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12УДК 81
TO THE QUESTION OF STUDYING THE GRAMMAR OF FOREIGN LANGUAGES
Toshxonov Lochin, Andijan agricultural institute, Uzbekistan, Andijan E-mail: [email protected]
Аннотация. Методика преподавания иностранных языков является одним из наиболее важных прикладных аспектов лингвистики, который стал сегодня полигоном для теоретических исследований и практических приложений. К чести метода грамматической перевода следует сказать, что даже сейчас у него есть сторонники среди учителей. Понятно, что в нынешних условиях многое для учителя меняется. Теперь он становится партнером и наставником для ученика, о чем и пойдет речь в данном материале.
Ключевые слова: исследования, грамматика, иностранный язык, знания, учебник, педагогика.
Abstract. The methodology of teaching foreign languages is one of the most important applied aspects of linguistics, which has become today a polygon for theoretical research and practical applications. To the credit of the grammatical-transfer method it should be said that even now he has supporters among the teachers. It is clear that under these conditions the activity of the teacher also changes. From the controlling and explanatory authority, he becomes a partner and advisor.
Key words: research, grammar, foreign language, knowledge, textbook, pedagogy.
Factors determining the dynamics of the development of the dominant methods of teaching foreign languages are many. They can be divided into objective and subjective factors. Objective factors include political, scientific, cultural, social, etc. The subjective factor can be called sympathy from both the trainees and the instructors to the practice of teaching, to the corresponding method, the reflection of which is the textbook of a foreign language. The level of development of ideas of related sciences -pedagogy, psychology and, especially, linguistics - has a decisive influence on the development of methodological concepts. The most systematized level of language is
its grammar. Consequently, the study of the grammatical system not only plays an important role in the study a foreign language, but also practically equated to it. The unit of grammar study is the rule that you need to know, that is, learn by heart and understand, be able to find examples of its application in texts, be able to apply it in practice - to formulate examples of its use at the level of a sentence and a simple text, for example, an answer to a question or a composition, be able to find in their native language the equivalent of translating certain grammatical constructions. The knowledge of the rule includes the knowledge of all exceptions from it. Therefore, in addition to the rule, you have to learn by heart all the exceptions. To remove additional difficulties and misunderstandings in understanding, all grammatical rules, as well as tasks for exercises are formulated in the native language, which plays a central role in the grammatical-transfer method system. The main purpose of the training was to read the texts and translate them into their native language, which was achieved through knowledge of the grammar. This is the essence of the grammar-translation method:
- cognition (awareness): the goal of learning is the knowledge of the system, not the development of skills;
- principle bilingualism as a textbook and the process itself training; The native language serves as a basis for comparison and an intermediary in the acquisition of knowledge;
- transfer of teaching approaches of Latin and Ancient Greek languages into living languages, the use of strictly Latin terminology for the formulation of rules and exercises for exercises;
- deductive logic of presentation and assimilation of grammatical material -strictly from the rule to the examples, and not vice versa;
We should also mention a number of features of the grammatical-transfer method, which invariably cause a critical reaction supporters of more "democratic" methods of teaching. This method and the following tutorials suggest a rather monotonous system of exercises (answers to questions, the insertion of a missed word in a strictly defined grammatical form, the transformation of sentences from one grammatical form to another - for example, from the present in the past, dictations, compositions according to a given plan with the use of compulsory lexical units and grammatical constructions and, of course, the translation from a foreign language to the native language and vice versa .This assortment of tasks is repeated in the study from the paragraph to the paragraph in a strictly defined order, which leads to getting used to the monotonous rhythm of the lesson, and often to a decrease in the motivation of the students. In addition, these exercises are realized in this system exclusively at the level of disparate sentences that are not linked to each other in the context, hence, there is no idea how the learned rules "behave" in everyday communication. The formulations of tasks themselves are quite strict and, from the modern point of view, do not contribute to the creation of an interactive class in the relations between trainees and their textbook. The lexical minimum is given as a bilingual glossary and
requires mechanical memorization by heart. No way of semantic words, except translation, is not practiced. Naturally, it is not difficult to assume that subsequent methods try to correct this deficiency and give much more serious attention to the lexical level of the language. One can not help saying a few words about the texts. As a rule, these are rather difficult texts of fiction, excerpts from the works of serious authors, intended for translation into the native language taking into account the learned grammar. The artistic text dominates the textbook, because one of the main goals in the grammatical-translation method is to educate the student on texts that correspond to high aesthetic ideals. Therefore, the choice of texts is carried out from famous, classic works of fiction. These same texts serve as a means of acquainting students with foreign culture in the broadest sense of the word. This is how the problem of regional studies is solved, which does not become a goal or a tool for teaching. The genre uniformity of the text material is considered absolutely unacceptable today for the teaching of a foreign language.
References:
1. Gez N.I. et al. A methodology for teaching foreign languages in secondary schools. M., 1982.
2. Home A.I. Methods of teaching German in pedagogical university. M., 1983. "Actual scientific research in the modern world".
3. Costera P. Learning a foreign language in a language laboratory. M., 1986.
4. The main directions in the teaching of foreign languages in the XIX-XX centuries. Ed. M.V. Rakhmanov. M., 1972.
