On education and the National Program for Training

This method is also known as correlation or reference method of teaching. This method helps students to correlate grammar with other related logical structures. Students gain a practical knowledge of grammatical rules. Some disadvantages of this method are that it interferes with normal teaching Productive learning is less and sometimes creating or forming an incident related to a topic may be difficult for the teacher.
Methods of teaching grammar in foreign languages are characterized by a set of known principles. One of the main methodological principles of teaching English grammar is the principle of sequential learning in which grammatical material is taught in a certain sequence. For example, the Continuous group is studied after the present tense, followed by the Perfect Continuous group. Or the tenses are studied first, followed by passive voice and indirect speech. Obviously there are changes in the sequence. If we consider grammatical competence as an intuitive knowledge acquired by the speaker in the process of complex social and cognitive activity, grammar teaching falls within the scope of the communicative approach, assuming that it occurs in the acquisition of English grammar. the process of solving communicative problems, i.e., the use of forms in speech. This approach is considered more effective. In the first (traditional) approach, the teaching of grammar is based on the transfer of a particular set of knowledge to a specific category of students in a particular learning environment. The goal of this approach is to memorize a large number of rules, exceptions, categories, paradigms, and so on. It should be noted that the formation of grammatical appearances in the learning situation occurs through memorization of rules, and the adaptation of these rules to speech situations and student activity is not an independent activity. The second approach to teaching English grammar focuses on the semantic component of speech. Any type of form learning prevents the formation of communicative competence. Skills and competencies are taught by multiplying and memorizing forms used in speech contexts, while the formation of grammatical expressions is accomplished by adapting speech situations to learned forms. Thus, both of these approaches are based on only one of the possible mechanisms of grammatical competence formation.
The first approach is based on passive conscious assimilation, the second approach is based on the mechanism of unconscious assimilation. In the modern context of foreign language teaching, communicative and cognitive approaches are recognized as leading approaches. The communicative approach involves a complete and optimal systematization of the relationships between the components of the learning content. These include: general operating system; speech activity system; speech communication system; the English language system itself; deliberate comparative analysis of native and English languages; system of speech mechanisms (speech production, speech perception, speech interaction, etc.); as a system of text speech products; system of structural speech forms (dialogue, monologue, monologue in dialogue, different types of speech and messages, etc.); English language learning system; the system of human speech behavior. As a result of such an approach to teaching, a system of knowing the English language is formed, implemented and functions as a means of communication in the broadest sense of the word. The cognitive approach to teaching grammar helps the teacher to stimulate students ’cognitive mechanisms, to organize their independent reflexive activities, resulting in comparative analysis, comprehension, memorization, mastery, and adequate use of grammatical structures in speech. However, it is not possible to use traditional grammar exercises. The most important are: - As part of the cognitive approach, the requirements for textual material in working with grammar will increase significantly, which should provide students with a rich basis for observing the functioning of the studied language phenomenon and establishing the laws of its operation; - The task of the teacher is to make full use of the whole set of cognitive strategies in the classroom and to stimulate the reflective activity of students; - A system of exercises that provides for the improvement of the mechanisms of conceptualization of the studied facts of language and the development of strategies for the creation of grammatical understanding should be organized taking into account the stages of human development knowledge and acquisition of new knowledge. In summary, over the years, English grammar has been one of the key aspects of the language that has caused heated debate. There are several approaches to teaching foreign languages.
Traditionally, Methodists have distinguished between explicit and implicit approaches. In modern conditions, leading approaches to foreign language teaching are recognized as communicative and cognitive approaches that stimulate students' cognitive mechanisms, forming independent reflexive activities, as a result of which grammatical structures of a foreign language can be effectively mastered and used sufficiently. When confronted with the peculiarities of the time system, it is necessary to have a good understanding of why the language needs categories such as time, type, sound, in order to clearly and simply explain the working principles of the respective forms. The concept of grammatical structures provides a cognitive approach to language as a system of knowledge expression. [17]

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