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67THE IMPORTANCE OF GRAMMAR IN TEACHING THE FOREIGN
LANGUAGE Sultanov M.Kh.
Sultanov Mukhriddin Khusniddinovich - Student, DEPARTMENT ENGLISH LANGUAGE AND LITERATURE, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the following article examines the significance of grammar in language learning and teaching procedure. The author distinguishes that there is no possibility to talk in a target language without the basic knowledge or even higher, of grammar. Thus he puts this phenomenon to the prior position among other aspects of language learning. Moreover author points out that if the grammar is acquired automatically, then the learner will have a habitual action to use the grammar structures in his speech with no efforts. This may support the speaker to make his talk fluent.
Keywords: language, grammar, English, easily, teaching, basic, skills, factor.
In order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. Indeed, one may know all the words in a sentence and yet fail to understand it, if one does not see the relation between the words in the given sentence. And vice versa, a sentence may contain one, two, and more unknown words but if one has a good knowledge of the structure of the language one can easily guess the meaning of these words or at least find them in a dictionary [1.56].
No speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. If learner has acquired such a mechanism, he can produce correct sentences in a foreign language. Paul Roberts writes: "Grammar is something that produces the sentences of a language. By something we mean a speaker of English. If you speak English natively, you have built into you rules of English grammar. In a sense, you are an English grammar. You possess, as an essential part of your being a very complicated apparatus which enables you to produce infinitely many sentences, all English ones, including many that you have never specifically learned. Furthermore by applying you rule you can easily tell whether a sentence that you hear a grammatical English sentence or not".
To develop one's speech means to acquire essential patterns of speech and grammar patterns in particular. Children must use these items automatically during speech-practice. The automatic use of grammar items in our speech (oral and written) supposes mastering some particular skills - the skills of using grammar items to express one's own thoughts, in other words to make up your sentences.
We must get so-called reproductive or active grammar skills. A skill is treated as an automatic part of awareness. Automatization of the action is the main feature of a skill.
The nature of Automatization is characterized by that psychological structure of the action which adopts to the conditions of performing the action owing frequent experience [2.74]. The action becomes more frequent, correct and accurate and the number of the operations is shortened while forming the skill the character of awareness of the action is changing, i.e. fullness of understanding is paid to the conditions and quality of performing to the control over it and regulation. To form some skills is necessary to know that the process of the forming skills has some steps:
The grammar skill is based on the general conclusion The grammar action can and must occur only in the definite lexical limits, on the definite lexical material If the pupil can make up his sentence frequently, accurately and correctly from the grammatical point of view, he has got the grammar skill.
But when we learn grammatical items in models we use substitution and such a type of training gets rid of grammar or "neutralizes" it. By the way, teaching the skills to make up
sentences by analogy is a step on the way of forming grammar skills. It isn't the lexical approach to grammar and it isn't neutralization of grammar, but using basic sentences in order to use exercises by analogy and to reduce number of grammar rules when forming the reproductive grammar skills.
To form the reproductive grammar skills we must follow such steps:
■ Selection the model of sentence.
■ Selection the form of the word andformation of wordforms.
■ Selection the auxiliary words-preposition, articles, and etc. and their combination with principle words.
The main difficulty of the reproductive (active) grammar skills is to correspond the purposes of the statement, communicative approach (acquisition answer and so on), words, meanings, expressed by the grammatical patterns. In that case we use basic sentences, in order to answer the definite situation. The main factor of the forming of the reproductive grammar skill is that pupils need to learn the lexis of the language. They need to learn the meanings of the words and how they are used. We must be sure that our pupils are aware of the vocabulary they need at their level and they can use the words in order to form their own sentence. Each sentence contains a grammar structure. The mastering the grammar skill lets pupils save time and strength, energy, which can give opportunity to create. Learning a number of sentences containing the same grammatical structure and a lot of words containing the same grammatical form isn't rational. But the generalization of the grammar item can relieve die work of the mental activity and let the teacher speed up the work and the children realize creative activities.
The process of creation is connected with the mastering of some speech stereotypes the grammatical subtract is hidden in basic sentences [3.62]. Grammar is presented as itself. Such a presentation of grammar has its advantage: the grammar patterns of the basic sentences are connected with each other. But this approach gives pupils the opportunity to realize the grammar item better. The teaching must be based on grammar explanations and grammar rules. Grammar rules are to be understood as a special way of expressing communicative activity. The reproductive grammar skills suppose to master the grammar actions which are necessary for expressing thoughts in oral and written forms.
The automatic perception of the text supposes the reader to identify the grammar form according to the formal features of words, word combinations, sentences which must be combined with the definite meaning. One must learn the rules in order to identify different grammatical forms. Pupils should get to know their features, the ways of expressing them in the language. We teach children to read and aud by means of grammar. It reveals the relation between words in the sentence. Grammar is of great important when one teaches reading and auding [3.84].
The forming of the perceptive grammar and reproductive skills is quite different. The steps of the work is mastering the reproductive skills differ from the steps in mastering the perceptive skills. To master the reproductive grammar skills one should study the basic sentences or models. To master the perceptive grammar skills one should identify and analyze the grammar item. Though training is of great importance to realize the grammar item.
Before speaking about the selection of grammar material it is necessary to consider the concept "grammar", i.e., what it meant by "grammar".
By grammar one can mean adequate comprehension and correct usage of words in the act of communication, that is, intuitive knowledge of the grammar of the language. It is a set of reflexes enabling a person to communicate with his associates. Such knowledge is acquired by a child in the mother tongue before he goes to schools.
References
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