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I. The theoretical bases of teaching grammar in a second language classroom
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I. THE THEORETICAL BASES OF TEACHING GRAMMAR IN A SECOND LANGUAGE CLASSROOM
1. 1 The Role of Grammar in the Modern Classroom
Many authors have given tremendous importance to grammar and grammar teaching methodology, so they have the merit of providing Grammar books and articles which are at hand of English teachers all over the world, as a good material for consultation.
Agnes V. Martinet (1949) is a good example of those authors who gave importance to the study of the grammatical level of language. She called the attention of linguists describing “the duality” function of language, only present in human language. This is what she called “double articulation”, with what she meant that human language had two levels of structural organization: phonological and grammatical, in which the lower level of phonemes makes up the higher level of word-forms.
Since Grammar has been described as the regular system of rules that we use to weave sounds into the meaningful units with which we express our thoughts and ideas, creating language, it has come to be the “skeleton” of language. It means that it is not possible to teach a language without taking into consideration its grammatical structures.
The teaching of grammar varies according to our students‘ needs. In the case of future professionals of health, as in our case, they need to achieve communicative competence in the language. So, what is important is to answer the question: How do I teach grammar? Many teachers might think that teaching grammar is just a matter of explaining grammar rules to students.
Grammar is a theory of language, a specific section of linguistics that summarizes our knowledge of the grammatical structure of the language, a set of rules on how to combine words into sentences
The ability to correctly combine words, change phrases depending on what you want to say at the moment, is one of the most important conditions for using the language as a means of communication.
The main purpose of grammar education in school is to develop students' grammar skills as one of the most important components of speech skills in speaking, listening, reading and writing. Grammar is not an end in itself, it is one of the most important means of mastering the language, an integral component of all types of speech activity. To teach a grammar of a foreign language means to form mechanisms specific to this language, so that the students simultaneously have certain grammatical knowledge, so that they are “in working condition” (A. A. Leontiev), i. e. to teach so that it is grammar " in the head. "
The main purpose of teaching grammar is to develop students' grammar skills, cook one of the most important components of the speech skills of speaking, listening, reading and writing. The ability to correctly combine words, change phrases depending on what you want to say at the moment, is one of the most important conditions for using the language as a means of communication.
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Following I. L. Bim " to teach the grammar of a foreign language - this means to form grammar-specific mechanisms for a given language, and so that the trainees simultaneously develop certain grammatical knowledge and skills. "
To implement this grammatical goal, you must:
-consider learning grammar, not as an end in itself, but as a means to master the methods of inflection, word formation, word placement, i. e. as a means of mastering the methods of structural design of speech, bearing one or another substantive content;
- select the necessary and sufficient grammatical minimum, the assimilation of which will provide, on the one hand, the relatively correct grammatical design of productive types of speech activity, mainly speaking, on the other hand, will provide reception, i. e. understanding when reading and listening; therefore, we are talking about the selection of the active grammatical minimum and the so-called passive minimum;
-provide a strong and automated knowledge of the grammatical minimum for active use in speech, which requires special efforts in school conditions.
Based on the foregoing, we can clarify the general requirements for mastering the grammatical side of speech:
-students should be able to grammatically correctly formulate their verbal-speech statements, while concentrating on the content;
-students should be able to recognize grammatical phenomena when reading and listening, focusing their attention on extracting meaningful information. The selected grammatical minimum should contribute to this goal. It is determined, as you know, by the current program. The selection criterion, which is usually met by indicators such as its frequency and usability in speech, as well as its generality, i. e. ability to extend to one or another number of grammatical phenomena.
