The ministry of higher and secondary specialised education of uzbekistan

1. Cognitive aspect of acquiring grammar
There are a number of reasons why there occur different notions about “grammar” when one comes across this term. While it is perceived as a part of Linguistics in the course of mother tongue at the secondary school, in teaching/learning foreign language it is considered to be the grammar side of the speech. According to various scientific sources the word “grammar” could be limited in two notions: 1) the grammar side of the speech – the grammar cases found in speaking, listening, reading and writing the language (e.g., article; speech patterns; verb forms of the person) and 2) abstractions defining language situations (e.g., the first place of the subject in the sentence; the plural suffix of singular noun).
There are plenty of methodical literatures where one can see such terms as acquiring “grammar mechanisms”, developing grammar skills and others. The term “mechanism” is used to describe the events in action. It is more decent to use in short “grammar mechanisms” (V.S.Setlin) than “using grammar elements in speech activity”.
V.S.Setlin has divided the process of acquisition of the grammar mechanisms into three parts: 1) acquiring grammar acts; 2) studying/learning ready material; 3) mastering grammar generalizations.
Grammar acts have the leading position in the grammar mechanisms of speech. Acquiring grammar act is classified by the formation of automatized skills of speech grammar. Learning the ready material of grammar is defined by memorizing grammar forms. Memorizing and using definitions, rules and notions is called mastering generalization.
Studying ready material is learning units of the foreign language, mastering grammar acts, i.e. forming skills. Linking words and grammar morphemes are learned as a material whilst change of words, word combinations and word order are acquired as skill.
The notion of grammar material is not a form of grammar case. The term “form” is associated with the structure of a sentence or a word composition, the content parts of words, linking words and items forming a word. It is more logical to use the term “grammar form of word” than “form of grammar case”.
Thus teaching foreign grammar is associated with acquiring of grammar mechanisms.
Active and passive grammar was the matter of discussion for a long period. I.V. Rakhmanov used the terms active and passive material in association with mastering the reproductive and receptive speech.
Active grammar means grammar cases used in reproductive (as well productive) speech. In some sources active grammar is called as “grammar of speaking”.
The notion passive grammar, according to the methodical doctrine of L.V.Scherba consists of grammar cases and their abstracts used in perception (reading, listening). The term “passive” relates only to educational material, the essence of the pupils’ activity in education to be always active was admitted in both Psychology and Didactics.
As it is known L.V.Scherba theoretically substantiated two kinds of speech activity. His theory added great contribution to the development of foreign language teaching methodology in our country and abroad. P.Hagboldt devoted a special part to the matter of passive (receptive) and active (reproductive) assimilation in his book (Language Learning. Chicago, 1935.). Passive grammar was named as “recognitional grammar” by Ch.Handschin (Modern Language Teaching. New York, 1940), “visual grammar” by H.Dunkel (Second language Learning. Boston, 1948) and M.West (How Much English Grammar? “English Language Teaching”. vol. VII, Autumn, 1952, N1.) called it as “grammar for recognition”.
Many methodological research works reveal passive grammar with the term “grammar of reading”. As passive grammar has wider meaning in modern methodology, it would be more appropriate to call it “grammar of reading and listening”.
Micro-form, micro-meaning and micro-usage are recognized as the unit of grammar selection. The grammar cases for the oral speech of the pupil are selected from the live speech of foreign native speakers and speeches of fiction heroes in that language. The source of selection active grammar is spoken literary language. Passive grammar minimum is selected from written texts for written speech (reading) of pupils. There are elected grammar cases reflecting written way of speech.