II. Peculiarities of teaching grammar through modern techniques to develop learners’ productive skills

II. PECULIARITIES OF TEACHING GRAMMAR THROUGH MODERN TECHNIQUES TO DEVELOP LEARNERS’ PRODUCTIVE SKILLS

2. 1 Using Modern Techniques and Technological Tools to Teach Grammar

 

The phase of acquiring active grammar skills is distinguished by the fact that it is divided into many levels, each with its own set of objectives.

1. The preliminary process entails being acquainted with the grammatical phenomenon. Learners are mentally prepared for the assimilation of a new phenomenon at this stage. To accomplish this, they are given a goal from the start. The teacher attempts to pique the pupils' curiosity to get them to participate. The more complex the syntactic structure, the more visual support, visual aids, and other aids are needed.

2. This is the first step. Person acts on the use of a grammatical structure or type of a word are assimilated. Exercises in the use of ready-made word forms in this system, as well as the creation of a form in one pattern, are included in the elementary stage's material. At the elementary level, highlighted grammatical forms help with comprehension and memorization of the samples.

3. Combining stage. At this point, a sequence of actions is still being consolidated while being coordinated with other actions. At this point, the new grammatical means are merged or interleaved with other means. There are more creative elements in exercises, while mechanical exercises disappear into the background.

4. The stage of systematizing generalization. This stage is needed for assimilation of the second stage's generalizations and systematization of the knowledge gained through exercises in interpretation, comparisons, and qualifications. This stage is used to reinforce the content as well as to teach the skills of knowing the grammatical means of the active minimum while reading. Diagrams and tables are examples of visual aids.

5. The stage in which grammar skills are integrated into speech function. The use of the learned material in learners' speech activity occurs at this point.

Information and computer technology, especially Power Point presentations, should be used to help middle-school pupils master grammar material in the English language.

It is important to recognize grammar research as a means of learning, select a grammatical minimum, and ensure a firm grasp of this grammatical minimum for successful assimilation of grammatical content.

The aim of grammar instruction is to help pupils develop their grammar skills, as well as their speaking, listening, and writing abilities. Learners should be able to understand grammatical phenomena while reading and listening to extract useful knowledge as a result of the instruction. It is suggested that communicative teaching methods and conditions for consolidating language and speech skills in solving specific methodological problems aimed at the successful practical use of vocabulary and the assimilation of grammatical models that lead to the replication and transformation of sentences be used to solve specific methodological problems. The development of learners' positive attitudes toward the method is given special attention. Foreign learners would be able to correctly apply communication skills in particular language circumstances if the language content is organized clearly. Any speech ability development takes place in phases and in a particular order, all of which are subject to specific criteria. The theory of semantic grouping is the guiding principle for organizing grammatical content, and the speaker's voice is the guiding principle.

The use of the studied linguistic phenomena in various modes of speech in various circumstances of educational and extracurricular communication is part of the organization of educational content.

In our view, the teacher's personal choice of methodological teaching methods should be based not only on methodological expediency (depending on the tasks and learning conditions), but also on the teacher's clear understanding of the details of the reality being studied, as well as his place in the framework of language relations. The requirements for consolidating international learners' language and speech skills suggest addressing particular problems aimed at active vocabulary usage and assimilation of grammatical models:

1) understanding and assimilation of the structural properties of the studied proposal's structure as a support for the further development of information and skills;

2) the development of skills to separate the studied syntactic units from the text;

3) the inclusion of syntactic units for writing a story on a proposed subject   

    All types of speech skills are developed in parallel and interconnected ways on a single lexico-grammatical, thematic, and textual basis, ” and thus serve as the foundation for proper speech operation at all levels of language proficiency.

    We highlight the following as one of the most important methodological tasks in teaching foreign learners complex sentences with subjunctive explanatory clauses:

1) to arrange grammar material in such a way that the student is equipped with " a variety of means for communicating one or another communicative design";

2) to build work on the formation of speech skills based on different forms of speech behavior on the basis of the studied grammatical unit (listening, speaking, reading, writing).

  Flipped learning is a teacher-centered approach that incorporates high-tech elements. Teachers use Web 2. 0 technologies as a medium of communication. This blended learning teaching style is called " flipped" since pupils do their classroom activities at home rather than in class, allowing them to focus on problems and practice activities in the classroom.

The benefit of flipped learning is that it allows an instructor to focus more on each student and interact with them individually. The origins of flipped learning can be traced back to 2009. Then, in order for pupils not to skip school, teachers simply produced a PowerPoint presentation and video for those who were late or absent. As a result, the majority of the pupils decided that teaching was a positive idea.

