 |
I. The theoretical bases of teaching grammar in a second language classroom
|
|
|
|
I. THE THEORETICAL BASES OF TEACHING GRAMMAR IN A SECOND LANGUAGE CLASSROOM
1. 1 The Role of Grammar in the Modern Classroom
Many writers have placed a high value on grammar and grammar teaching methodology, and as a result, they have the distinction of supplying Grammar books and papers that are readily available to English teachers all over the world.
Today's primary objective in language learning is to promote communicative competence, or the ability to interact efficiently and spontaneously in real-world situations. Today's language teachers would not deny that grammatical competence is an important component of communicative language ability, but most would argue that grammar should be viewed as a necessary resource for effective communication rather than an object of study in and of itself, except in exceptional circumstances.
Many evaluation contexts today infer grammar knowledge from the ability to correctly use grammar when reading, writing, listening to, or speaking the L2 – a practice focused on the presumption that all instances of language use invoke the same fundamental working knowledge of grammar and that a lack of grammatical knowledge will severely limit what is understood or generated in communication. In short, as the notion of what it means to " know the grammar of a language" has grown and instructional methods have shifted, language educators have described and measured grammatical knowledge in a variety of ways.
The disconnect between learning the rules of grammar and being able to apply those rules immediately in listening, speaking, reading, and writing frustrates both language teachers and language learners. This discrepancy is due to a distinction between declarative and procedural information.
a. Declarative knowledge is information about a topic. Declarative experience allows a student to explain a grammar rule and practice it in pattern drills.
b. Awareness on how to do something is referred to as procedural knowledge. A student's procedural awareness allows them to apply a grammar rule in conversation.
Many native speakers can use their language simply and accurately without being able to state the rules of its grammar; procedural knowledge does not automatically translate into declarative knowledge. Descriptive knowledge does not always translate into procedural knowledge; for example, learners may be able to state a grammar rule but consistently fail to apply it while speaking or writing. Teachers and pupils may use a variety of methods to overcome the declarative awareness/procedural knowledge divide.
Agnes V. Martinet (1949) is a clear example of an author who valued the study of language at the grammatical level. She drew linguists' attention by defining the “duality” feature of language, which is only found in human language. This is what she meant when she said that human language has two levels of hierarchical organization: phonological and grammatical, with the lower level of phonemes forming the higher level of word-forms.
|
|
|
Grammar has been dubbed the " skeleton" of language because it is described as " the regular set of rules that we use to weave sounds into meaningful units in which we express our thoughts and ideas, creating language. " It means that teaching a language without taking into account its grammatical structures is impossible.
Grammar instruction varies depending on the needs of our pupils. Future health practitioners, like us, must develop communicative skill in the language. What matters is that you respond to the question, " How do I teach grammar? " Many teachers believe that teaching grammar entails simply explaining grammar rules to pupils.
Grammar is a branch of linguistics that summarizes our understanding of the language's grammatical form, or a collection of rules for putting words together into sentences.
One of the most critical criteria for using language as a medium of communication is the ability to correctly mix words and modify phrases depending on what you want to say at the time.
The primary goal of grammar education in schools is to help pupils improve their grammar skills, which are one of the most critical components of speaking, listening, reading, and writing skills. Grammar is not a goal in and of itself; rather, it is one of the most important tools for mastering the language and a necessary component of all forms of speech practice. Teaching a foreign language's grammar entails forming structures unique to that language, such that learners have some grammatical skills at the same time, or " in working condition" (A. A. Leontiev), i. e., to teach grammar " in the brain. "
The primary goal of grammar instruction is to help pupils improve their grammar skills, which are one of the most critical aspects of speaking, listening, reading, and writing. One of the most critical criteria for using language as a medium of communication is the ability to correctly mix words and modify phrases depending on what you want to say at the time.
