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ko’rsatgan. Ijtimoiy rivojlanish teoriyalari, masalan, Vygotskiyning ijtimoiy-ma’naviy nazariyasi va
Banduraning ijtimoiy o’rganish nazariyasi, insonlarning ijtimoiy norma va munosabatlarini ko’rish,
o’rganish va o’zaro munosabatlarni tushunishning usullarini tushuntiradi. Badiiy asarlar talabalarga
empatiya, perspektiva oluvchi va ijtimoiy tushunishni oshirishda yordam beradi, shuning uchun
ta’lim usullarida katta ahamiyatga ega.
O’zgartirilgan shaklda inson rivojlanishini tasvirlaydigan turli shahslar badiiy asarlar tahlili
uchun tanlanadi. Tanlangan asarlar, ularning mustaqil ijtimoiy kontekstlarini va murakkab guruh
aloqalarini tasvirlovchi bo’lishi lozim. Tematik tahlil, asarlardagi ijtimoiy-kommunikativ
kompetensiyaga oid umumiy mavzular va patternlarni aniqlashda yordam beradi.
Topilgan natijalar tanlangan badiiy asarlar tahlili orqali ijtimoiy-kommunikativ
kompetensiyasini rivojlantirish bosqichlarini ta’kidlaydi. Har bir bosqich, personajlar tomonidan
yashirilgan ijtimoiy ishoratlar va ular tomonidan qo’llanilgan strategiyalarni ta’riflaydi. Bu
bosqichlar misollar bilan ta’minlanadi, shuningdek, yoshdan yoshgacha insonning ijtimoiy
tushunishning o’sishi ko’rsatiladi.
Topilgan natijalar, mavjud ijtimoiy rivojlanish va ta’lim amaliyotlari nazariyalariga mos
keladi. Badiiy asarlar orqali talabalarni ijtimoiy-kommunikativ kompetensiyasini rivojlantirishning
darslikda amalga oshirishining muhimligi ko’rsatiladi. Qo’shimcha, adabiyotning empatiya va
ijtimoiy tushunishni oshirishdagi ahamiyati muhokama qilinadi, shuningdek, hikoyalarni darsliklarga
qo’shishning o’ziga xos qismlari ko’zda tutiladi.
Bu tezis badiiy asarlar tahlili orqali talabalarni ijtimoiy-kommunikativ kompetensiyasini
rivojlantirishning bosqichlarini o’rganishga oid. Personajlar ijtimoiy kompetensiyalarini tushuntirish
orqali, biz insonlararo munosabatlar va ularni boshqarish strategiyalarini o’rganamiz. Badiiy asarlar
empatiya, perspektiva oluvchi va ijtimoiy tushunishni oshirishda juda muhim vositalar sifatida xizmat
qiladi, shuning uchun talabalar uchun hayotga boy bo’lgan ijtimoiy-kommunikativ ko’nikmalarni
rivojlantirishda muhim vazifalarga ega.
FOYDALANILGAN ADABIYOTLAR:
1. Brown, H. Douglas. “Principles of Language Learning and Teaching.” Pearson Education, 2014.
2. Ellis, Rod. “The Study of Second Language Acquisition.” Oxford University Press, 2008.
3. Larsen-Freeman, Diane, and Marti Anderson. “Techniques and Principles in Language Teaching.”
Oxford University Press, 2011.
4. Richards, Jack C., and Theodore S. Rodgers. “Approaches and Methods in Language Teaching.”
Cambridge University Press, 2014.
5. Ur, Penny. “A Course in Language Teaching: Practice and Theory.” Cambridge University Press,
2012.
6. Tajieva, A., & Babaniyazova, N. (2015). Educational reforms in the republic of Uzbekistan in
operation. Theoretical & Applied Science, 7(27), 134-137.
THE IMPORTANCE OF GRAMMAR IN LANGUAGE LEARNING
GULCHEXRA MANGITOVA
English teacher, School N1,
Khujayli
In the current language learning process, there are differing opinions on the importance of
grammar. Some individuals believe that grammar is not crucial for effective learning, while others
consider it to be a fundamental and essential tool for mastering any language. This study aims to
investigate the role of grammar and its significance in language learning. Grammar acts as the
foundation of a language, equipping learners with the necessary skills to construct coherent and
meaningful sentences. A solid grasp of grammar is indispensable for effective communication,
enabling learners to convey subtle nuances in meaning and comprehend both spoken and written
language. Whether through online courses, textbooks, or real-world language exchange programs,
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dedicating time and effort to enhancing grammar proficiency is a crucial aspect of the language
learning journey.
Indeed, grammar is crucial in language learning as it provides the necessary structure for
effective communication. Mastering grammar rules allows learners to construct clear and coherent
sentences, which are essential for conveying ideas accurately. Proper punctuation and sentence
structure help ensure that messages are conveyed clearly and efficiently, reducing the risk of
misunderstandings.Moreover, understanding grammar enables learners to comprehend the nuances
of a language, such as different tenses, verb forms, and sentence patterns. This knowledge not only
enhances one's ability to express themselves accurately but also improves their overall language
proficiency. By grasping the rules of grammar, learners can communicate more effectively, engage
in meaningful conversations, and express themselves with clarity and precision.Many languages
contain subtle nuances of meaning conveyed through specific grammatical constructions or
structures. For instance, verb tense selection can indicate whether an action occurs in the present,
past, or future. Understanding these nuances is crucial for effective communication, and mastering
the basic rules of grammar is essential for uncovering them.
It seems to be complex to comprehend, clarify, and describe what grammar is as well as how
it should be taught in English language teaching (Ellis, 2006; Brown & Lee, 2015; Richards, 2015).