Software requirements for teaching the grammatical side of speech in middle school students in English classes
The program requirements for intermediate students include the following items:
-expanding the scope of the meanings of grammatical means studied in elementary school, and mastering new grammatical phenomena;
-knowledge of signs and skills of recognition and use in speech of not widespread and widespread simple sentences, including with several circumstances following in a certain order; sentences with initial It and with initial There + to be; compound sentences with composite unions and, but, or; complex sentences with unions and allied words what, when, why, which, that, who, if, because, that’s why, than, so; conditional sentences of a real and unrealistic nature; all types 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 skills of recognition and use in speech of constructions with verbs on - ing: to be going to (to express future action);
-knowledge of the signs and skills of recognition and use in speech of regular and irregular verbs in the most common forms of the active voice in the indicative mood (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;
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- skills of recognition and use in speech of a certain, indefinite and zero articles; uncountable and countable nouns; nouns with participles of the present and past tense; nouns in the function of the adjective, degrees of comparison of adjectives and adverbs, including those formed not according to 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.
Following I. L. Bim, we can distinguish two main goals in teaching grammar: first, to teach students to grammatically formulate their oral-speech statements, while concentrating on the content; secondly, to teach students to recognize grammatical phenomena when reading and listening, focusing on extracting meaningful information.
In the conditions of secondary educational institutions there is no real opportunity for students to master the entire grammatical structure of this particular foreign language due to its vastness and the difficulty of forming grammatical skills. Since grammar skill requires a lot of effort and time, certain restrictions are necessary in the selection of grammatical material.
The grammatical minimum is a set of structures selected in accordance with certain principles, necessary and sufficient for using the language as a means of communication within the limits set by the program and real conditions for its assimilation.
When training IJ emit an active and passive minimum of material.
Active material involves testing for use in all types of speech activity, and passive serves for recognition when reading and listening. As a rule, active grammatical material is studied in elementary and basic schools, and more complex grammatical phenomena, classified as passive minimum, in high school.
The methodological literature has developed the basic principles for the selection of the grammatical minimum.
When deciding on the selection of the grammatical minimum, the sources and principles of selection are taken into account.
As for the sources of selection, productive grammar is selected from sounding speech or dialogical samples of printed texts of literary, colloquial and artistic styles created by native speakers.
The active minimum includes those phenomena that are absolutely necessary for expressive types of speech activity. The generally accepted principles of selection in the active grammatical minimum are:
1) the principle of prevalence in oral and written speech;
2) the principle of exemplaryness (the material should serve as a standard for construction by analogy);
3) the principle of exclusion of synonymous grammatical phenomena (stylistically neutral). Of all the grammatical synonyms for expressing obligation in French, the verb devoir is chosen.
The passive grammatical minimum includes grammatical phenomena that are most commonly used in writing, which students must understand by ear and when reading. The volume of the passive minimum may be greater than the volume of the active minimum. The main principles of the selection of grammatical phenomena in a passive minimum include:
1) the principle of prevalence in a book-written style of speech;
2) the principle of polysemy.
The selected grammar material should be organized functionally, i. e. so that grammatical phenomena are combined with lexical ones in sentences and larger communicative units.
The grammatical minimum includes both single and general grammatical concepts, which are usually presented in the form of a list in the curriculum of foreign language for elementary, basic and full secondary school.
The component composition of the learning content on the grammatical side of speech includes, firstly, material forms of foreign language in the form of suffixes, prefixes, integral word forms, and secondly, knowledge about the grammatical forms of foreign language recorded in grammatical categories (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).
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In grammatical phenomena distinguish, as you know, form and meaning. Each grammatical phenomenon is also characterized by the features of its use.
According to the ratio of meaning and use in the native and studied languages, three types of grammatical phenomena can be distinguished:
1. The meaning and use of the grammatical phenomenon coincide in two languages (singular and plural, degrees of comparison of adjectives and adverbs, Eng. - design of modal verbs with an indefinite form of semantic verb).
2. The scope of the significance and boundaries of the use of this phenomenon in their native and foreign languages do not coincide; they can be narrower or wider than the grammatical correspondences of the native language, for example, passé composé in French
3. Grammar phenomena are present in one of the languages (foreign or native) and are absent in another. In native or foreign, they are expressed by lexical means (the whole complex range of article values, a developed system of temporary forms for expressing the precedence of actions, their simultaneity and following, the special temporary form Continuous, indicating the nature of the course of actions, etc. ).