According to I. L. Bim " To teach the grammar of a foreign language - this means to form grammar-specific structures for a given language, and so that the trainees learn those grammatical knowledge and skills simultaneously". To implement this grammatical goal, you must:
-Consider learning grammar as a means of mastering the methods of inflection, word creation, and word placement, i. e., as a means of mastering the methods of structural design of speech with one or more substantive material;
- select the required and adequate grammatical minimum, whose assimilation will provide, on the one hand, the reasonably correct grammatical design of effective types of speech operation, primarily speaking, and, on the other hand, reception, i. e. comprehension while reading and listening; hence, we are talking about the active grammatical minimum and the so-called minimum grammatical design;
-provide a strong and automated knowledge of the grammatical minimum for successful use of speech, which necessitates extra work in school.
We should explain the general criteria for mastering the grammatical side of speech based on the preceding:
-Learners should be able to formulate their verbal - speech statements in a grammatically correct manner when focusing on the content;
|
|
|
- When reading and listening, pupils should be able to identify grammatical patterns, allowing them to concentrate on extracting useful information. The chosen grammatical minimum should help you achieve this aim. As you are aware, it is decided by the current curriculum. The criteria for selection, which is generally met by measures like frequency and accessibility in expression, as well as generality, or the ability to apply to one or more grammatical phenomena.
Software standards for teaching middle school pupils in English classes the grammatical side of expression
The following elements are included in the curriculum specifications for intermediate learners:
-knowledge of signs and skills of recognition and use in speech of not widely used and widely used simple sentences, including with several circumstances following in a certain order; -knowledge of signs and skills of recognition and use in speech of not widely used and widely used simple sentences, including with several circumstances following in a certain order; sentences that begin with the letter I and sentences that begin with the letter I There + to be; complex sentences with unions and allied words what, when, why, which, that, who, if, because, that's why, than, so; complex sentences with unions and allied words what, when, why, which, that, who, if, because, that's why, than, so; Realistic and unrealistic conditional sentences; both forms of interrogative sentences (general, special, alternative, separation questions in Present, Future, Past Simple, Present Perfect, Present Continuous); incentive sentences in the affirmative and negative form;
-knowledge of signs and recognition skills, as well as the use of constructions with verbs ending in -ing in speech: to be going to (to convey future action);
-knowledge of the signs and skills for recognizing and using usual and irregular verbs in the indicative mood in the most traditional modes of the active voice (Present, Past, Future Simple, Present Perfect, Present Continuous); and passive forms in Present, Past, Future Simple; modal verbs and their equivalents (may, can / be able to, must / have); participles of the present and past tense; phrasal verbs;
- skills in recognizing and using certain, indefinite, and zero articles in speech; uncountable and countable nouns; present and past tense nouns with participles; adjectives in the function of nouns, degrees of comparison of adjectives and adverbs, including those formed outside of the rule; personal pronouns in the nominative (my) and object (me) cases, as well as in absolute form (mine); indefinite pronouns (some, any); adverbs ending in - ly (early), as well as matching adjectives in form; quantitative numbers over 100; ordinal numbers over 20.
We can discern two key objectives in teaching grammar, according to I. L. Bim: first, to teach learners to grammatically formulate their oral-speech statements while focusing on the content; and second, to teach learners to identify grammatical phenomena while reading and listening, with a focus on extracting meaningful knowledge.
Owing to the vastness of this foreign language and the difficulty of forming grammatical skills, learners in secondary educational institutions have little realistic chance of mastering its entire grammatical structure. Since mastering grammar takes a lot of time and effort, certain constraints must be applied to the collection of grammatical content.
The grammatical minimum is a collection of structures chosen in accordance with certain values, which are both essential and appropriate for using the language as a means of communication within the program's and real-world constraints.
IJ emits a minimum of active and passive content while training.
Active material is tested for use in a variety of speech activities, while passive material is used for reading and listening recognition. In general, elementary and basic schools study active grammatical content, while high schools study more complex grammatical phenomena, classified as passive minimum.
|
|
|
The basic principles for selecting the grammatical minimum have been established in the methodological literature.
The origins and standards of selection are taken into account when deciding on the grammatical minimum.
When it comes to the origins of collection, native speakers' sounding speech or dialogical examples of printed texts in literary, colloquial, and artistic types are used.