Grammar can be generally defined as “a knowledge of what words can go where and what form these
words should take” (Harmer, 2015, p. 22) Harmer (2015) outlines several crucial aspects of English
grammar that learners should focus on, including sentences and clauses, verbs, nouns and noun
phrases, adjectives, and adverbs. Similarly, Ur (2012) defines grammar as "the correct arrangement
of words to form sentences" (p. 76), but also emphasizes the need for a broader understanding of
grammar and effective teaching strategies. In contrast, Ellis (2006) doesn't provide a direct definition
of grammar, but instead discusses grammar teaching as any instructional technique that draws
learners' attention to specific grammatical forms, helping them understand and process them for better
comprehension and production (p. 84).
Robert Lado argued that language operates based on language skills. A proficient language
user employs numerous grammatical, lexical, and phonetic rules while speaking. Language skills
enable us to select diverse vocabulary and structures in our communication (Lado, cited in Douglas,
n.d.). Grammar refers to the set of regulations governing the organization and association of words
in a sentence. While it is possible to use the term "morphemes" instead of "words" for greater
specificity, it is important to note that word components are an integral part of grammar (Douglas,
n.d.).
In order to understand a language and to express oneself correctly one must assimilate the
grammar mechanism of the language studied. Indeed, one may know all the words in a sentence and
yet fail to understand it, if one does not see the relation between the words in the given sentence. And
vice versa, a sentence may contain one, two, and more unknown words but if one has a good
knowledge of the structure of the language one can easily guess the meaning of these words or at least
find them in a dictionary.Improving one's speaking ability involves acquiring fundamental speech
and grammatical patterns. These patterns must be employed automatically during speech-practice.
The automatic application of grammatical patterns in our speech requires the mastery of specific skills
– the ability to use grammar patterns to articulate one's own thoughts, or in other words, to construct
sentences. Grammar has played a significant role in the instruction of English language, with ample
evidence supporting the benefits of grammar teaching. For example, Norris and Ortega (2000)
conducted an extensive analysis of 49 studies and concluded that emphasizing grammar leads to the
overall effectiveness of language instruction.
In general, if grammar is taught at the right time, at the right place, and with the right way,
it can help students efficiently scaffold their language learning. Grammar needs to be integrated into
other languages skills so that grammar knowledge can be developed harmonically with different
aspects of language. Furthermore, grammar lessons must be integrated into purposeful contexts rather
than isolated and unrelated sentences. This can assist learners in confidently utilizing grammar rules
and structures in real-life situations. Of course, mastering grammar can be challenging, particularly
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for non-native speakers. Fortunately, there are numerous resources available to aid learners in
improving their grammar skills. Online courses, textbooks, and even language exchange programs
can be effective tools for enhancing your grammar knowledge. Additionally, seeking out
opportunities to practice your language skills in real-world settings can help you identify areas where
you need to improve and gain a better understanding of key grammar concepts.
In essence, grammar plays a crucial role in language acquisition, whether for native speakers
or those learning a new language. A solid grasp of fundamental grammar principles is essential for
effective communication, offering a structure for conveying meaning with subtlety and precision.
While mastering grammar may pose challenges, it is a vital aspect of language learning, and
dedicating time and effort to enhancing grammar skills will enhance one's ability to communicate
effectively in real-world contexts. Grammar goes beyond mere rules and structures; teaching
grammar can accelerate English language learning for learners. Regrettably, many learners may
harbor negative perceptions of grammar instruction, viewing it as less important for practical
communication. It is imperative for educators to integrate grammar instruction with other language
skills and motivate learners to recognize the advantages of mastering grammar. By teaching grammar
with meaningful objectives alongside other language competencies, students will come to appreciate
its significance. Consequently, students will realize that they can apply their acquired grammar
knowledge to everyday tasks rather than focusing solely on rigid textbook sentences.
REFERENCES:
1. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to
Language Pedagogy (4th ed.). White Plains, NY: Pearson Education.
2. Ellis, R. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly,
40(1), (2006). 83-107. doi:10.2307/40264512
3. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Essex, England: Pearson
Education. (2015).
4. Ur, P. A Course in English Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
(2012).
5. Lado Robert and Fries Charles C., “English pattern practices. Establishing the patterns as
habits.”; The university of Michigan press, 1970
THE ROLE OF DIALOGUES IN ENHANCING SPEAKING SKILLS OF A2
LEVEL LEARNERS
Naubetbaeva Nurzada Womirbaevna
PhD doctoral student of Karakalpak State university named after Berdakh
The ability to communicate effectively in spoken English is fundamental for language learners,
particularly at the A2 proficiency level. Dialogues serve as a valuable resource in language
classrooms, facilitating meaningful interactions and language production. This thesis investigates into
the theoretical supports of dialogues in language learning and their specific application in improving
speaking skills among A2 level learners.
The literature review explores existing research on language acquisition, communicative
competence, and the role of dialogues in language teaching.According to Velazco" Dialogue is a
phenomenon inherent to human species, and perhaps this is only use capable of dialogue; furthermore,
there is no possibility of human society functioning without dialogue. Although certainly, there are
many situations that develop perfectly without dialogue and in which their presence would be
inappropriate, it is true that without dialogue in day-to-day human interaction, coexistence would not
be possible[5;86-110pp]. Moreover, Journal of Ecumenical Studies states that “ Dialogue is a two-
way communication between people who hold significantly different views on a subject, with the
purpose of learning more truth about the subject from the other”[3;24-27pp].
Several studies show that the use of dialogue helps students improve their speaking ability in
the taught language, since it allows them to have a better constant interaction with the language. It is
confirmed in the studiesby Suhartono, Julinda and Luwandi. It shows that when teachers use
