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SPECIFICITY OF TEACHING SPEAKING AND GRAMMATIC PART OF SPEECH IN LANGUAGE LEARNING Mansurkhodjaeva D.F. Email: [email protected]
Mansurkhodjaeva Diana Faritovna - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article analyzes the specifics of teaching speaking and the grammatical side of speech in language learning. The main qualities of a grammatical speaking skill are automation and integrity in performing grammatical operations, the unity of form and meanings, situational and communicative conditioning of its functioning. The following are the aspects included in the content of teaching grammatical material and skills the student must master, know and understand as a result of learning a foreign language. Keywords: teaching of speaking, the grammatical side of speech, the role and meaning of grammar, the content of teaching grammar.
СПЕЦИФИКА ОБУЧЕНИЯ ГОВОРЕНИЮ И ГРАММАТИЧЕСКОЙ СТОРОНЕ РЕЧИ В ОБУЧЕНИИ ЯЗЫКУ
Мансурходжаева Д.Ф.
Мансурходжаева Диана Фаритовна - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в статье анализируется специфика обучения говорению и грамматической стороне речи в обучении языку. Основными качествами грамматического навыка говорения являются автоматизированность и целостность в выполнении грамматических операций, единство формы и значений, ситуативная и коммуникативная обусловленность его функционирования. Ниже рассмотрены аспекты, входящие в содержание обучения грамматическому материалу, и навыки, которыми ученик должен овладеть, знать и понимать в результате изучения иностранного языка.
Ключевые слова: обучения говорению, грамматическая сторона речи, роль и значение грамматики, содержание обучения грамматике.
UDC 303.039.3
Speaking is a productive type of speech activity through which verbal communication is verbal. The content of speaking is the expression of thoughts verbally. Speaking is based on pronunciation, lexical, grammar skills. In most methods, teaching speaking is one of the most important areas of teaching.
The purpose of teaching a foreign language is to teach unprepared speech. Unprepared speech is such a level of knowledge of a foreign language at which the student is able to use the learned language material in previously unexposed combinations without preparation in time and direct impulses to speak [1].
Recently, the question has been increasingly raised about the role and importance of grammar directly in the process of teaching foreign languages.
When studying the question of the formation of grammatical skills in oral speech, first, it is necessary to consider the concept of grammatical skill.
Grammatical speaking skills are understood to mean stably correct and automated, communicatively motivated use of grammatical phenomena in oral speech. Such possession
of the grammatical means of the language is based on dynamic speech stereotypes of the form in the unity of "sound and meaning".
The task of teaching grammar is to form students' grammar skills in productive and receptive types of speech activity within the grammatical minimum defined by the programs. The communicative goal of grammar education in high school allows us to formulate the basic requirement for grammatical material to be learned: it should 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 [2].
The content of teaching grammar material includes the following:
1. The assimilation of grammatical forms, parts of speech, their semantics and functions (as part of the school curriculum).
2. Knowledge of the rules for the use of these forms depending on the communication situation and context.
3. The formation of skills and the development of skills in the use of grammatical material of the program in oral and written statements, in particular the development of the following skills:
a) the choice of the structure of a typical sentence, adequate to the intent of the speaker and relevant to the situation;
b) the design of the selected words by the speaker to fill out a typical sentence according to the norms of the language being studied;
c) the choice of service forms and their correct combination with significant words.
Requirements for the grammatical side of speech at the middle stage of teaching foreign
languages include:
- the formation of linguistic competence, namely, the mastery of new linguistic means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for the primary school;
- mastering knowledge of the linguistic phenomena of the language being studied, different ways of expressing thoughts in the native and language being studied.
As a result of learning a foreign language, the student must know / understand:
- structural features of simple and complex sentences of the studied foreign language; intonation of various communicative types of sentences;
- signs of the studied grammatical phenomena (species-time forms of verbs, modal verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions).
The current state of the theory of skills in foreign languages allows us to distinguish three main stages of work on grammatical material:
- work on grammar begins with the presentation of grammatical phenomena and the creation of an indicative basis for the subsequent formation of the skill;
- the formation of verbal grammar skills through their automation in oral speech;
- the inclusion of speech skills in different types of speech and the development of speech skills.
The purpose of introducing new grammatical material should be not only the presentation and familiarization of students with this phenomenon and theoretical orientation based on the assimilation of the rule, as well as the initial implementation of grammatical actions in the relevant exercises. If in practical orientation this function is performed by imitative, in most cases, substitutional, conditionally-speech exercises on the model, then in the theoretical and practical way of orientation, language analytic and so-called pre-speech grammar exercises can be most useful [4].
Grammar skills that ensure correct and automated shaping and the use of words in oral speech in English are called speech morphological skills [2]. In the English language, for example, these include skills for the correct use of verbal tenses in oral speech.
Speech grammatical skills that ensure the consistently correct and automated arrangement of words in all types of sentences in oral speech can be defined as syntactic speech skills, i.e., skills in mastering the basic syntactic schemes of sentences.
For the first time, the term "speech skill" was introduced into widespread use by B.V. Belyaev, who did not use the term "language skill", which means discursive and analytical skills in operating grammatical material, formed and performed on the basis of grammatical knowledge in the process of performing language exercises.
The need for the formation of a language skill in high school is explained by the fact that the language skill is part of the mechanism that controls the correctness of the speech action by the speaker himself, and if it is erroneously performed, it provides error correction;
The stage of formation of verbal grammar skills can be considered the most important, since automation of grammatical actions is associated with it, without which the creation of a skill is impossible. The objective of this stage is to give the training of grammatical phenomena a speech character, taking into account the difficulties caused by the interfering influence of the corresponding skills of the mother tongue, and especially the formation of skills in school conditions, i.e. lack of a language environment and limited speech practice. It should be noted that this should be a special educational speech that imitates the basic properties of the natural, but differs from it in a number of qualities: a certain methodological organization of speech material and the sequence of its introduction into speech, as well as its teaching character [3].
When forming a speech grammar skill, it is recommended to observe the following sequence of methodological actions. First, analyze a new grammatical phenomenon in terms of determining the difficulties associated with it in shaping, assimilation of meaning and function. Then determine the form of organization of familiarization with the new grammatical material (inductively, deductively). Next, select supporting grammatical phenomena that can be used as a hint in mastering new material. The selection of reference material should be based on the typological difficulty of the grammatical phenomenon (i.e., take into account its coincidence or absence in the students 'native language), the speech experience of the trainees, and the nature of the grammatical phenomenon in terms of its visual presentation [4].
References / Список литературы
1. Archegova S.Z. Teaching oral speech at the lessons of a foreign language // Young scientist, 2015. № 1. 528 p.
2. Galskova N.D. Modern methodology of teaching foreign languages /N.D. Galskova. M.: Arti-Glossa, 2010. 186 p.
3. Vitlin J.L. Modern problems of teaching grammar of foreign languages // Foreign languages at school, 2000. № 5. 230 p.
4. Thornbury Scott. How to teach grammar. Longman, 1999. 189 p.
