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THE SELECTION AND ORGANIZATION OF GRAMMATICAL MATERIAL AT HIGHER EDUCATION Abdurazzokova Yu.^1, Murodova U.A.2 Email: Abdurazzokova688@scientifictext.ru
1Abdurazzokova Yulduz Tirkashevna - English Teacher; 2MurodovaUmida Abdulnabiyevna - Teacher,
ACADEMIC LYCEUM JIZZAKH POLYTECHNICAL INSTITUTE, DZHIZAK, REPUBLIC OF UZBEKISTAN
Abstract: in this article there is stated about the selection and organization of grammatical material in foreign language teaching. For practical purposes of teaching a foreign language in high school, 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 the amount of grammatical material to be mastered 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. Keywords: grammatical material, selection, organization, grammar education, communicative purpose, principles of selection, grammatical minimum.
ВЫБОР И ОРГАНИЗАЦИЯ ГРАММАТИЧЕСКОГО МАТЕРИАЛА
В ВУЗЕ
12 Абдураззокова Ю.Т. , Муродова У.А.
1Абдураззокова Юлдуз Тиркашевна - преподаватель английского языка;
2Муродова Умида Абдулнабиевна - преподаватель, Академический лицей Джизакский политехнический институт, г. Джизак, Республика Узбекистан
Аннотация: в данной статье говорится о подборе и организации грамматического материала при обучении иностранному языку. Практической целью обучения иностранному языку в старшей школе, задачей обучения грамматике является формирование у учащихся грамматических навыков в продуктивных и рецептивных видах речевой деятельности в рамках грамматического минимума, определенного в программах. Коммуникативная цель грамматического образования в старшей школе позволяет нам сформулировать основное требование к количеству грамматического материала, который должен быть освоен в старшей школе: оно должно быть достаточным для использования языка как средства общения в пределах, установленных программой, и реально для изучения его в этих условиях. Ключевые слова: грамматический материал, отбор, организация, грамматическое образование, коммуникативное назначение, принципы отбора, грамматический минимум.
UDC 303.01
In high school, there is no real opportunity for students to master the entire grammatical structure of this particular foreign language because of its vastness and the difficulty of forming grammatical skills.
Recently, a point of view has been widely adopted, according to which special importance is attached to the involuntary memorization of grammatical phenomena in speech, which makes purposive and special work on grammatical phenomena supposedly unnecessary.
In this case, there is an unlawful identification of two processes: memorization and mastery of grammatical phenomena. Memorization is one of the stages of mastery, the latter is possible only as a result of a special, focused training.
If you keep in mind that the creation of grammatical skills involves a significant amount of time for doing exercises, then mastering all the phenomena of a foreign language to the extent of automated use in school conditions of learning a foreign language is unlikely. 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 are not well versed in the most basic phenomena of morphology and syntax [3, p. 89].
The limitation of grammar material and its selection for certain communicative purposes is facilitated by the fact that the language has a widely developed system of synonymy at all its levels, which generates redundancy, "entropy", while, as noted in the scientific literature, with all the richness of the language. It is only insignificant, the most common part of it is the most necessary and sufficient. Therefore, it is possible and advisable to limit the amount of material, in particular grammatical, taking into account the specific conditions for teaching a foreign language.
The methodological literature has developed the basic principles for the selection of the grammatical minimum.
The active grammatical minimum includes those phenomena that are necessary for productive types of speech activity.
The main generally accepted principles of selection in the active grammatical minimum are:
• the principle of prevalence in oral speech,
• principle of exemplariness,
3) the principle of exclusion of synonymous phenomena.
The main principles of the selection of grammatical phenomena in a passive minimum include:
• the principle of prevalence in book-writing style of speech;
2) the principle of polysemy [2, p. 56].
Grammatical material must be organized functionally, that is, so that grammatical phenomena are organically combined with lexical ones in communicative units, with a volume of at least sentence.
Some methodologists distinguish between a linguistic model and its speech embodiment - speech models.
The particular methodological value of a speech sample is that it organically combines various aspects of the language — grammar, lexical, phonetic (in oral speech) or graphic (in written) —in a ready-to-use speech whole. Namely a sentence in accordance with the norms of the language being studied and relieves students of the need to construct it according to the rules and on the basis of translation from the native language, which often does not ensure its error-free construction due to the discrepancy in the language of the same thought native and foreign languages. However, one cannot but point out the negative consequences of the purely structural organization of linguistic material in teaching monologic and dialogical speech. Such a structural-functional approach to the organization of grammatical material can be defined more precisely as a formal-structural approach, in which such qualities of speech as communication tools, as its logical-semantic (thematic, subject, etc.) connectivity are ignored. With this approach, vocabulary plays a service role in mastering syntactic structures or speech patterns; it is a substitute material for filling these structures that are not communicatively connected with each other, i.e. in the logical sense [1, p. 34].
There is another extreme approach in the methodology - the lexical (or thematic, situational) approach to organizing language material, which manifests itself in the fact that at the very beginning they teach informative, communicative, full-fledged (natural) speech.
In this case, the grammatical aspect of speech "dissolves" in the lexical, and therefore the grammatical correctness of speech is determined by random factors, for example, the nature of involuntary memorization, which varies among students.
One of the main problems in organizing and sequencing the study of grammatical material is the methodologically expedient combination of the two sides of speech -meaningful (primarily lexical) and grammatical (formal).
In the methodological literature there is an attempt to solve the problem of teaching the formal and substantive aspects of speech through a phased sequence of mastering the material in a complex organization: at the first - structural-thematic - stage, students master new grammatical material in previously studied, thematically related vocabulary. At the second, thematic-structural stage, the main attention is paid to new vocabulary on the topic based on previously acquired structures. It is possible to introduce a certain amount of new grammatical material. At the third - inter-dark - stage, conditions are created for creative and correct recombination of previously learned and studied lexical and grammatical material in oral and written speech but in inter-dark communication situations.
Three extreme tendencies in solving the problem of the relationship of grammatical and lexical aspects in the complex when organizing material are methodologically unjustified:
• underestimation of the importance of the integrated organization of language material (vocabulary and grammar are studied separately from each other);
• ignoring the features of the grammatical and lexical aspects of the language during their comprehensive study;
3) orientation to any one (grammatical or lexical) aspect of the language with formal observance of the complex.
A one-sided solution to this problem complicates the process of teaching students foreign languages as a full-fledged means of communication.
As already noted, the organization of grammatical material is important for the formation of grammatical skills included in speaking, auditing, reading and writing.
So, at the structural and thematic-structural stages, favorable conditions are created for the formation of syntactic skills both at the level of individual structures and at the level of coherent, elementary dialogic and monologic speech due to the fact that it allows you to purposefully train sentence structures not only individually, but also in a thematic connection with each other. The inter-dark stage has a positive effect on the formation and improvement of speech (monological and dialogical) skills, as well as reading skills and without a translated understanding of coherent texts.
References / Список литературы
1. Brumfit C.J., Johnson K. "The Communicative Approach in Language Teaching".
Oxford Univ. press, 1991. P34.
2. Kazaritskaya T.A. "Exercises in functionally directed learning of grammar"// Foreign
languages at school, 1987. № 2. P. 56.
3. Vitlin J.L. "Modern problems of teaching grammar of foreign language" // Foreign
languages at school, 2000. № 5. P. 89.
