Вестник науки и образования

█ 91 █ ВЕСТНИК НАУКИ И ОБРАЗОВАНИЯ № 6(84). Часть 1. 2020. 
speech: morphological and syntactic [1, p. 63]. S.F. Shatilov divides grammar skills into 
morphological, morphological-syntactic and syntactic [5, p. 16]. R.P. Milrud distinguishes the speech 
skills necessary for solving speech-cognitive tasks in the process of communication, and the language 
service of speech-cognitive activity [2, p.8]. 
Morphological speech skills - grammatical skills that ensure the correct and automated shaping 
and shaping of words in oral speech. These include the skills of the correct use in oral speech of case 
endings of nouns, etc. 
Syntactic speech skills. Speech grammatical skills that ensure a consistently correct and automated 
word arrangement (word order) in all types of sentences in analytical (English) and inflective-
analytical languages (German, French) in spoken language, in accordance with language directions. 
Those skills in mastering the basic syntactic schemes (stereotypes) of sentences. 
A productive grammar skill is the ability of the speaker to choose a model that is adequate to the 
speech task and design it according to the norms of the given language. The speech task is always the 
communicative intention to communicate something, to convince something, etc. Since this or that 
grammatical form serves the fulfillment of tasks, therefore E.I. Passov emphasizes that the 
grammatical form and speech task should be associated with each other. Grammatical productive skill 
must be automated, sustainable, flexible, and «conscious." 
A receptive grammatical skill is the ability of the reader (listener) to recognize the grammatical 
forms of the language being studied and correlate with their meaning. 
The process of forming grammar skills can be organized in terms of various methodological 
approaches. Currently, the following approaches can be distinguished in the methodology of teaching 
foreign languages: an explicit approach, an implicit approach, a 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 the conclusion from 
the general to the particular. In the deductive method, the first stage in the formation of skills and 
abilities - familiarization - is realized in the process of getting to know the rule and examples, the 
second stage - training - includes practicing isolated formal operations, the third stage - speech practice 
- is organized on the basis of translation exercises. 
Another method of explicit approach is the inductive method. The inductive method proceeds from 
such a form of inference as induction, which envisages a transition from single facts to general 
propositions. The inductive method provides an opportunity for students themselves to formulate a 
rule based on the phenomena that 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 a 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 on identification and 
explanation of a new grammatical phenomenon on the actualization of its forms. 
An implicit approach to the formation of grammatical skills includes two methods with various 
modifications, namely, structural and communicative. Structural methods include a number of 
methods for the formation of grammatical skills developed by various authors in the framework of the 
methods that they called oral, active, structural and functional, etc. Structural models are also called 
linguistic or speech models or, if they are expressed not by symbols, but by lexical units, speech 
patterns, type phrases. 
Another variety of implicit approach to the formation of grammatical skills are communicative 
methods. Communicative methods include various variants of intensive methods, the so-called 
governess method and simply a natural immersion in the linguistic environment, forcing 
communication for communicative purposes. The communicative method of teaching foreign 
languages, including the formation of grammar 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, the stage of training, 
language material and students' characteristics. 
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.