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

CHAPTER 2. PRACTICAL ASPECTS OF TEACHING ENGLISH GRAMMAR
LANGUAGE AS A MEANS OF FORMING LITERATE ORAL SPEECH
2.1. Principles of the formation of grammatical skills and abilities in middle school students
In the formation of grammatical skills and abilities in middle school students, we observed the following principles:
1. Speech orientation .
Speech orientation involves teaching foreign languages ​​through communication . This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, it concerns exercises: the more the exercise is similar to real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
This principle was actively applied during speech exercises. For example, the duty officer's report:
Teacher: Who is on duty today?
Student: I'm on duty today.
Teacher: What date is it today?
Student: It is the 20th of January.
Teacher: What day of the week is it today?
Student: It's Friday.
Teacher: Who is absent today at the lesson.
Student: All are present.
Teacher: What was your home task?
Student: Our home task was…etc.
2. Functionality .Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It follows from this that words cannot be assimilated in isolation from their forms of existence (use). It is necessary to strive to master speech and grammatical units in most exercises . Functionality assumes that both words and grammatical forms are acquired immediately in activity: the student performs some kind of speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns the necessary words and grammatical forms.
For example, a student needs to ask his desk mate about his pet:
— Have you got a pet?
What kind of animal do you have?
— What is his name?
How old is he? etc. ;
3. Situational , role-based organization of the educational process.Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each ageEveryone recognizes the need for situation-based learning, but understands it differently. The description of situations (“In the store”, “At a concert”, etc.) is not a situation, since it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To learn a language, you need not to study the language, but the world around you with its help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.
For example, act out a dialogue, ask a friend what he likes.
Pupil1: What do you like to read?
Pupils 2: I like to read the detective stories.
Pupil 1: What is your favorite author?
Pupil 2: My favorite author is Agatha Christie. But what about you?
Pupil 1: …
4. Novelty .
It manifests itself in various components of the lesson. This is the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material ( involuntary memorization ).
For example, while studying the topic “Traditional foods” in grade 9, students were given additional information about traditional Japanese dishes using multimedia technologies to broaden their horizons and develop cognitive interest:
- datemaki - rolled sweet omelet - symbolizes knowledge
- kabumaki - rolled kelp with fish - to be glad / happy
- kurikinton - mashed sweet potato with chestnuts - bring wealth for the new year
— kuromame — sweet black beans — symbol of health
- tazukuri - small, dried sardines - good harvest
- kazunoko - herring roe - hope of having many children.
5. Personal orientation of communication .
Faceless speech does not happen, speech is always individual. Any person always differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people), a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in the team (class).
This training involves taking into account all these personal characteristics, because only in this way can communication conditions be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are motivated, etc.
6. Collective interaction is a way of organizing a process in which students actively communicate with each other, and the success of the others is a condition for the success of each.
So , all of the above principles of teaching grammar to middle-level students were used by us in developing a series of lessons and are aimed at developing literate oral speech.