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305writing, and an essay on dinosaurs might include both informative and perhaps persuasive writing. Learning to write in a foreign language is a demanding task that can easily make students unmotivated. To solve this problem, teachers can apply their knowledge of current theories and methods to make writing instructions more successful. For example, familiarity with the process approach to writing allows a teacher o help students recognize the steps they go through to create a written text, which should lead to less stressful and more motivated writing [3, 67]. Additionally, an understanding of how to apply the principles of project work to a writing task lets the teacher incorporate elements that are sure to stimulate students to express themselves on paper: a relevant topic and authentic purpose for writing; collaboration with their peers; use of all four skills; and variety of activities to gather information, such as researching disciplines and interviewing different people. The final result is to motivate students who are pleased that they have created something that is useful and has meaning. Therefore, those instructors who apply project-based learning will definitely increase students' motivation and become the most successful in teaching writing. Another useful technique of teaching writing in ESP classes is using messengers. Messenger is an instant messaging service and software application which provides an opportunity to send text and voice messages, photos, videos, files, location and works only with the Internet connection. iPhones and Smartphone's are spread all over the world, more and more people are using messenger applications. Lots of different types of messengers are known, but the most used ones in Uzbekistan are WhatsApp and Telegram. Whats App Messenger is an instant messaging application for Smartphone which operates under subscription business model. It was founded in 2009 and in January 2015 the amount of users was 700 million. It is not free, but one can use it during a year. There can be created groups with maximum 50 people [2, 33]. Once a messenger is installed, it will be connected with the user's phone number. The user can communicate with people in their contacts, which also use this application. One can create a group up to 200 members with the help of this application. These applications are widely spread in Uzbekistan, they can be applied for educative purpose. There a lot of benefits of using messengers in teaching and learning, as well as improving writing skills of the students.
References
1. Peter W. The teaching of English as an International Language, 1998.
2. Flower and Hayes. A Cognitive process of Theory Writing, National Council of Teachers of English, 1981.
3. Shaughnessey Mina P. Errors and Expectations- guide for the teacher of basic writing. Oxford University Press, 1977.
DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR
Fayazova D.S.
Fayazova Dilfuza Sadulloyevna — Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception.
Keywords: English language teaching, instruction, EFL grammar instruction, teaching, difficulties in grammar instruction.
The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether
there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties.
Grammar is a main component of any language in the world. Without grammar, you can't understand, for example, the time of action whether it happened in the past or in the present. We can say that grammar is abstract in the mind and it becomes concrete in the use. Teaching grammar is serious and has a lot of challenges that teachers face [1, 36]. In this essay, I, as a teacher, will discuss some of these difficulties and suggest solutions from my own experience. One of the problems generally faced by most of the teachers of English is the poor standard of the students. Students are even ignorant of the basic rules and structural patterns which they are supposed to have learnt at the lower level. If a teacher directly starts his teaching at the graduate level without trying to know the level of the students, his efforts will not bear any fruits as he will not be able to raise a structure over a feeble foundation. A teacher should begin from the simple grammatical items and proceed towards the complex ones. Each succeeding grammatical item has to be based on the previous ones taught earlier in the class. Thus, by carefully selecting the frequently recurring grammatical items and by grading them as per the background of the learners, a teacher should provide constant practice to the students in creating and using sentences based on the grammatical forms and structures in various day-today situations of their lives. The biggest problem is that students find the grammatical lesson so difficult and boring. To solve it, I prefer the "Communicative" way of teaching grammar than the traditional way. Grammar, as we all know, should be presented in context. Whatever the technique is used to present grammar, it should followed by guided practice. This GP helps the learner process the language. Free practice is widely advisable: interaction should be encouraged and multiplied. Moreover, English prepositions are a problem because different languages use different prepositions to express the same ideas. It will help your students if you do not teach too many prepositions at one time. Also, it will help if you are sure to put the prepositions in context (in a situation where the use is natural) [2, 32]. What is more, in English, word order is more important than it is in many other languages. Very often ESL students produce sentences that sound strange to the native's ear because the order of the words in the sentences is wrong. Teachers should implement rearrange words to form meaningful sentences. It took a lot of explaining and many examples to help her understand the different tenses and how to use them. In English, there are so many- present, past, future, past participle, present progressive, etc...and also gerunds, which can act as nouns. Explaining the difference between these tenses was very hard, especially with the language barrier between us
Generally speaking, in teachers' perceptions, both teachers and students invariably face serious difficulties with regard to EFL grammar instruction, students facing them to a greater extent than teachers. It is obvious that EFL teachers consider these difficulties quite serious, which suggests that serious attention needs to be paid to them. There may be generally recommended ways of teaching EFL grammar (for example, the implicit method), but it would not be proper to adopt them universally without looking at the possible difficulties that might go with those methods suggested. While a less favoured method might pose fewer problems and hence be more effective, a more favoured method might be less effective owing to greater difficulties or problems in implementing it. The difficulties may also be influenced by the context in which a particular method is used [3, 50].
References
1. Baron D., 1982. Grammar and good taste: Reforming the American language.
2. New Haven, NJ: Yale University Press.
3. Borg S., 1999. The use of grammatical terminology in the second language classroom: a qualitative study of teachers' practices and cognitions. AppliedLinguistics, 20 (1): 95-126 (cited in Burgess and Etherington, 2002).
