Formation of grammatical skills based on the visualization of the middle stage of education in a comprehensive school. Characteristics of grammatical skills in various types of speech activity Characteristics of grammatical skills and its structural composition

The teaching profession is inherently humanistic in the highest degree. Man transforms nature through his work. And the work of a teacher is so valuable and great that it forms the nature of the person himself. “The educator is a professional who does not fetter, but liberates, does not suppress, but uplifts, does not crumple, but forms, does not dictate, but teaches ... experiences many inspiring minutes with the child ... ". This is the main purpose of a real teacher, I strive for his image in my work. Teaching a foreign language in high school pursues a practical, educational, educational and developmental goal. The practical goal of training is to master the students' speech communicative activity for the implementation of communication in a foreign language in oral and written form. And one of the most important aspects in this learning is grammar. Mastering the grammar structure of English language students is the key problem of the methodology. Until now, one can still hear among teachers statements like the following: “My students know grammar, but they speak and read with errors” or vice versa: “They know how to speak and read, but they don’t know grammar.” These words testify, in my opinion, to a misunderstanding of the essence of grammar in general and its role in mastering a foreign language in particular. It is impossible to separate grammar from speech; without grammar, mastery of any form of speech activity is not conceivable, since grammar, along with vocabulary and sound composition, is the material basis of speech. But grammar, as you know, has an organizing role. I really like working on the peculiarities of the grammatical structure of the English language and teaching this to my students. During my many years of teaching practice, I have studied a large amount of methodological literature specifically on teaching students the grammar of the English language. Summarizing all the accumulated experience of work on this topic, we can state that there are two fundamentally different ways of teaching the grammatical side of speech (in early learning, preference is given to the first): an imitative, imitative way in which the essence of the grammatical phenomenon is not explained to children (that is, without a rule), but speech samples are offered that include a new phenomenon, followed by training in the use of these samples; a conscious way in which the essence of a new grammatical phenomenon is revealed to children, a rule is given that explains the principles for performing the corresponding grammatical operations with their subsequent automation. Long-term teaching of English to my students convinced me that of the two ways of mastering grammar, the second one is more reliable, and the skills being formed become more durable and flexible. In this case, the use of the “adaptive” method is also possible.

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Characteristics of grammatical skills in various types of speech activity The teaching profession is essentially humanistic in its essence. Man transforms nature through his work. And the work of a teacher is so valuable and great that it forms the nature of the person himself. “The educator is a professional who does not fetter, but liberates, does not suppress, but uplifts, does not crumple, but forms, does not dictate, but teaches ... experiences many inspiring minutes with the child ... ". This is the main purpose of a real teacher, I strive for his image in my work. Teaching a foreign language in secondary school pursues a practical, educational, educational and developmental goal. The practical goal of training is to master the students' speech communicative activity for the implementation of communication in a foreign language in oral and written form. And one of the most important aspects in this learning is grammar. Mastering the grammatical structure of the English language by students is a key problem of the methodology. Until now, one can still hear among teachers statements like the following: “My students know grammar, but they speak and read with errors” or vice versa: “They know how to speak and read, but they don’t know grammar.” These words testify, in my opinion, to a misunderstanding of the essence of grammar in general and its role in mastering a foreign language in particular. It is impossible to separate grammar from speech; without grammar, mastering any form of speech activity is not conceivable, since grammar, along with vocabulary and sound composition, is the material basis of speech. But grammar, as you know, has an organizing role. I really like working on the peculiarities of the grammatical structure of the English language and teaching this to my students. During my many years of teaching practice, I have studied a large amount of methodological literature specifically on teaching students the grammar of the English language. Summarizing all the accumulated experience of work on this topic, it can be stated that there are two fundamentally different ways of teaching the grammatical side of speech (in early learning, preference is given to the first): eat without a rule), and speech samples are offered, including a new phenomenon, followed by training in the use of these samples;  a conscious way, in which the essence of a new grammatical phenomenon is revealed to children, a rule is given that explains the principles for performing the corresponding grammatical operations with their subsequent automation. Long-term teaching of English to my students convinced me that of the two ways of mastering grammar, the second is more reliable, and

the skills that are formed become stronger and more flexible. In this case, the use of the “adaptive” method is also possible. For example, I explain to my students some grammatical phenomenon, they learn the rule, reinforce it in exercises, and then suddenly there are options that seem to refute it (for example, the use of articles, prepositions, reading some letter combinations, etc.). In such cases, I tell students: “So this and this should just be remembered and used in speech like that. There are no rules without exceptions.” These exceptions are memorized simply mechanically. Much has to be attributed to the principle of automatic memorization. So it is reasonable to combine both the first and the second way. In modern educational and methodological complexes, for this purpose, a special organization of language material is used in the form of grammatical structures (standard sentences, model phrases that generate models), which in their set cover the main grammatical phenomena of the English language, necessary and sufficient for organizing oral communication in the language within school curriculum. Using these structures as samples, substituting new lexical units in place of replaced elements, students master oral speech hundreds of phrases built according to the norms of a given language. Grammar teaching is inextricably linked with the use of grammatical models, since in this case it is possible to implement all three functions of the model: generalizing (it acts as a generalized image of a large number of phrases of the same structure, but with different lexical content); - planning (based on the model, the child can independently construct phrases and even whole statements involving the use of phrases that have a different structure); - controlling (if an error is made, the student can independently, based on the model, find the error and eliminate it). To confirm the expediency of using this teaching technique, I will give an example of how I teach children to perform such a task, which is often found in textbooks: “Ask a question to this sentence, starting with the word in brackets.” A sentence is given: He has lived in Moscow for five years. /Where...?/ I recommend: 1. Read the sentence carefully. 2. Translate it (without understanding the meaning, it is impossible to work on the proposal): He has been living in Moscow for 5 years. 3. Look at where the question should begin, determine its type: Where ... (where) is an interrogative word, which means we need to ask a special question .ch. subject sense.ch … ?