Every day, thousands of teachers give the very same lectures or lessons in class to millions of pupils, and every night, millions of pupils attempt to solve or complete their homework assignments. In the past, pupils will listen to lectures in class and then work on problems at home. Since most pupils lack trust, they simply do not tell if they do not understand, which inevitably leads to problems with homework completion. Both teachers and pupils benefit from flipped learning because it helps them to save time and function more efficiently. The following are some of the benefits of using flipped learning:

1. It encourages all pupils to learn at their own speed because videos can be viewed several times.

2. It is more effective because pupils come to class ready to participate.

3. It enhances the lesson by allowing more time for group learning and projects.

4. Doing homework in class encourages pupils to assist one another, benefiting both advanced and less advanced pupils.

Teachers will experience more shifts as a result of flipped learning. Traditionally, teachers have been willing to question those pupils who are more optimistic than others; however, flipped learning encourages teachers to focus on the pupils who need assistance, and instead of instructing from the front, teachers work alongside the pupils.

The class's content can be viewed in a variety of ways. The most common method is to show a video and give a presentation. Textbooks, online books, and audio books are also available.

According to the majority of research, flipping learning is more effective than conventional learning. Since most teachers in the United States are free to use any teaching method that best suits their pupils, flipped learning is becoming increasingly popular.

Flipped learning is very effective in teaching English, but what about teaching writing skills? Flipped learning is often thought to be an effective method for teaching writing skills.

If each student has access to Internet technology at home, the internet could become a limitless source of knowledge. Learners could use a Web 2. 0 podcasting tool to find out how to write acceptable essays, their styles, formal and informal letters, and so on. Nonetheless, the Internet as a source of knowledge provides learners with an infinite number of ways to organize their writing.

Writing in the classroom encourages pupils to address issues that arise during the process. Learners will talk about their issues with either teachers or other pupils. As a result, flipped learning recommends using peer evaluation and peer review. In reality, it's worth noting that peer familiarity plays an important role in flipped learning. In reality, pupils in the same class in the United States may not be familiar with one another, making the use of flipped learning more challenging for them. Contact between peers can be missed, but this can be remedied by an instructor. This type of problem, on the other hand, is unlikely to occur in Kazakhstan. According to Kazakhstani law, a class is formed by a group of pupils.  

Learners will also be permitted to use the Microsoft Word software for writing assignments at home, and if it is necessary to integrate laptops or computers into the classroom for each student, Word use is also permitted.

Tablets are also useful for writing assignments because they enable pupils to write on them with a pen, which improves their motor skills. Because spell check corrections do not work, pupils are less likely to rely on them and will begin learning how to spell words.

The benefits of flipped learning for learners' writing skills include the ability for the teacher to monitor the writing process and the fact that writing assignments are not copied from the Internet.

The classroom can be made in a variety of ways:

1. Standard flipped classroom

2. Discussion oriented flipped classroom

3. Demonstration focused flipped classroom

4. Faux-flipped classroom

5. Group based flipped classroom

6. Virtual flipped classroom

7. Flipping the teacher [25]

In the traditional flipped classroom, pupils do their schoolwork at home and their homework in class, putting what they've learned into practice.

In the second flipped classroom, the learning process is centered on discussion; the instructor offers some source of knowledge through podcasting, such as YouTube videos, and pupils simply discuss the material during class. It could be useful in subjects where the material is all. It can also be used to teach English. Themes related to culture can be used in the discussion based flipped classroom to develop sociocultural competence; learners would be able to figure out differences and similarities at home and debate whether they find any details interesting or not.

The demonstration-focused flipped classroom is used in subjects where it is not possible to have debates or simply practice. Teachers encourage pupils to rewatch the video material due to the difficulty of learning certain subjects such as Mathematics, Chemistry, and Physics.

Another example of flipped learning is in primary schools. Since it can be difficult for learners to deliver the information they have learned, some primary schools do not use home assignments at all. Instead, pupils watch video materials and presentations in the classroom, which allows them to re-watch the videos if they are misunderstood. Faux-flipped classroom is the name of this choice.

The other flipped learning alternative is student-centered, while the traditional flipped classroom is teacher-centric. Before the learners arrive in the classroom, it is the same as in traditional flipped learning. Learners come together to collaborate in pairs or groups on teacher-provided tasks. This method is known as group-based flipped learning.

The other choice might also do away with the need for classrooms. This option is now mostly used in higher education, where teachers provide some source of knowledge by capturing videos and other forms of media. Learners do not usually need the classroom in this case; the subject can be learned only theoretically, but if necessary, learners can meet with the teacher to explain the situation. This is called virtual flipping.

The last one, flipping instructor, is primarily used to inspire and increase the competence of pupils. allowing pupils to create a video in which they can demonstrate their skill, or the instructor can suggest role-playing.