The active minimum encompasses all phenomena that are absolutely required for expressive speech behavior. The following are the widely agreed selection criteria in the active grammatical minimum:
1) the principle of predominance in oral and written speech;
2) the principle of exemplariness (the content should serve as a model for analogous construction);
3) the principle of exclusion of synonymous grammatical phenomena (stylistically neutral). The verb devoir is selected out of all the grammatical synonyms for expressing responsibility in French.
The passive grammatical minimum contains the most widely used grammatical phenomenon in literature, which learners must understand by ear and when reading. The passive minimum's volume could be greater than the active minimum's volume. The following are the key principles for selecting grammatical phenomena in a passive minimum:
1) the principle of prevalence in a book-written style of speech;
2) the principle of polysemy.
The grammar content should be arranged functionally, that is, grammatical and lexical phenomena should be merged in sentences and larger communicative units.
The grammatical minimum contains both single and general grammatical concepts, which are typically provided as a list in foreign language education for primary, simple, and full secondary school.
The material forms of foreign language in the form of suffixes, prefixes, and integral word forms, as well as information about the grammatical forms of foreign language registered in grammatical categories, make up the component composition of the learning content on the grammatical side of expression. (gender, number, case, etc. ), in the rules of education and use of these forms, and, thirdly, actions for the grammatical design of speech (productive and receptive grammatical skills) (I. L. Bim).
As you might be aware, there is a distinction between form and sense in grammatical phenomena. The characteristics of each grammatical phenomenon are also characteristics of its use.
Three types of grammatical phenomenon can be differentiated based on the ratio of meaning and usage in the native and learned languages:
1. In two languages, the meaning and application of the grammatical phenomenon are the same (singular and plural, degrees of comparison of adjectives and adverbs, Eng. - design of modal verbs with an indefinite form of semantic verb).
2. The meaning of this phenomenon and the limits of its use in their native and foreign languages are not the same; they may be narrower or broader than the gramma.
3. Grammar anomalies exist in one of the languages (foreign or native) but not in the other. They are expressed lexically (the entire complex set of article values, an established system of temporary forms for expressing the precedence of acts, their simultaneity and following, and the special temporary form) in both native and foreign languages. Continuous, showing the essence of the actio's progress.
E. N. Solovova categorizes potential grammar learning disabilities based on the appearance of interlingual and intralingual intervention. When native and exotic / foreign languages are studied together, there is bound to be some inter-lingual interference as rules from one language are mechanically moved to the other, resulting in errors.
|
|
|
We should explain the general criteria for mastering the grammatical side of speech based on the preceding:
a) Learners should be able to shape their oral speech utterances grammatically correct when concentrating on the content;
b) When reading and listening, learners should be able to understand grammatical phenomena, allowing them to concentrate on extracting useful knowledge. The chosen grammatical minimum should help you achieve this aim. As you are aware, it is decided by the current curriculum. The criteria for selection, which is normally met by measures such as frequency and speech usability, as well as its generality, i. e. the ability to apply to one or more grammatical phenomena.
Grammar is one of the most critical aspects of teaching a foreign language, and without it, complete communication is impossible. Grammar has been the focus of intense discussion and debate for several years, maybe longer than any other part of language teaching. The term " grammar" has many different connotations. It is defined as the grammatical structure of the language, that is, the system of objectively acting rules in the language of word change, word forming, and sentence combination, as well as the science of the grammatical structure of the language [6; 118].
The value of learning grammar is dictated by the fact that grammar promotes the road to mastering the language due to the generalizing aspect of its rules. “Theory illuminates and aids the course of practice, ” explained B. V. Belyaev.
In one volume or another, mastering the grammatical structure of the language guarantees the expression of thoughts in oral and written form, as well as their comprehension by ear and reading. Learners pick up new facts and phenomena, as well as linguistic definitions and grammatical categories that aren't used in their native tongue. Learning the grammar of a foreign language aids in a clearer understanding of the native language's grammatical structure, as well as the development of learners' critical reasoning, observation, and ability to interpret and synthesize.
