ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
ИДЕИ В МИРЕ
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PROBLEMS IN TEACHING ENGLISH GRAMMAR
English teacher at Rishton district polytechnic No. 2
Abdukhalimova Farogat
email. abduxalimoviohomjon4gmail.com
ANNOTATION
This article analyzes the main problems encountered in teaching
English grammar to students of technical polytechnics. The causes of the problems are
identified, modern pedagogical approaches and innovative methods are proposed to
eliminate them. The article highlights the importance of the communicative approach,
the use of technological tools and contextual teaching, and shows ways to effectively
organize grammar lessons. The results of the study serve as an important basis for
increasing motivation and developing practical skills in the process of teaching
English.
Key words
Grammar, english, teaching problems, interactive methods,
technological approach.
KIRISH
In today's era of globalization and technological development, English
is strengthening its position as the language of international communication, science,
education, technology and business around the world. Especially for technical
universities and colleges, a thorough mastery of English is required. Because many
scientific and technical resources, documents and software are created in English.
Therefore, it is important for students studying in technical fields to master the English
language, especially its grammatical basics.
Grammatical knowledge is the basis of language learning and is a key factor in
the formation of skills such as pronunciation, writing, reading and listening
comprehension. The grammatical system of the English language has its own
complexity and is fundamentally different from the Uzbek language. It is these
differences that cause psychological barriers, misunderstandings and difficulties in
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mastering the language among students. Unfortunately, there are a number of problems
in teaching English grammar in practice.
In particular, traditional, only theoretical approaches prevail in the teaching
process, while students are deprived of the opportunity to use grammar in a real-life
context. Also, many teachers focus the lesson on memorizing the rules specified in the
curriculum, which leads to a decrease in students' interest in the subject. According to
statistics, the results of internal monitoring conducted by the Ministry of Higher and
Secondary Specialized Education of the Republic of Uzbekistan revealed that the
majority of technical students have an average level of knowledge of English grammar.
This indicates the need to update the grammar teaching process and more widely apply
interactive and communicative methods.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
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This article analyzes the existing problems in teaching grammar, their causes, and
modern approaches to eliminating these problems. Also, methodological
recommendations adapted to students of technical directions are given.
RESEARCH METHODOLOGY
.
Main problems in teaching English
grammar.
Learning grammar seems boring, complicated and far from life to most
students. The main reason for this is that grammar materials are often presented on the
basis of artificial examples, disconnected from real-life situations. Students memorize
theoretical rules, but cannot apply them in practice. This weakens their motivation and
reduces their confidence in learning a language. Therefore, modern methods - task-
based learning, project-based learning, etc. - create an opportunity for students to
actively participate, be interested and learn the language in context.
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Relying on traditional methods. Many teachers still rely on the traditional "rule
+ exercise" model in teaching grammar. In this method, students first memorize a
grammatical rule, and then apply it in exercises. However, this approach is not justified.
Because, as modern linguistics recognizes, grammar is not learned simply by
memorization, but rather through active communication through language (Richards &
Rodgers, 2014). Due to the limited opportunities to apply grammar in real-life
situations, students are unable to put their grammatical knowledge into practice.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
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In many classrooms, speaking, engaging in conversation, and expressing ideas
freely in written work are not allowed. This leads to a passive learning environment.
Teachers can “bring grammar to life” by offering students contextual (text
-based)
exercises, dialogues, and role-playing. Terminological complexity. Technical students
have difficulty understanding grammatical terms in English (for example, "past
perfect", "modal verbs", "conditional clauses"). Especially in cases where the
alternative to these concepts in Uzbek is not clear, they are forced to simply memorize
the terms. The teacher is required to explain grammatical terminology using visual and
comparative methods, and to enrich it with alternative examples in Uzbek. Some
textbooks and curricula place excessive emphasis on grammar rules. Each topic is built
on rules and exercises, but their application in life is not shown. As a result, students
perceive grammar as knowledge necessary for passing exams, not as a practical tool.
This overshadows the real goal of language learning. Psychological barriers of
students. Many students are afraid of making mistakes in grammar, hesitate to express
their opinions openly. This limits their active participation. The teacher's task is to
inspire the student, show mistakes as a learning tool, and form a positive attitude
towards mistakes. Currently, there are many interactive tools - platforms such as
Quizlet, Kahoot, Duolingo, Grammarly, BBC Learning English. However, some
teachers do not use these technologies or cannot use them due to lack of technical
capabilities. Therefore, the issue of integrating technologies into the lesson is relevant.
Solutions and effective methodological approaches. Teaching grammar as a
means of communication is the basis of the communicative approach. In this approach,
students master grammar in the process of communication, while performing tasks. For
example, when teaching "If-sentences", students talk based on real conditional
situations: "If I had a robot, I would..."
Multimedia lessons, online tests, video lessons, and mobile apps are great
helpers in teaching grammar interactively. For example, the Grammarly app analyzes
grammatical errors in texts written by students. This allows them to understand and
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
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correct their mistakes in real time. Grammar rules should be taught not in isolation, but
based on text, conversation, dialogue, and thematic exercises. For example, learning
the "past simple" tense based on texts about historical events will be more
understandable and effective for students. Also, if grammar is taught in an integrated
manner with other language skills (reading, writing, listening), the language acquisition
rate will increase significantly. For technical students, it is important to teach English
lessons related to their specialization. For example, for engineering students, the topic
of "modal verbs" will be more interesting and practical if it is studied in contexts such
as "Safety Instructions", "User Manual", or "Machine Operation".
CONCLUSION AND SUGGESTIONS
In today's age of technology, deep and
thorough mastery of the English language, especially its grammar, is becoming a
necessary need for students in technical fields. English grammar is an important tool
not only for constructing correct sentences and expressing thoughts, but also for
participating in scientific and professional activities, reading and understanding foreign
sources. Nevertheless, in practice, there are a number of systemic problems in the
process of teaching grammar, which negatively affect the effectiveness of language
learning. Based on the materials studied, it can be noted that the main problems in
teaching grammar are low student interest, the use of traditional and non-activated
teaching methods, limited opportunities for practical application, and the lack of
technological approaches. In addition, the complexity of grammatical terminology also
serves as an additional obstacle for students in technical fields. To eliminate these
problems, it is necessary to implement the following methodological and practical
recommendations:
Grammar should be taught in real-life situations through communicative
and contextual approaches. This helps students to actively engage in conversation
and put grammar knowledge into practice. Using technological tools - interactive
applications, online platforms, mobile applications - can make grammar lessons
visual and memorable. Interdisciplinary integration - linking grammar to a
professional field (e.g. engineering, IT, mechanics, electronics) shows that the
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
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language is useful in practical terms. Ensuring active student participation -
through role-playing, team project work and debates, students strengthen their
grammar knowledge. Creating a motivational environment - through a positive
attitude towards mistakes, encouraging the learner and individual approaches,
students can fully demonstrate their potential. In conclusion, effective teaching of
English grammar requires not just repeating rules and exercises, but an
interactive, integrated, communicative and modern technology-based learning
process. Through this approach, technical students will master grammar in depth
and become professionals who can effectively use English in their professional
activities.
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ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
ИДЕИ В МИРЕ
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