Most teachers spend the majority of their time planning lessons, but when planning a flipped classroom, it's often important to remember what happens before and after class. Bloom's Taxonomy can also be used to assess learners' comprehension. You can use a variety of exercises and quizzes to help your pupils learn.

Planning should be divided into three:

a) before class

b) during class

c) after class

Bloom's taxonomy is used in pre-class exercises to help pupils achieve the " Understanding and Remembering" stage. In conventional classrooms, highly trained teachers and professors spend their time assisting pupils in achieving those low levels rather than concentrating on higher levels such as creating, evaluating, analyzing, and applying knowledge. As a result, using flipped learning to reach all levels of Bloom's taxonomy may be efficient. Bloom's taxonomy can be used in the flipped classroom, as shown in Figure 1.

 

 

Figure 1-Bloom’s Taxonomy in flipped classroom

 The use of after-class preparation allows pupils to look for additional details. Although “Understanding and Remembering” are important before and after class, “Creating, Evaluating, Analyzing, and Applying” are important during class. Teachers urge pupils to seek out additional knowledge after class in order to engage all stages of Bloom's taxonomy.

The word " productive struggle" became prominent in the educational world. The development of innovative problem solving is a product of the effortful learning process. Many researchers believe that using constructive struggle to achieve deeper learning is crucial. However, with each student in the classroom, this is not a simple task. As a result, the use of " game-based learning through high-tech content" is becoming increasingly popular.  

Well-designed games have a special quality that encourages learners to think harder when solving a problem. Teachers should keep in mind, however, that not all games are capable of doing so.

The attributes that sit under the hood that help make games a successful platform for engaging kids in productive struggle are embodied in key values that well-designed games embody:

1. A problem-based approach to learning, where instead of telling pupils what to do, games provide them with a puzzle to solve.

2. Learning by failure; in sports, players learn through doing, which means they fail. Learners are experimenting with various paths before they find one that works. That is how the gaming community works. It enables pupils to:

a) To make mistakes

b) Safe to fail

c) Solve problems

1. Informative feedback

2. Progressive growth.

Many people in this area of learning confuse the words " gamification" and " game-based learning".

Gamification is a tool that aids in the training process, but it is not a training tool in and of itself. It employs game mechanics to entice learners to participate in school. Some gamification strategies include:

1. Competition

2. Stories

3. Levels

4. Achievements

5. Stages and rewards

All of these strategies are used to boost motivation, make training more enjoyable, motivate learners, and increase competitiveness, but they do not force learners to learn.

The learning process necessitates the acquisition of a concept, the ability to apply the concept, and the ability to gain input in order to imagine the performance's outcomes. This is where game-based learning enters the scene.

Learners can develop their reading, listening, and speaking skills in English by using a high-tech approach to game-based learning. Is it, however, necessary to use game-based learning to develop writing skills?

While game-based learning can help pupils improve their spelling, writing is more than just spelling. Writing style may be formal or informal, and the use of games can influence formal writings, so pupils can confuse formal and informal writings in their assignments by using informal style phrases.

Since essays and topics cannot be included in games, game-based learning may not be efficient.

Personalized learning is a method of applying the instructional process in which the pupils are the focus of learning. Personalized learning is based on the idea that motivated learners progress more quickly. Learners are given the ability to prepare their own educational path in this method. During the educational process, learners can also change their educational path. Learners may choose which subjects they want to study and whether they want to work alone, in small groups, or in pairs.

It goes without saying that this approach is becoming increasingly popular; however, because it is a student-centered approach in which the instructor simply guides the learners, teachers are unable to include tasks to help pupils develop their writing skills.

Despite the fact that all of these high-tech approaches to language learning are effective, only flipped learning is an acceptable way to combine high-tech and teacher-centered approaches.

There are several methods that can be used during practice that can also be used to improve writing skills, such as:

1. Writing based on picture

2. Writing based on template

3. Writing based on topic

4. Fill in the blank

5. Dictation

6. Writing a card

Writing with pictures necessitates the use of images that are paired in a logical order. Learners are asked to write down their descriptions of the objects and events.

The use of a sample in the learning process is needed when writing using the template technique. Learners are given examples of written assignments so that they can see how to write in a proper manner.

The technique of writing based on a subject is the most popular. In this method, pupils are presented with a topic to explore. Pupils will be able to write a subject or essay in depth after discussing the problem.

Another popular technique is the fill-in-the-blank technique, which is typically used as an after-reading exercise. Pupils must first read the text and then fill in the blanks with an acceptable phrase or word.

Dictation is not widely used due to its time-consuming nature. However, this method is the most effective for improving word spelling. One individual decides while the other transcribes what was said in this technique.

