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International Correspondence Scientific and Practical Conference (March 24, 2011). – Elektrostal:
NGI, 2011. – p. 91-94.
7. Mamirbaeva, D. D., Sh, A., Khadjieva, D., Saymanova, A., Kodirova, M. T., & Nuraliyeva,
F. A. & Abdirimova, K. Koyshekenova TK, Dauletova M, Khudaybergenova P. Use of songs and
music in.
SOME GENERAL REMARKS ON TEACHING AND LEARNING GRAMMAR.
Kiyasova Kaliya Kuralbaevna
South Kazakhstan State Pedagogical University.
Faculty of Philology, Docent of the department of foreign languages,
Candidate of Pedagogical Sciences.
Grammar is one of the components of language together with the sound system and vocabulary.
A command of the structure of the language of the students ensures listening, speaking, reading and
writing. 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 relationship between the words in the given sentence.
A 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. For instance, one can hardly understand the following sentences without
the knowledge of grammar even if all the words are familiar:
We saw him book a ticket.
It made me return home.
Each of these sentences includes some grammar difficulties for Karakalpak-speaking pupils,
namely the Infinitive construction in both of them and unusual meaning of the familiar words
book
and
make
. However if a pupil has assimilated the model of the Complex Object in the English
language he will understand in the sentence
We saw him book a ticket
the word
book
is not a noun.,
it cannot be a noun since
him book
is a Complex Object. In this sentence
book
is an Infinitive,
therefore the students must look it up in the dictionary under
V
. In the second sentence the verb
make
is used in the meaning of
мәжбүр етиў
, since there is the Infinitive construction
to make somediv
do something
which the pupil easily recognize if he has learnt it.
No speaking is possible without the knowledge of grammar, without the forming of a grammar
mechanism. If a learner has acquired such a mechanism, he can produce correct sentences in a foreign
language. Paul Roberts writes:
“ Grammar is something that produces the sentences of a language. By something we mean a
speaker of English. If you speak English natively, you have built into you the rule of English
Grammar, in a sense, you an English Grammar. You possess, as an essential part of your being, a
very complicated apparatus which enables you to produce infinitely many sentences, all English ones,
including many that you have never specifically learned. Furthermore by applying your rules you can
easily tell whether a sentence that you hear is a grammatical English sentence or not” [1:7].
A command of English as an envisaged by the school syllabus can not be ensured without the
study of Grammar. Pupils need grammar to be able to aud, speak, read, write in the target language.
We must look at a number of techniques for presenting and practicing grammar. In some of these
activities the grammatical information given to the students will be extremely covert and in some
cases it will be made extremely overt [2: 3].
Covert grammar teaching where grammatical facts are hidden from the students even though
they are learning the language. In other words the pupils may be asked to do an information gap
activity or read a text where new grammar is practiced or introduced, but their attention will be drawn
to the activity or to the text and not to the grammar. With covert grammar teachers help the students
to acquire or practice the language, but they don’t draw conscious attention to any of the grammatical
means of the language.
343
Overt grammar teaching means that the teacher actually provides the pupils with grammatical
rules and explanations, the information is openly presented in other words. Some techniques for the
presentation of new language – for example where the teacher explains how Present Simple questions
need or does – are extremely overt. So with overt teaching we are explicit and open about the grammar
of the language but we simply get pupils to work with new language and hope that they’ll more or
less subconsciously absorb them to acquire the language as a whole.
Which kind of grammar teaching is best? Should we just practice using the language and hope
that the grammar “rubs off” on the pupils? Or should we practice using the language and also form
time to time draw pupils’ attention to the language’s formal grammatical characteristics? Should we
teach grammar at all? In recent years the emphasis has shifted away from the teaching of grammar.
Teachers have concentrated on other issues, such as how people learn languages and what they want
to say. Many teachers and writers discussed these questions and gradually created a new way of
looking at teaching called communicative approach. Two of the main issues in the communicative
approach were the teaching of language functions and the use of communicative activities. Together
with these issues a distinction has been made between acquisition and learning language functions.
Some people felt that teaching the grammar of the language didn’t necessarily help people to
understand the language. Just because, for example, somediv knew the verb
to be
, it didn’t mean
that he or she would be able to use it to introduce themselves or others. Language is used actually to
do things, to perform certain functions, like apologizing, introducing, suggesting, expressing, likes
and so on. Instead of teaching grammar, we should teach functions. The problem, of course, is that
the sentences that perform functions are made up of grammatical elements. Even the simple
introduction “ I’m John and that is Mary” is made up of the grammatical elements , the verb
to be
and
a demonstrative pronoun. Courses based only on teaching functions ( at beginner and elementary
levels) run into the problem that pupils have to know grammar to perform functions – but grammar
is often not being taught. There is now a general feeling that pupils need to learn how to perform the
function of language, but they need a grammatical structure and then get pupils to use it as part of a
functional conversation. An example of this would be the pupils learning the
going to
future.
LITERATURE:
1.Roberts P. English sentences. New-York, 1962.p.7
2.Rixon S. English Teaching Forum, №70, 1984.p.
THE USE OF VIDEO MATERIALS IN IMPROVING STUDENTS’ LISTENING AND
SPEAKING SKILLS
Tatyana Koyshekenova, a senior teacher of English and
Literature department, Uzbekistan
Nilufar Muratbaeva, a 4
th
–year student of English and
Literature department, Uzbekistan
Using video materials plays a crucial role in effective communication and understanding in
various aspects of life. Effective listening and speaking can lead to better communication, stronger
relationships, and improved understanding. Video materials and resources can be a valuable tool for
enhancing listening and speaking skills, as they provide visual and auditory stimuli that engage
learners and help them practice active listening and speaking. The given article deals with some
aspects of using video materials in teaching English as a foreign language. Video material stimulates
students’ interest, expands their knowledge of the linguistic and cultural features of the language
being studied, and also provides effective material for the subsequent discussion. Using videos in
teaching a foreign language opens up ample opportunities for the teacher and students in mastering
the language and foreign culture. Visual information allows students to better understand and
consolidate factual information, activates attention and memory, contributes to the development of
listening and speaking skills.
