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72CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda.
BELIEFS ABOUT TEACHING GRAMMAR
Shakhloza B.Karimova
Teacher of the English language, Department of The English Language, Fergana State University, Fergana, Republic Of Uzbekistan. [email protected]
ANNOTATION
The article discusses the points of teaching grammar in modern perspectives in dealing with grammatical patterns at different educational institutions. The results of approaches and beliefs on teaching grammar is investigated throughout the context of TESOL.
Keywords: teaching grammar, approach, perspectives, beliefs, descriptive, prescriptive, deductive, inductive.
INTRODUCTION
The process of learning of any language is a challenging and important area of investigation in all times. One of such a discursive point to discuss is "Teaching grammar". So, What is grammar? The word "grammar" derives from Greek and means "art of letters" (gramma = letter). The term "grammar" is used in two meanings. On the one hand, in its wide sense, the term refers to the explicit theory constructed by the linguist to describe the speaker's linguistic competence. On the other hand, in its narrow sense, the term "grammar" refers to the study of morphology (i.e. the rules of word formation, parts of speech and their grammatical categories) and syntax (i.e. the rules of sentence formation), often complemented by phonolo- gy, lexicology, semantics and pragmatics (Fromkin et al. 2003: 14).
Our ability to speak and understand, and to make judgments about the well-formedness of sentences, reveals our knowledge of the grammar of our language. About two thousand years ago the Greek gramma- rian Dionysius Thrax (^oroBobQ defined grammar as that which permits us either to speak a language or to speak about it (Kirvolidze N. 2013: 4).
METHODS
According to the different scholars opinion teaching grammar is an essential part of leaning any languages. From the ancient times it is considered core idea of developing languages. The article describes the tremendous attitude towards dealing with grammar in a classroom. According to the TESOL CORE CERTIFICATE
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. PREGRAM (Foundation part) grammar is a part of any language teaching process. If there is a question What is grammar from the teachers point of view, probably you might be thinking something like, "grammar is the rules and structure of a language." But, a more suitable definition might be: Grammar is the description of the patterns used by speakers of a language. There are two perspectives towards teaching grammar descriptive and perspective. If the grammar in terms of rules, then you're viewing language from a prescriptive perspective in which you are saying what is "correct" and what is "incorrect" without consideration for variations between speakers, differences between spoken and written language, or the importance of developing communicative competence and fluency. Also, if the grammar in terms of patterns and not in terms of rules, you accommodate language change. The patterns we use change over time. For example, the English my grandmother spoke is slightly grammatically different from the English we speak (Tesol international association).
Beliefs about teaching grammar is presented by Tesol association. I would like to share with my experience accomplishing Tesol academic course and the part of beliefs about teaching grammar. We asked to full fill a google form task about our beliefs on dealing with grammar. The form included points like: Grammar is best described as the rules of a language, Grammar is the same for writing and speaking, Easy grammar structures should be taught before more difficult ones, Grammar should not be taught explicitly, Grammar structures should be learned one at a time, Grammar only applies to words and sentences, We do not want students to make grammar errors, Grammar doesn't change, Grammar is boring. The task to choose the points to be mostly true or false. As a teacher of English and the person dealing with grammar so many years I reflected my attitude about grammar and indentified most of them to be true.
RESULTS
Actually, almost all points that I considered true were changed into false after having analyzed presented materials and watched the video about grammar form the Tesol. Firstly, I realized that grammar is not always a way describes the rules of language. It is a term of patterns instead of rules. And it is how speakers use language in a real life and it contains language use. Moreover, it changes over time as a use of language. Language users unconsciously can contribute the use of some patterns more than others in language. So, the grammar can change according to the use of language.
I would like to highlight the statements that I feel strongly about. Students making grammar errors. Mostly, teachers belief that if students have a clear instruction students hopefully can't have grammar mistakes. I can say that students to make some grammar errors even after having highly motivated instructions. I think, it is connected with the students mental abilities and incomplete understanding about the use of grammar in language. As a teacher we shouldn't have a deep emphasize on students grammar errors, instead teachers should present grammar in communicative and interactive way.
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. Teachers shouldn't forget that grammar is only a part of language which helps to be independent users of language and it never ends in itself.
Moreover, considerations on grammar only applies to words and sentences. Mostly all language users consider that grammar includes word and sentences only. As a good grammar use they provide a good structured sentence forms and spelling words well. Such an inaccurate thoughts may impact on language use and later can cause misusing grammar in different perspectives.
There are some statements that can be given as a typical incorrect understanding grammar in classes. School teachers presents grammar as an important means of acquiring language. They think grammar is language. I worked as an English teacher at school 5 years ago and experienced the use of grammar almost in every lesson. I tried to explain to my colleagues at school that language can be acquired apart from grammar. Grammar is just a part o f language and it helps to use language independently. According to the school teachers opinion grammar should be taught explicitly. In order to communicate in English language students should be aware of all grammar rules.
To this point, I would explain communication can happen without knowing grammar completely. The purpose is using language and why do we need grammar if learners can already use it. I suggest to see grammar as a part of other language point to be mentioned in every lesson. Topic should be presented and it should be emphasized by speaking, writing and listening and other important points to highlight. And here grammar should stand as a part of such a point to mention to explore the topic and use it independently.
DISCUSSION
The most interesting point is about the statement, grammar is boring. As a result of considering grammar the only way to acquire language, mostly teachers prefer to have their lessons based on traditional deductive approach. Of course, it bores students to have the same lessons every day. I would suggest to deal with inductive approach too. Designing lessons more colorful is a way to have more active students in a class. Why grammar lessons are boring? Because, there teacher is dominant and has much opportunity to speak about the language. Grammar should be presented through students interaction and communication. Students should have a clear understanding by experiencing grammar on their own in communicative classes. They also should be able to use grammatical patterns in real life situations.
CONCLUSION
Teaching grammar was and will be the most regarded point in language area. The point is when and how to apply a suitable formats of teaching grammar according the context and the levels of learners. With the help of Tesol academic course, the beliefs are organized correctly about teaching grammar. Hopefully, the coming period of
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. teaching standards will be based on these reflections indentifying grammar as essential part of language learning but not as a whole language learning process. Dealing with grammar means, dealing with correct language communication. But it is important, communication can happen without grammar.
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