Writing a card is a tool that is often used to engage pupils in the learning process. Teachers first clarify what the card is, then allow pupils to complete the task independently.

 

Tasks are given in which learners demonstrate the skills by transferring completed speech samples to new speech situations using complex sentences with subjunctive explanatory sentences:

- request information: Could you please tell me the athletes from around the world have already arrived in Sochi for the Olympics?

- supply information: I heard that the Olympic flame arrived in Sochi, the Winter Olympic Games' capital, on February 6, 2014.

- elucidate the detail that was perceived: The article discusses the issues that concern the world's youth.

- to express an opinion: I believe you should study economics rather than medicine because you are better at mathematics than chemistry and biology; - to express joy (chagrin, surprise): How wonderful that the Olympic flame will be carried through the streets of Belgorod on January 17!

- strike up a conversation: Could you please tell me how to schedule an appointment with the dean?

- Thank: Thank you for putting on such a fascinating case.

- express sorrow: It's a shame I won't be able to attend the Sochi Olympics to cheer on my country's athletes.

- Determine the veracity of potential events: Do you have proof that he is the most strong single figure skater?

- express agreement (disagreement, conviction): I believe you were completely correct in this case (I do not agree with the fact that..., I am convinced that. ).

    In comparison to speech skills, which are stereotypical in nature, learners' formed communicative competence is innovative, so strategies designed for communicative action are the next step in teaching grammatical phenomena. The study of linguistic phenomena in various forms necessitates a certain arrangement of educational content, which entails " the inclusion of the studied linguistic phenomena in various forms. "

The situation suggested by the pupils would inevitably include an extralinguistic assignment that must be completed. As an example:

• Ask questions to the librarian, if you are in the library; vendor, if you are in the store; instructor, if you are in the audience; secretary, if you are in the dean's office; passerby on the street; passenger, if you are on a trolley bus, using complicated sentences with subjunctive explanatory clauses with a proper question mark of sections - where, how, why, how much

• Agree with your friends that: cars are friends (enemies); Russian girls are beautiful; American films are boring; Japanese computers are excellent; and Russian grammar is difficult.

• Remind your new friend of the start of sports events.

• Read the story and relay the information using complex sentences and subjunctive explanatory sentences. Extend your sympathies to the story's protagonist, who was unable to compete in the Olympic Games due to illness.

• Read the beginning of the tale and write a continuation, including complex sentences with subjunctive explanatory clauses.

• Write 4-5 questions that: a) your mother asked you in letters; b) you'd like to ask the rector of our university using complicated sentences with an interrogative relation of bits.

The exercises we provide provide the conditions for moving developed language and speech skills into a situation of conditional and then real communication, continuing the work started at the previous point, and bringing the ability to use language content to automatism.

The exercise method provides real conditions for implementing a differentiating and individual approach to learning, with " taking into account the needs, skills, and capacities to stimulate the student's subjective role in learning, allow for problematic presentation of knowledge in order to enable the student to analyze, reflect, draw independent conclusions, and generalize. " To promote the development of the need for self-realization, self-esteem” [28; 8]. The willingness of international learners to use grammatical units in their own statements is determined by their grammar mastery side of expression.

When the student is faced with a dynamic stimulus that demands a thorough response in the proposed monocultural and intercultural speech situations using the studied grammatical structures, options for working with text become accessible. As a result, speech tasks are given as tasks for the text " Earth is our common home":

• After reading the document, respond to the following question: What did you hear about the most important environmental issues? (Use complicated sentences with subjunctive explanatory sentences when responding. )

• To learn about current national conservation efforts, ask polite questions to your peers.

• Share your thoughts on the gas pollution in major cities in your respective countries.

• Do you believe that " Nature will avenge man for his irresponsible attitude toward it"?

• Describe how you want to interact with nature.

Thus, mastery of grammar material enables you to develop language and speech skills in which international learners may perform speech actions while selecting language resources that are suitable for their communicative purpose or the interlocutor's speech mission.

The formation of core competencies, including grammatical skills, is the primary goal of education in the competency-based approach. The basic code of the language system, its grammatical rules, the lexical system, the rules of word formation, and the construction of syntactic structures are all part of mastering the grammatical side of expression. Despite the high importance of the development of speech skills in modern scientific literature, issues of grammatical competence structure, theoretical and methodological rationale, and teaching principles remain controversial, determining the relevance of the chosen research subject.

What constitutes a competency category is currently a point of contention among researchers. Competence is described as " a certain sphere of application of expertise, skills, abilities, and qualities that together help an individual behave in a variety of circumstances, including new ones" in its most general form; psychological personal neoplasm, which includes behavioral, cognitive, and behavioral-cognitive aspects. As a result, the development of core competencies allows individuals to set individually significant goals, execute specific communicative and behavioral techniques to achieve desired outcomes, and engage in reflection and self-reflection processes.

