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TYPES OF EXERCISES ORIENTED AT FORMING GRAMMATICAL
SKILLS
Tursunhodjaev J.J. Email: [email protected]
Tursunhodjaev Jahongir Javdatovich — Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article studies the system of exercises aimed at the formation of grammatical skills in teaching the English language, defines the characteristic features of speech exercises based on the linguistic features of the studied educational material in a comprehensive school and the psychological properties of the formation of skills and abilities to develop the more effective types of grammar exercises. Here we analyze the basic requirements that grammar exercises answered in the language learning system. Language exercises are classified in terms of the development of the process offormation of speech skills.
Keywords: grammar skills, exercise system, difficulty in learning grammar, grammar material, language exercises.
ТИПЫ УПРАЖНЕНИЙ, НАПРАВЛЕННЫЕ НА ФОРМИРОВАНИЕ ГРАММАТИЧЕСКИХ НАВЫКОВ Турсунходжаев Ж.Ж.
Турсунходжаев Жахонгир Жавдатович — преподаватель, кафедра практических аспектов языка, Узбекистанский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье изучена система упражнений, направленных на формирование грамматических навыков в обучении английскому языку, определены характерные особенности речевых упражнений на основе лингвистических особенностей изучаемого учебного материала в общеобразовательной школе и психологических свойств формирования навыков и умений разработать более эффективные виды грамматических упражнений. Здесь анализированы основные требования, которым грамматические упражнения отвечали в системе изучение языка. Языковые упражнения классифицированы с точки зрения развития процесса становления речевых умений.
Ключевые слова: грамматические навыки, система упражнений, трудность в обучении грамматике, грамматический материал, языковые упражнения.
UDC 303.01
The system of exercises in a foreign language should always have as its goal the practical mastery of a foreign language. It is aimed at the development of those operations with material for speech, which are necessary for understanding and expressing thoughts in a foreign language.
It is known that the main difficulty in teaching grammar skills is not in remembering certain facts of the language, but in mastering the actions with them. Therefore, the main purpose of grammar exercises is to provide students with mastery of the actions with grammatical material, both in the receptive and in the reproductive plan.
Grammar exercises in this system met the following basic requirements:
• Teach you how to deal with grammar material.
• Reflect the psychophysiological and linguistic patterns of the developed types of speech activity.
• Have a communicative orientation.
• Arrange in order from lighter to more difficult.
• Intensify the mental activity of students (set problematic tasks).
• Contain a variety of tasks [1, p. 60].
Language exercises are aimed at developing the primary abilities and skills of the student to use individual elements of the studied language, and their goal is to prepare the student for further speech activity.
Language exercises are carried out throughout the entire course of teaching a foreign language, since a certain skill is easier to master individually.
It is known that a skill developed on a conscious basis is particularly durable and flexible. Therefore, you should make every effort to ensure that the student well understands the features of the language material being worked out. In this regard, a characteristic feature of language exercises should be multiple presentation of a speech sample and a variety of types and types of these exercises.
In the framework of the classification "training - practice" in language exercises can be distinguished from the point of view of development of the process of formation of speech skills:
Primary exercises that immediately follow the explanation and aim at developing primary skills, and then skills [3, p. 78].
By the nature of operations with speech material carried out by students, one can distinguish:
Elementary receptive exercises. They consist in identifying units of speech that were experienced in students when listening and reading.
It is necessary to adhere to the following sequence in methodological actions when familiarizing students with receptive grammatical material:
1. Presentation of a new grammatical phenomenon on the board (card, codogram).
2. Establishing the meaning of a new grammatical phenomenon based on the analysis of several written contexts.
3. The wording of the rule, including indications of formal and semantic features of a new grammatical phenomenon [2, p. 45].
The opposition of assailable material to already acquired, in order to distinguish between what can be mistakenly identified accompanies Elementary-receptive exercises.
Reproductive exercises consist in verbal and written (or only verbal) reproduction of units of material for speech or their complexes that were in our experience.
As you can see, elementary-receptive operations here are closely related to reproductive and vice versa.
Secondary pre-speech exercises. These exercises are intended for the further automation of primary skills by applying the acquired skills in the process of implementing secondary skills.
The main efforts of students and their voluntary attention and thinking are still focused on overcoming certain difficulties, which is why these exercises are still related to the field of training, rather than speech practice.
Combinatorial-receptive exercises consist in correlating the recognized elements and signs of speech with each other and with the situation when listening and reading in order to understand the statements.
Training receptive grammatical material involves performing a series of simulation, substitution and transformational exercises.
Simulation exercises can be built on one structural or opposition (contrast) grammar material. The grammatical structure in them is given, it should be repeated without change. Performing exercises can
take place in the form of listening and repeating forms according to the pattern; contrasting repetition of various forms for the teacher, while the adjustment of the organs of speech to the pronunciation of new grammatical phenomena in a small context; cheating text or its part with emphasizing grammatical landmarks.
Substitution exercises are used to consolidate the grammatical material, to develop automatism in the use of the grammatical structure in similar situations. This type of exercise is especially responsible for the formation of the flexibility of the skill, here the assimilation of the whole variety of forms inherent in this grammatical phenomenon occurs due to various transformations, periphrases, additions and expansions.
Speech exercises are aimed at developing a new complex skill in a student - the ability to mobilize learned language material in order to implement language communication.
Exercises are gradually becoming more creative and more and more approaching the natural act of speech.
Combinatorial-receptive exercises consist in a direct (without analysis and translation) understanding of oral and written statements based on familiar structures and containing mostly familiar vocabulary.
Productive exercises consist of verbal and written expression of thoughts using learned material for speech in speech situations accessible to the student.
This is, in general terms, a schematic diagram of an exercise system designed to master a foreign speech.
First, the ratio of the specific gravity of training and speech practice in this system is very dynamic. At the initial stage of training, speech practice still does not dominate, a lot of attention has to be paid here to pronunciation and reading techniques, working out of individual structures, etc. [4, p. 15].
It should be noted that the division of exercises into language and speech is conditional and valuable only in a purely methodological sense. The same exercises can be performed as linguistic, then as speech, depending on the stage of training.
References / Список литературы
1. Berman I.M. Methods of teaching English. M.: Higher school, 1970. 30 p.
2. Vitlin J.A. Modern problems of teaching the grammar of foreign languages / Foreign languages at school, 2000. № 5. P. 45.
3. Kupriyanova G.V. Group and independent work of students in the development of grammar // Foreign languages at school, 2001. № 6. P. 78.
4. Shatilov S.F. Some problems of teaching the grammatical side of oral foreign speech // Foreign languages at school, 1971. № 6. P. 15.
