Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги самарқанд давлат чет тиллар институти

АДАБИЁТЛАР 
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деривацион хусусиятлари. Монография. – Тошкент. - 2016. 36-б. 
7. Нильсен Е.А. Лексико-семантическое поле как элемент картины мира 
// Сб.ст. Studia Linguistica – 9. Когнитивно-прагматические и 
художественные функции языка. –СПб.: Тригон, 2000;
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USAGE OF GRAMMAR IN CONVERSATION IN THE 

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TEACHING AND LEARNING PROCESSES 
Yusupov A.R. (Teacher of SamSIFL) 
Narzullayev J. (Student of SamSIFL) 
 
Obviously, people used to share information with the help of spoken 
language at earlier times. To use a language in a communicative way is not 
just a single unified skill but also a kind of ability. With the help of 
innovative technologies, interactive and communicative methods language 
teachers now could create positive atmosphere for language learning. The 
purpose of this article is to reveal how communicative language teaching can 
make teaching process more effective. Currently at any institutes, 
universities and academic lyceums and colleges in our country students learn 
English as a second language. In addition, we might mention that students 
have language learning styles that might be different from each other. Thus, 
teachers mostly search and try to use newest, efficient, and modern methods 
during classes in the teaching process. 
Because of the historical changes and development writing system was 
created. Through history dictionaries and grammars of the English language 
have been considered as a standard for judging what is proper and normal in 
the language, including written and other literary examples to illustrate the 
best usage. Accordingly, the spoken language has been made bad and has 
been regarded as useless.
However, nowadays writing is a major method in communication for 
people in life and at work as well. In addition to this, speaking has also 
become more particularly perfect as the day passes. As it is stated that: 
To effectively communicate, we must realize that we are all different 
in the way we perceive the world and use this understanding as a guide to our 
communication with others (John Dewey). 
Spoken English grammar describes the characteristic features of the 
rich nature of speech. The term ‘Grammar’ is used carefully to mean that 
spoken English is just similar to written language, but in many different 
ways.
Spoken and written languages have important differences, even more 
than the obvious excellent qualities in physical form. These other differences 
center around usage, and arise out of the fact that speakers and writers are 
functioning in different communicative situations. We could also see 
differences in language structure: the grammar and vocabulary of speech is 
not the same as that of writing. Written materials can be as a legal document 

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and are also afforded a kind of respect which is rarely treated to speech. 
Written English provides a standard and socially valued. The spontaneity and 
speech exchanges make the grammar difficult to take part in complex 
planning. The grammar used in written language and the grammar used in 
conversational language are often quite different. Factually, normal, 
common, and acceptable in spoken language is often considered 
unacceptable in written language. We can see this in the following examples: 
Is anyone absent? - Anyone absent? 
Was she at home today? - She at home today? 
Is anyone listening? - Anyone listening? 
Are you feeling hungry? - You feeling hungry? 
Are Sue and Jane coming to the party? - Sue and Jane coming to the