The competency-based approach predetermined the ontological transformations of teaching processes and content of instruction at all stages of the educational system, which is distinguished by high differentiation, the introduction of an individual approach, and the modeling of the educational process in accordance with the competency-based approach, which has become an integral component of the domestic educational system.

The primary purpose of teaching as part of the educational process is the development of core competencies, including communicative, in the structure of which grammar should be differentiated separately. In most modern pedagogical and methodological literature, the grammatical category is described as " a person's ability to use grammatical information, skills, and abilities in a communicatively acceptable and situationally adequate manner in order to realize their speech actions. " The material basis of speech and thought behavior is the grammatical side of speech, which can be described as " a set of rules that allows one to create organized chains of elements, i. e. to construct statements and sentences" [1].

There is no single approach to theoretical and methodological substantiation, understanding the forms of shaping the grammatical side of speech, in either international or domestic pedagogical, methodological literature: The importance of grammar is either overstated or understated, For example, in the grammatical process, which places a premium on the type of concepts in isolation from their internal content; or was overlooked, totally ignored, and mastery of the grammatical side of speech should be pursued independently of other language systems. To put it another way, there have historically been two approaches to teaching grammar: explicit and implicit. In practice, two suggested methods are effectively synthesized in the process of forming grammatical competence, allowing the set didactic goals to be met.

The task of English grammar is not limited to mastering the skills of adequate syntactic structure modeling, the ability to logically and syntactically construct monological, dialogical, and polylogical discourses in accordance with Russian language norms and laws, However, it also necessitates knowledge of a collection of word formation norms and laws, as well as the logic of constructing syntactic structures, and all of the rules that govern the logic of discourse construction.

    The ability to use language as a means of communication in an academic, professional setting requires the learning of skills, the use of grammatical techniques in the process of modeling your own discourses, the ability to modify and merge lexical units, in other words, the ability to use language as a means of communication.

There is no single approach to understanding the structure of grammatical competence in contemporary scientific literature. This category includes information, skills that include automation of correct grammar, and conceptualization of the semantics of utterances as a dynamic, multidimensional phenomenon.

The right communicatively-motivated automated use of grammatical phenomena is a heterogeneous “synthesized behavior performed in ability parameters and providing adequate morphological and syntactic design of a speech unit of any level of speech”; “Automated operations conducted with the grammatical material of the language in the course of speech activity, when the consciousness is directed at the substance of the utterance”; “Stably accurate and automated, communicatively motivated use of grammatical phenomena in oral speech” [29, p. 155].

    The following components of grammatical competence are distinguished by most researchers (E. I. Passov, S. V. Merzlyakov, E. A. Ryazanova, and others):

- application of reflection, self-reflection processes in relation to the correctness, adequacy of the chosen communication strategies;

- selection of speech units that form the structure in accordance with the norms of a given language that correspond to a given communicative situation;

- selection of speech units that form the structure in accordance with the norms of a given language that correspond to a given communicative situation;

- selection of speech units that form the structure in accordance with the norms

    The practical side of the grammatical competence is the choice of language units that take part in the creation of the structure; the formal side, the conceptualization of the skill, is the choice of language units that take part in the formation of the structure.

Grammar skills that ensure the proper application of morphogenesis and morphology (for example, case endings of nouns, adjectives, etc. ) are classified as morphological; skills that automate the arrangement of words within the context of syntactic constructions are classified as syntactic speech skills, syntactic stereotypes. Graphic and spelling skills are used often in writing.

Receptive grammar skills are automatic actions for understanding and interpreting grammar knowledge in a discourse; efficient grammar skills are actions that enable people to model their own syntactic constructions and discourses in compliance with grammatical design rules and standards.

In its most basic form, the development of grammatical skills can be broken down into three stages: interpretation, consolidation, and mastery, resulting in the ability to use skills in a variety of communicative situations. E. A. Ryazanova describes these phases in depth and identifies the stages that follow in the development of the grammatical side of speech:

- perception of the typical structure;

- substitution;

- transformation;

- reproduction;

- combination.

All of these phases are linked and reliant on one another: The versatility of combination is primarily due to the development of transition skills, etc. The power of assimilation is due to the essence of primary understanding and work on consolidation.

    The development of not so much skills as a theoretical basis, information that is an essential part of any competence, even grammatical, is carried out at the stage of perception. This stage's practical instructional tasks include introducing learners to rules-instructions.

The content under review is provided in the form of syntactic constructions for repeated repetition in oral and written discourses at the stage of consolidation (substitution, transformation in E. A. Ryazanova's classification). The acquisition of skills in operating language content in different forms of speech operation is catered for at the final stage (reconstruction and transformation).

