The ministry of higher education, science and innovations of the republic of uzbekistan

1.2. Methods for the formation of grammatical skills
School children
Grammar is an object of constant debate in methodology. There are different approaches to resolving the issue of the role and place of grammar in teaching a foreign language.Grammar was the starting point and goal of teaching in the grammar-translation method. The teaching of any language was carried out by means of grammar, as a rule, built on the model and likeness of Latin. Grammar was studied as a special subject and an end in itself.The extreme "straightforward", on the contrary, expelled grammar from teaching.On the one hand, there is now a more objective approach to assessing the importance and place of grammar in teaching a foreign language: now it is not a goal, but one of the important means of teaching a foreign language. On the other hand, students most of all do not like to deal with grammar in foreign language lessons.Objectively, there is such a situation that a person always speaks according to the rules, that is, in accordance with certain laws of the language, which are objectified in the rules. Speakers are not always aware of these rules: literate and illiterate people speak the same way according to the rules, although with varying degrees of literacy. According to L.V. Shcherba, it is impossible to convey a thought using a set of lexical units, since they only name an object or phenomenon (“Vocabulary is a fool, grammar is a fine fellow” [31; 26]). Grammar organizes vocabulary; it permeates the entire language. This is the skeleton on which all words, speech utterances, texts rest. With the help of grammatical structures, it becomes possible to convey the subtlest nuances of thought.Grammar is the circulatory system that feeds the living language; the foundation on which the building called "Foreign Language" is erected.The importance of studying the grammar of a foreign language also lies in the fact that it helps us to better understand the grammatical structure of the native language, the development of logical thinking, observation, the ability to analyze and communicate, that is, in the process of studying it, developmental, educational and educational goals of learning are realized.
Grammar "is not an end in itself, it is one of the most important means of mastering the language, an integral component of all types of speech activity." A.A. was the first to draw this conclusion. Lyubarskaya, who wrote as early as 1934: “At no stage of secondary school is the study of grammar considered as an end in itself. However, everywhere the knowledge of it is the same mandatory foundation, without which the understanding of the text, the possession of live colloquial speech is unthinkable. It should be given a proper place in the processing of oral speech, reading and writing” [18; 145].The word grammar has many meanings. On the one hand, the word grammar is used in the sense of "grammatical structure", that is, the structure of the word and sentence inherent in this language, which the native speaker knows intuitively and which he comprehends and realizes in the process of schooling. On the other hand, grammar is the theory of a given language, a section of linguistics, a generalization of our knowledge about the structure of a language.In the process of working with grammatical material, students gradually accumulate language knowledge and begin to form grammatical skills. The main task of training is that students master a certain range of skills to automatism.Skill is generally understood as an automated link in conscious activity. Automation of actions is the main sign of a skill [17; 27].The purpose of consolidating grammatical knowledge is to develop appropriate skills, which, through subsequent automation, turn into skills [3; 9].The most important condition for creating an active grammatical skill is the presence of a sufficient amount of lexical material on which a skill can be formed. A grammatical action is performed only within certain vocabulary boundaries, on a certain vocabulary material. If a student can quickly and correctly grammatically formulate a phrase in an appropriate situation, then he already has some grammatical skill.A grammatical skill is the ability of the speaker to choose a model that is adequate to the speech task, and arrange it according to the norms of the given language (all this is instantaneous).The problem of skills in methodology and pedagogy is still controversial and requires further research. So, I.L. Beam, considering the problem of teaching the grammatical side of speech, speaks not about the formation of grammatical skills, but about actions for the grammatical design of speech: morphological and syntactic [3; 63]. S.F. Shatilov subdivides grammatical skills into morphological, morphological-syntactic and syntactic ones[31; 16]. R.P. Milrud singles out the speech skills necessary for solving speech-thinking tasks in the process of communication, and the language service of speech-thinking activity [14; 8].Speech morphological skills are grammatical skills that ensure the correct and automated formation and use of words in oral speech. These include the skills of the correct use of case endings of nouns in oral speech, etc.Syntactic speech skills. Speech grammatical skills that provide consistently correct and automated word arrangement (word order) in all types of sentences in analytical (English) and inflectional-analytical languages ​​(German, French) in oral speech, in accordance with language directions. Those. skills in mastering the basic syntactic schemes (stereotypes) of sentences.A productive grammatical skill is the ability of the speaker to choose a model that is adequate to the speech task and arrange it in accordance with the norms of the given language. The speech task is always a communicative intention to communicate something, to convince of something, etc. Since one or another grammatical form serves to complete the tasks, therefore E.I. Passov emphasizes that the grammatical form and the speech task should be associated with each other. A grammatical productive skill must be automated, stable, flexible, "conscious"Receptive grammatical skill is the ability of the reader (hearer) to recognize the grammatical forms of the language being studied and correlate with their meaning.The process of forming grammatical skills can be organized from the point of view of various methodological approaches. Currently, the following approaches can be distinguished in the methodology of teaching foreign languages:
1. Explicit approach;
2. Implicit approach;
3. Differentiated approach.
Within the framework of an explicit approach to the formation of grammatical skills and abilities, two methods can be distinguished: deductive and inductive.
The name deductive method comes from the word “deduction”, which means inference from the general to the particular. With the deductive method, the first stage of the formation of skills and abilities - familiarization - is implemented in the process of getting to know the rule and examples, the second stage - training - includes the development of isolated formal operations, the third stage - speech practice - is organized on the basis of translation exercises.Another method of the explicit approach is the inductive method. The inductive method proceeds from such a form of reasoning as induction, which provides for the transition from single facts to general propositions. The inductive method provides an opportunity for students themselves to formulate a rule based on the phenomena they encounter when learning a foreign language. With the inductive method, students find unfamiliar grammatical forms in the text and try to understand their meaning through the context. Further analysis of the new phenomenon occurs by comparing the foreign text with its translation into the native language, after which the rule is formulated. In this case, if necessary, the tips of the teacher or textbook are used. This is followed by a series of exercises to identify and explain a new grammatical phenomenon to update its forms.The implicit approach to the formation of grammatical skills includes two methods with various modifications, namely, structural and communicative . Structuralmethods can be called a number of methods for the formation of grammatical skills developed by various authors within the framework of the methods that they called oral, active, structural-functional, etc. or sentence models, symbolically expressed through a formula, for example: SV-O, where S is the subject, V is the predicate, O is the object. Structural models are also called language or speech models or, if they are expressed not by symbols, but by lexical units, speech patterns, typical phrases.Another kind of implicit approach to the formation of grammatical skills is communicative methods. Communicative methods include various variants of intensive methods, the so-called governess method and simply natural immersion in the language environment, forcing communication for communicative purposes. The communicative method of teaching foreign languages, including the formation of grammatical skills, was developed by E.I. Passov.A differentiated approach involves the use of various teaching methods and techniques, various exercises depending on the learning objectives, types of speech activity, stage of learning, language material and characteristics of studentsWhen teaching the grammar of a foreign language, I.L. Beam offers the following:
1. Consider teaching grammar not as an end in itself, but as a structural design of speech.
2. Select active and passive grammatical minimum.
To provide a solid and automated mastery of the grammatical minimum. [3;76]
I.L. Beam believed that two main goals can be distinguished in teaching grammar:
- firstly, to teach students to grammatically correctly formulate their oral-speech statements;
- secondly, to teach students to recognize grammatical phenomena when reading and listening, directing the main content to extract meaningful information.
These goals should correspond to an active grammatical minimum, the main selection principles of which are:
- the principle of prevalence in oral speech;
- exemplary principle;
- the principle of exclusion of synonymous grammatical phenomena.
There is also a passive grammatical minimum, the main principles of selection of which are:
- the principle of prevalence in the book-written style of speech;
— the principle of ambiguity [3; 125].
The organization of grammatical material is essential in teaching a foreign language. It determines to a large extent the success of work on the grammatical side of various types of speech activity.“The use of each grammatical phenomenon,” notes A.A. Leontiev, - should be brought to the level of a skill. Automatism is achieved if the form is learned along with the function. Memorizing a form isolated from its function does not guarantee its subsequent correct use. Indeed, a student can memorize the paradigm of verb conjugation, can reproduce the basic forms of verbs without hesitation, but at the same time he is often unable to express the simplest thought. Therefore, the golden rule in teaching the grammatical side of speech is to learn to assimilate the grammatical form in the process of using it. Only in this case the skill of its use is formed. Indeed, in speech practice, a person says something not because he wants to use this or that grammatical phenomenon, but to express your agreement or disagreement, confidence, and so on” [4; 175].Therefore, the exercises should be of a communicative nature, they are divided into preparatory, aimed at the formation of grammatical skills, and speech, responsible for the development of skills [8; 8].