoly in many course books and self-study grammar books³. The deductive approach maintains that a teacher teaches grammar by presenting grammatical rules, and then examples of sentences are presented. In these terms, the content of teaching grammar is a specifically selected grammatical minimum for schools. This school grammatical minimum includes active and passive sub-minima. The active grammar minimum has to be used by a student in all four major skills, although some methodologists think it possible to be used only in speaking and writing. That is by no means correct, for active grammar, as well as active lexicon, is smaller in range than the passive one and is included as a core into passive grammar (or lexicon) of an individual.
Teaching grammar is challenging for teachers just as learning grammar is challenging for students. Though grammar may sometimes feel like a chore, it’s an important part of language learning, so it’s best to make it as fun and engaging as possible.
There’s a lot of emphasis out there on games and fun in the classroom. How does grammar fit in? It often doesn’t. Grammar is boring. It doesn’t always have to be, but in general it can be rather dry. Because of this many teachers and students tend to avoid and resent grammar lessons.
The biggest thing students ask for and are looking to improve when taking classes is speaking, or just communication in general. This, while being completely understandable, is not exactly plausible.
Maybe these will also help students build fluency: Language Learning Tips
Grammatical structures provide the basis for speech.
Simply put, we need grammar to be able to speak! It’s true that you can get by with a lack of grammar up to a certain point and be understood, but it won’t help with fluency.
If I say “Jimmy go store yesterday” or “The boy sit the couch” anyone listening will have a basic understand of what the speaker if trying to say. It is communication. But is it hindering good communication? Yes. To be good communicators, like all learners want to be, they need to add to that foundation. It doesn’t have to be perfect and it will take time, but to reach a favorable level of fluency, grammar is needed.
Grammar is a valuable tool.
Besides being the groundwork for good communication, grammar is useful to the learner in many different aspects. These include job opportunities, study opportunities, social skills, and a boost of confidence, plus more.
In an international world, knowing grammar will aid second language learners and native speakers alike in understanding different English dialects.
Even though we don’t want to admit it, if a person speaks correctly we tend to subconsciously hold them in higher esteem and feel that they have more authority than someone who is struggling with the language.
So don’t shy away from teaching grammar even if it’s not your strong suit or if you know your learners won’t be pleased once you start. Here are some tips for teaching grammar successfully-
Keep the grammar point presentation short- only about 10 or 15 minutes long. Really emphasize when it’s to be used so that students are very aware of its purpose
After instruction, do a closely monitored activity for accuracy and then a free activity to practice fluency
Invent or look up a grammar-based fun game or exercise based on the teaching point (like these)
Communicating the overall purpose of grammar will also help to get students on your side when it comes time for a grammar lesson. In no time, your students will be putting more effort towards accuracy and may even start enjoying it!
Research shows that learning grammar like this, in isolation from reading and writing, does not work well. A 1991 statement by educators, researchers and authors, George Hillocks and Michael Smith, is used frequently to support the view that teaching grammar in a class session dedicated to grammar alone is a waste of time. In their book, “Grammar and Usage,” they say, “Research over a period of nearly 90 years has consistently shown that the teaching of school grammar has little or no effect on students.”⁴
Some grammar teaching methods work better than others. Educators have specifically identified some teaching concepts and methods that do and do not work.
Educators do disagree on what types of grammar teaching methods are effective. Some teachers begin their English or language arts classes with standard grammar exercises. Others pass out worksheets that require circling and underlining parts of speech. Some spend class sessions dedicated to proper punctuation and diagramming sentences.
All educators agree that students are better writers when they have an understanding of grammar. To be effective writers in school and to effectively communicate later in life when in the workplace, students need to use proper grammar. But, what are the best methods for teaching grammar, normally thought of as a very boring topic?
Thus teaching foreign language grammar is associated with acquiring grammar mechanisms. Active and passive grammar was the matter of discussion for a long period. Professor Igor Vladimirovich Rakhmanov used the terms active and passive material in association with mastering the reproductive and receptive speech⁵. Active grammar means grammar items used in reproductive (as well productive) speech. In some literary sources active grammar is called as “grammar of speaking”, passive one — as reading grammar according to Professor Michael West. ⁶The notion passive grammar, according to the methodological doctrine of academician Lev Vladimirovich Scherba consists of grammar phenomena and their abstracts used in perception (reading, listening).⁷ The term “passive” relates only to educational material, the essence of the students’ activity in education to be always active was admitted in both psychology and didactics. As it is known, L. V. Scherba theoretically substantiated two kinds of speech activity. His theory added great contribution to the development of foreign language teaching methodology in our country and abroad. Peter Hagboldt devoted a special part to the matter of passive (receptive) and active (reproductive) assimilation in his work. ⁸Passive grammar was named as “recognitional grammar” by Ch.Handschin,⁹ “visual grammar” by H. Dunkel¹⁰ and M. West called it as “grammar for recognition”. Many methodological research works reveal passive grammar with the term “grammar of reading”. As passive grammar has wider meaning in modern methodology, it would be more appropriate to call it “grammar of reading and listening”. Microform, micro meaning and micro usage are recognized as the unit of the content of teaching grammar. The grammar phenomena for the oral speech of a pupil are selected from the live speech of foreign native speakers and speeches of fiction heroes in that language. The source of selecting active grammar is spoken literary language. Passive grammar minimum is selected from written texts for written speech (reading) of learners. There are elected grammar phenomena reflecting written way of speech.