The formation of grammatical skills, as well as mastering the grammatical side of speech, should be driven by a few main principles. In addition to the concepts of differentiation and individualization, which are necessary components of the educational model within the competency-based approach, the concept of situational-thematic organization of teaching is a specific pedagogical principle in the formation of the grammatical side of speech in the study of RCTs aimed at improving the efficiency of structuring and organizing training materials by analogy with real-life circumstances in which one or more grammatical phenomena are justifiedly used (video mode, given form of the verb, degree of comparison of adjectives, etc. ) depending on the specified didactic goals, which dictated the content of training, didactic materials. Taking this theory into consideration allows for greater learning variability.

The theory of functionality aims to improve one's ability to use grammatical phenomena in one's own voice, as well as their awareness and comprehension of their functional capacity, pragmatic function implementation capacities, and information message intentions. The polysemy of grammatical forms can be understood by considering the concept of functionality.

    The theory of consistency instills in pupils an appreciation of the language structure as a system with interconnected components at all stages. The implementation of the principle of consistency enables one to generalize language units, to decide the laws of functioning of language units at various levels. Systematicity is described as " an internally ordered collection of various elements (units) of a language, linked by stable relations inherent in a given language and determining the construction of speech utterances. "

“In relation to the object of assimilation — the Russian language — it merges with the concept of linguistic systematicity and scientificness; in relation to the development of a system of work, which allows for the ordering of different elements of the learning process: aims, material, teaching and learning techniques and methods; as applied to a particular linguistic mater, ” writes T. M. Ivanova.

Considering these concepts helps you to maximize the development of grammatical skills and, as a result, grammatical and communicative competencies. The following are the key conditions for the development of grammatical skills:

- correct execution;

-automatization, the use of the correct grammatical form, without switching attention from internal semantics;

- pace of implementation;

- the ability to transfer;

-flexibility - the opportunity to use the skills that have been generated while increasing the volume of lexical materials.

To put it another way, mastering a grammatical ability entails not only mechanical replication of speech, but also free reconstruction and transformations based on communicative objectives and interaction situations: In the practical academic or technical area of act, “in compliance with various tasks that may occur when using acquired knowledge for theoretical and practical purposes”. The optimization of the processes of grammatical ability growth and grammatical competence formation in the process of studying RCTs necessitates the creation of an appropriate language environment, one in which a student, " living the same life as this society and... experiencing the language process within it, you can fully understand the method of thinking of this society and learn its language [30, p. 147].

As a result, in the context of establishing a competency-based approach, the development of core competencies, including grammatical skills, becomes a top priority for training. Grammatical competence is divided into three categories: awareness, abilities, and grammatical skills. Understand persistent assumptions of speech actions, synthesize an intervention that implies automated adequate use of grammatical phenomena in the process of designing your own oral and written discourses using grammatical skills from modern scientific literature. The formation of grammatical skills is a complex, step-by-step method that necessitates the most thorough consideration of a variety of general didactic and specialized concepts, as well as the development of a communicative situation in the audience that is as similar to real-life communication as possible.

The issue of teaching the grammatical side of speech has received a lot of coverage in the past. There were issues when teaching grammar skills that are still valid today. E. I. Passov, M. A. Kolpakchi, T. B. Klementyev, V. P. Kuzovlev, and others studied this issue in the technique of teaching foreign languages.

The importance of improving learners' communicative competence as the primary goal of teaching a foreign language guided the selection of this subject. It is difficult to communicate in a foreign language without a proper grammar foundation. Grammar is the foundation of language, according to studies, but studying it is typically uninteresting and dull, which has an impact on communicative ability.

    Grammar can be related to chess, explained famous linguist Ferdinand de Saussure [30, p. 34]. To play chess, you must first learn the rules. Anyone who wants to improve their game must first learn the theory. Then a game of chess would be enjoyable (in practice). Since grammar is the most abstract tier of forms and definitions, mastering it as a framework maximizes learners' mental growth.

    Currently, the teaching process employs a number of grammar teaching techniques. They cover a wide range of grammar instruction methods, including computer-assisted instruction, the use of visual aids, a number of games, a structural system, and more. When learning the grammatical side of the language and having the most successful assimilation and implementation of one or another grammatical structure, the teacher is granted the freedom to choose the methods used in the lesson.

    According to E. I. Passov ‘only with automated speech skills can true knowledge of a foreign language be achieved’ [31, p. 21]. The question is, if these abilities are not learned, where do they come from? After all, one cannot seriously assume that they can be produced spontaneously, in " lively creative speech": special conditions are needed to form the ability of using any grammatical structure, which cannot be generated in a Russian-speaking context.