5. Find in this sentence what is the answer (in Moscow) and close this word with your finger so that it does not fall into the question. 6. Everything else needs to be put in its place, according to the scheme. We get: Where has he lived for five years? 7. Check with the diagram whether all the members of the proposal are in their places, check yourself. I work out this method at an early stage of training, since in this way purely mechanical work goes first - substitution, later, through the level of awareness and automatism of this skill, the compilation of interrogative structures, as experience shows, is much easier for students. I love this method and so do the kids. I recommend writing an interrogative sentence outline every time you do these exercises. Having compiled a question, students themselves can once again check themselves - is everything in place, since the absence of an auxiliary verb in Russian provokes its omission in English (the main mistake of students). Now let us dwell on the issue of introducing new grammatical material. In this case, it is advisable to divide your work into four stages: I - The stage of presenting a grammatical phenomenon and creating an indicative basis for the subsequent formation of a skill. II - Formation of speech grammatical skills by automating them in oral speech. III - The inclusion of speech skills in different types of speech. IV - Development of speech skills.

Introduction

At present, in connection with the approval of the leading position of grammar in the formation of communicative competence, the problem of the formation of grammatical skills is one of the most urgent. A grammatical skill is inherently heterogeneous and therefore requires an integrated approach that affects all its main aspects. Due to the fact that verbal communication is possible in the presence of language competence, part of which is grammatical skills, a certain place in the work is occupied by the characteristics of grammatical skills.

In linguistics, two meanings of this term are distinguished: grammar as one of the main sections of the science of language and grammar as the grammatical structure of a language.

The grammatical structure of a language can be assimilated purely practically without mastering the rules about its grammatical phenomena, however, knowledge of these rules facilitates and accelerates the practical mastery of a foreign language.

The principle of consciousness underlies all the methods used in mastering grammar; within the framework of each method, its own correlation of theory with practice is established. The application of pure theory without its confirmation by concrete facts of the functioning of a grammatical phenomenon. As well as pure practice without understanding it is not accepted when mastering grammar in the school course of a foreign language.

Grammar minimum - active, receptive

Objective difficulties in its assimilation by a certain language category of students

Psychological characteristics of skills and the specifics of their interaction with lexical and phonetic skills in speech activity

Grammatical concepts and phenomena that are absent in the native language.

Considering that the main sources of difficulties in mastering grammatical material are interlingual and intralingual interference, it is necessary to use the methods of comparative analysis of the grammatical phenomena of the FL and RL in order to identify their similarities and differences in their form, meaning and features of their use, as well as a comparative analysis of grammatical phenomena of IA and OC..

Characteristics of grammar skill

A grammatical skill is a synthesized action performed in skill parameters and providing an adequate morphological and syntactic design of a speech unit of any level in speech.

Grammar skills can be divided into the following components:

- the choice of a structure that is adequate to the speaker's speech plan (in this situation);

- design of speech units that fill the structure in accordance with the norms of a given language and a certain time parameter;

- assessment of the correctness and adequacy of these actions.

To see what methodological significance this has, let us turn to an example.

If we are asked for something and we want to refuse, then this can be expressed in various ways:I would not like to do this. I will not do it. ask someone else etc .

The structures in our minds are associated with certain communicative tasks: for each task there is a functional nest of structures. The fact that the speaker chooses a particular structure depends on specific conditions: the interlocutor, relations with him, mood, culture, etc.

The choice of structure can be called the functional side of the skill. There is also a formal side - registration. Correctness from the point of view of a given language and the speed of speech depend on it. Design is closely related to the challenge of the word and the combination. Since the design of the structure is based on them, depends on their level, it is necessary to form a grammatical skill based on those lexical units that the student is fluent enough.

2. Types of grammar skills

As you know, grammatical skills differ from each other as much as the types of speech communication themselves (speaking, reading, listening, writing) are different.

There are two types of skills: expressive and receptive. GN can be defined as consistently correct, automated, situationally and contextually determined use and understanding of grammatical, i.e. morphological and syntactic language means in all types of speech activity - expressive and receptive.

Under the grammatical skill of speaking is meant the correct communicative-motivated automated use of grammatical phenomena in oral speech. Grammatical skills that ensure the correct formation and use of forms can be called speech morphological skills (for example, the formation of personal endings of verbs). Therefore, the skills responsible for the correct automated placement of words in all types of sentences are defined as syntactic speech skills.

Morphological and syntactic speech skills of written speech are more analytical (discursive) in nature due to the specifics of written speech.

In this situation, it becomes possible to return to what has already been written, correct and change the created text.

Receptive grammatical skills are the automated actions to indicate and decipher grammatical information in written or spoken text.

Since the perception and understanding of an oral or written text occurs both with active and passive knowledge of the language material, receptive grammatical skills are divided into receptive-active and receptive-passive reading and listening skills.