The position of grammar often shifts due to a variety of factors, including the evolution of linguistic theory, consideration of the practical effects of teaching a foreign language, consideration of state policy in the field of education, and so on. The aim of learning a language's grammar is to teach the student how to talk and understand the text they are reading.
This means that the aim is to learn the abilities and skills of properly structured speech rather than mastering the grammar structure of a foreign language, with all of its forms and constructions.
There is currently a trend to downplay the importance of grammar in foreign language instruction, based on repeated findings that learners do not master the practical knowledge of grammar phenomenology. They are unaware of the importance of learning grammatical terms and definitions, as well as the aims of grammatical research. Whatever the case may be, grammar's position in communication organization remains one of the most critical and dominant.
The term " grammar" is a bit of a misnomer. There are two distinct meanings in linguistics:
• Grammar refers to the language's grammatical form, which includes the structure of words and sentences. A native speaker understands and speaks the grammatical system instinctively;
• Grammar is a branch of linguistics that summarizes our understanding of the language's grammatical structure, described as " a collection of rules on how to combine words" [7, p. 20].
There can be no verbal communication without grammatical proficiency in the first sense of the word. Grammar is the study of words " Our expression is governed by objective truth. The semantic side of a sentence is formed by grammar patterns, and the grammatical side is formed by vocabulary" [7, p. 20].
Grammar plays an important role in the teaching of foreign language speaking; it serves as a kind of structure for vocabulary development. Grammar and proper utterance style, as well as the understanding of grammatical forms in speech and writing, are learned through the development of grammatical skills [8, p. 47].
Many problems arise from understanding and mastering grammatical facts, which are compounded by grammatical terms and laws, as well as an infinite number of exceptions. The teaching of grammar in schools is often restricted to dry memorization of constructions and similar activities, in which the student is not completely persuaded of the practical benefits of what he is doing. Learning is challenging due to the large number of words. The types of work do not always alternate, resulting in learners' passive work in the lesson. Meanwhile, research into this subject should be just as fascinating and instructive as, say, teaching vocabulary.
|
|
|
First and foremost, it is important to note that English is not the same as the native tongue. As a result, a grammar intended for teaching a foreign language cannot depend on linguistic flair and must therefore provide specific rules for the creation and use of foreign language grammatical forms and structures. There are issues with understanding one or more phenomena while studying English grammar, such as the article or a large number of times [9; 47].
The idea expressed by visual means and aids is the one that is remembered the most. One of the most important ways to create positive reinforcement is to make yourself visible. However, exposure should not be viewed solely as a means of demonstrating a particular topic. The idea of " visualization" is inextricably linked to the concept of " thinking, " and the two are inextricably linked. The didactic theory of building the educational process based on visual aids in the process of language learning, known as visibility of teaching, can be used in the presentation of new content, in the checking of educational material's creation, and in the design of textbooks, books, maps, charts, tables, and other materials. Visual content, of course, activates the student's psyche, instills curiosity in the knowledge obtained, broadens the spectrum of information perceived, decreases fatigue, and generally enhances the learning process. As shown by various findings, not all teachers have a good understanding of how to coordinate the use of visualization in the classroom in such a way as to increase the efficiency of information assimilation, and in which cases visualization is justified and useful, and in which cases it is inappropriate, if not harmful.
The communicative aim of high school grammar education helps one to formulate the basic criterion for the amount of grammatical material to be mastered, which should be adequate for using the language as a means of communication within the program's limits and realistic for learning it in these conditions.
Grammar is now a part of the material of foreign language teaching programs, so its importance in educational activities should be considered. The role of grammar in the production of language material for the English language, which differs in the strict order of construction of speech utterances, is particularly significant. The grammar of the English language, as well as the grammar of other languages, can aid in the formation and improvement of speech abilities and skills, i. e., play a supporting role in speech and thinking function.
The following objective factors necessitate the restriction of linguistic, including grammatical, content. Because of its vastness and the difficulty of forming grammatical skills, learners at a technical university have no realistic chance of mastering the entire grammatical structure of this particular foreign language.