Solovova E. N. classifies possible difficulties in learning grammar from the point of view of the appearance of interlingual and intralingual interference. The co-study of native and foreign / foreign languages inevitably leads to a certain inter-lingual interference when the rules from one language are mechanically transferred to another, which leads to errors.
Based on the foregoing, we can clarify the general requirements for mastering the grammatical side of speech:
a) students should be able to grammatically correctly formulate their oral speech utterances, while focusing on its content;
b) students should be able to recognize grammatical phenomena when reading and listening, focusing their attention on extracting meaningful information. The selected grammatical minimum should contribute to this goal. It is determined, as you know, by the current program. The selection criterion, which is usually met by indicators such as its frequency and usability in speech, as well as its generality, i. e. ability to extend to one or another number of grammatical phenomena.
Grammar is one of the most important aspects of teaching a foreign language, since full communication cannot occur in the absence of grammar. None of the aspects of language teaching has for many years been the subject of such intense debate and debate as grammar. The word " grammar" has different meanings. It is understood as the grammatical structure of the language, that is, the system of objectively acting rules in the language of the word change, the formation of word forms and the combination of words in a sentence, as well as the science of the grammatical structure of the language [6; 118].
The importance of studying grammar is determined by the fact that grammar, by virtue of the generalizing nature of its laws, facilitates the path to mastering the language. As said B. V. Belyaev: “Theory illuminates the path of practice and helps it. ”
Mastering the grammatical structure of the language in one volume or another ensures the expression of thoughts in oral and written form and their understanding by ear and by reading. Students learn new facts and phenomena, linguistic concepts and grammatical categories that are not characteristic of their native language. Learning the grammar of a foreign language helps to better understand the grammatical structure of the native language, develops the logical thinking of students, their observation, the ability to analyze and synthesize.
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The role of grammar often changes under the influence of several factors: the evolution of the theory of linguistics, taking into account the practical results of teaching a foreign language, taking into account state policy in the field of education, etc. Learning the grammar of a particular language is intended to teach the student to speak and understand the text read. This means that the task is not to master the grammar system of a foreign language, all its forms and constructions, but to develop the abilities and skills of properly organized speech.
Currently, there is a tendency to reduce the role of grammar in teaching a foreign language, since, based on numerous observations, it turned out that students do not master the practical knowledge of grammar phenomena. They do not understand the practical significance of studying grammatical terms and concepts, nor the goals of grammatical analysis. But be that as it may, the role of grammar in the organization of communication remains one of the most important and dominant.
The word " grammar" is ambiguous. In linguistics, two of its meanings are distinguished:
• grammar is the grammatical structure of the language, ie the structure of words and sentences inherent in this language. A native speaker speaks the grammatical system intuitively, and comprehends it in school;
• Grammar is a theory of language, a specific section of linguistics, which summarizes our knowledge of the grammatical structure of the language, " a set of rules on how to combine words into sentences" [7; 20].
Without proficiency in grammar in the first meaning of the word there can be no verbal communication. Grammar is the " objective reality that governs our speech. Grammar patterns form a sentence, and vocabulary makes up its semantic side" [7; 20].
Grammar occupies an important place in teaching foreign language speaking; it is a kind of framework on which vocabulary is based. Learning grammar and the correct design of the utterance, as well as the recognition of grammatical forms in speech and writing, occurs through the formation of grammatical skills [8; 47].
Understanding and practical mastery of grammatical realities causes many difficulties, which are exacerbated by grammatical terms and rules and an infinite number of exceptions. Often in schools, the teaching of grammar is limited to dry memorization of constructions, exercises of the same type, applying which the student is not entirely convinced of the practical benefits of what he does. A large number of terms makes learning difficult. The forms of work do not always alternate, which causes the passive work of students in the lesson. Meanwhile, the study of this aspect should be no less interesting, informative than, for example, teaching vocabulary.
