What is grammatical form,function and meaning?

Questions:

1. 
   What is grammatical form ,function and meaning?
   
2. 
   What is the difference between inductive and deductive ways of teaching grammar?Describe them.
   
3. 
   How to teach grammar in context?
   
4. 
   What are linguistic intuitions?
   
5. 
   How to use a dictionary effectively?
   

Answers:
1 From my point of view, We have learnt this theme in lesson with the help of our teacher. In the following sentences. I will give my knowledge which I ‘ve learnt in lesson about grammatical form, function and its meaning too. Grammatical form may be used in a wide sense to denote all means of expressing grammatical meanings. It may be also used in a narrow sense to denote means of expressing a particular grammatical meaning (plural, number, present tense, etc.).
In English, grammatical function is primarily determined by a word's position in a sentence, not by inflection (or word endings). For example: The five elements of clause structure, namely subject, verb, object, complement, and adverbial, are grammatical functions. In addition, we distinguish predicator as the function carried by the main verb in a clause, and predicate as the function assigned to the portion of a clause excluding the subject.
Grammatical meaning is very abstractive generalized meaning, which is linguistically expressed. ex: Peter’s head -the grammatical meaning of the 8category of case showing the relations between part and a whole.The grammatical meaning depends on the lexical meaning. It is connected with objective reality indirectly, through the lexical meaning. The grammatical meaning is relative, it is revealed in relations of word forms, e.g. speak - speaks.
2. In this question, before mentioning their difference I just want to share different general information about what is inductive and what is deductive method in learning language. Inductive learning is the process of 'discovering' general principles from facts. In a language classroom, an inductive approach involves getting learners to discover rules and how they are applied by looking at examples. The role of the teacher is to provide the language the learners need to discover the rules, to guide them in discovery if necessary, and then to provide more opportunities to practise. The inductive approach is often thought of as a more modern way of teaching: it involves discovery techniques; it seeks in some ways to duplicate the acquisition process; it often exploits authentic material; it has learners at the centre of the lesson; and the focus is on usage rather than rules.
Deductive learning is the process of applying general principles to use. In a classroom, a deductive approach means teaching learners rules and then giving them opportunities to apply them through practice. The role of the teacher is to present the rules and organize the practice. The deductive approach is often thought of as a more traditional way of teaching: it is teacher-led and teacher-centred, at least at the presentation stage; it focuses initially on rules and then use; it often uses input language which is adjusted to the learners and not authentic. These do not in themselves have to be traditional ways of teaching, but they indicate a traditional approach.
If I write about diiference between inductive and deductive learning, inductive learning is Student based method while deductive is teacher based method. Secondly, inductive learning is mor contemporary compare to deductive method and it is more beneficial for students. Not only students, but also teachers can get many benefits from inductive method. Therefore, inductive method of learning is spreading around the world and it is being in common.
3. First and foremost, context plays an essential role in teaching grammar, due to the fact that if students learn grammar without context, they cannot understand it fully, namely context gives us large understanding from the grammar. Now I give you different information which I obtained from the lessons about the role of context in teaching grammar. In genuine communication beyond the classroom, grammar and context are often so closely related that appropriate grammatical choices can only be made with reference to the context and purpose of the communication. Some advantages of this method are, students are exposed to the target language in an authentic or near authentic setting, they see or hear the target language before having to focus on it.
Using dialogues is an effective way of teaching grammar. ―The use of dialogues in grammar teaching is useful because the use of dialogues generally matches students‘ expectations of how language is used in the real world: people use language primarily to talk to each other.
4. Initially, we have a question what is linguistic intuition. Intuition is feeling something beforehand. Every person has this kind of feeling towards phenomenons that are happen around their surroundings. Similarly, humans have linguistic intuition, especially we can aware of this intuition when we start to learn new languages.Following I will provide different information that are associated with intuition and its definition. Intuition is the ability to understand something instinctively, without the need for conscious reasoning (a thing that one knows or considers likely from instinctive feeling rather than conscious reasoning). Origin: late Middle English (denoting spiritual insight or immediate spiritual communication): from late Latin intuitio(n-), from Latin intueri ‘consider’. Linguists often advert to what are sometimes called linguistic intuitions. These intuitions and the uses to which they are put give rise to a variety of philosophically interesting questions: What are linguistic intuitions - for example, what kind of attitude or mental state is involved? Why do they have evidential force and how might this force be underwritten by their causal etiology? What light might their causal etiology shed on questions of cognitive architecture - for example, as a case study of how consciously inaccessible subpersonal processes give rise to conscious states, or as a candidate example of cognitive penetrability? What methodological issues arise concerning how linguistic intuitions are gathered and interpreted - for example, might some subjects' intuitions be more reliable than others? And what bearing might all this have on philosophers' own appeals to intuitions? In particular, we defend a 'mentalist' conception of linguistics and the role of linguistic intuitions. There are different kinds of intuitions in our world which I learnt. Thay are primary intuitions, secondary intuitions and marginal intuitions.

5. In the first place, we should know dictionaries types, their functions and also their other obligations. We can come accross a wide range of dictionaries. Dictionaries can be specific or general, monolingual, biligual or multilingual, they also can be synonym or antonym dictionary. We should know which of them we need namely what kind of dictionary we must use. After that, we should clarify what word we should utilize in dictionary. In most cases, words which are given in dictionary are set in order, I mean we can find words from dictionary with the help of alphabetical order. After finding the necessary word we need to emphasise on its definition or its translation to other languages. To be a good dictionary user, however, it is not enough to know what to use the dictionary for. You must also decide which is the best dictionary for any of the purposes listed above. As well as this, you need to be able to find what you are looking for quickly; you need to be sure that you have found what you were looking for; and, most importantly, you need to know when to use your dictionary.

For example: if I need the uzbek word “olmoq” in english, initially I need uzbek-english dictionary and I must know its alphabetical order or if it is electronic dictionary I need to search it. After finding the word I need to know its parts of speech and its usage in the context with the help of given example.