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METHODOLOGICAL RECOMMENDATIONS FOR TEACHING
GRAMMAR AND IMPROVING GRAMMAR SKILLS
G.Mardieva (Master of SamSIFL)
Abstract. The subject of the research of this work is an actual problem of modern
methodology: the use of a communicative approach, new information and pedagogical
technologies in teaching English grammar. This problem is considered in a complex
perspective, i.e., first, the theoretical validity of the effectiveness of the use of
communicative and new pedagogical technologies in explaining new grammatical material
is given, and then the ways of their use are listed, depending on the learning goals.
Key words: grammar, teaching process, communicative activities, modern methods,
improvement, methodological recommendations.
There are a number of reasons why there occur different concepts about “grammar”
when one comes across this term. While it is perceived as a part of Linguistics in the course
of mother tongue at the secondary school, in teaching/learning foreign language it is
considered to be the grammatical side of the speech. According to various scientific sources
the world “grammar” could be limited in two notions: 1) the grammatical side of the speech
– structural organization of ideas in speaking, listening, reading and writing e.g., using
articles; speech patterns; verb forms of the person adequately to the context) and (grammar
phenomenon and abstractions e.g., the first place of the subject in the sentence; the plural
form of the noun).
There is a wealth of literature on methodology where one can see such terms as
acquiring “grammar mechanisms” as developing grammar subskills and others. The term
“mechanism” is used to describe the events in action/ it is more decent to use in short
“grammar mechanisms” than “using grammar elements in speech activity”.
The process of acquisition of the grammar mechanisms is divided into three parts: 1)
acquiring grammar actions; 2) studying the suggested material; 3) mastering grammar
generalizations [1, p. 79].
Grammar actions have the leading position in the grammar mechanisms of speech.
Assimilation of grammar actions is classified by the formation of automatized subskills of
speech grammar. Learning the suggested material of grammar is defined by memorizing
grammar forms. Memorizing and using nations and rules are called as generalization
mastering.
The study of the suggested material is called learning grammar units of the foreign
language, mastering grammar actions, i.e. developing subskills. Linking (auxiliary) words
and grammar morphemes are learned as a material whilst changing words, word
combinations and adhering word order are acquired as subskill.
The notion of grammar material is not a form of grammar phenomenon. The term
“form” is associated with the structure of a sentence or a word construction in the plan of
the content and expression.
Thus teaching English grammar is associated with assimilation of grammar
mechanisms.
The active and passive grammar had been the matter of discussion for a long period.
The active grammar means grammar phenomena used in reproductive as well as in
reproductive speech. In some sources the active grammar is called as “grammar of
speaking”.
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The nation of passive grammar, according to the methodological doctrine of
L.V.Sherba, consists of grammar phenomena and their abstraction used in speech perception
(reading, listening). Grammar rules of the English language in our brains should be so
automatic and familiar to us as to native speakers that we should know when the rules are
being violated.
Micro-form, micro-meaning and micro-usage are recognized as the unit of grammar
selection. The grammar phenomena for the oral speech of the learners are selected from the
real live speech of foreign native speakers and fictions. The resource of selection active
grammar is the spoken literary language. Passive grammar minimum is selected from the
written texts for students’ receptive speech development.
Active and passive minima do not differ very much as in vocabulary (active
minimum is in the passive input), active minimum is selected for all stages of the secondary
schools and passive grammar minimum is selected only for lyceums and colleges – for
advanced students.
The formation of grammar minima directly deals with the speech themes and
vocabulary minima which impact on the grammar selection.
The methodological criteria in preparation of educational grammar are classified as
follow.
Criteria of selecting active grammar minimum:
1.
Criterion of prevalence of grammar phenomena in oral and written speech. The
most frequent phenomena in people’s speech are “picked up” from the all grammar system
or material.
2.
Criterion of being grammar unit a sample. It requires the ability to developing
grammar subskills through given samples (e.g., building noun, adjective, adverb with the
help of suffixes).
3.
Criterion of isolation of mono-semantic facts. With the aim to prevent difficulties
the most frequent and stylistically appropriate units are selected, but only one of the
grammar from to excluding synonyms is selected.
Criteria of selecting passive grammar minimum:
1.
Criterion of wide usage in literary written style of speech.
2.
Criterion of polysemantics.
The element of action and criteria of selecting grammar material are directly linked. Some
of them function as the main, others as complementary. Types of speech activity need various
language material input. The most demanding in them are reading and listening. The grammar
input for speaking and writing is relatively less than for reading and listening [3, p. 42].
There are many ways to prepare yourself for teaching English grammar. Here are
some ideas:
•
Ask non-native speakers of English (assuming you are a native speaker) about the
English grammar that they found the most difficult. Conversations with people who have already
learned English can provide insight into what beginners will find confusing. This will help you
learn to teach English grammar. Along these same lines, non-native English-speaking teachers
can reflect on which grammar topics were most difficult for them to master.
•
It’s not a bad idea to familiarize yourself with resources for teaching grammar, such
as WordReference.com, a dictionary that conjugates verbs in every tense, saving you time
and effort.
•
Use what you learn from another language to improve your English grammar chops.
You may be able to learn a new language as a result of teaching in a new country or using
online resources. Learning a new language will push you to understand grammar and give
you empathy for your students when you do begin teaching.
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•
Spend time looking into the possible pedagogical aids you may have at your
disposal. A simple online search for terms like “English grammar infographic” or “verb
agreement visual aid” will turn up a lot of things you can study on your own time. Some
people learn best with visual cues, so you could also give these aids to your students.
•
Work on your writing with an online tutor. It might be possible to improve your
grammar by having someone check over your written communication [2, p. 725-726].
We have such a conclusion that the forming of grammar skills depends on training.
Training is of great importance to realize the grammar item. We must use a lot of training
exercises for the assimilation of grammar.
LITERATURE:
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