First of all, it is worth remembering that English is different from the native language. Therefore, a grammar intended for teaching a foreign language, in no case can not rely on linguistic flair and should accordingly contain explicit rules for the formation and use of grammatical forms and structures of a foreign language. When learning English grammar, there are problems with understanding one or another phenomenon, for example, the article or a large number of times [9; 47].
The theory presented by visual means and aids is best remembered. Visibility is one of the effective means of creating positive motivation. But visibility should not be considered only as a simple demonstration of a specific subject. The concept of “visualization” is inseparable from the concept of “thinking, ” both of which are interconnected. The visibility of teaching, as the didactic principle of building the educational process based on visual aids in the process of language learning, can be used both in the presentation of new material, and in checking the development of educational material, and in the design of textbooks, books, maps, charts, tables, etc. d. The use of visual material, of course, mobilizes the activity of the student’s psyche, instills interest in the information received, expands the range of perceived information, reduces fatigue, and generally facilitates the entire learning process. As practice shows, numerous observations, not all teachers have a clear idea of how to organize the use of visualization in the lesson in such a way as to improve the quality of assimilation of the material, in which cases the use of visualization is justified and useful, and in which it is inappropriate, and sometimes even harmful.
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The communicative goal of grammar education in high school allows us to formulate the basic requirement for the amount of grammatical material to be mastered and should be sufficient for using the language as a means of communication within the limits set by the program and real for learning it in these conditions.
Currently, grammar is part of the content of foreign language teaching programs, so its role should be considered in the aspect of educational activities. Especially important is the place of grammar in the development of language material for the English language, which differs in the strict order of construction of speech utterance. The grammar of the English language, as well as other languages, should contribute to the formation and development of speech abilities and skills, that is, play an auxiliary role in speech and thought activity
The need to limit linguistic, including grammatical, material is due to the following objective factors. In the conditions of a technical university, there is no real opportunity for students to master the entire grammatical structure of this particular foreign language due to its vastness and the difficulties of forming grammatical skills.
If you keep in mind that the creation of grammar skills involves a significant amount of time to complete the exercises, then mastering all the phenomena of a foreign language to the extent of automated use by students is unlikely. Certain, very significant, restrictions are needed in the selection of grammatical material, and above all those grammatical phenomena that students should be proficient in - in productive and receptive types of speech activity. The methodological literature has developed the basic principles for the selection of the grammatical minimum.
The active grammatical minimum includes those phenomena that are absolutely necessary for productive types of speech activity. The main generally accepted principles of selection in the active grammatical minimum are:
1. the principle of prevalence in oral speech,
2. principle of exemplaryness,
3. The principle of exclusion of synonymous grammatical phenomena.
In accordance with the first two principles, only those grammatical phenomena that are common in oral speech and extend to a significant range of vocabulary are included in the active minimum. All other grammatical phenomena are acquired lexically.
Grammatical material should be organized functionally, so that grammatical phenomena are organically combined lexical in communicative units, with a volume of at least sentence. The sentence, therefore, is the initial speech unit, which represents the unity of the sentence structure (i. e., the sequence in the arrangement of its main members), the morphological forms of the elements of this structure and the rhythmic-intonational design, determined by its communicative function and context.
As already mentioned, grammar skills are components of different types of speech activity and differ from each other as much as these types of speech communication are different. Therefore, we first determine the main types of grammatical skills in speaking and writing.
Grammatical speaking skills are understood to mean stably correct and automated, communicative motivated use of grammatical phenomena in oral speech. Such possession of the grammatical means of the language is based on dynamic speech stereotypes of the form in unity with their meaning, “sound and meaning”, the main qualities of the grammatical skill of speaking, thus, are the automation and integrity in performing grammatical operations, the unity of form and meanings, situational and communicative conditionality of its functioning.
Grammatical skills that ensure the correct automated shaping and use of words in oral speech in a given language can be called speech morphological skills. These include the skills of the correct use in oral speech of case endings of nouns and their determinants, adjectives and pronouns in German, personal endings of verbs in German, English and French.