There is another kind of skill that is referred to as "mental" or "intellectual" in the psychological literature: linguistic discursive-analytical grammatical skills. They are formed on the basis of grammatical knowledge and are used as a background component mainly in written speech, less often in speaking. Thus, the language skill helps the speaker to control the correctness of the performance of the speech action, and in case of its erroneous performance, it ensures the correction of inaccuracies.

Determining the role of language skills in the formation of speech skills, it should be noted that the former create an operational and orienting basis for mastering speech grammatical actions; they have a positive effect

on the formation of speech grammatical automatism.

3. Terminological reference

In domestic and foreign methods, various terms are used that are related to the formation of a grammatical skill.

Usage - the assimilation of the norms of use. The use of language in artificial situations (in training exercises) in order to repeat structures and models. In this case, students demonstrate their knowledge of the language, and not the practical skills of using it in real communication situations.

Use - actual use

Use of language in real-life settings for authentic verbal communication/interaction

Drill - training

The use of training exercises for the assimilation and consolidation of language material by repeating, changing or transforming the selected and developed models

Meaningfull drill - training exercises that have semantic significance for trainees

Such exercises provide for frequent repetition of the models and structures being worked out, but not unconsciously, but taking into account the semantic significance, with enough high degree motivation of trainees. So, for example, in guessing games, students will constantly use the same type of interrogative structures, but they will do this not mechanically, but consciously choosing and partially modifying them at their own discretion to solve a speech task. An important feature of such training is the possibility of choice, although limited by certain limits.

Controlled exercises - training exercises with a rigid set, given by the execution mechanism

Exercises of this type usually involve one correct answer and are aimed at developing language skills, bringing them to automatism. Often such exercises are associated with mechanical working out, performing actions according to a model, substituting with a given choice.

Guided exercises - training exercises of a conditionally communicative nature.

Exercises where, in addition to the installation, tips and explanations are given on how to perform this exercise. In these tips, the emphasis can be placed both on purely grammatical rules and on compositional skills to formulate a statement, etc. in exercises of this type they have a certain freedom, they can make independent decisions, their creativity is not limited to one rigidly planned answer

4. Formation of grammatical skills

The functioning of the grammatical side of speaking is as follows:

a) the speaker chooses a model that is adequate to his speech intent.

When we need to promise something to the interlocutor, then, depending on the situation and relations with the interlocutor, we will say:"I'll do it", "Okay, I promise you", "Okay, okay, I'll do it", etc. This happens if the form of the future tense verb was assimilated along with the function "promise" and, therefore, marked by it in the mind of a person. This is the functional side of skill, or the operation of choice;

b) the speaker draws up the speech units with which the model is filled. The design operation must occur according to the norms of the language and in certain time parameters.

Correlation with the situation is inherent not only in the operation of choice, but also in the operation of design, indirectly, through what linguists call grammatical meaning. Let's say the phrase "There is a lot of construction going on in the city.”it is possible to express both confirmation and denial of the interlocutor’s thought (i.e., completely opposite speech functions), but in both cases the use of the structure of an indefinitely personal sentence in it means bringing the action itself to the fore, and not its producer. The choice of a model also depends on how much the speaker has mastered its grammatical meaning (in this case, the indefiniteness of the character). It is closely related to the design of this model. Consequently, the grammatical meaning, on the one hand, is associated with the design of the model, on the other hand, with the situation, on which the choice depends.

Due to the fact that understanding and recognition of this entails the rejection of the sequential formation of the design operation first (in language and similar exercises), and then the selection operation (in speech exercises), the design is forced to break away from situationality, and therefore no mechanism is developed situational monitoring of the utterance.

This mechanism is developed only if form and function are acquired in parallel.

Since grammatical skills need to be formed, trained, generalized and systematized, this can be done through exercises.

Grammar exercises can be reproductive (exercises for the use of language material in speech) and receptive (exercises for the perception and recognition of language material) in nature.

It should be noted that the process of relying on knowledge of the grammatical phenomena of the native language is very important in teaching and developing the grammatical skills of a language.

Taking into account the similarities and differences between the native and English languages, we highlight the main grammatical topics that are difficult for students to assimilate:

- degree of comparison of adjectives and adverbs;

- the use of tense forms of verbs, aspect, mood and agreement of tense forms; formation, use of complex analytical forms of the verb, consisting of an auxiliary (changeable) verb, participle II of the semantic verb; and strict word order in a sentence.

The role of English grammar is not only in the correct construction of phrases and sentences, but also in mastering the logic of sentence construction, word formation, and independence in using the language. In the process of the formation of grammatical skills and their assimilation, thinking, memory, and imagination of schoolchildren develop; with the skillful presentation of grammatical phenomena, interest in the language and culture of the people, the native speaker of the language being studied, grows.

In this regard, it is necessary to characterize the learning and formation of grammatical skills of the English language as an activity. Note that all stages of activity in mastering grammatical skills - both visual perception, recognition in the text, then in speech, and conscious use in communication situations - are equally important.

This stage can be called as a chain of actions - operations aimed at teaching the grammatical skills of the English language. This level of activity is operational.

To teach grammatical skills of the English language, it is necessary to control or self-control over the extent to which students have formed grammatical skills, what gaps in knowledge exist, how to eliminate errors in the use of grammatical phenomena, what difficulties each of them experiences. Without control and analysis, further actions are impossible. This level is evaluative, including control and self-control.

It should be noted that any activity is deeply individual and depends on the characteristics of perception, memory, imagination involved in the learning process, on the correct organization of the focus of attention, individual-personal and age features. Thus, it is very important not only in what way the development of grammatical skills is carried out, but also in what sequence.

