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

CHAPTER I. Theoretical background on teaching action verbs. Approaches in teaching action verbs.
1.1. The major features of action verbs
Views on grammar teaching have changed dramatically over the last decades. At the outset, linguists and others sought to develop principles and procedures for the design of teaching methods and material in language teaching, as this field of education became increasingly influential in the educational system. Since then, different approaches to teaching and learning English have been tested, evaluated and modified to improve the effectualness of language teaching. Teachers’ approaches to grammar teaching in lower secondary school Lisa G. Bentsen Universitetet i Oslo Våren 2017.
As leading Australian speech pathologist Mellanie Sherwood points out, a great way to teach your pupils action verbs is when they are doing their favorite activities. Just make sure you teach the verb while you are acting it out or otherwise representing the action – and while your pupil is watching you do it – so he or she can figure out what you are talking about.³
There seem to be disagreements among theorists about how to perceive action verbs. One discussion revolves around whether action verb rules are the underlying knowledge of rules, a skill which people utilize to communicate, or if it is about meaning and clarity Teaching mixed level classes. Burns and Richards 2012. The Cambridge guide to pedagogy and practice. Cambridge University Press. Among researchers, there has been an ongoing debate for years about whether action verbs should be taught, and whether students benefit from action verb instruction at all. The major debate Ellis and Scott focused on action verbs should be taught explicitly; as a deliberate study of grammar rules deductively or inductively where they deduce the rules from examples, or implicitly where pupils are exposed to grammatical structures through meaning-focused communication Ellis 2014; Scott 1990 Teachers’ approaches to grammar teaching in lower secondary school Lisa G. Bentsen. Universitetet i Oslo Våren 2017. 35 years ago, Krashen Stephen Krashen’s Theory of Language Acquisition 1982 argue that an explicit approach to teaching action verbs is of limited value and that instead, learners should be exposed to comprehensible input. Why grammar lessons should be renamed ‘understanding language’ by J. Brown. The Guardian, 11 July 2014
Before that Ellis on the other hand, claims that learners should be exposed to explicit grammar instruction of action verbs in order to achieve higher levels of grammatical competence. Swain (2000) argues against Krashen, contending that the learners need to produce language themselves to improve their grammatical competence in a language, and suggests that a combination of input and output in learning action verbs is beneficial. In line with this view, Myhill then (2004) argues in favor of teaching action verbs on the basis that it will help the learners develop specific skills, such as writing, speaking and reading in the target language. In a Norwegian context, Flognfeldt and Lund (2016) seem to support Swain’s view; arguing that both input and output will lead to learning if the language activities are meaningful and relevant to the learners.⁴
As Ellis explained the aim of explicit teaching is “to abandon the aim of teaching grammar for immediate communicative utilize and replace it with a lesser aim – helping learners to develop metalinguistic understanding of grammatical structures.” The aim of implicit grammar teaching is “to embed the teaching of grammar into task-based approach where attention to grammatical form arises naturally out of the attempt to engage in meaning-focused communication” (Focused communication tasks. Ellis, 2014, p. 10).
Furthermore, Ellis (2006) proposes that action verbs can be taught through corrective feedback, which he defines as “teacher responses to learner errors” (p. 99). There are, however, different views on whether or not the correction of oral errors is beneficial (Terrell, 1982), or whether students need feedback at all (Ur, P. (1996). A course in language teaching: Theory and practice. Great Britain.).⁵ With regard to corrective feedback in written production, there is a comprehensive debate between Truscott (1996) who goes against corrective feedback, and Ferris (1999), who supports it as long as it is effectual.
Finally, Ellis (2006) argues that there is not only one approach to teaching grammar. The acquisition of the grammatical system of the target language is a complex process that is best assisted by a variety of approaches. He argues that grammar should emphasize not only form but also the meanings and utilizes of different grammatical structures. He further states that grammar should not be taught to beginners, but to those who have already acquired some ability in using the language. Next, instead of teaching the whole of grammar, he insists that teachers should focus on the most problematic aspects they notice.
The current study helps us to investigate the researchers: Richards & Rodgers, Burns, Krashen and others point of view in teaching action verbs effectual ly. As the Australian pathologist Mellanie Sherwood stated out⁶ the process of teaching action verbs will be more effectual if they are taught through the activities which are motivating according to their gender, age and interests. The most beneficial point of this is they learn and remember the action verbs while doing their favorite activity. The action verbs will be embodied in their brain as that favorite activity.
Teaching action verbs has been the major cause of scientists’ debates for a long time. In that debates every researcher tried to give his agreement or disagreement points in the way of improving teaching grammar. Burns and Richards thought about whether the action verbs are the important verbs to learn or just a helper to communicate. This concern was even seen in the media in 2014 by Brown. The action verbs are not just a helper to communicate. They are inseparable part of the English grammar as we need action verbs in every skill and aspect. The major debate of Ellis and Scott focuses on whether the action verbs should be taught explicitly or implicitly. It will be concluded that action verbs should be taught implicitly because if learners learn something independently, doing a lot of activities and using self-correction will be more effective.