Since the structure removed from speech lacks situationality and communicativeness, it is important to establish conditions for the " removed" structure that are appropriate to the communication process's conditions. In conditioned speech exercises, this happens. On the grammatical side of expression, V. P. Belyaev suggests four stages of work:

- Preparatory (showing and explanation);

- Elementary (mechanical exercises in the substitution, which should provide automation of individual actions);

- Combining (a new grammatical means is combined or interleaved with other means);

- The stage of systematizing generalization (exercises in analysis, comparison and classification).

    However, there is a final stage in which grammar skills are integrated into speech activities, as well as their use and repetition in speech exercises.

There are some drawbacks to the proposed definition:

- The first and fourth stages are differentiated by the criterion of " the learner's behavior, " rather than the learner's personality;

- the first and fourth stages are distinguished by the criterion of " the learner's actions, " rather than the learner's personality;

- the first and fourth stages are distinguished by the criterion of " the learner's actions, " rather than the learner's personality (the learner goes through the stage of forming skills).

However, there is a positive aspect to this concept: first figuring out one structure, then colliding it with others. The inference of P. B. Gurvich [4, p. 94] contains the same concept. Automation is defined to him as a three-stage process that decomposes into smaller stages:

1. The formal level, consisting of one or two exercises for memorizing word forms in preparation for their assimilation;

There are three steps in the substantive-formal stage:

a) single-structure mining;

b) systemic contrast;

c) free opposition.

2. The content stage, i. e., spontaneously inspired, " spontaneous" usage of the grammatical phenomenon at all levels of higher education.

    However, one major flaw in this definition is that the most critical stage - automation - is described in a simplified form; the term " single-structured mining" conceals the behavior and sequences that lead to automation.

Then there's E. I. Passov's communicative teaching approach [7, p. 102]. A grammatical ability, according to his description, is a synthesized behavior for selecting a model that is appropriate for the speech task in a given situation, as well as for the correct execution of any level of speech unit, performed within the skill parameters and serving as one of the conditions for speech operation. It is possible to discern its more specific behavior in the grammar skill:

1. Choosing a model that is appropriate for the speaker's speech purpose in this situation;

2. Creating speech units that fill the model according to language norms and a particular time parameter.

The functional side of the ability can be defined as the model selection. In the other hand, there is a formal aspect of architecture. It affects the pace at which you talk. This side is closely related to both lexical ability operations - choice and combination, as well as the design, which is based on them and is dependent on their degree. As a result, the development of grammatical skills is limited to those lexical units in which the student is proficient.

Currently, almost all training programs are geared toward the sequential formation of these operations: first, design (aside from speaking), then selection (often also not situational). Of course, this is rational, but it is counterproductive. The speech unit's type and purpose must work together to include the ability to move. The choice of model is primarily determined by the speaker's ability to comprehend the grammatical sense of the given form. And it's only loosely related to the model's nature, since the type and its context are inextricably linked. Thus, the grammatical sense is linked to the model's nature on the one hand, and the condition on which the option is based on the other [32, p. 468].

Consider the following scenario: we're working with a grammatical model of the future tense. Its grammatical sense is that it expresses an upcoming action. The following speech functions can be conveyed with its assistance: pledge, surprise, message, expectation, demand, trust, and so on. Each grammatical ability that makes up the entire grammatical aspect of speech is reduced in number in each system of speech. It is important to determine their nomenclature, to define their hierarchy (in terms of necessity) for mastering speaking, and to determine what speech functions each model can perform.

For the formation of grammatical speaking skills, E. I. Passov proposes the following technique, in which the automation process must go through six stages: interpretation, imitation, replacement, transformation, reproduction, and combination. The author emphasizes each stage based on the criterion of the learner's behavior with digestible speech content. The author uses the example of mastering the future tense model to illustrate the technique.

    -Stage of perception. It is well understood that a person's first attempt to say something is impossible if he has not already heard it in another person's voice. The importance of pre-hearing in the creation of a complex stereotype cannot be overstated. It is important to achieve a high degree of execution automation. When a person hears foreign speech for the first time, he or she does not hear it, does not recognize its structure, and does not notice the grammatical form. Only when his attention is drawn to something by sufficient instruction or by some means of introduction does he begin to hear.

If the preliminary hearing is well arranged, and learners interpret the same phrases when knowing what purpose these phrases serve, the speech stereotype emerges as the foundation of grammatical competence. The model is perceived in the classroom during the presentation, which can be interpreted as demonstrating the model in action and demonstrating its functionality. The instructor expresses his plans for Sunday, emphasizing the voice of the future tense. The teacher then talks about his Sunday plans with his friends, after which the pupils listen to the micro-text statement, answer the preliminary question, and then begin the exercises [31, p. 223].