5. Planning a lesson for the formation of a grammar skill

Before planning a lesson, you must:

1. to carry out a methodical analysis of new grammatical material in order to highlight the features of forms and meanings in it as objects of assimilation, to determine the nature of its connection with previously studied grammatical material and possible difficulties in mastering it by students, taking into account intralingual and interlingual interference

2. identify those species academic work and exercises that have already been mastered by students in previous lessons

3. get acquainted with the existing teaching aids included in the educational and methodological complex, evaluate the possibility of their use in working on the GM.

II. Taking into account the results of the work done, formulate the objectives of the lesson:

1) to acquaint students with a new grammatical phenomenon (specify the phenomenon specifically).

2) train students in the use of a new grammatical phenomenon

3) teach students to use new grammatical material in conversation and monologue

4) teach students to understand by ear or read a text containing new grammatical material.

III. Write a program to solve the given problem:

1) give an installation for listening to a speech sample containing a new grammatical phenomenon in order to comprehend it

2) present a speech sample in a learning-speech situation and reveal the meaning of a new grammatical phenomenon using the appropriate technique

3) check students' understanding of the meaning of a new grammatical phenomenon

4) give a setting for secondary listening to a speech sample, in order to reproduce it based on the teacher's speech sample.

5) Present the speech sample again, highlighting a new grammatical phenomenon with your voice. And relate it to the appropriate situation.

6) to organize the performance of speech exercises in order to apply a new grammatical phenomenon in the pupils' rhea and understanding when reading and listening

7) to systematize the knowledge of students on the studied grammatical material and to control its assimilation.

6. Systemic learning: pros and cons

Arguments in defense of the systematic study of grammar in a foreign language course

Arguments against the intensive study of grammar in a foreign language course

1. Starting from the early adolescence (9-10 years), categorical thinking begins to predominate in people. The study of grammar in the system, through the development of grammatical categories, allows you to establish systemic connections in the language and make speech grammatically correct and clean without supernatural efforts.

2. Learning grammar is very interesting and exciting. introduces people to the world of new concepts

3. learning grammar in the system allows you to better understand cultural characteristics people who speak this language, their mentality

1. mastering the native language, a person does not study the rules of grammar, but learns the patterns of speech construction in the process of communication

2. many native speakers make a large number of grammatical errors and reservations, but this is not considered something unacceptable. Too much correct speech lack of grammatical errors betrays an educated foreigner

3. The explanation of grammar in grammar reference books is built using so many specific grammatical terms that it is almost impossible to understand anything the first time. Such an explanation is more likely to confuse the unprepared reader than to provide much needed help.

4. studying the grammar of a foreign language helps to better understand the features of the native language system

5. the study of grammar contributes to the development of logic and memory, disciplines thinking

6. well-formed grammar skills facilitate the process of interaction in oral and written speech

4. The effectiveness of speech interaction is determined not only by compliance with grammar rules, but also by other language and speech skills and abilities

5. we must try to avoid those mistakes that drastically impede effective speech interaction, but it is not necessary to have a complete understanding of the entire grammatical system of the language

6. teaching grammar by mechanically writing down the rules and practicing them in the system of substitution exercises on abstract, nothing meaningful examples, in isolation from real communicative situations, does little for the formation of real grammatical literacy

7. Despite the fact that in any language there are many grammatical phenomena, they can be combined within quite discrete categories. Unlike vocabulary, grammatical material is visible. Even Academician L.V. Shcherba said: “Vocabulary is a fool, grammar is a fine fellow.”

7. even in the system of international exams, the requirements for the level of formation of grammatical skills do not occupy a large place, since in the domestic practice of teaching a foreign language, grammar is a measure of literacy and success in mastering a foreign language

Conclusion

The study of grammar is inevitable when mastering a foreign language and is one of the most important components of learning a foreign language at school.

The relevance of this course lies in the fact that in order to form the mechanism of perception and generation of statements, it is necessary that students master the structural and grammatical design of speech, i.e. grammatical structure of a foreign language. But in the conditions of learning a foreign language, when there is no direct communication with native speakers, and even more so when there are several lessons a week, grammar has to be studied, referring to the rules, memorizing grammatical structures and grammatical language.

Therefore, special attention in this course is given to the formation of students' skills in making analogies, contrasts, generalizations, comparisons between various facts and phenomena of English grammar.

Bibliography

Gez N. I., Lyakhovitsky M. V. Methods of teaching foreign languages in middle school. - M., 2008.
Golitsinsky Yu.B. "Grammar. Collection of exercises”, St. Petersburg, “Karo”, 2002.
Passov E.I. Fundamentals of communicative methods of teaching foreign language communication. M., 2009.
Passov E.I. Fundamentals of foreign language teaching methods. - M.: Russian language, 2007. - 216 p.
Passov E. I. Conditional speech exercises for the formation of grammatical skills. – M.: Enlightenment, 2008. – 128 p.
Rubinshtein S. L. Fundamentals of general psychology. - Sp.: Peter Kom, 2009. - 120 p.

