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PROBLEMS OF LEARNING GRAMMAR AND ORGANIZATION OF EDUCATIONAL MATERIAL Isamuhammedova M.N. Email: [email protected]
Isamuhammedova Muniskhon Nazhmutdinovna - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the problems of teaching grammar and the organization of educational material. Grammar mastery causes many difficulties, which are compounded by grammatical terms and rules and an infinite number of exceptions. Often in schools, the teaching of grammar is limited to dry tables, memorization of constructions, exercises of the same type, applying which the student is not entirely convinced of the practical benefits of what he does. A large number of terms makes learning difficult. The article defines the basic principles of selection and organization of grammatical material since these difficulties should be taken into account during the selection and organization of grammatical material. Keywords: organization of educational material, principles of selection, difficulties in language proficiency, grammar skills.
ПРОБЛЕМЫ ОБУЧЕНИЯ ГРАММАТИКЕ И ОРГАНИЗАЦИИ УЧЕБНОГО МАТЕРИАЛА Исамухаммедова М.Н.
Исамухаммедова Мунисхон Нажмутдиновна - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье рассматриваются проблемы обучения грамматике и организации учебного материала. Усвоение грамматики вызывает много трудностей, которые усугубляются грамматическими терминами и правилами и бесконечным числом исключений. Часто в школах преподавание грамматики ограничивается сухими таблицами, заучиванием конструкций, однотипными упражнениями, применяя которые учащийся не совсем убежден в практической пользе того, что он делает. Большое количество терминов затрудняет обучение. В статье определяются основные принципы отбора и организации грамматического материала, так как эти трудности должны учитываться во время отбора и организация грамматического материала.
Ключевые слова: организации учебного материала, принципы отбора, трудности овладения языком, грамматические навыки.
UDC 303.022
Learning foreign languages comprise several aspects. One such aspect is grammar. Perhaps, not a single aspect of language teaching has been the subject of such intensive discussions and discussions as grammar for many years. Grammar occupies an important place in teaching foreign language speaking; it is a kind of framework on which vocabulary is based. Learning grammar and the correct design of the utterance, as well as recognition of grammatical forms in speech and writing, occurs through the formation of grammatical skills.
It is impossible to take the grammar from speech, without a grammar mastery of any form of speech is not imagined, since the grammar, along with the vocabulary and sound composition, is the material basis of speech. Grammar has an organizing role. [2, p. 89]
You need to keep in mind the following significant differences in the conditions of mastering the native and foreign language, which affect the approach to teaching grammar of a foreign language:
- The native language is the primary vital means of communication. It is absorbed in childhood in parallel with the adaptation of the child to the environment.
- A foreign language is a secondary means of communication, the use of which is not dictated by vital necessity; mastering a foreign language begins at school age, when the main means of communication, the native language, has already developed; therefore, special efforts are required to motivate learning the language.
- The native language is mastered in a natural and abundant linguistic environment, from which the child, without special efforts, that is, involuntarily and in a short time, isolates patterns.
- Mastering a foreign language takes place in a learning environment in a foreign environment for the student. There is no sufficient basis for the involuntary identification of patterns. Therefore, when mastering grammar in a school course of a foreign language, special attention should be paid to theory and its optimal combination with speech practice, as well as to the ratio of an arbitrary form of attention to involuntary, i.e., the consistent implementation of the principle of consciousness [1, p. 57].
The principle of consciousness underlies all methods used in mastering grammar each method establishes its own correlation between theory and practice. It is only important to keep in mind the following: the application of a "pure" theory without its confirmation by the concrete facts of the functioning of the grammatical phenomenon, just as "pure" practice without its understanding are not acceptable when mastering grammar in a school course of a foreign language [3, p. 49].
To solve the problems of teaching a grammar of a foreign language, it is necessary to clarify the concept of "grammar", to establish the relationship of the grammar of a foreign language with specific features with the practice of teaching, pedagogy, psychology, linguistics and consider its pedagogical goals.
The communicative goal of grammar education in high school allows us to formulate the basic requirement for grammatical material to be learned in high school: it must be sufficient for using the language as a means of communication within the limits set by the program and real for learning it in these conditions.
Arguments of intensive learning grammar in a foreign language course comprise the followings:
1. Having mastered the native language, a person does not study the rules of grammar, but learns the laws of building speech in the process of communication.
2. Many native speakers make a fairly large number of grammatical errors and reservations, but this is not considered something unacceptable. Too grammatically correct speech, the absence of any errors betrays educated foreigners.
3. The explanation of grammar in grammar guides is built using so many specific grammatical terms that it is almost impossible to understand anything the first time. And such an explanation confuses an unprepared reader rather than provides the necessary assistance.
4. The effectiveness of speech interaction is determined not only by observing grammar standards, but also by other speech and language skills.
5. We must try to avoid those errors that fundamentally hinder effective speech interaction, but it is not necessary to have a complete understanding of the whole grammar system of the language.
6. Learning grammar by mechanically writing down rules and practicing them in a system of substitution and translation exercises using abstract, meaningless examples, in isolation from real communicative situations, does little to create real literacy.
7. Even in the system of international exams, the requirements for the level of formation of grammatical skills do not occupy such a large place and are not controlled as tightly as in
the domestic practice of teaching a foreign language, where grammar is a measure of literacy and successful mastery of a foreign language (2, p. 105).
If we keep in mind that the creation of grammatical skills is associated with the expenditure of a significant amount of time for performing exercises, then it is unlikely to master all the phenomena of a foreign language to the degree of automated use of them in school learning a foreign language. Certain, very significant restrictions are needed in the selection of grammatical material and, above all, those grammatical phenomena that students should be proficient in - in productive and receptive types of speech activity. The overestimation of the volume of actively assimilated grammatical material, as practice shows, negatively affects the quality of possession: students do not have enough firm knowledge of the most elementary phenomena of morphology and syntax. Therefore, it is possible and advisable to limit the amount of material, in particular grammar, taking into account the specific conditions for teaching a foreign language.
The main requirements for the volume of grammatical material to be learned in high school are:
• Its sufficiency for using the language as a means of communication within the limits set by the program and the reality for mastering it in the given conditions.
• The main principles of selection in the active grammatical minimum are:
1) The principle of prevalence in oral speech;
2) The principle of exemplariness;
3) The principle of exclusion of synonymous phenomena. In accordance with these principles, only those phenomena that are necessary for productive types of speech activity are included in the active minimum.
• The main principles of selection in a passive grammatical minimum are:
1) The principle of prevalence in a book-written style of speech;
2) The principle of polysemy. In accordance with these principles, the most common phenomena of book-writing style of speech, which have a number of meanings, are included in the passive minimum.
• The principle of the functionality of the organization of grammatical material is extremely important. Grammar phenomena should not be studied in isolation from lexical material.
References / Список литературы
1. Kupriyanova G.V. Group and independent work of students in the development of grammar // Foreign languages at school, 2001. № 6. P. 89.
2. Rogova G. V., Vereshchagina I.N. Methods of teaching English at the initial stage in high school: A manual for the teacher. M.: Education, 1988. 224 p.
3. Sergeeva O.E. The use of characters in working with preschoolers to form lexical and primary grammatical skills in a foreign language // Foreign languages at school, 2002. № 6. P. 49.
4. Vitlin J.A. Modern problems of teaching the grammar of foreign languages // Foreign languages at school, 2000. № 5. P. 57.
