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99ROLE OF VISUAL AIDS IN TEACHING ENGLISH GRAMMAR IN
SECONDARY CLASSES
Nafisa Abdusamatova
Student of Chirchik state pedagogical institute of Tashkent region
ABSTRACT
The article focuses on the importance of the principle of visual aids in English lessons, as well as the strategy of forming grammatical skills using visual aids.
Keywords: the principle of visual aids, grammar, grammatical skills, support schemes, visualization, illustrative visibility.
Visibility is the most important didactic principle of education, one of the most effective and relevant today. It is known that the more senses we attract to the perception of information, the more effective this perception becomes. This rule was derived by Ya.A. Komensky, who gave a correct and broad understanding of visibility not only as a means of visual perception, but also as a means of perceiving information involving all the senses. This rule is known as the "Golden Rule of Didactics". The principle of visual aids is widely used in teaching vocabulary, writing, listening, speaking, and, in particular, in teaching grammar. Grammar is a framework of speech. Without grammar, mastering a foreign language communicative competence (the main purpose of teaching at school) is unthinkable. Grammatical skills, which represent the grammatical side of speech, are the most important component of speech skills: listening, speaking, reading and writing. In this regard, the formation of these skills is important.
Visual learning tools play an essential role in the formation of grammatical skills: diagrams, tables, handouts, presentations, wildcard tables, audio materials, video materials, etc.
In modern realities, the ways of implementing the principle of visibility have expanded and become more complicated. Today, the "market" of visualization offers the use of a variety of tools: from primitive cards and objects, movements and gestures, to the most complex computer programs and the creation of models of objective reality. Of course, a large number of visual materials are concentrated in the foreign language classroom itself in the form of various grammatical tables, diagrams, maps and pictures that hang on the walls. But the presence of visual materials does not mean that the principle of visibility is being implemented. The main problem with the implementation of the principle of visibility is that formally it is used, but in fact we see that these visual aids do not work. Visibility should be functional — it should work, facilitate the path to
knowledge, and not complicate and become something obscure. In the implementation of this principle, as always, there are two extremes [6, p. 2]:
1. Complete disregard and neglect. In the best the case is tables, diagrams and pictures hanging on the walls of the office, to which no one addresses, and only occasionally someone can involuntarily cast their gaze at them.
2. Abuse. It is a very typical picture when a teacher is carried away by the use of visibility so much that thereby takes the attention of children away from the main purpose of the lesson.
As mass studies show, some teachers do not have a clear idea when and how to use visual aids, in which cases the use of visual aids is necessary and useful, and in which cases it is unnecessary and even harmful. When, where and how should the principle of visual aids be applied when teaching grammar in English lessons in secondary school? In order to answer this question, we need to understand the structure of the formation of the grammatical aspect of speech.
E.A. Maslyko considers three main stages of the formation of grammatical skill: 1) familiarization and initial consolidation; 2) training; 3) application. [3, p. 29]. Particular attention can be paid to visual aids at the stage of familiarization and primary consolidation, since the purpose of this stage is to create an indicative basis for grammatical action for subsequent skill formation in various communication situations. At this stage , it is necessary to reveal the meaning, formation and use of the grammatical structure, to ensure control of its understanding by students and primary consolidation. Familiarization with new grammatical material for productive assimilation is most often carried out in educational and speech situations. The means of visualization used to create educational and speech situations in the semantics of grammatical phenomena are diverse:
1. The use of real objects and physical actions to reveal the essence of the phenomenon.
2. Involvement of imaginary actions (gestures, pantomime) to convey the meaning of a phenomenon.
3. The use of various means of visual visualization (paintings, series of pictures, photographs, postcards, slides, stamps, plans, mental maps, diagrams, tables, diagrams), in which fragments of reality that serve as the subject of statements are modeled.
4. The use of educational films (cartoons, video clips, film fragments), allowing you to visually and situationally present the features of the use of a particular phenomenon.
5. Creating a foreign language context by referring to real events, relationships, facts, realities (from the life of the trainees). Such situations are created verbally, relying on internal visibility.