Kopreva Larisa Gennadievna

Candidate of Philology,

Associate Professor of the Department of Foreign Languages

Military Educational and Scientific Center of the Air Force

Air Force Academy

them. prof. NOT. Zhukovsky and Yu.A. Gagarin

(branch in Krasnodar)

[email protected]

THE PROBLEM OF FORMING GRAMMATIC SKILLS OF THE ENGLISH LANGUAGE

PhD in Philology, associate professor of the chair of foreign languages, Military Training Research Center of Air Force Academy (Krasnodar affiliate) [email protected]

PROBLEM OF FORMING OF GRAMMAR SKILLS OF THE ENGLISH LANGUAGE

Annotation:

This article discusses the problem of teaching and forming the grammatical skills of the English language, its components, types of skills, the formation of grammatical skills, the role of language skills is determined.

Keywords:

grammatical skills, structure choice, functional side of the skill, grammatical speaking skill, morphological and syntactic speech skills.

This article deals with the problem of teaching and forming of grammar skills of the English language, of which it consists, the types of the skills, the forming grammar skills, determining the role of language skills.

grammar skills, choice of structure, functional side of skill, grammar skill of speaking, morphological and syntactic speech skills.

Characteristics of grammatical skill.

A grammatical skill is a synthesized action performed in skill parameters and providing an adequate morphological and syntactic design of a speech unit of any level in speech.

Grammar skills can be divided into the following components:

The choice of a structure that is adequate to the speaker's speech plan (in this situation);

The design of speech units that fill the structure in accordance with the norms of the given language and a certain time parameter;

Evaluation of the correctness and adequacy of these actions.

To see what methodological significance this has, let us turn to an example. If we are asked for something and we want to refuse, then this can be expressed in various ways: I would not like to do this. I will not do it. Ask someone else, etc.

Types of grammar skills.

As you know, grammatical skills differ from each other as much as the types of speech communication themselves (speaking, reading, listening, writing) are different.

Morphological and syntactic speech skills of written speech are more analytical (discursive) in nature due to the specifics of written speech. In this situation, it becomes possible to return to what has already been written, correct and change the created text.

Receptive grammatical skills are the automated activities of pointing out and deciphering grammatical information in written or spoken text.

on the formation of speech grammatical automatism.

Formation of grammatical skills.

The functioning of the grammatical side of speaking is as follows:

a) the speaker chooses a model that is adequate to his speech intent.

When we need to promise something to the interlocutor, then, depending on the situation and the relationship with the interlocutor, we will say: “I will do it”, “Okay, I promise you”, “Okay, okay, I’ll do it”, etc. This happens in in the event that the form of the verb of the future tense was assimilated along with the function "promise" and, therefore, marked by it in the mind of a person. This is the functional side of skill, or the operation of choice;

b) the speaker draws up the speech units with which the model is filled. The design operation must occur according to the norms of the language and in certain time parameters.

Correlation with the situation is inherent not only in the operation of choice, but also in the operation of design, indirectly, through what linguists call grammatical meaning. For example, the phrase “A lot is being built in the city” can express both confirmation and denial of the interlocutor’s thought (i.e., completely opposite speech functions), but in both cases, the use of the structure of an indefinitely personal sentence in it means bringing the action itself to the fore, and not its manufacturer. The choice of a model also depends on how much the speaker has mastered its grammatical meaning (in this case, the indefiniteness of the character). It is closely related to the design of this model. Consequently, the grammatical meaning, on the one hand, is associated with the design of the model, on the other hand, with the situation, on which the choice depends.

exercises), the design is forced to break away from situationality, and therefore the mechanism of situational monitoring of the design of the statement is not developed. This mechanism is developed only if form and function are acquired in parallel.

Since grammatical skills need to be formed, trained, generalized and systematized, this can be done through exercises. Grammar exercises can be reproductive (exercises for the use of language material in speech) and receptive (exercises for the perception and recognition of language material) in nature.

It should be noted that the process of relying on knowledge of the grammatical phenomena of the native language is very important in teaching and developing the grammatical skills of a language. Taking into account the similarities and differences between the native and English languages, we highlight the main grammatical topics that are difficult for cadets to master:

Degrees of comparison of adjectives and adverbs;

The use of temporary forms of verbs, aspect, mood and agreement of temporary forms; formation, use of complex analytical forms of the verb, consisting of an auxiliary (changeable) verb, participle II of the semantic verb; and strict word order in a sentence.

The role of English grammar is not only in the correct construction of phrases and sentences, but also in mastering the logic of sentence construction, word formation, and independence in using the language. In the process of formation of grammatical skills and their assimilation, thinking, memory, and imagination of cadets develop; with the skillful presentation of grammatical phenomena, interest in the language and culture of the people, the native speaker of the language being studied, grows.

In this regard, it is necessary to characterize the learning and formation of grammatical skills of the English language as an activity. It should be noted that all stages of activity in mastering grammatical skills - both visual perception, recognition in the text, then in speech, and conscious use in communication situations - are equally important.

This stage can be called as a chain of actions - operations aimed at teaching the grammatical skills of the English language. This level of activity is operational.

To teach grammatical skills of the English language, it is necessary to control or self-control over how cadets have formed grammatical skills, what gaps in knowledge exist, how to eliminate errors in the use of grammatical phenomena, what difficulties each cadet experiences. Without control and analysis

no further action is possible. This level is evaluative, including control and self-control.

It should be noted that any activity is deeply individual and depends on the characteristics of perception, memory, imagination involved in the learning process, on the correct organization of the focus of attention, individual personality and age characteristics. Thus, it is very important not only in what way the development of grammatical skills is carried out, but also in what sequence.