An approach is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn.
As an example for teaching approaches of action verbs we can get the approach grammar-translation method. In the grammar-translation method the foreign language (here English) teaching consisted majorly of analyzing the grammar and translating written forms into and out of the foreign language. The ultimate aim of this method was to appreciate foreign language and develop the intellectual mind, and grammar was very important in the learning process. Another important idea in this method was that when the pupils became familiar with the grammar and the word translation of the target language, they would also become more familiar with their native language, and the pupils would become better readers and writers (Techniques and Principles in language teaching Larsen-Freeman, Oxford University Press 1986)⁷. The aim during the era of the grammar-translation method was never really to communicate in the foreign language. This method was widely utilized in Norwegian classrooms up until 1925 (Simensen, 1998), and we might still see traces of the methods utilized, such as translation of sentences out of context and a deductive approach to grammar teaching.
During the influence of the grammar-translation method, it was important to learn about the forms of the learning language. Here as a form of the language, the verbs and one type of verbs-action verbs are learned. Grammar was taught deductively and explicitly, and grammatical paradigms should be committed to memory through drills (Larsen-Freeman, 1986). Students should be very conscious of the grammatical rules of the learning language. Grammar played an important role in this method, as did translation. Similarities between the native and the learning language were emphasized and if a pupil could translate into and out of the foreign language he/she was successful in his/her language learning. Typical activities of this approach are translation of a passage, the words and phrases and memorization of grammatical rules and paradigms. By this method pupils learn action verbs by translating them into their native language and seeing them in context.
Advantages of the grammar-translation method is that in this approach pupils have to work on themselves, remember the action verbs or the translated words more effectually because of seeing that action verb or the word more than once. Furthermore, they will have the notion of this word for example, the translation of the particular action verb in native language together with the learning language.
Disadvantages of the grammar-translation method. Overemphasis on translation can never emancipate the learners from dependence on the first language.
The Grammar-Translation puts too much emphasis on reading and writing and neglects listening and speaking. Knowing a large number of grammatical rules cannot ensure that students can utilize them appropriately in real communicative situation.
In the Grammar-Translation Method, the texts are mostly get form literary works. The language learned often doesn’t meet the practical needs of the learners.
Memorizing grammar rules and bilingual word lists does not inspire students to actively communicate in the target language¹.
Next optional approach in teaching action verbs is action-oriented approach. It was developed in 2000s. In this method words, action verbs and grammar are taught in social and cultural context and with the exercises which are based on action. Instead of teaching separately the words with different activities, the words are taught/learned actively based on activities and tasks which aim to develop all language skills. There is no doubt that multi-media tools and materials develop so fast nowadays and action-oriented approach gives place to all unique-original materials. In teaching action verbs, besides various exercises and activities which get place in course books, every kind of material can be utilized from music video to weather forecast report, from social media to newspaper advert. Activities like question-answer technique, demonstration, brainstorming, educational plays and role plays are in the service of action verb teaching. Teaching action verbs can be major by the agency of missions which realized in society in common action content. Pupils learn the action verbs by acting and seeing them in a daily life.
The advantage of this approach is that learners learn the action verbs by acting and remember them forever by the parts of the action.
The disadvantage of this action-oriented approach is that it may frustrate the pupils who do not like actions or the pupils who have no ability to motions. It leads to be passive during the learning process⁸.
The next approach is non-explicit approach. When using the non-explicit approach, grammatical rules of action verbs are not given to the students. The presentation of the action verbs is mostly visual: through actions and pictures. The pupils then discover how to utilize the verbs by imitating the teacher. While the teacher may put up sample verbs both action and state on the board, there is no direct discussion about how they work.
For example, if a teacher were to teach about action verbs, the teacher could teach by acting some verbs (run, swim, go, play, etc.) then teach, using visuals, chair and table. After that the teacher could start speaking in full sentences, “everyday at seven o’clock I go swimming” and having students do activities (e.g. telling about where they go) so that they discover what is being conveyed in the sentence. The students now have an idea of the form, and are able to move on to controlled practice of the language.
The advantage of this approach is that it completely engages the learner. The learner needs to stay focused, or they might miss out when called upon for an activity. Also, as the non-explicit approach utilizes only the language being taught, pupils are immersed in the language throughout the experience. Additionally, it’s fun and exciting, which keeps pupils focused.
Many say that this is the best method for young learners, but that it isn’t as effectual with adults. True, adults aren’t as ready to be taken out of their comfort zones as children, but it is my opinion that using this approach with low level adults can still be effectual as long as the pupils are shown respect and are aware of why you are doing different things. For example, it may be fun for a child to act the action verb “to run”; an adult who has just finished a long day may not be as open to this.
