Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Lexical components and transformation of traditional
teaching of English grammar
Gulizebo UZAKOVA
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received June 2024
Received in revised form
10 June 2024
Accepted 25 July 2024
Available online
15 July 2024
Changing traditional teaching is associated with the search
for innovations to modernize the goals and content of training.
Teaching grammar is one of the most important problems of
modern methods of teaching foreign languages. The use of
functional grammar elements within the communicative
approach is becoming increasingly popular. Experience in
teaching grammar shows that this approach, although it has a
right to exist, is not suitable for everyone. There are students
for whom it is more useful to master grammar by mastering
certain combinations of words that are often used in one or
another grammatical structure.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss4-pp74-79
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
lexical components,
teaching methods,
grammar,
grammar elements,
education system.
Leksik komponentlar va ingliz grammatikasini an
’
anaviy
o
‘
qitishning transformatsiyasi
ANNOTATSIYA
Kalit so‘zlar
:
leksik komponentlar,
o‘qitish usullari,
grammatika,
grammatika elementlari,
ta’lim tizimi.
An’anaviy o‘qitishning o‘zgarishi o‘qitish maqsadi va
mazmunini modernizatsiya qilish uchun innovatsiyalarni izlash
bilan bog‘liq. Grammatikani o‘rgatish xorijiy tillarni o‘
qitishning
zamonaviy metodikasining eng muhim muammolaridan biridir.
Kommunikativ yondashuv doirasida funksional grammatika
elementlaridan foydalanish tobora ommalashib bormoqda.
Grammatikani o
‘
qitish tajribasi shuni ko
‘
rsatadiki, bu
yondashuv yashash huquqiga ega bo
‘
lsa-da, u hamma uchun
mos emas. Shunday talabalar borki, ular uchun ma
’
lum bir
grammatik tuzilishda tez-tez ishlatiladigan so
‘
zlarning ma
’
lum
birikmalarini o
‘
zlashtirish orqali grammatikani o
‘
zlashtirish
ancha foydali hisoblanadi.
1
Teacher, Samarkand State Institute of Foreign Languages.
2
Teacher, Samarkand State Institute of Foreign Languages.
3
Teacher, Samarkand State Institute of Foreign Languages.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
75
Лексические
компоненты
и
трансформация
традиционного преподавания английской грамматики
АННОТАЦИЯ
Ключевые слова:
лексические компоненты,
методы обучения,
грамматика,
грамматические
элементы,
система образования.
Изменение традиционного обучения связано с поиском
инноваций для модернизации целей и содержания обучения.
Обучение грамматике является одной из важнейших
проблем современной методики преподавания иностранных
языков.
Использование
элементов
функциональной
грамматики в рамках коммуникативного подхода становится
все более популярным. Опыт преподавания грамматики
показывает, что такой подход, хотя и имеет право на
существование, подходит не всем. Есть ученики, которым
полезнее осваивать грамматику, овладевая определёнными
сочетаниями слов, часто употребляющимися в той или иной
грамматической конструкции.
INTRODUCTION
Socio-economic changes in the country have influenced the goals and objectives of
foreign language teaching in modern schools and universities. At the present stage of
development, education in its inseparable, organic connection with science is becoming
an increasingly powerful driving force of economic growth. The main task of educational
policy is to ensure the modern quality of education based on maintaining its fundamental
character and meeting the current and future needs of individuals. Modernization of
education is a political and national task. Modernization of education aims to create a
mechanism for sustainable development of the educational system. Modernization of
education has affected all areas of education, including such an area as "foreign
language".
LITERATURE REVIEW AND METHODOLOGY
The division of language into separate fragments/disciplines adopted in teaching is
largely conditional. The isolation of grammar, vocabulary, phonetics, etc. as independent
subjects can be considered a certain tribute to the traditional bias of science towards the
analytical approach, which, as is well known, consists in dividing the whole into its
components. By now it is clear that language is something holistic, and complex, all
components of which are inseparably connected and interdependent. Curiously,
traditionally many grammar textbooks are called "The Structure of Modern English" [3].
In other words, we are talking about a single system/structure of the English language.