1. Passov E.I. Fundamentals of the communicative method - 1. Passov E.I. Osnovy kommunikativnoy metodiki ki teaching foreign language communication. M., 1989. obucheniya inoyazychnomu obshcheniyu. M.,

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At present, in connection with the assertion of the leading position of grammar in the formation of communicative competence, the problem of the formation of grammatical skills is one of the most urgent. A grammatical skill is by its nature heterogeneous and thus requires an integrated approach that affects all its main aspects. In the methodological literature, the following definitions of grammatical skill can be found:

grammar information technology foreign

a synthesized action performed in skill parameters and providing adequate morphological and syntactic design of a speech unit of any level;

grammatical skill is understood as the ability to perform an automated speech action that ensures the correct morphological and syntactic design of a speech unit;

grammatical skill - the ability to automatically retrieve grammatical means of speech from long-term memory;

grammatical skill ensures the correct use of the grammatical form.

E.I. Passov calls grammatical skill as "the speaker's ability to choose a model that is adequate to the speech task and arrange it in accordance with the norms of a given language, and all this is instantaneous."

In the grammatical skill, its more particular components can be distinguished:

the choice of a structure that is adequate to the speaker's speech intent;

the design of speech units, which fills the structures in accordance with the norms of a given language and a certain time parameter;

assessment of the correctness and adequacy of these actions.

The development of speech involves the assimilation of the language necessary for this, and in particular, grammatical means. The goal is for students to be able to use these tools in the process of speaking automatically. The automated use of grammatical means in speech involves the mastery of a certain number of skills.

The most important condition for creating an active grammatical skill is the presence of a sufficient amount of lexical material on which a skill can be formed. A grammatical action is performed only within certain vocabulary boundaries, on a certain vocabulary material. If a student can quickly and correctly grammatically formulate a phrase in an appropriate situation, then he already has some grammatical skill.

It is known that grammatical skills differ from each other as much as the types of speech communication themselves are different.

At the same time, some methodologists, such as Passov E.I. and Maslyko E.A., distinguish:

1) speech grammatical skills:

a) grammatical speaking skills;

b) morphological skills of oral and written speech;

c) syntactic skills of oral and written speech;

2) linguistic discursive-analytical grammatical skills;

3) receptive grammatical skills:

a) receptive-active skills of listening and reading;

b) receptive-passive skills;

1. a) The grammatical skill of speaking means the correct communicative-motivated automation of the use of grammatical phenomena in oral speech. The main qualities of the grammatical skill of speaking are automation and integrity in the performance of grammatical operations, the unity of form and meaning, situational and communicative conditionality of its functioning. Grammar skills that ensure correct form formation and form use can be called speech morphological skills. Those skills that are responsible for the correct automated placement of words in all types of sentences are defined as syntactic speech skills.

1. b) Speech morphological skills are grammatical skills that ensure consistently correct shaping and form use in oral speech. These include the skills of the correct use of case endings of nouns in oral speech, etc.

1. c) Syntactic speech skills are speech grammatical skills that provide consistently correct and automated word order in all types of sentences in analytical (English) and inflectional-analytical languages (German, French) in oral speech, in accordance with language directions. Those. skills in mastering the basic syntactic schemes of sentences.

Morphological and syntactic speech skills of written speech are more analytical due to the specifics of written speech. Here it becomes possible to return to what has already been written, to correct and change the already created text.

2) Language discursively-analytical grammatical skills are formed on the basis of grammatical knowledge and are used as a background component mainly in writing, less often in speaking. The language skill helps the speaker to control the correctness of the performance of the speech action, and if it is performed erroneously, it ensures the correction of inaccuracies.

The development of grammatical skills as the basis of colloquial speech

Introduction ……………………………………….3

Theoretical part ……………………………………….4

The Importance of Learning Grammar ……………………………………………4

What does it mean to know grammar? ………………………………………5

Basic approaches to teaching

Grammar ……………………………………….6

Types of grammatical minimum ……………………………………………9

Selection of grammatical material ………………………………………....10

Basic methods of working on grammar ……………………………………………………………………11

Formation of grammatical skills …………………………………………………………………………11

Interlingual and intralingual

Interference ……………………………………....12

The main stages of work on grammar ……………………………………....14

Formation level control

grammatical skills ……………………………………………………16

Grammar errors and their correction ………………………………………17

Conclusions ……………………………………...18

List of used literature ……………………………………...19

Footnotes and notes ……………………………………..20

Introduction

In the modern educational standard for foreign languages, the mastery of grammatical means is considered as one of the learning objectives in the framework of the development of language competence. All theoretical models of foreign language communicative competence used in different regions of the world contained a grammatical component, thus, attention was paid to communication, but the dignity and relevance of grammar were not diminished.

It is impossible to solve the problem of forming communicative competence without teaching the grammar of the language being studied. The purpose of this work is to get acquainted with various methods of teaching English grammar at different stages of learning, to find out what is included in the content of teaching grammar, to determine what an active and passive grammatical minimum is, the main stages of working on grammar, to find out the possible difficulties of teaching grammar, the phenomena of intralinguistic and interlingual interference, as well as get acquainted with the system of exercises to control the formation of grammatical skills.

Theoretical part

The Importance of Learning Grammar

Perhaps none of the aspects of language teaching has been the subject of such intense discussions and discussions over the years as grammar. To solve the problems of teaching grammar of a foreign language, it is necessary to clarify the concept of "grammar", to establish links between grammar of a foreign language, which has specific features, with the practice of teaching, pedagogy, psychology, linguistics, to consider its general pedagogical and methodological goals.

