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132THE ROLE OF GRAMMAR IN LEARNING FOREIGN
LANGUAGES 1 ^ -j
Abduvoitov A.O. , To'lanboeva M.Sh. , Habijonov S.K.
1Abduvoitov Ahliddin Odiljohn o 'g'li - Student;
To 'lanboeva Mohichehra Shuhratjohn qizi - Student;
Habijonov Salohiddin Kahramonjon o'g 'li - Student, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion shows the role of grammar in learning foreign languages. The authors suggest several. Keywords: grammar, teaching, important.
Language is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other persons. 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.
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. Mulroy 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" [3, p.p. 52-58].
A person who knows a language perfectly uses a thousand and one grammar lexical, phonetic rules when he is speaking. Language skills help us to choose different words and models in our speech. It is clear that the term "grammar" has meant various things at various times and sometimes several things at one time. This plurality of meaning is characteristic of the present time and is the source of confusions in the discussion of grammar as part of the education.
The ability to talk about the grammar of a language, to recite its rules, is also very different from ability to speak and understand a language or to read and write it. Those who can use a language are often unable to recite its rules, and those who can recite its rules can be unable to use it. Grammar organizes the vocabulary and as a result we have sense units. There is a system of stereotypes, which organizes words into sentences. But what skill does grammar develop?
First of all it gives the ability to make up sentences correctly, to reproduce the text adequately. The knowledge of the specific grammar structure helps students point out the differences between the mother tongue and the target language. The knowledge of grammar develops abilities to abstract systematize plural facts.
Despite the many arguments against teaching grammar in isolation, there are also arguments in favor of continuing the traditional grammar approach. Carol Rose, when she was teaching Business English at Killingly High School in Danielson, Connecticut, took a more pragmatic view of the teaching of grammar in the 1996 said: "Just as we need to know the rules of the road, so do we need to know the rules of our language. How we go about convincing our students that they need to know these rules -and when and how to fit these rules into the curriculum - appears to be at the heart of the controversy" [1, p.p. 96-98]. Teachers cannot help students correct grammatical errors if students don't know the language of grammar, how to articulate grammar rules, and apply them broadly - not just to one piece of writing.
As a business English teacher, Rose saw the real-world implications of recognizing and using good grammar. To succeed in the business world, students must be able to speak and write clearly; otherwise, their work in the business world will not be respected or considered seriously because readers or listeners will focus more on grammatical errors than the message [1, p.p. 96-98].
Alvin Brown, a retired educator and teacher of "last-chance" grammar at the college level, believes that grammar should be taught systematically and in isolation for student success in the business world [2, p.p. 98-101]. He says he stresses to students "how vital English grammar is in every phase of future academic and business careers, and that my class is the final scholastic opportunity in which to learn it. The best motivation comes as students begin to realize that in the world of work, as well as in social settings, correct grammar and speech are the standard and the necessities. These skills will often be the difference between getting or not getting a good job.
What we need is simplest and shortest grammar that meets the requirements of the syllabus in foreign languages. This grammar must be simple enough to be grasped and held by any student. We cannot say that this problem has been solved.
Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the main one is the principle of frequency, i.e., how frequently this or that grammar item occurs. For example, the Present Simple (Indefinite) is frequently used both in conversation and in various texts. Therefore it should be included in the grammar minimum.
For selecting grammar material for reading the principle of polysemy, for instance, is of great importance. Students should be taught to distinguish such grammar items which serve to express different meanings.
The selection of grammar material involves choosing the appropriate kind of linguistic description, i.e., the grammar
which constitutes the best base for developing speech habits. Thus the school syllabus reflect a traditional approach to determining grammar material for foreign language teaching, pupils are given sentences patterns or structures, and through these structures they assimilate the English language, acquire grammar mechanisms of speech.
We can conclude that the content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognize grammar forms and structures while hearing and reading, to reproduce phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation.
References
1. Rose C. The great debate: teaching grammar and usage. English Journal, 85 (7), 2009. Pp. 96-98.
2. Brown A.R., 2006. Correct grammar so essential to effective writing can be taught--really! English Journal. 12 (1), 2009. Pp. 98-101.
3. Mulroy D. Reflections on Grammar's Demise. Academic Questions, 17 (3), 2011. Pp. 52-58.