Another disadvantage to this approach is that for some students, it can be frustrating not to know the translation of action verbs. It can lead to confusion for some pupils, and it is harder to gage whether the concept has been mastered. Due to this, regular concept checks are important during a presentation of new grammar when using this method.
Another applied approach is deductive approach. The deductive approach is the most traditional method of grammar teaching. Essentially, the teacher explains the rule of action verbs, usually in L1, and then has the pupils practice some examples. If a teacher were teaching action verbs using this method, several types of action verbs would be given and translated into the pupils’ first language. The teacher would explain how and in what situations to utilize the action verbs when comparing them with other types of verbs and show a few examples. The teacher would then have the pupils practice in pairs while checking that they understand.
The advantage, and disadvantage, of this is that it is easy and familiar. Many students are utilized to learning passively in this way. Also, students can be sure that they understand the rule as they were told it in their own language¹.
The reason that this can also be disadvantageous is that students aren’t as focutilized on remembering what words mean or what the rule is because it is explicitly laid out for them. It’s easier to forget, because the student didn’t need to put the mental energy into memorizing it initially. Also, as it’s not as engaging, it’s easy for the students to lose focus and mentally drift off.
The most obvious disadvantage is that if the teacher doesn’t speak the pupils’ L1 fluently, they won’t be able to explain the grammar. If the teacher does a long grammatical explanation that isn’t in the pupils L1, there is a good chance that the
students will get confused. Either way, this makes lengthy grammatical explanations a chancy enterprise.
In teaching process one of the mostly applied approaches is inductive approach. There are a lot of similarities between the inductive approach and the non-explicit approach. For the inductive approach, rules are likewise discovered and not directly discussed. Instead, students learn the rules through examples and testing them out.
If a teacher was trying to teach how to make a distinction types of verbs, the teacher could put examples for some types of verbs on the board and show how they are different and getting the pupils to repeat. Once the teacher thinks the pupils get it, the teacher can ask pupils to try and give some more examples for each type of verbs. While the pupil may not be 100% sure, they will probably successfully guess the verb.
This approach keeps pupils’ brain active as they try to figure out how the grammar works. When using this approach, the teacher will notice pupils asking questions, not necessarily directly, but by giving examples to test their theories. The teacher can then correct errors when appropriate or, if learners don’t ask questions to solidify the rule in their mind, the teacher can give examples of incorrect sentences and make sure to show why they are wrong.
The disadvantage of this approach is that it gets more time. It gets more time to prepare for, and it gets up more class time. That said, as you get utilized to using this method, the amount of time will decrease. In fact, if you’ve taught a specific grammar point a number of times before, it will likely come to you quite naturally.
There is no right or wrong approach to utilize when it comes to teaching language. The truth is that different situations call for different approaches. It’s important for us as a future teacher to recognize these situations and utilize the right method. Our methods should be varied and kept all things fresh. The major features of action verbs
In order to state better and more clearly, let’s face firstly to the verbs. Verbs are an important part of speech, because if a verb is missing, there can’t be a sentence! If you read: Ann the wedding. You wouldn’t have any idea what was going on. But when you add a verb: Ann missed the wedding. You’ll know she wasn’t there.
Verbs have been express d as doing words for a very long time. The position of a word can help you to know whether it is a verb or not. For example NOUN (verb) — this is a simple sentence structure that can only be completed by adding a suitable verb. There are suffixes and prefixes that sell out verbs — -ate, -en and. All these will show you that the word is a verb.
If you want to appreciate the importance of verbs, ask yourself what can you do without verbs? The answer is simple nothing. Experts claim that verbs are the most important part of speech when it comes to English language. You should know a lot of verbs and there are online lists of countless verbs that could help you slowly learn them.⁹
Having some information and knowledge about verbs, let’s face to the action verbs. An action verb, or “active verb,” shows an action, feeling, or process. An action verb is also known as a “dynamic verb,” and it is opposite to a “static verb,” in that it is mostly utilized with an active voice. An action verb expresses an action that an animal, object, or person can do. For instance, consider the following sentence: “Who hath not seen thee oft amid thy store? / Sometimes whoever seeks abroad may find”. Here the verbs “seen” and “seeks” are both action verbs. They are both representing actions the subjects have done and can do.
Action verbs are verbs that specifically express what the subject of the sentence is doing. These types of verbs carry a great deal of information in a sentence and serve to make the sentence complete (remember that all sentences need a subject and a verb). In English, there are thousands of verbs that convey subtle changes in meaning, so it's important to choose the right one. For example, the verb "to go" imparts a relatively vague sense of motion, while "to run" is more specific to add speed while "to stroll" is slower and more leisurely. Understanding action verbs will make students better writers and communicators.