If you consider that developing grammar skills takes a considerable amount of time to complete the lessons, mastering all aspects of a foreign language to the point where learners can use it automatically is impossible. Certain, very important constraints must be applied to the selection of grammatical content, especially those grammatical phenomena in which learners must be proficient. The basic principles for selecting the grammatical minimum have been established in the methodological literature.
The active grammatical minimum encompasses all phenomena that are completely required for efficient speech activity. The following are the most widely recognized selection criteria in the active grammatical minimum:
1. the principle of prevalence in oral speech,
2. principle of exemplaryness,
3. The principle of exclusion of synonymous grammatical phenomena.
Only certain grammatical phenomena that are common in oral speech and cover a wide range of vocabulary are included in the active minimum, according to the first two principles. All other grammatical phenomena are learned through lexical acquisition.
Grammatical content should be arranged functionally such that grammatical phenomena are organically combined lexically in communicative units of at least one sentence in length. As a result, the sentence is the first speech unit, representing the unity of the sentence structure (i. e., the order in which its key members are arranged), the morphological forms of the structure's components, and the rhythmic-intonational nature, as defined by its communicative purpose and meaning.
Grammar skills, as previously said, are components of various forms of speech operation and differ from one another in the same way that these types of speech expression differ. As a result, we must first identify the various forms of grammatical abilities in both speaking and writing.
Grammatical speaking skills are described as the consistently correct and automatic use of grammatical phenomena in oral speech for communicative purposes. The main qualities of the grammatical skill of speaking, therefore, are automation and integration. Such possession of the grammatical means of the language is founded on complex speech stereotypes of the form in unity with their context, " sound and meaning, " the main qualities of the grammatical skill of speaking are thus automation and integration.
Speech morphological skills are grammatical skills that ensure the proper automatic shaping and usage of words in oral speech in a given language. These skills include the proper use of case endings of nouns and their determinants in oral speech, as well as adjectives and pronouns in German, and personal endings of verbs in German, English, and French.
Syntactic speech skills, or mastering the simple syntactic schemes of sentences, are speech grammatical skills that ensure consistently correct and automatic word arrangement (word order) in all styles of sentences in analytical and inflective-analytical languages in oral speech, according to language directions.
Language grammatical skills, which are described as discursive and analytical skills in handling grammatical material (inflection and word placement skills) developed and performed on the basis of grammatical knowledge in the process of performing language exercises, would be incomplete. They can be receptive (when recognizing grammatical phenomena in written and oral text), productive (when recognizing grammatical phenomena in written and oral text), and used mostly in written speech, less frequently in speaking, as a background component.
The current state of foreign language theory helps us to discern four key stages of grammatical material work: grammatical material, grammatical material, grammatical material, grammatical material, grammatical material, grammatical material, grammatical material, grammatical material, grammatic At the initial stage, an oral presentation is preferred over a written one; at the senior stage, a written oral presentation is preferred; at the intermediate stage, depending on the essence of the grammatical phenomenon, it is recommended to add more complex language. Finally, depending on the goal of assimilation, active or passive awareness of the material is needed. The inclusion of this phenomenon earlier in oral speech behavior is needed for a positive attitude toward active ownership.
The second level, the formation of speech grammatical skills, is the most important since it involves the automation of grammatical behavior, which would be impossible without it. The aim of this stage is to offer grammatical phenomena training a speech character, while also taking into account the difficulties caused, first and foremost, by the interfering effect of the mother tongue's corresponding abilities, and, in particular, the development of skills in school conditions, i. e. a lack of a language atmosphere and inadequate speech practice [10, p. 41].
To summarize, grammar is a way of constructing sentences in a specific speech situation, not a separate part of the language. Furthermore, grammar instruction that is structured on a communicative basis (game strategies, group work styles, learners' independent quest activities) aids in the growth of intellectual abilities and the creation of general educational skills.
- The stage in which grammatical phenomena are presented and an indicative basis for ability formation is developed.
- The formation of speech grammar skills by oral speech automation.
-Speech skills are used in various forms of speech.
-Speech skills development. The oral and written presentation formats are chosen based on the following criteria: First, there are the levels of preparation (primary, secondary, and final) and then there are the difficulties (difficulties).
|
|
|