Speech grammatical skills that ensure consistently correct and automated word arrangement (word order) in all types of sentences in analytical and inflective-analytical languages in oral speech, according to language directions can be defined as syntactic speech skills, skills in mastering the basic syntactic schemes of sentences.
The characteristic of grammatical skills would be incomplete if we do not mention language grammatical skills, which are understood as discursive and analytical skills in handling grammatical material (inflection and word placement skills), formed and performed on the basis of grammatical knowledge in the process of performing language exercises. Like speech grammar skills of the same name, they can be receptive (when recognizing grammatical phenomena in written and oral text), they can also be productive and can be used mainly in written speech, less often in speaking, as a background component.
The current state of the theory of skills in foreign languages allows us to distinguish four main stages of work on grammatical material: grammatical material. At the initial stage, the oral form of the presentation is preferable to the written one, at the senior stage - written oral, at the middle one - depending on the nature of the grammatical phenomenon: it is advisable to introduce more complex phenomena in writing, simple ones in oral. Thirdly, depending on the purpose of assimilation: active possession of the material or passive knowledge of it. Attitude to active ownership requires an earlier inclusion of this phenomenon in oral speech activity.
The second stage - the stage of formation of speech grammatical skills - can be considered the most important, since automation of grammatical actions is associated with it, without which the creation of a skill is impossible. The objective of this stage is to give the training of grammatical phenomena a speech character, taking into account, however, difficulties caused, first of all, by the interfering influence of the corresponding skills of the mother tongue, and especially the formation of skills in school conditions, i. e. lack of a language environment and limited speech practice [10; 41].
It should be concluded that grammar is not a separate part of the language, but a means for constructing sentences in a particular speech situation. In addition, grammar training, organized on a communicative basis (game techniques, group work forms, independent search activities of students) contributes to the development of intellectual abilities, the formation of general educational skills.
- The stage of presentation of grammatical phenomena and the creation of an indicative basis for the subsequent formation of the skill.
- The formation of speech grammar skills through their automation in oral speech.
-Inclusion of speech skills in different types of speech.
-Development of speech skills. The presentation form - oral and written - is selected taking into account the following factors: firstly, the stages of training (primary, secondary, final) and secondly, difficulties (difficulties)
In classes in a foreign language, the class is a single social group, the educational process involves the interaction of all students. The more effective the interaction, the greater the success in learning. Role-playing games increase interest in IJ and create opportunities for unprepared communication. Particular attention is paid not to the absolute correctness of speech, but to the ability to communicate and the ability to solve certain problems through communication. Role-playing games are suitable for practicing linguistic phenomena; they most accurately imitate real communication, combining speech, educational and gaming activities. Role-playing communicative games are also well suited for practicing various grammatical constructions of 73 expressions of desire in the German language, since desire is characteristic and very common in dialogical and polylogical speech. Depending on the way of expressing a desire, you can change the communicative situation, for example, make it suitable for an official or unofficial environment, to discuss real or unrealistic desires, etc. Work with audio and video materials can also be referred to non-standard methods of teaching grammar. Listening is the basis for mastering verbal communication, and authentic audio and video material arouses interest, a desire to discuss the problem and, as a result, increases the motivation to study IJ. It is necessary that the selected material be consistent with the reality of a foreign language culture, suit students in terms of difficulty, be informative and interesting [11; 26].
Work with audio and video material is usually organized in three stages: preparatory, text, and after text. At the preparatory stage, it is necessary to set up students on the topic of the presented material, with the help of a conversation on foreign language to refresh the already familiar lexical material. It touches on those issues that will be discussed in the audio or video fragment. The text stage includes listening / viewing audio or video text, while the text, as a rule, is presented twice. Being very informative, audio and video materials imitate the atmosphere of real language communication and contribute to the students' successful perception of foreign language. The post-text stage includes exercises that are aimed at checking the understanding of the material provided, which can be divided into three types: reproductive, partially reproductive, and productive or creative [11; 26]. Different ways of expressing desire give a statement a certain connotation.
