ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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PROBLEMS OF IMPROVING GRAMMAR SKILLS OF A1 LEARNERS
THROUGH TALES
Musurmonova Shakhina
A student of Chirchik State Pedagogical
University (Uzbekistan)
Scientific advisor:
Yusupova Mukhabbat Anatolevna
PhD, associate professor of Chirchik
State Pedagogical University
ABSTRACT
This article explores the challenges A1 learners face in grammar learning and
examines how the TAILS method can be adapted to support their development. It
highlights the importance of visual aids, interactive tasks, and simplified input. The
study also discusses the limited effectiveness of traditional tales and the need for
teacher training in grammar instruction.
Keywords:
A1 learners, grammar, TAILS, visual aids, language teaching,
beginner level
INTRODUCTION
Grammar is a fundamental part of language learning, especially for beginners at
the A1 level. Traditional grammar teaching methods may seem dull or overwhelming
to young learners. Tales, on the other hand, offer a narrative context, making grammar
more meaningful. Yet, there are several obstacles when integrating tales into grammar
instruction for A1 learners. This is an insightful discussion on grammar instruction for
young learners. It resonates with your interest in refining teaching methodologies,
especially for A1 students. Your expertise in integrating multimedia tools into language
instruction could be a perfect complement to this topic-pictures, as mentioned, are
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–6_ Мая –2025
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2181-3187
essential for beginners, and your research on video materials for listening skill
development aligns well with this approach. Grammar teaching for primary learners
presents unique challenges. The idea of grammar as a "living resource" rather than just
a set of rules is especially important in fostering communicative competence.
METHODOLOGY
Developing grammar skills in A1-level English learners remains a fundamental
challenge in language teaching. These learners often struggle with basic sentence
structures, verb forms, and word order due to limited exposure and practice. One
innovative approach to address this issue is TAILS (Teaching and Assessing
Interactive Listening and Speaking), which integrates interactive activities aimed at
improving both receptive and productive language skills. While TAILS is primarily
known for supporting listening and speaking, its framework can also be adapted to
support grammar development in a more contextualized, communicative way.
However, the effectiveness of TAILS for grammar instruction at the beginner level is
still under debate. This paper explores the main problems faced by A1 learners when
learning grammar through TAILS and examines strategies to overcome them. Despite
the interactive nature of TAILS, A1 learners often face persistent difficulties in
acquiring grammar due to their limited vocabulary, short attention spans, and lack of
foundational language structures. Researchers like Ellis argue that grammar learning
must be both explicit and meaningful for beginners to internalize structures effectively
(Ellis 2006). In this regard, TAILS activities can be adapted by embedding clear
grammar points into speaking and listening tasks, making the process more
contextualized and learner-centered. Lightbown and Spada also emphasize that
grammar instruction should be repeated in varied communicative settings to help
learners notice and process form naturally. Furthermore, integrating visual aids,
gesture-based support, and scaffolded sentence-building tasks within TAILS can make
grammar more accessible to A1 learners. By aligning grammar goals with the
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–6_ Мая –2025
5
2181-3187
interactive tasks of TAILS, teachers can create a more supportive and effective learning
environment
1
.
“One of the older forms of teaching grammar, diagramming sentences, first
appeared in the 19th century.This method involves visually mapping the structures of
and relationship between different aspects of a sentence. Especially helpful for visual
learners, this method disappeared from modern teaching at least 30 years ago”
2
.
Killgallon in their book Grammar for High School, diagramming sentences was once
a staple in American classrooms, used to teach students how words functioned
grammatically. Though the method faded over time, scholars like Reed and Kellogg,
who developed the system in the 1870s, believed that sentence diagrams offered a
logical and analytical way to understand syntax. Today, educational theorists argue that
while diagramming does not always reflect natural language use, it remains useful for
teaching sentence structure, punctuation, and grammatical relationships, particularly in
writing-focused courses
3
.
Most traditional tales contain rich vocabulary and complex sentence
structures that go beyond the A1 level. Learners may struggle to understand the
grammar if the tale is too advanced, which can lead to confusion rather than
improvement. A1 learners have a limited range of vocabulary. If a tale includes too
many new or difficult words, students may lose interest or be unable to follow the story.
This distracts from the grammar focus and makes the learning process less effective.
Tales are not usually written with specific grammar targets in mind. As a
result, they might not provide enough repetition of the particular grammar structures
that A1 learners need to practice, such as present simple tense, articles, or prepositions.
1
Ellis, Rod. The Study of Second Language Acquisition. Oxford UP, 2006.
2
Turopova L.S., & Ismoilova M.K. (2020). Teaching grammar creatively at elementary level.
Экономика
и
социум
, (12
(79)), 280-287.
3
Killgallon, Don, and Jenny Killgallon. Grammar for High School: A Sentence-Composing Approach. Heinemann
,
2000.