    -Stage of imitation, substitution, transformation, reproduction. Individual stages can only be absent, depending on the nature of the grammatical material, which does not allow for replacement or transformation, and on the needs of training, where, for example, the first two stages have already been mastered. The exercise ratio is also significant, particularly the ratio between imitative and substitutional exercises on the one hand, and transformational reproductive exercises on the other. It depends on the grammatical material's nature, intralingual difficulties in assimilation, interlanguage intervention, and so on. What role do these four stages play in the development of grammatical ability?

Imitation lays the groundwork for a grammatical form's auditory and speech-motor images to be linked. The formal side of the model is remembered, while the functional side is strengthened. Substitution is the first step toward forming a concept operation. The generalization of the model is becoming more apparent. The ability to replicate by analogy is becoming more popular. All of these processes progress to a higher level during transformation. The clearance effort is being bolstered. Temporary contact begins to be differentiated. The self-calling model operation is born.

The distinction of temporary contact is enhanced by reproduction as a guided, isolated process. The formal and functional sides of the model are almost complete in terms of establishing a link. The internal picture of the model, as well as the call process, have been completed (at the level of guided speaking). The future tense is used in all of the roles that it can perform in speaking in these exercises, according to the author.

Furthermore, E. I. Passov refers to the next, more advanced stage in his grammatical skill formulation strategy. At this stage, the stages of transformation and reproduction are repeated. But, since these stages are repeated on new content and in new exercises, the grammatical skill is greatly strengthened. Combination has taken over the top spot. The combination stage is so named because it involves a rare, purposeful, and regulated combination, or " collision, " of the model learned in previous stages with those learned earlier in other periods. It's all about balanced combination: the exercises for this stage must be arranged in such a way that the assailable model is alternately paired with the key models that are used with it in natural speech.

Each grammatical phenomenon has its own structural range, or the collection of forms with which it coexists in speech the most frequently. Functional-communicative factors are to blame for this neighborhood. Exercises that promote stability and grammatical skill should follow the same principle. The distinction of the temporal relationship is improved during the combination stage, which improves the skill's stability. At the same time, a selection process is created, which is the model's option rather than its call. There are two distinct mechanisms: a challenge occurs when the consciousness is solely focused on the prospect of using the acquired model, since the statement is only one phrase long, and the entire experience of replicas in previous exercises subconsciously prompts a challenge to this model; an option occurs when the statement is planned in the sum of two or three phrases. The speaker's focus is naturally sprayed. It transitions from an automated model to the entire utterance's content, meaning conversion, and speaking technique. In this situation, it is already important to choose the required model from a specific material, and to do so under difficult circumstances. Over-phrasal anticipation, one of the most essential processes, starts to take shape here, without which regular speech is unlikely.

-At the combination stage, the conditional speech exercises are the same, but the installation in them helps to teach the learner how to blend various speech patterns. Thus, the general ratio of imitative and substitutional acts on the one hand, and transformational, reproductive, and mixed (as more innovative, autonomous, and thus more useful) actions on the other hand, is approximately 1/3 in two levels, ensuring assimilation productivity.

E. I. Passov's theory is a scientific investigation into the mechanism of mastering grammatical structures and skills. The theory's importance comes from the fact that it provides a scientific foundation for the skill's mastery mechanism, from interpretation to imitation and substitution to transformation and reproduction. This approach stimulates the assimilation of grammatical material to a high degree, but it necessitates careful analysis and adaptation to all training conditions and characteristics (age of learners, level of knowledge of grammatical material).

 Speech is built on the foundations of grammar, vocabulary, and sound composition. It has a coordinating feature. The study of the effects of teaching grammar leads to the conclusion that the mindset and techniques of teaching grammar need to be drastically altered. One of the most serious issues in teaching English grammar skills is learners' disinterest in the " dry" and very complex topic.  The teacher, on the other hand, can radically alter his attitude toward grammar by drawing on the experience of his colleagues, well-known methodologists such as E. I. Passova, G. V. Rogova, M. A. Kolpakchi, and others, and putting their conventional and non-traditional grammar teaching methods into practice.

In the ACT scheme, the value of using different methods of teaching grammar in the classroom is extremely strong. A diverse set of approaches helps the teacher grow as a professional, allowing him to put his intelligence and talents to the best possible use in the classroom. Each of the above authors' teaching approaches has its own set of benefits and drawbacks. By integrating these techniques, the teacher will use all of the most useful and relevant information found in them in class, and structure the presentation of grammatical material in the lesson so that the grammatical subject is short, understandable, and factual, with no exceptions. This is the secret to successful grammatical assimilation without putting in a lot of work.

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