What is grammar? Standing out from the synthesis of logical and philosophical questions, grammar even before our era became an independent field of knowledge. The concept of grammar comes from the Greek grammar and originally meant "the art of reading and writing." In the Middle Ages, "free art" grammatica(naT.) was considered one of the components of any education and aimed to teach knowledge of the Latin language (sometimes other languages), to provide information on philology. The teaching of any language was carried out by means of a grammar, usually built on the model of Latin. Grammar was studied as a special subject and as an end in itself.

In the subsequent period, especially starting from the 19th century, the concept of grammar was filled with new content both in linguistics and in teaching languages. Grammar began to mean: a) the grammatical structure of the language; b) a branch of linguistics that studies such a structure; c) a set of rules for changing words, their combinations into phrases, sentences. From the point of view of language teaching, it is the latter definition that interests us. So what is grammar?

Grammar as a branch of the science of language is a set of rules on how to properly construct a sentence. Grammar as a grammatical structure of speech - features of the actual phrase and the connection of words. “The grammatical level of a language is understood as the syntactic patterns of organizing texts from words, syntagmas and sentences, as well as the rules of word and form formation.” Through grammar, the skills of oral and written communication are formed. Therefore, when teaching grammar, it is important not only to study the theory and achieve its assimilation, but also to put forward the practical assimilation and consolidation of the features of foreign speech as a primary task.

Late 1960s - early 1970s were marked by the inclusion of some elements of culture in the teaching of foreign languages and the study of linguistic expression in various social and cultural contexts. As a result, in the theory and practice of teaching a foreign language

transition from audiolingual and grammar-translation methods to communicative. More and more attention has been paid to tasks that focus on the meaning, or meaning, of a speech statement, rather than the study of grammatical structures and forms taken out of context. Tendencies to reduce the role of grammar have been observed so far. Many European teachers note that educational and developmental goals in learning are not achieved due to the fact that schoolchildren, when studying the grammar of a foreign language, do not understand either the practical significance of studying grammatical terms and concepts, or the goals of grammatical analysis. . Tendencies towards the elimination of traditional educational grammar, including in our country, appeared in the 60-70s after the advent of the theory of generative grammar by N. Chomsky, which was uncritically transferred to the grammar of a foreign language. And in recent decades, there has been a desire to excessively reduce the role of grammar, which has led to a significant increase in the number of errors in students' speech due to the use of the communicative method of teaching foreign languages. It is quite clear that meaningful communication cannot take place without or in the absence of grammar. Thus, an attempt to abandon any grammar, on the one hand, and on the other, an exaggeration of its role in the educational process, negatively affects the results of practical language acquisition. According to the psychologist Belyaev B.V., “it is necessary not so much to know the rules on how to construct foreign language sentences, but to practically master various grammatical constructions (models and structures) in your speech. The decisive factor in such assimilation is foreign language and speech practice. Grammar rules as theoretical knowledge by themselves do not provide the formation of appropriate speech skills and abilities. Grammar knowledge has a positive effect on language proficiency only when, with the help of this knowledge, students become aware of the grammatical features of foreign language speech and when this awareness is immediately followed by training students in productive and creative foreign language speech of the language being studied. Thus, only a reasonable combination of teaching grammar and consolidating grammatical phenomena in speech will help the teacher to form students' communicative skills and abilities.

What does it mean to know grammar?To know grammar means to know the form, meaning, use and speech function of a grammatical phenomenon. Mastering the grammar of the language is necessary for the formation of skills and abilities of oral and written speech, as well as for understanding foreign speech in listening and reading.

What is included in the concept of "content of teaching grammar"? The content of teaching grammar includes rules and grammatical phenomena, as well as grammatical skills in the use of phenomena, constructions and grammatical structures.

Grammar Skillsare divided into two groups: receptive and productive. Receptive grammar skills include listening and reading, while productive skills include speaking and writing. Let's turn to the program in foreign languages and see that productive skills include: the ability to form and use grammatical forms and constructions, choose them depending on the situation of communication; recognize grammatical constructions when reading, as well as use grammatical phenomena in writing.

Receptive grammatical skills include: recognition of a grammatical structure and its correlation with the semantic meaning, the ability to distinguish some grammatical structures from others similar in form; determination of the structure of a simple sentence and word order in an English sentence, determination of the structure of a complex sentence, the ability to isolate boundaries subordinate clause and turns (infinitive, attributive, adverbial, participle, gerund, etc.); establish logical, temporal, causal, coordinating and subordinating relationships and connections between the elements of the sentence; to establish links between sentences within a paragraph or a complex syntactic whole based on the binding means of the language.

E.N.Solovova notes that some students cannot identify this or that grammatical phenomenon even after a long practice. Therefore, the author suggests that the teacher be sure to write down all forms of the grammatical phenomenon being studied on the blackboard; write out negative, interrogative and affirmative forms; compare the form of this structure with a partially similar form of another structure; make students not passive, but active participants educational process, as well as associate the grammatical form with a specific speech context for better memorization.

Some examples of the formation of grammatical skills will be discussed in the section "The main stages of working on grammar".

Basic approaches to teaching grammar

When teaching grammar, two approaches are used: implicit (without explaining the rules) and explicit (with explaining the rules). E.N.Solovova notes that on present stage these methods are rarely used in isolation. The teacher can vary the use of certain methods in the teaching process. The choice of method depends on many reasons: on the age, the level of language training of students, on the grammatical material being studied.

