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TEACHING ENGLISH GRAMMAR IN CONTEXT
Ashirov D.
Nukus, Uzbekistan
2
nd
year Student, English Language and Literature Department
Berdakh Karakalpak State University
Atashova. F.D.
Nukus, Uzbekistan
Scientific advisor, Berdakh Karakalpak State University
Abstract:
This article is dedicated to a new grammar teaching approach – context-based
teaching. In order to be proficient at four language skills, having a good understanding
of grammar is required. However, learning grammar rules may be difficult, confusing or
tiring. This paper, therefore, aims to shed some light on the analysis of context-based
approach and discusses its importance in language training. In addition to this, one
sample lesson using above-mentioned method will be presented to illustrate and clarify
opinions.
Key words:
Grammar, context-based teaching approach, motivation, texts, paradigm,
grammar rules, authentic materials.
Introduction
Grammar is one of the most important parts of language teaching and learning,
since it can help language learners to become more accurate and produce error-free
sentences which make the speech easy to perceive and do not cause any confusion.
Incorrect use of grammar does not convey meaningful message and it is difficult to
communicate with others. According to David Crystal, grammar is the structural
foundation of our ability to express ourselves. The more we are aware of how it works,
the more we can monitor the meaning and effectiveness of the way we and others use
language. It can help foster precision, detect ambiguity, and exploit the richness of
expression available in English [1]. However, acquiring grammatical knowledge might
be boring and a never-ending process. The main reason behind it is that grammar rules
are usually complex and have numerous exceptions. This may lead to lessening students’
motivation to learn. This paper, hence, offers a new teaching method – teaching grammar
in context. Since a shift from the paradigm of language as a formal system to the
paradigm of the language user has taken place in linguistics, context has become a key
notion in language study. Language learners’ interest in how language is used in real life
situations and what people mean when they exploit its meaning potential has grown [2;
59].
If context-based teaching is employed to grammar teaching, learners’ competency
of using correct grammar and their accuracy will improve. Teaching grammar in context
will assist students in learning grammar structures and forms. Learners will be more
successful communicators if they master grammatical norms in context [3; 301-309].
Firstly, most language learners fail to utilize grammar rules correctly in speaking,
even though they have learned and understand them. Context-based teaching approach
can be a good solution to this major problem as it helps students to know about how
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grammar rules they have learned operate in real life and conversation. According to
Harmer, the teacher’s primary duty while teaching grammar is to demonstrate to the
students what the language means and how it is used; and must also demonstrate to the
students what the grammatical form of the new language is and how it is stated and
written [4]. Teaching grammar in context allows students to grasp how language works,
which improves their communication abilities. Students need to comprehend how native
speakers use the new language, and the best method to achieve this is to provide language
in context.
Another point that should be mentioned is that students’ motivation to learn the
target language is also crucial. Learning grammar structures, rules might be tiring and
cause demotivation [5; 77-79]. By teaching grammar in context, this problem could be
resolved. The reasons behind it are that grammar rules are easier and simpler to learn and
use in speaking when this approach is applied. Another reason is that materials related to
context-based teaching include different texts and dialogues, which could be interesting
for learners. As Richards puts it, in CLT classroom materials typically make use of
authentic texts to create interest and to provide valid models of language [6; 24].
In order to clarify and illustrate above-mentioned opinions, let’s look at the
following sample lesson and discuss it. Firstly, the following authentic text (text which
was not written specifically for teaching) is chosen to teach passive voice form of past
simple.
The lesson consists of 5 steps.
Step 1
After distrubuting the text to students, they are given some time to look up the new
words in the given text so as not to have a problem with vocabulary during the lesson.
Step 2
Teacher asks the students to read the text and answer these questions:
When was
the Titanic built? Why wasn’t it given enough lifeboats? What was established due to the
disater?
The students check their answers in pairs before the teacher checks them in open
class.
Step 3
The teacher asks the students to turn their paper over, and writes these two
sentences on the blackboard: (1)
The hull was damaged by a collision with a huge
iceberg.
(2)
A collision with a huge iceberg damaged the hull.
Then the teacher asks
which of these sentences have been written in the text and differences between them. The
teacher instructs construction of passive voice and active voice identifying (1) as a
passive voice and (2) as an active voice.
The Titanic
The Titanic was built in 1912. It was designed in a new way and it was thought to be
unsinkable. Because of this, it wasn’t given enough lifeboats for the passengers and
crew. The hull was damaged by a collision with a huge iceberg and it sank very fast. A
total amount of 1 513 people was drowned that day. Due to this disaster, new
international safety laws were passed and Ice Patrol was established.
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Step 4
The teacher asks students to find other examples of passive voice and discuss in in
pairs. Upon checking this task, students learn other rules of passive voice form of past
simple.
Step 5
Students are required to write and tell a story they have experienced using passive
voice. This task helps students to use the grammar rules appropriately they have learned.
It should be noted that all methods and approaches have advantageous sides and
drawbacks. The approach being discussed is not exception here, it has also some
advantages and disadvantages.
Advantages of context-based teaching approach:
enhances students’ competence of using grammar rules in real conversation;
increases students’ motivation to learn language;
opportunity to learn new vocabulary;
improves communication abilities;
boost learners’ language skills, especially reading.
Disadvantages of the approach:
requires students to have basic knowledge;
cannot be applied for beginners.
Conclusion
It can be concluded that the goal of most English language learners is to gain the
ability to use the language either in spoken or written form in an appropriate way. Hence,
using context-based teaching approach in grammar lessons is helpful, since it is a good
way to instruct students how to use grammar correctly in conversation and the language
operates. Apart from that, it is also a good way to maintain the interest of pupils to the
grammar, because grammar in context is motivating. Furthermore, by this approach not
only do students learn grammar rules, but also they boost their vocabulary through
reading texts.
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