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in practical settings through active learning tasks during class time. The use of e-learning dashboards
allows for individualized monitoring of students' progress and targeted support for clarification.
Moreover, the FC model empowers students to take ownership of their learning, promoting
personalized and individualized learning experiences. Research has shown that student-centered
approaches, like the FC, can lead to significant improvements in academic performance, especially
in English subjects. By combining elements of blended learning, mobile learning, and project-based
learning, the FC model can be effectively integrated into EFL programs, further enhancing its impact.
Overall, the FC model revolutionizes the traditional concept of teaching and learning, creating
dynamic and interactive learning environments that foster student engagement, collaboration, and
academic success.
REFERENCES:
1.
Bauer-Ramazani, C., Graney, J. M., Marshall, H. W., &Sabieh, C. (2016). Flipped Learning
in TESOL: Definitions, Approaches, and Implementation. TESOL Journal, 7(2), 429–
437. doi:10.1002/tesj.250
2.
Nagwa A. Soliman (2016) Teaching English for Academic Purposes via the Flipped
Learning Approach. Social and Behavioral Sciences 232, 122 – 129
3.
ImanMohammedKhidrOraif (2018) An Investigation into the Impact of the Flipped
Classroom on Intrinsic Motivation (IM) and Learning Outcomes on an EFL Writing Course at a
University in Saudi Arabia Based on Self-determination Theory (SDT). School of Education.
University of Leicester
4.
Al-Harbi, S. S., &Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar
Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language
Teaching, 9(10), 60. doi:10.5539/elt.v9n10p60
5.
Lilia Gomez-Lanier (2018) Building Collaboration in the Flipped Classroom: A Case Study.
IJ-SoTL, Vol. 12 [2018], No. 2, Art. 7
6.
DilaraKeskin (2022) Implementation of Flipped Model in EFL Reading Classrooms.
Turkish online journal of Distance Education-TOJDE. Volume: 24 Number: 3 Article: 15
USING INTERACTIVE METHODS IN TEACHING GRAMMAR
Dauletmuratova Mehriban Eliubayevna –
first year doctoral student of
Nukus State Pedagogical Institute
Named After Ajiniyaz.
Developing students' grammatical skills through an interactive approach is essential for
successful English language teaching. Here are a few ways to improve this approach:
1. Introduce virtual reality: Interactive applications and VR programs create an immersive
environment in which students can actively engage in grammatical exercises and situations, such as
virtual conversations and real-time application of grammar rules.
2. Use interactive games and puzzles: Interactive games and puzzles designed specifically for
grammar skills can help students learn and reinforce grammatical rules in an enjoyable and
memorable way. These games also encourage active student interaction in group settings.
3. Role-playing & Dramatic situations: Role-playing and scenarios can be used to apply
grammatical rules in real-life situations, such as playing a role in spoken dialogues, or creating your
own stories using the grammar structures you have learned.
4. Projects & Research: Students can engage in projects & research related to grammar, such
as researching rules for certain tenses, creating grammar tables, analyzing text for grammatical errors,
etc.
Students’ active participation in discussion and analysis of grammatical topics helps them
understand and apply the rules. Creating opportunities for feedback and discussions among students
helps them test their knowledge and enhance their skills. The methodology for developing students’
grammatical skills is more effective and stimulating. It helps them better understand the grammar
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rules, use them in real-life situations and develop their communication skills in the English language.
By using the interactive approach to the English grammar, we’re creating an environment that
promotes active learning, collaboration and critical thinking. The classical method is the Grammar
Translation Method, which is simple and effective. The main purpose of the method is to study
grammar, vocabulary, and literature. It is a deductive approach, with the focus on conscious learning.
Students’ native language of the students is used extensively. The techniques used include
translations, reading texts, grammar exercises and vocabulary.
The role of the teacher is to be the manager, coordinator and assessor of the students. The
interaction in the classroom takes place mainly between the teacher and students, which is known as
the frontal approach. Correcting the students is very important as the focus is on accuracy.
The main objective of the direct method is to teach students to communicate in a foreign
language. Translation is not allowed. The teacher uses the real world, images and pantomime to
convey meaning. The teacher does not use the mother tongue at all.Grammar is learned inductively.
Students practice using vocabulary in context.The techniques used are: Conversation, Reading Out
Loud, Exercise, Composition, Repetition, etc.The third stage is the use of original and authentic
language by the students.The interaction takes place not only between the teacher and student but
also between the student and the teacher.The British version of the direct method, known as the
presentation, practice, production (PPP) consists of three stages:As with the audio-lingual method,
vocabulary and grammar are taught inductively. Communication takes precedence, since the mother
tongue is not used. The model is the teacher, who is the one who coordinates the activity. Because it
is a method based on communication and evaluation is done all this way.
The Communicative Approach or Communicative Language Teaching (CLT) has as main
objective is students’ fluency. Emphasis is placed on "real" communication [8;85]. All four
dimensions of language teaching are developed: the ability to express oral expression, the ability
to receive the oral message, the ability to receive the written message and the ability to express oneself
in writing. The learners’ communicative skills are developed by linking grammatical development to
the ability to communicate. Grammar is taught in relation to a communicative task, thus creating a
need for specific items of grammar. The students' mother tongue is not used. The techniques used
are: discussions, debates, role-playing, written communicative activities, drama, etc. The roles of
the teacher are those of facilitator and manager of the students' activity, but also of their partner, the
interaction taking place especially between students. Authentic and interesting materials are used in
order for the students to make connections with their own language and culture. Errors are tolerated
especially during communication activities, when the emphasis is on fluency. Students are evaluated
both orally and in writing.