6. "Acting out" speech actions in the "proposed circumstances" using puppet or shadow theater. The exposition informs the conditions and information about the participants of the communication. The roles of the characters, if there is no corresponding soundtrack, are "voiced" by the teacher. The "proposed circumstances" can be combined with visual visual aids [3, p. 30].
According to E.I. Passov, there are three main types of work at the grammar skills formation lesson:
1) exposition, 2) presentation of new grammatical material, 3) automation of speech material [5, p. 402].
1. Exposition. Here the task of the teacher is to, to interest students and demonstrate the use of a new grammatical form. This can be done with the help of audiovisual visual aids.
2. Presentation of new grammatical material. Here, support schemes can be used as a visual aid. It is possible to fix the perceived in memory and realize the new with the help of rules-instructions. Such instructions are used as a visual means of visual aids.
3. Automation. The automation process must go through six consecutive stages
of grammar skill formation: 1) perception, 2) imitation, 3) substitution, 4)
transformation, 5) reproduction, 6) combination.
Simulation exercises can be built on the basis of audio visual aids. The next stage is substitution. Wildcard tables are appropriate here for visual aids. Then, at the transformation stage , rules-instructions (tables, diagrams) can be used as visual aids. The last stage of grammar skill formation is reproduction. This type of exercise is also performed with the help of visibility in the form of visual supports.
So, we have considered the structure of the formation of grammatical skills and what tools of visual aids can be used at each stage. In addition to tables, diagrams, support schemes, audio and video materials (presentations, movies, videos, cartoons, excerpts from movies, slide shows, etc.), we must not forget about natural visibility, which represents real objects or processes. This kind of natural visibility will have a much greater effect than tables and diagrams.
Visual learning tools are not homogeneous, as well, as well as grammatical phenomena, therefore it is important to be able to select for each topic the visibility tool that will be most effective.
A large variety of species has illustrative visibility. Illustrative visual aids is often resorted to in order to give the teaching process a situational character. This is a very important visibility feature. I would especially like to note in this regard conditional speech exercises for the formation of grammatical skills. If, for example, the installation is given: "Do you agree with me?" and then the remarks are given: "This book is very interesting," "This dress is old-fashioned," etc., then the first phrase should be accompanied by a display of some book, and the second by a picture of the dress.
Otherwise, phrases are deprived of situational relevance and the exercise, despite the speech attitude, remains formal, purely conditional, and not conditionally verbal [5, p. 263]. As an illustrative (or pictorial) visual aids in teaching grammar, in addition to diagrams and tables, pictures, diagrams, infographics, mental maps, etc. If we talk about diagrams as means of visualization,
it should be said that they contribute to the development of critical thinking, increase the percentage of successful assimilation of the material, and also contribute to the development of photographic memory.
Another type of visibility is infographics. These are graphs that use complex information needed to quickly present a large amount of data. It gives students the opportunity to acquire the skills of organizing their own information to find effective ways to search and transform information to solve the set educational tasks and independent cognitive activity. In fact, infographics are a combination of any text and graphics [2, p. 116].
One of the types of infographics is the so-called mental map (mindmap). A mental map is a technique for visualizing thinking. Unfortunately, this type of visibility is extremely rarely used by teachers. The use of mental maps makes both hemispheres of the brain work actively.
As we can see, there are a lot of visual aids. The main thing is to be able to use them in the right place and at the right time. But, unfortunately, teachers either ignore this principle, or do not know how to implement it efficiently and correctly. When teaching grammar in English lessons, the teacher should use various types of visual aids, and not be limited only to what the textbook offers — and he has little to offer in terms of visual aids, as our analysis of modern teaching materials has shown.
Despite the importance of grammatical skills and the fundamental role in mastering a foreign language, students most of all do not like to do grammar in foreign language lessons. In this regard, we see the need for the correct and effective use of visual learning tools as a tool for optimizing the process of mastering foreign language competence. The main thing to remember is that improper use of visual aids, or abuse of them, turns the effect from "positive" to "negative".
REFERENCES
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