Desire is one of the main human emotions and is transmitted through verbal and non-verbal means of communication. The audio and video material used for training facilitates the understanding of the difference between the functioning and use of all means of expression of desire in English. One example of tasks based on video material is “Look and Translate” and involves working with a video clip in German with Russian subtitles. First, the plot is shown without sound, students translate the subtitles. After each new sentence appears, the teacher stops the video and gives time to formulate and record the sentences. Then the plot looks with sound, and students compare their translation with the original.
Thus, we can conclude that the formation of motivation among students is the main task of the teacher, and it is non-standard techniques that can increase motivation and arouse interest in learning. In the study of IJ, the main thing is communication, the means of which is the language being studied. Grammar is one of the important components of the communication process, since without it normal normal communication becomes impossible. To create an atmosphere conducive to the effective study of this aspect, it is necessary to choose such techniques that will contribute to the active work of students.
Grammar is part of the subject aspect of learning a foreign language, is considered as part of intercultural communicative competence as part of linguistic competence. In the history of instruction, IJ grammar played a different role. There were approaches whose proponents claimed that a foreign language can only be learned with the help of grammar. Others held the exact opposite view, considering the role of grammar insignificant and giving it minimal attention. According to the modern approach to teaching foreign language, grammar training plays a secondary role and obeys the teaching of speech activity. In other words, teaching grammar is not an end in itself, but organically fits into the learning process of foreign language as a means of communication. The choice of methods and techniques for teaching grammar of foreign language depends on the characteristics of a particular grammatical phenomenon. When explaining complex constructions, it is necessary that students not only know the theory, but also understand the communicative significance of a particular grammatical phenomenon. In explaining simple constructions, a theory, on the contrary, is optional, since the use of a grammatical phenomenon can be understood and explained in practice [12; 269–272].
The modern goal of teaching grammar of foreign language includes the formation of students' grammar skills, which are the most important components of the speech skills of writing, speaking, reading and listening. The study of grammar is necessary when teaching foreign language, without the ability to correctly use grammatical phenomena, communication in a foreign language is difficult or impossible. Currently, the personality of the student, his features and personality play a key role in the issue of orientation of education. Creative approach and creativity are the communicative resources of a person and require development using various techniques that help to overcome barriers that prevent the manifestation of activity and creativity in communication, as well as the formation of communication skills in foreign language. Non-standard techniques in teaching grammar of foreign languages eliminate mechanical memorization and are one of the effective means of motivating students. These techniques are based on exercises with grammatical material. Exercises are an important step in teaching grammar, with their help, language tools are accumulated and worked out and the practice of using them in different forms of communication. For the successful formation of grammatical speech skills, exercises must meet a number of requirements, for example: contain one grammatical phenomenon, include lexical material that has already been studied, and focus not so much on mechanical acquisition techniques as on creative tasks with real communicative problems [13; 315-316].
Of course, when implementing a communicative approach, it is necessary to take into account both individual characteristics and age. Middle-level students are students from the 5th to 8th grade, that is, children aged 11 (12) to 14 (15) years. This age is marked by rapid development and restructuring of the child’s social activity. Due to the rapid biological development and the desire for independence, children have difficulties in relationships with parents, teachers, and peers. Attention to oneself, to one’s physical disabilities is increasing, the reaction to the opinions of others is aggravating, self-esteem and resentment are increasing. Teens often begin to rely on the opinions of their peers. The organization of the learning process poses many problems for psychology and pedagogy. In order to manage the learning process, the teacher needs not only to know the material to be learned by the students, but it is also important to know the student, be able to determine his condition, ability to learn, his motives. The main condition for any training is the presence of a desire to acquire knowledge. In teaching a foreign language, it is precisely the communicative approach that forms a positive attitude and motivation for studying the subject through the selection of material corresponding to the age interests of students; thanks to an interesting methodology for working in the classroom, when the student does not perform tasks out of duty, but according to human interest in communicating with the teacher and with peers.
