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

2.2 The role of teaching action verbs in language learning
The researcher set up the following questions before beginning the whole survey:

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  How do we find out effectual methods and techniques for teaching action verbs to A2 level learners?
  
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  How to find out appropriate teaching materials to teach action verbs for A2 level pupils?
  
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  How to raise the students’ interest in learning action verbs?
  

While doing this research, the researcher tried to develop A2 level learners’ knowledge and comprehension on one of the type of verbs - action verb. In fact, action verbs are the kind of verbs that are very important in communication and writing.
The researcher found out and investigated the complications and weak points of the learners’ while teaching the topic “Action verbs”. As she was introducing and entering to the topic action verbs, she found out that the pupils had complications in differentiating the state verbs and action verbs. Some of them thought that all verbs can be action verbs but not all can be state verbs. They thought that knowing the differences of the types of verbs are not very important.
The researcher utilized several types of activities, “T-shape writing the types of verbs by team work discussion”, answer the questions, present your example in a group and “Charade technology” activities and others.
While conducting the lessons, the researcher tried to pay attention to choose essentially integrated activities which depend on the all types of verbs in order to make easy for pupils to make a distinction the types of verbs in a mixed way. The activities were utilized to pupils which were forms as group work, team work, whole class and individual work. Majorly, group work, team work, whole class forms help pupils to achieve good outcome s and it effects forever. Because, they remember the things with the process of the team work, group work and so on. Namely, the researcher cleared out the level of the pupils and the appropriate kinds of activities for their level and interests.
The researcher found out more motivating and effectual ways of teaching action verbs which were motional and immovable. Principally, motional activities are more effectual than motionless activities. Because the A2 level learner are mobile, energetic and quick-tempered. They like the activities which demand motion and energy. For example, showing the animals actions, acting themselves as teachers and others.² The other thing which could provide with prospering lesson is to choose appropriate materials. The research showed that using only one material could be boring for the learners. So, the researcher utilized the materials some scientific material and internet source. In order to make pupils learn the language effectually, first of all, they should be interested. If they are interested in this topic and know the importance of the learning notion the pupils learn that very easily and effectually. That is why in order to make them enter to this sphere the researcher explained them why the action verbs are important, how the action verbs emphasize the meaning and others. In order to make the pupils believe the researcher asked them to write a small essay about what they did yesterday without using any action verb. They could not manage to do it and then realized how the action verbs are importantin not only all skills but also in aspects such as grammar.
Grammar is clearly at the center of learning any language. “But it is equally clear that its nature cannot be accounted for by demonstrating its rules by a random use of any lexical items that come to mind.” 5 Because of these various lexical items and forms, complicated rules and regulations, teachers and learners of other languages strive and they are often unable to understand the appropriate meaning of any sentence or word on first or second reading. Here we discuss some grammatical items which are very hazy for the people of other languages.¹²
Number is a category of noun by which persons, animals and objects can be counted and referred to. There are two numbers in English language: Singular and Plural. But in Sanskrit and Greek there are three numbers: Singular, Dual and plural. In the Chinese and Vietnamese there is no grammatical category of number. In these languages the distinction between one and many is made by means of numeral or a word meaning ‘several’. 6 There are many words which often confuse the foreign learners in the context of numbers. For example, the Plural of cat is cats, goat is goats but the plural of sheep is sheep and the plural of deer is deer. There are more words whose plural often confuse the learners of foreign
Many foreign learners of English language are often confused and cannot differentiate the dealings of tenses between Present Continuous and Present Perfect Continuous, between past continuous and past perfect continuous, and between future continuous and future perfect continuous. For example:
I am doing my duty carefully. I have been doing my duty carefully since morning. He was doing the work.
He had been doing the work.
He will be waiting for you.
He will have been waiting for you.
The structure of these tenses is different, but it is very difficult to identify the action of time for a foreign learners. The great problem which the learners of foreign language face is the use of regular and irregular verbs. They become confused to see that while changing tenses, some verbs end with ed and some do not, some have different forms. To avoid this confusion the teachers often suggest learners to memorize. Memorizing grammatical items is obviously a tough job for the foreign learners.