As a foreign example, we can cite L. Brinton's book, which is also called "The Structure of
Modern English" and contains - in addition to the grammar itself - sections on phonetics,
pragmatics, lexical semantics, etc. [2, p. 18, 129]. The lexical approach, proposed by
M. Lewis in the early 90s of the last century, rejects the grammar/lexicon dichotomy and
insists that language consists of so-called "lexical chunks" [4, p. 37]. It should be noted
that the idea of inseparability and indivisibility of grammar and vocabulary was also
expressed by a number of native scientists. In particular, the famous linguist V.I. Karasik
claims that "there is nothing in grammar that is not in the vocabulary". Such a view of the
relationship between grammar and vocabulary cannot but suggest that grammatical
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
76
structures/constructions can be taught based on lexical units/fragments/blocks most
frequently found in these structures and texts. In a sense, this is analogous to the process
by which students learn that the word responsible is most likely to be followed by the
preposition for (or to) and that the preposition of should be used after to be afraid.
Each level has its own block of exercises, which contains certain types of exercises
that are typical for that level. For example, what comes almost automatically to the mind
of anyone who has studied English grammar when they simply list the following words:
never, ever, yet, just, already? What tense is used when you hear the adverbs always,
constantly, usually, sometimes? Obviously, in the first case, we are talking about the
beloved/hated Present Perfect, and in the second case, we are talking about the Present
Simple. It is important to note that almost all grammar textbooks pay attention to this
and position the corresponding adverbs as time indicators. Are such notes useful, or is it
more correct to speak of an overly - overly - simplified way of representing this or that
grammatical tense? The answer to this question is important, because relying on the use
of such "temporary cues" may contradict real usage. For example, sentences containing
never and sometimes are perfectly correct: "He never touches alcohol" or "Sometimes I
spent hours doing my homework. While we agree that time indicators are indicators, not
automatic determinants of a particular time, and require careful consideration, we
believe that they are a useful and necessary tool in the process of teaching EFL (English
as a foreign language). Moreover, it seems that more such "tips" of a lexical nature should
be used in the practice of teaching grammar. We are talking about tips that focus
students' attention on language units that are often found in various grammatical
constructions. Let's focus on some practical points/illustrations of grammar teaching.
Attempts to transform traditional learning are associated with the search for
innovations that would change (modernize) the goals and content of learning, as well as
the technology of its development, which will ultimately lead to qualitative changes in
learning: from standard activity to productive, exploratory, aimed at creating something
new product, new result. In this regard, in the theory of methods of foreign language
teaching, various approaches to teaching (concepts) and innovative models that
implement these approaches are developed. Each approach to learning reflects the
processes taking place in one or another scientific direction, in one or another branch of
scientific knowledge [4]. As a rule, innovative teaching models focus on students'
transdisciplinary learning activities. Therefore, special attention is paid to their search,
cognitive activity, and emotional and reflective aspects of learning [5].
DISCUSSION AND RESULTS
In the modern interpretation of the methodological system of foreign language
teaching it is a set of main components of the educational process: goals and objectives,
principles, content, methods and techniques, exercises, means and organizational forms of
teaching. The last three components form the teaching technology (I.L. Beam, M.K. Kolkova).
The specificity of the modern direction of foreign language teaching in higher
professional schools is connected with the actualization of society's need for competent
specialists who speak the language as a means of professional international
communication [6]. The easiest way to learn a language is in a natural language
environment. The process of mastering a language outside the country of the target
language and without direct contact with the culture of native speakers seems less
favorable, so it is necessary to search for new theories, methods and principles of
teaching that can make this process as effective as possible.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
77
If we consider language as a system, then grammar is one of its most important
components. Teaching grammar is one of the main problems of modern methods of
foreign language teaching. It is impossible to develop stable communication skills
without regular grammar teaching. Analytical and structuring grammar is practically
absent in language teaching. However, developed grammatical skills are very important
for error-free use of grammatical means in all four types of students' language activity.
The most effective way to develop grammatical skills is to regularly perform a
large number of training exercises in the use of grammatical phenomena [7]. It is
impossible to speak a foreign language without mastering the mechanism of forming
structures according to one or another rule. Of course, every person who speaks English
fluently has an internal system of English grammatical rules, which allows him to
intuitively correctly form an unlimited number of sentences in English.