A communicative-oriented approach involves the formation of grammatical skills, taking into account the functioning conditions of grammatical structures in speech, i. e. prepares students for the use of speech grammar skills in real life. There are three main stages in the formation of grammatical skill in productive speech:
1. Familiarization and initial consolidation.
2. Training.
3. Application.
When introducing new grammatical phenomena, it is important to draw the attention of students not only to the form, but also to the meaning and use of this phenomenon. Knowing the meaning and communicative function of the structure under study, students not only memorize the model, but can also use it correctly in speech. In order for the discussion of the new form to arouse interest among students, you can enter it in a story, game, etc. For example, when reading Present Continuous Tense, the teacher, pointing to himself, says “I am standing”, and when he sits down, he says " I am sitting. " Thus, commenting on his actions, he repeats speech patterns several times in Present Continuous, and then asks students to perform actions (write, read, open a book, close, etc. ) and comment on them.
To consolidate in the lessons of a foreign language, a variety of exercises are used from mechanical, training (imitation, substitution, transformation) to more free ones, such as personality-oriented tasks.
To develop students’ speech in a foreign language lesson, it’s very productive to use situational learning organization, which implies great opportunities for creating natural communication between students. When working with exercises to consolidate certain grammatical structures and training in their use, you can use situational pictures to develop students' monologic and dialogical speech, where the content of the pictures serves as an incentive for making statements, developing their imagination and creative abilities.
As you know, there are two main approaches to teaching grammar - explicit and implicit, differentiating according to the principle of presence or absence of an explanation of the rules in teaching grammar. Explicit ensures the operational development of the grammatical skill from the rule to performing exercises with the structure under study, while the implicit implies the speech orientation of the practice without consciously understanding the grammatical phenomenon through specific terms. In the practice of teaching, none of the approaches is used independently, they vary depending on the age, level of students' learning and learning objectives, which ensures the implementation of a differentiated approach that allows you to combine different techniques, taking into account the characteristics of training.
However, in a real educational situation, we have to admit that an explicit approach prevails in teaching foreign language. By tradition, the teacher spends most of the time performing various kinds of language exercises according to the formulated rule, and he simply does not have time for the final stage of working out grammatical material in speech samples. This is facilitated by the dominance of language exercises in most grammar books. Thus, grammatical structures are worked out outside of a coherent speech context, outside of updated vocabulary and communication topics, and a grammatical skill is formed separately from the developed speech skills. Nevertheless, as E. I. Passov points out, if the goal is to master foreign language communication, then we should not talk about the sequential assimilation of the grammatical form and then the function of the grammatical phenomenon, but about the assimilation of the form together with the function based on it [15; 53].
The necessary conditions for the successful mastering of grammatical material and the implementation of such a sequence are goal setting and selection of communication situations. It is desirable that the goal be formulated in non-linguistic terms (especially for those who study the language in a non-linguistic university): to learn new things about each other, find a solution to the problem, find out the opinion of the interlocutor, restore the missing data, etc. In addition, it is important to select information-rich materials that would stimulate the cognitive interest of students (interesting facts from history, geography, fiction, as well as famous sayings, proverbs, information about famous people, etc. ) [6]. In recent years, grammar manuals have already appeared, in which an attempt is made to present grammatical phenomena on the basis of microsituations and texts of various subjects containing interesting scientific facts from the fields of history, biology, medicine, and art.
In our opinion, the importance of an implicit approach to teaching grammar should be much greater, and communicative-oriented exercises can be applied already at the stage of presentation of grammatical material, so that the studied structures are assimilated in the context of their use. This article presents a series of exercises that can be used for this purpose and precede a more detailed explanation of grammatical phenomena.
The formation of students' grammatical competence will be successful if the teacher encourages the use of various grammatical structures, even if students make mistakes at first. Errors indicate not only knowledge gaps, but also students' desire to use more complex models, close to the level of a native speaker. The teacher should strive to develop students' respect for the language, stimulate self-determination and correction of errors.
After analyzing the proposed structure of the workshop, it can be stated that the teacher has reserves for consistent work on the formation of grammatical competence, to stimulate students' interest in mastering a foreign language.
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