Teaching grammar for communication
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TEACHING GRAMMAR FOR COMMUNICATION
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CONCLUSION
We’ve focused so much on the intricate details of grammar and language in this section, that now it’s time to step back and look at the big picture once again. It’s easy to get lost in the weeds of exactly what each rule means and how it works. It helps to remember that language is a practice of patterns. Some patterns you know and use well; others you may not know and need to practice further with. Grammar is made up of lots of little rules that work together to create a language. Since there are so many rules, you can’t expect to remember everything, especially not at once. No one can, not even professional writers and editors, who typically have at least three reference books and style manuals at their fingertips. Feel free to come back and reference the material taught in this course as often as you need. All the aim and tasks of the course paper are done during the research and overview of plans. All the tasks are presented above while writing the plans. We researched methodical literature, scientific articles, recent works of methodology scientist; using such methods as analyzing manuals, textbooks and books, educational magazines, training appliances, newspapers and of course to find out the latest and the most modern information we used internet. While working with such themed course paper, i have acquired a lot of information related my own theme. For example, what kind of several types of grammar exercises used for A2 level learners could be used in English teaching, associated with modern features and their usage with many examples are now completely understandable to me. I also used various theorists` work and their relation to my up-to-date theme. I tried to apply some of the ideas with their appropriate authors, this way I tried to prove every detail of my work. I recommend others to be introduced with this work or this kind of theme, as it is completely interesting and useful. I wish I will my dissertation in this field.In accordance with the conclusion above, I can give some suggestions for the betterment of pupils’ literary competence as follows:1. For the teachers To improve pupils’ literary competence in secondary school, they are suggested to: (1) Implement game combined with a game technique; (2) Give more attention to the five intrinsic elementsto improve pupils’ writing quality; (3) Be careful to select and present the teaching materials and methods precisely in accordance with students’ level and need; (4) Be closed to students in order to know whether they are in trouble or not; and (5) encourage motivate them to be themselves. 2. For Pupils For the benefit and betterment of pupils’ literary competence, they are suggested to: (1) Follow the teacher’ instruction obediently but critically when they are being taught to construct texts; (2) More practice will absolutely help them to sharpen their ways of thinking and develop their literature-based competence; (3) Be opened or tell frankly to the teacher what their problem are in order to gain analytical-thinking. REFERENCES O‘zbekiston Respublikasi Prezidentining 2017 yil 7 fevraldagi "O‘zbekiston Respublikasini yanada rivojlantirish bo‘yicha harakatlar strategiyasi to‘g‘risida”gi PF-4947-sonli Farmoni Mirziyoev Sh.M. Tanqidiy tahlil, qat'iy tartib-intizom va shaxsiy javobgarlik – har bir rahbar faoliyatining kundalik qoidasi bo‘lishi kerak. -T.: “O‘zbekiston” 2017. Jalolov J., Mahkamova G., Mamadayupova V., Ismatova L.Ingliz tili o'rgatish texnologiyasi: 0 ‘quv metodik qo'llanma. -Toshkent: TDPU. 2020.-96 b. Ahmedova, L. T., Normuratova, V. I., 2021. 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Journal of Adolescent & Adult Literacy (39: 8, May 1996), pp.658-659. Haynes, M. (1983). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, & M. Coady, Second language reading and vocabulary learning. (24-45). Norwood, NJ: Ablex Publishing Corporation. Horst M., Cobb, T. & Meara, P. (1998). Beyond A Clockwork Orange: Acquiring second language vocabulary through reading. [Electronic version] Reading in a Foreign Language, 11 (2). Hulstijn, J. and B. Laufer. (2002a). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22 (1), 1-26. Grady, William; Dobrovolsky, Michael; Katamba, Francis (1996). Contemporary Linguistics: An Introduction. Harlow, Essex: Longman. pp. 4–7, 464–539. ISBN 978-0-582-24691-1. Holmes, Janet (2001). An Introduction to Sociolinguistics (second ed.). Harlow, Essex: Longman. pp. 73–94. ISBN 978-0-582-32861-7.; for more discussion of sets of grammars as populations, see: Croft, William (2000). Explaining Language Change: An Evolutionary Approach. Harlow, Essex: Longman. pp. 13–20. ISBN 978-0-582-35677-1. Rodney Huddleston and Geoffrey K. Pullum, 2002, The Cambridge Grammar of the English Language. Cambridge (UK): Cambridge University Press, p. 627f. Lundin, Leigh (23 September 2007). "The Power of Prepositions". On Writing. Cairo: Criminal Brief. Download 53.31 Kb. Do'stlaringiz bilan baham: 
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