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ОБЩАЯ ПЕДАГОГИКА, ИСТОРИЯ _ПЕДАГОГИКИ И ОБРАЗОВАНИЯ_
WAYS OF TEACHING GRAMMAR RULES Mirzayeva K.A.
Mirzayeva Koldigiz Axilbekovna - Senior Teacher, DEPARTMENT OF THE TRANSLATION PRACTICE AND THEORY, TASHKENT STATE UNIVERSITY OF THE UZBEK LANGUAGE AND LITERATURE NAMED AFTER ALISHER NAVOIY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: to accommodate the perspectives of these two definitions, it is essential to use a holistic grammar instruction approach that focuses on both. Therefore, the scope of grammar discussed in the present study takes into consideration both form (structure) and function (use). Such methods include the description and analysis of particular forms and structures of a language.
Keywords: teaching grammar, instruction, deductive and inductive grammar, communication.
The Oxford English Dictionary defines grammar as the system and structure of a language dealing with "inflexional forms indicating the relationship of words in a sentence." According to Butler et.all [2, p. 190], grammar is comprised of rules which control the way a communication system works. Grammar instruction refers to methods, i.e. systematic ways of grammar teaching, that are used to help learners develop competence in an unfamiliar grammar. Grammar instruction also includes learning aids, exercises and a kind of language used by the teacher for instruction in the classroom referred to as 'teacher talk' [3, p. 114]. Furthermore, Grammar instruction helps learners to be aware of specific and 'correct' language properties [4, p. 99]. Therefore, Grammar instruction can be defined as instructional techniques used to help learners pay attention to grammatical features.
Deductive vs. inductive grammar instruction approaches
Teachers use grammar instruction to logically reason, explicitly explain, and demonstrate grammar rules from general to specific applications. The learners are expected to consciously develop required language skills. Therefore, the lessons usually start with the teacher presenting a rule, followed by the students practicing it. Eventually, the learners reproduce the desired pattern. For example, an explanation of the rule on how and when to use articles is presented. Indefinite article: a/an - modify non-particular or non-specific nouns. Definite article: the - is used for particular or specific nouns. Then examples are given, such as a boy, an animal and the Ganges. Following the teacher's demonstration, the students practice and reproduce the pattern with the goal to learn and apply the general rule. Therefore, the deductive grammar instruction approaches are generally referred to as present, practice, produce (PPP) methods. In conclusion, deductive grammar instruction approaches are rule-oriented and do not focus on meaning/function and context of the communication situation. In contrast, inductive grammar instruction approaches are 'bottom-up' ways, which infer the grammatical structures implicitly. Students discover grammar patterns along the learning process from various and relevant communication contexts. Then, learners formulate and generalise grammar rules themselves through scaffolding, where they cooperate and collaborate to co-construct knowledge and receive/give formative feedback to each other.
The structuralism theory
The development of grammar instruction goes back centuries and is based in a traditional, structural view of language. Traditionalists focused almost exclusively on formal grammar, in the sense that meta-language - in other words, theory rather than practice - was central. Generally, the terminology of the grammatical patterns was based on the arbitrary
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relationship between English and the dominant academic languages of the time. For example, the definitions and labels of 'parts of speech', including nouns, verbs, adjectives and others, were inherited from classical Latin and Greek. Furthermore, different aspects of language were separately and sequentially explained using already established rules. Learners were taught grammar as a subject-matter and were expected to master classifications such as sentence constituency. Therefore, prescriptive grammar instruction was applied, based on what grammarians regarded as the standard/norm in relation to preferred 'model' languages discerned as proper and 'correct'.
The purpose or role of the traditional formal grammar instruction approach would be to 'learn about' or rather 'know about' the language and to promote the speaker in 'higher' social and intellectual circles. Grammar teaching was also unconcerned with the daily, regular 'language in use', as informal language style was regarded as incorrect. The result was a negative reaction to grammar and grammar instruction -they were viewed as difficult, dry, boring, pointless and irrelevant [3, p. 190].
A well-established method that builds on the structuralism theory is grammar-translation.
It focuses on the correct knowledge of language forms and inflection of words. The deductive approach is applied and the elaborated rule is later translated into the learners' first language (L1) using simulated/fake example sentences. Then, a bilingual dictionary is used into translate from L2 into L1 and vice versa. Practice of the modeled rule/aspect follows and learners are expected to memorise them [1].
References
1. Brown D, 1987. Principles of Language Learning and Teaching. 2nd ed. Englewood Cliffs: Prentice Hall. Inc.
2. Butler L., Podnecky J., 2004. Grammar Links 1: A Theme-Based Course for Reference and Practice, 2nd Edition, Houghton Mifflin Company.
3. Grubic B, 2004. "Those problematic English prepositions!". CFI-Baci Conference.
4. Lindstromberg S., 1998. English prepositions explained. UK.