While learning or teaching action verbs we come across two types of them. Learning and teaching the action verbs by dividing into transitive and intransitive verbs we can get more effectual outcomes. Transitive verbs are action verbs that show what the subject is doing to another object. These verbs are coupled with a direct object, or the thing that is acted upon. For example: Hala poked EBillie in the eye. In this sentence, "poked" is a transitive verb that transfers the action of poking directly to EBillie. EBillie is the direct object of the sentence and is the person being poked¹.
Below are additional examples of transitive verbs in action: My dog ate the food quickly. PatBillie chose me to be his best friend. Why did your grandmother call my house? Billie painted the fence white. Billie married a guy with a black belt in karate.
In each of the sentences above, the verbs are followed by a direct object that receives the action. Food is eaten, friends are chosen, and fences are painted. These action verbs directly affect things around them, so they are transitive verbs.
Intransitive verbs are action verbs that do not get a direct object; that is, they don't act upon another noun or pronoun in the sentence. In general, transitive verbs only express something the subject of the sentence does, but not something that happens to someone or something else. For example: Johnny ran to the store. In this sentence, "ran" only express s what Johnny does, but it doesn't affect the store.

In this sentence, "store" is the object of the preposition "to," but it is not a direct object of the verb. "Ran" is an intransitive verb that does not get a direct object. Below are additional examples of intransitive verbs utilized in sentences: Dick swam in the pool. My dog barked. The twins whispered instead of sleeping. The elephant sleeps soundly. Two shoes fell in the lake.

As their name suggests, action verbs create drama and movement in a sentence by showing what the subject is doing. This is fundamentally different from "to be" verbs, which only show a state of being and set up description. For example, compare the two sentences below:
Marie is angry. Marie shouted at her brother.
The first sentence does not contain an action verb. Here "is" only serves to introduce the predicate adjective that expresses Marie, but she doesn't actually do anything in the sentence. In the second sentence, the action verb "shouted" shows what Marie does. This action makes something happen and changes things around Marie.
The essential function of an action verb is to express the action that a subject performs. An action verb specifically states or demonstrates the subject’s action in a sentence. An action verb conveys information, emotion, and a sense of purpose that extends beyond the literal meaning of a sentence.
An action verb may be utilized to refer to a thought: “Dolly thought about project. She wanted a good reward.”
An action verb can be utilized in the present, past, or future tense: “The tiger runs very fast.” “The tiger ran through our courtyard.” “The tiger will run through the forest.” Here are some examples for using action verbs in different situations.
“Sonia talks too much.” In this sentence “talks” refers to an action that Sonia does often. “It started to rain, so Sonia reached for an umbrella.” The verb “reached” refers to an action that Sonia has done.“Sara is watching the bird hop around on the fence.” You may see here “watching” refers to an action that Sara is doing.
“The gun fired the bullet into the sky.” Here the verb “fired” refers to the action performed by the gun. “The water is boiling over on the stove.” In this example, the verb “boiling” refers to the work the water is doing. Examples of Action Verb in Literature Example 1: Supporting Children’s Learning (by Lyn Overall)
“I often sing, hum, and whistle, but I would not do any of those things in the company of other people.” The above sentence shows three action verbs: “sing,” “hum,” and “whistle.”
Example 2: The Catcher in the Rye (by J. D. Salinger) “They advertise in about a thousand magazines, always showing some hotshot guy on a horse jumping over a fence. Like as if all you ever did at Pencey was play polo all the time. I never even once saw a horse anywhere near the place. They kicked me out. I wasn’t supposed to come back after Christmas vacation on account of I was flunking four subjects and not applying myself and all. They gave me frequent warning to start applying myself–but I didn’t do it.”
Here, several characters are doing several different things, as shown through the utilize of the underlined action verbs: “advertise,” “showing,” “jumping,” “did,” “kicked,” “come,” “flunking,” “gave,” and “did.”²
Example 3: Soul to Soul: Communications from the Heart (by Gark Zukav)
“Fighters using Kung Fu twirled, kicked, jumped, and punched with grace and skill through every life-threatening challenge, including dragons, sorcerers, assassins, and armies.” In this sentence, the underlined words “twirled,” “kicked,” “jumped,” and “punched” are actions that the subjects (the fighters) are performing.
Having learned the excepted rules of action verbs in this study, we enriched our knowledge about verbs, as well as the types of action verbs.¹ As the study shows that action verbs play the important role in the system of English grammar. Action verbs have a certain power to them that other words do not, and the more time you get determining which one are best for your speech or writing, the more likely you are to have a fluent and effectual product that creates an excellent impression on your partner or reader. Make sure you get the time to learn and have the ability of differentiating the action verbs from other types of verbs and select strong action verbs.