Grammar is at the heart of spoken and written communication and allows us to be clearly
understood by others. Teaching grammar is fundamental in the process of acquiring a foreign
language. Without grammar we can hardly speak, and if we do, it will not be very correct and
concrete. Grammar has long been a subject of study and although the methods of studying grammar
have changed dramatically lately, the reasons for studying grammar have remained essentially the
same. Grammar allows people to communicate what they want to express in a way that can be
understood clearly. Explicit knowledge of grammar is very important, as it gives us a more conscious
control and choice over the language. By fostering explicit knowledge of grammar, per formative
tasks will hopefully become implicit over time. Poor use of grammar can lead to blurring of messages,
which affects our ability to communicate and can hinder the strengthening of relationships – an
important skill for the development of young people. The correct use of grammar, on the other hand,
makes listening and reading easier, making communication more enjoyable and impact more
positively on relationships. Grammatical competence is defined in the CEF as follows: ‘’…
knowledge of, and ability to use, the grammatical resources of a language. Grammatical competence
is the ability to understand and express meaning by producing and recognizing well-formed
phrases and sentences in accordance with these principles (as opposed to memorizing and
reproducing them as fixed formulae).” [Council of Europe, 2001, pp112-113]. By teaching grammar,
young people become even better prepared for the world of work.
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Discussion on how to teach grammar effectively and how to provide effective grammar practice
for students has always been a major concern for both language teachers and learners. In order to
make a grammar instruction meaningful, there are some reason to take into consideration: students
need to think critically when given grammar concepts and rules; they have a better understanding of
grammar if the grammar instruction is sequenced; students need regular practice of what they are
being taught; students need to acquire grammatical skills that will allow them to be able to transfer
their comprehension of grammar knowledge to reading, writing, and real life. Brown [2;98]
mentioned that grammar should be taught in accurate communicative contexts, thus encouraging
fluency and accuracy. He also offered a set of guidelines for teaching grammar for effective
communication: simple explanations, clear examples, relevant visual teaching aid; grammar should
be presented in an interesting, motivating way for the students, taking into account learners’ cognitive
style, as well.
REFERENCES
1.
Batstone, R. and R. Ellis. 2009. Principled grammar teaching. System 37: 194–204
2.
Brewster, J., Ellis, G. & Girard, D. 1992.The Primary English Teacher’s
Guide.London: Penguin.
3.
Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to Language
Pedagogy. New Jersey: Prentice Hall.
4.
Canale, M. And M. Swain. 2006. “Theoretical Bases of Communicative Approach to Second
Language Teaching and Testing”. Applied Linguistics 7/1-74.
5.
Celce Murcia, Maianne (Ed). 2001. Teaching English as a Second Foreign Language.
Boston, MA: Heinle and Heinle Thomson Learning.
6.
Coghill, Jeffrey and Stacy, Magendanz. 2003. English Grammar. New York: Wiley
Publishing, Inc.
7.
Cross, David. 1995. A Practical Hand book of Language Teaching. London: Phoenic ELT.
8.
Harmer, Jeremy. 2010. How to Teach English: An Introduction to the Practice of
English Language Teaching. Essex: Longman.
TA’LIMDA BAHOLASHNING AHAMIYATI VA MAZMUN MOHIYOTI
Davletmuratova Ulbosin Maxsetovna
NDPI Ingliz tili va adabiyoti 1 bosqich doktoranti
Taʼlim–insonni hayotga tayorlash uchun unga keraklibilim berish, malaka va koʻnikmalar hosil
qilish jarayoni bo’libhisoblanadi. Taʼlim jamiyat qurilishining muhim muammolarini hal qilish–
jamiyatning moddiy-texnika bazasini yaratish, ijtimoiy munosabatlarni tarkib toptirish, yangi kishini
tarbiyalashga katta rol oynaydi.Taʼlimning maqsadi,xarakteri, yoʻnalishlari obyektiv hayot
talablariga muvofiq holda oʻzgarib boradi. Oʻzbekiston Respublikasining 1997-yil 29-avgustda qabul
qilingan „Taʼlim toʻgʻrisida“gi qonuni va Kadrlar tayyorlash milliy dasturi taʼlim tizimining barcha
yoʻnalishlarini takomillashtirish va rivojlantirish uchun keng imkoniyatlar ochib berdi.
Mamlakatimizda xalq taʼlimi boʻlimlari qoshida bolalarni maktab taʼlimiga tayyorgarligini
belgilaydigan „Tashhis markazlari“ tashkil etildi, oʻquvchilarning bilim va koʻnikmalarini reyting
asosida nazorat qilish, maktab bitiruvchilarini yakuniy attestatsiyasini kompyuter yordamida test
orqali amalga oshirish, taʼlim amaliyotini diagnostik taxlil qilish, taʼlim muassasalarida marketing
tizimidan foydalanish kabi qator pedagogik yangiliklar joriy etildi.Hozirgi sharoitda ijtimoiy talablar,
oʻquvchilarning imkoniyati va ehtiyojlariga muvofiq taʼlim tobora takomillashtirilib, yangi metod va
shakllariishlab chiqilmoqda.
Ta’lim tizimining samarasini belgilovchi asosiy qismlaridan biri -bu baholash
tizimidir.Komil Jolilov “Baholash – biron-bir domenning (bilim, ko‘nikma, malaka va
kompetensiyalar majmuyining) ta’lim oluvchilarda (test topshiruvchilarda) shakllanganlik darajasini
o‘lchash jarayoni” [1;10]desa, Oxford lug’ati baholash bu “talabalarni sinovdan o’tkazish va ularning
bilimi,qobiliyati va taraqqiyoti haqida hukm chiqarish jarayoni” deb ko’rsatadi.Bu fikrlar bilan