To master all the grammatical phenomena of a foreign language to the extent of
their automatic use, a large amount of time is required, which significantly exceeds real
learning conditions.
The teacher must choose a sufficient grammatical minimum, the assimilation of
which will ensure, on the one hand, relatively correct grammatical design of productive
types of speech activity (speaking), and, on the other hand, comprehension during
reading and listening. Overestimation of the volume of actively absorbed grammatical
material, as we can see from practice, hurts the quality of its mastery: students do not
sufficiently grasp the most elementary phenomena of morphology and syntax.
As it is noted in scientific literature, that despite the richness of the language, only
a small, most frequently used part of it is the most necessary and sufficient. Therefore,
it is possible and advisable to limit the volume of material taking into account specific
conditions. In the methodological literature, the basic principles of selection of the
grammatical minimum have been developed (I.A. Zimnyaya, Sh.A. Amonashvili, I.L. Bim,
etc.). The active grammatical minimum includes phenomena that are necessary for
productive types of language activity [3].
There are numerous attempts to use different "types" of grammar to achieve the
most effective results in mastering a foreign language. However, not all attempts have
been successful. Currently, the use of elements of functional grammar within the
communicative approach is becoming increasingly popular.
Functional grammar focuses on the study and description of the functions of
grammatical units involved in conveying the meaning of an utterance. The task of
functional grammar as a special type of grammatical description is "... the special
development of the dynamic aspect of the functioning of grammatical units and
categories in the interaction of elements of different language levels involved in
expressing the meaning of a statement, i.e. grammatical structures are considered and
evaluated from the point of view of their functioning in language" [1]. Thus, the essence
of functional grammar can be defined as the description of various grammatical
phenomena not only from the point of view of formal features and structure but also
from the point of view of their functioning in language.
The choice of one or another grammatical structure is determined by the
communicative situation, which includes the communicative partners, their attitudes
towards each other, and the communicative tasks. Moreover, the situation encourages its
participants to engage in such interaction, which is characterized, among other things,
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
78
by certain extralinguistic features. It is the extralinguistic reality that is the basis for the
formation of the structure of a sentence. It is comprehended by a person and this image is
realized in speech in accordance with grammatical forms that are designed to convey
certain situations in each specific language.
The functional approach makes it possible to organize grammatical material in
such a way that the learner masters not one, but several means of expressing a particular
communicative intention. For example, to express motivation, students can use simple
imperative formulas (Do it! Bring it!), expressions with a modal verb in the indicative and
subjunctive (Sap you...? Could you...? Will you...?), etc. And, for example, the designation of
the future tense can be achieved by using such tense forms as Future Simple and Present
Progressive, as well as lexical and grammatical means (next year, the day after tomorrow,
in a few weeks, etc.) [2].
In practice, the most optimal method of teaching has proved to be the combination
of functional mastery and conscious mastery of grammatical material. This "combination
of approaches" is justified by the fact that the conscious mastery of grammatical forms
and functions contributes to the rapid and effective formation of grammatical skills in a
foreign language.
The basis for constructing a set of exercises for teaching functional grammar
should be based on a criterion that would allow the exercises to be arranged in a
sequence that ensures a gradual transition from simple to complex with increasing
linguistic and mental difficulty. Such a criterion can be considered as the degree of
independence that the student must demonstrate when performing a speech act.
All the work of mastering functional grammar can be divided into three main stages:
1) the stage of introduction of grammatical material and its initial training
(indicative-preparatory stage);
2) the stage of preparing a coherent independent utterance using grammatical
structures that have been fully or partially specified (stereotyping-situational stage);
3) the stage of independent performance of speech acts (variable-situational stage).
Thus, the proposed approach to mastering a variety of grammatical material has
the right to exist and to be used. It will be especially appropriate and productive to use a
lexical approach with groups or individuals whose level does not exceed B1 on the CEFR
scale. This is the majority of students, and they do not always need to understand the
subtleties and details of the reasons why this or that grammatical phenomenon is used.
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Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
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