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Tales often require more classroom time due to storytelling, discussion, and grammar
activities. Teachers with limited time may find it difficult to cover the necessary
grammar points thoroughly using tales alone.If you are interested in learning more
about teaching A1 students, pictures are a great tool for teachers in any level but for
the very beginners they are more than just helpful, they are essential. Even verbs and
basic grammar concepts can be conveyed through images in a way that provides clarity
for your students and also keeps them interested. For teaching vocabulary they are
crucial, given that students at this level often don’t have enough of a grasp of the basics
to handle contextual examples. Confusion or lack of understanding could lead to
frustration or worse- translation into the student’s native language concepts.
Despite the growing interest in English teaching for young learners, much
more research in the field is still required, as well as both pedagogy and
methodology need to be developed for effective teaching
4
. There have not been so
many studies conducted on young learners in Vietnam, which offers numerous
unexplored areas for researchers to dig into. Among those are grammar teaching
techniques, which play a crucial role in English teaching and learning, as grammar
acts as a living resource that facilitates communication with others, rather than just a
list of labels and rules
5
. Important as it is, teaching grammar to primary learners is not
at all simple. Not all teachers are equipped with appropriate methods and resources
to teach grammar to primary children. Moreover, the teachers’ beliefs and young
students’ opinions about the techniques used to teach grammar may be dissimilar.
Therefore, the research hopes to suggest a useful technique that can be used to
present grammar to young learners and teachers as well as learners’ attitudes towards
this technique.
4
Scrivener, J. (1994). Learning Teaching: The essential guide to ELT (3rd ed.). Oxford: Macmillan Publishers
Limited.
5
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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RESULT AND DISCUSSION
As a student teacher attending practical training at School No. 4 in Chirchiq
city, I observed that A1-level learners face common challenges in mastering basic
grammar structures, including sentence formation, verb usage, and word order.
Through interactive lessons and the use of visual materials, learners showed gradual
improvement in understanding and applying grammar rules in context. When TAILS-
based activities were included—such as guided speaking tasks and listening exercises-
students became more engaged and confident in using English. The integration of
simple tales and visual grammar tools also helped make abstract grammar points
clearer. These results show that combining traditional and modern methods can
effectively support grammar development among beginner learners in real classroom
settings.
The research also highlights that using traditional tales in grammar teaching
may not always be suitable for A1 learners. While tales can be engaging, they often
contain complex structures and advanced vocabulary, which can confuse beginners
rather than support their grammar learning. In my opinion, grammar instruction at the
A1 level should focus more on structured and guided materials, like simplified texts,
visual aids, pictures, and scaffolded activities that ensure learners stay focused and
confident. Another major issue is the lack of sufficient research and tailored
methodologies for teaching grammar to young or beginner learners, especially in
developing contexts. As stated in the research, grammar should be taught as a living
and communicative tool rather than a list of rules. However, many teachers are not
well-trained or equipped with the right resources, which leads to ineffective instruction.
I personally think that professional development programs should include
practical training in grammar teaching strategies that are suitable for beginners and
encourage teachers to use TAILS creatively-integrating visuals, repetition, and
interactive grammar tasks. In conclusion, improving grammar skills in A1 learners
through TAILS is possible, but it requires thoughtful adaptation. Based on both
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–6_ Мая –2025
8
2181-3187
research findings and my personal learning experience, combining structured input
with visual and interactive strategies is the most effective approach for building
grammar competence at the beginner level.
CONCLUSION
Improving grammar skills in A1 learners is a complex yet essential part of
language education. These learners often struggle due to limited vocabulary, short
attention spans, and lack of exposure to structured input. While traditional methods
may not always meet their needs, innovative approaches like TAILS, when adapted
carefully, can offer valuable support. By integrating grammar instruction into
interactive listening and speaking tasks, and using visual aids, repetition, and
scaffolded activities, teachers can make grammar more accessible and engaging.
Although tales and diagramming sentences have their limitations, they can still serve
as useful supplementary tools if appropriately simplified. For successful outcomes,
teachers must be well-trained and equipped with effective strategies that match the
learning pace and style of A1 students. With the right combination of methods,
grammar teaching can become more meaningful, interactive, and learner-centered.
REFERENCES
1.
Ellis, Rod. (2006). The Study of Second Language Acquisition. Oxford UP
2.
Turopova L.S., & Ismoilova M.K. (2020). Teaching grammar creatively at
elementary level. Экономика и социум, (12 (79)), 280-287.
3.
Killgallon, Don, and Jenny Killgallon.(2000). Grammar for High School: A
Sentence-Composing Approach. Heinemann
, 2000.
4.
Scrivener, J. (1994). Learning Teaching: The essential guide to ELT (3rd
ed.). Oxford: Macmillan Publishers Limited.
5.
Cameron, L. (2001). Teaching languages to young learners. Cambridge:
Cambridge University Press.
