O’rta maktablarda o’quvchilarga nemis tili fonetikasini o’rgatish

CHAPTER II. The role of teaching action verbs to A2 level learners (Procedure and process)
2.1. The usage of action verbs in enhancing A2 learners grammar
While working on the topic, the researcher found out five types of variables as the same with the most researchers’ statistical studies of language teaching and learning. They were intervening, moderator, dependent, independent and control variables.
The intervening variable was developing error analysis and selective correction in English by the effectiveness of the methods in getting better teaching which was increased up to the learners’ statement, their level of English so that the teachers could utilize not only grammar translation methods but also communicative approaches and direct method in analyzing errors courses. Else, the researcher foresaw beforehand and tried to arrange the variables.
The moderator variables were majorly occasioned by the extensive difference of components which occasion some obstacles during error analysis. Because each pupil have their own complications in the analyzing errors process. Some of them are powerless to explain errors from the grammatical sides, pronunciation of some words correctly, spelling, listening shortages.
The dependent variable was the one which was included in the study. Because, it is primary variable on which the study centralized. In the study the dependent variable is the students’ learning acquirement on action verbs and complications towards learning via utilizing authentic and semi-authentic tasks. Namely, it was the subjects’ adeptness in English. ¹¹
The independent variables were the components affecting the variety of tasks for secondary school learners, i.e. appropriate and satisfactory tasks for teaching action verbs. They were usage of handbook tasks to improve the learners’ grammar aspect comprehension.


The control variable in the study was to determine how to analysis the process of learning action verbs. Stem rules should be put and monitored each learner cautiously. Because, some pupils disregarded the directions and did not participate energetically in the activities.

1. 
   The specific steps in the experimental process.
   

The arrangement and organization research events included several steps that led to establishment of final outcome expectations.
Lesson observation
At the beginning of the research the researcher observed the lessons of 9^th form pupils of the school number №29 situated in Kareshi city in order to acquire some essential experience by supervising the lessons of well-skilled teachers. The researcher observed all subjects such as history, mathematics, geography and others in order to get the methods and techniques from the teacher to apply to the English lessons. But majorly the researcher observed the English lessons of 9^th form pupils. While observing she learnt about different teaching styles, methods, approaches, the learners’ behaviors, strategies and interaction between teachers and adult learners. The goal of these observations was to find the learners’ weak and strong points and select specific activities to aid them to increase their English language learning skills in general.
Video The researcher took a video as fact while observing the lesson. The lesson was given to the pupils by Amirkulova Hulkar. The teacher utilized various textbooks else “Scale up”, “Fly High” and others, different teaching tools, activities and motivating questions for chosen topic. ²The researcher had the chance to organize her beforehand prepared activities in fifteen minutes of the lesson. The video helped to determine the weaknesses and strong points of the
pupils and teachers’ methods to investigate and learn. The first step: Having completed the lesson observation the researcher investigated the notes, photos, videos, the themes and rules of the school which she observed and remembered and she studied the whole lessons progress in detail. So that the researcher prepared the lesson handouts and activities according to the observations before she took the schedule of themes for preparing lesson plans from the teacher Amirkulova Hulkar. The second step: In the second stage she took a pre-test concerning schedule of themes so that the researcher was able to choose more appropriate and level-matched methods, approaches and techniques for her research. The researcher selected the methods according to the outcome s of the pre-test. The pre-test was prepared for checking the background knowledge and comprehension of the pupils on action verbs and clarify their level. She gave a sheet of paper included 20 tests^. The third step: In the third stage of the research the researcher calculated the outcome s and made list of all not learned grammatical topics, the degree of the learned action verbs and categorized them, chose methods for conducting lessons and started to prepare materials for teaching unlearned grammatical themes. The researcher purposed for determining the assimilation percentages of the 9^th form pupils’ knowledge and knowing what outcome s pupils had. It had the most important point to prepare the materials and handouts for the pupils in the next lessons. The fourth step: The fourth stage was time to set all prepared materials, handouts and gathered experiences, methods into practice with the experienced teacher Xurshida Nosirova. In this stage, the researcher conducted several lessons for acquiring the goal of this research work. The fifth stage: After conducting several lessons the researcher took post test and calculated the outcome s as expected. As a final point, in stage five the investigator investigated the previous outcome s and the last outcomes by comparing the pre and post- test outcome s in accordance subjects’ assimilation of the test, made final result and discussion with illuminating the statistical charts. Analysis of the data The taken results of the pre- test were really useful while the researcher was preparing the class material. By analyzing the learners’ answers, most of them was to be determined that they had some shortcomings essentially grammar in topic verbs. Having investigated the data, the researcher designed and modeled effectual lesson plans with the needed and motivating materials. Furthermore, the researcher paid more attention to investigate the suitable data for the level of A2 level learners.
There were two types of data in the study: the Quantitative and Qualitative. The data acquired from those methods of teaching in the research was examined and elucidated by quantitative analysis. Quantitative data involved the data acquired from the pre- test, the post- test and the questionnaire. The data from the pre and post-tests were calculated for arithmetic means.¹ The qualitative data was obtained by means of talks and video. D.DATA COLLECTION The researcher gained helpful experience while conducting this study. While doing a survey for the research in Karshi city school number 29, the researcher found out those pupils of the class 9-“V”’s first and second groups can be proper subject for this research. As it was written in the research plan, the research had observation lessons and managed lessons in the 9”V” class of school number 29. Namely, observation lessons were also a mean by which data for the current research were collected. The first step, the researcher observed Xurshida Nosirova’s lesson which she conducted in class 9-“V” the first group and Sayyora Ubaydullayeva’s lesson which she conducted in class 9-“V” the second group. As their lesson topics and methods were appropriate to the researcher’s research about teaching action verbs to A2 level learners.
Afterwards, from the beginning of February till the Middle of April the researcher gathered data by teaching the pupils in A2 level classroom at secondary school. During the teaching process the researcher supplied the pupils of 9^th form with the different tests in order to get the valuable and exact outcome s. Such as:

• 
  Needs analysis questionnaire;
  
• 
  Pre-test;
  
• 
  Post test.
  

Needs analysis questionnaire were given to all 31 students which are from the same class but different groups in order to see how it varies.
In order to identify pupils’ needs and supervise successful lesson the researcher created a questionnaire to the teachers involves six questions and questionnaire to pupils which consisted of different tests forms for instance, multiple questions, yes/no questions and open-ended short answer questions, motivating questions for talks. The subjects of this research are two groups which the first group of 9-“V” and the second group of 9-“V”. Then the researcher named them as Group one and Group two respectively in part of outcome and discussion part. On the other hand, these questionnaires specially designed for representing pupils’ interests, needs and wants. And also, the researcher utilized a lot of methods in order to check pupils’ knowledge about the grammar of the English language. For instance, “T- form” method and the technology “Charade”. In the method “T-form” the pupils were given a sheet of paper and on it the shape “T” was drawn. In the first side of the shape the pupils should write the state verbs and in the second side of the form it should be written action verbs. The two divided groups’ scores will be counted according to the number of the written types of verbs. For example, the group number one wrote eight state and five action verbs while the second group wrote 6 state and eight action verbs. As you see here the group number two is winner. The technology “Charade” is a kind of game that for it the researcher wrote some action verbs in small sheets of paper before the lesson while she was preparing materials for the lesson. Then the sheets of paper should be put in a box in a mixed way. During the lesson, turn by turn the pupils went to the blackboard and not looking in the box, took a paper and then they showed the written verb by the action.
Before the first actual teaching day, the researcher gave pre-tests which are really showed their knowledge about lessons which they like. For the pre-test, the investigator limited the time. Despite being late of some pupils for the lesson, the researcher gathered all the tests on the given period. For those pupils who are late for the lesson was not given extra minutes because, it was their own fault and so it may also the reason of some low marks of some pupils. Besides, the pupils’ outcome s of the first talk added to pre-test, the pupils’ outcome s of the second talk added to post test according to participation of the students.
Talks express d a procedure of gathering information instantly from the pupils. There were general talks with the pupils for this research. The researcher spoke about her research topic and gave some explanation about her action, her aim and about their outcome s. The first talk was supervised at the beginning of the research study. The second talk was managed at the end of the study.
The first talk was managed to gather information about pupils’ educational background in the English language, their English experiences, and their attitudes toward the language, their complications, strong points and their demographic background. The data of the first talk helped to select activities and methods according to their answers for decreasing pupils’ complications and misunderstanding. The following questions were utilized during the first talk:¹

1. 
   How long have you been learning English?
   
2. 
   How could you achieve the level A2?
   
3. 
   Which one do you prefer? Independent learning or teacher centered learning?
   
4. 
   Do you like English grammar?
   
5. 
   What do you think about the significance of the grammar in language?
   
6. 
   What are the similarities of grammatical system of The Uzbek and The English languages?
   
7. 
   Do you know the differences between Uzbek and English language grammar?
   
8. 
   In what ways do you try to correct your mistakes?
   
9. 
   Which topic of the English grammar is the most difficult for you?
   
10. 
    What kind of complications do you come across while learning the grammar?
    
11. 
    What can you suggest to the teachers to conduct the grammar lessons effectually?
    
12. 
    Anything else?
    
13. 
    If you had a chance how would you change the lesson process? What would you add or eliminate?
    

The second talk with pupils was managed during the last week². The aim of this talk is to determine more information about the pupils’ conceptions on the execution of materials and handouts in the pre-intermediate classroom, the learning

strategies, approaches they utilized in the classroom, as well as their misunderstandings were appeared in which sides of the language. The following questions were utilized to conduct the final talk:

1. 
   Compare your comprehension on topics in grammar with the notions you had before the taken research.
   
2. 
   How do you utilize your abilities in grammar lessons?
   
3. 
   What do you think how the English grammar can be taught easily in your level?
   
4. 
   How do you think that the complications of the English grammar can be a barer to the future development of the language or not?
   
5. 
   What is your own way of learning English? 6.Anything else?
   

After taking pre-test, the researcher conducted lessons. For example the lesson on topic “Action verbs”