Let's consider the implicit approach in the study of grammar and the methods that are used in this approach. The implicit approach is learning grammar from models. In the implicit approach, there are two methods: structural and communicative method. In the structural approach, the stages of studying grammatical material are as follows: listening to speech samples, choral or individual pronunciation of samples, question-answer exercises with a teacher or in pairs using the structures being worked out.

The structural method was first used by Paller in 1916. X. Paller created the first lookup tables. The structural method is based on the use of a system of exercises for working out structural models. E.N.Solovova is offered the following sequence of work on the grammatical structure with this method:

listening to speech samples with grammatical structure
choral or individual pronunciation for the announcer or teacher.

3. question-answer exercises with the teacher and in pairs using
developed structures.

The advantages of this method: the grammatical structure becomes the object of long-term development; students form a dynamic stereotype, readiness and ability to use a ready-made grammatical structure in speech.

The disadvantages of this method are as follows: the exercises are monotonous, the students get tired quickly, the exercises exclude the speech nature of the practice.

Stages of work on grammar in the communicative method:

listening to the material to be mastered in a specific speech situation.
imitation in speech in the presence of a speech task, which excludes purely mechanical repetition.
grouping phrases that are similar in meaning into a single story
a variety of automation circumstances, the use of various games to automate speech patterns.
actions on ready-made clichés in similar situations of communication.

One of the advantages of this method, Solovova E.N. considers the high motivation of students, since situations close to real ones allow students to feel like active participants in the process of mastering knowledge. The main disadvantage of this method is the large preparatory work of the teacher to create a base of speech clichés in different situations of communication.

The implicit approach can be widely used at the initial stage of teaching children and adults. Modern teaching materials for elementary school combine both methods: structural and communicative.

The explicit approach involves explaining the rules. Within this approach, there are deductive and inductive Methods,which are diametrically opposed. The deductive method is based on the study of the rule using specific grammatical terms and the construction of a speech cliche with the conscious use of this rule, i.e. From general to specific. The sequence of actions for this method is as follows:

1. learning the rule using grammatical terms.

2. search for a given grammatical phenomenon or structure in the text,
voicing (naming) the form of a given grammatical phenomenon,
an explanation of the meaning in which it is used in this context.

performing substitution exercises by analogy with the sample.
performing transformation exercises, guided by the rule.
translation exercises from native language to foreign.

E.N.Solovova considers the advantages of this method:

1. Implementation of the principle of consciousness and scientific character

2. providing a phased development of a grammatical skill

3. Formation of educational skills, providing greater independence to students.

4.possibility of using this method during independent work

The disadvantages of this method are some difficulties in understanding grammatical terminology, as well as working out grammatical constructions on monotonous sentences, outside of live speech communication.

The deductive method is applicable in the study of grammar at the senior stage of education

inductive methodIt is a method of explanation from the singular to the general. Students are invited to formulate the rule and the patterns of its use on the basis of the analysis of a number of examples or through the context. Consider the sequence of actions of the teacher, proposed by E.N.Solovova, when using this method.

Sequencing:

1. A text or a set of sentences with examples of a new rule is given and it is proposed in small groups to study the examples, find certain grammatical patterns in them and, with the help of a teacher, formulate a grammatical rule. To facilitate the task, it is recommended to highlight or emphasize structures and forms that are important for understanding, for example, when studying the use of degrees of comparison of adjectives at the study stage, students can be offered a text. The teacher formulates a speech task: “Read this text and try to determine how the comparative and superlative degrees of comparison of adjectives are formed. Formulate a rule. It is appropriate to use various cues in the text, such as underlining or highlighting in different colors the features of the form of a given grammatical structure. The task should be feasible for students, and the context is simple.

2. Self-formulation by students of the rule, corrected by the teacher.

3. Performing substitution exercises.

4. Performing transformation exercises.

5. Translation exercises.

Knowledge acquired through cognitive learning becomes part of the learner's experience. This contributes to better memorization and can serve as an excellent means of motivating students to work. After students find patterns in the subjects suggested by the teacher, they can generalize the conclusions drawn, paying attention to the grammatical structure. The explanation of the rules performs a very important function. It is the rules that make students' speech grammatically correct and allow them to independently use and combine the studied structures in new communicative situations.

The advantages of this method are to ensure the implementation of problem-based learning; stimulation of independent language observation; development of language guessing better memorization of the studied material.

The disadvantage of this method is that not all linguistic phenomena are explained inductively, and an incorrectly derived rule can lead to persistent errors.

deduction method implies a movement from the rule to speech patterns.

The choice of techniques depends on the nature of the grammatical phenomenon. N.D. Galskov and N.I. Gez draw attention to the fact that when explaining complex grammatical phenomena, the teacher must explain the theory, and students, relying on theoretical knowledge, go to build their own sentences. According to N.D. Galskova and N.I. Gez, when explaining simple structures, theoretical explanations are not necessary, since on the basis of simple sentences it is possible to reveal the meaning of the grammatical form and its use in speech communication. However, at the initial stage of learning, students, as a rule, cannot draw conclusions about the formation of a grammatical structure through reading a system of exercises or simple texts. Mastering grammar at the younger and middle stages goes through receptive activity, and at the older one through productive activity.

When teaching grammar, it is necessary to use a differentiated approach, i.e. a combination of different approaches and methods, taking into account the characteristics of training. When teaching grammar at the initial stage, it is widely used implicit an approach. Educational and methodical sets of authors I.N. Vereshchagina and others, M.Z. Biboletova et al. for elementary school are based on this method. Young children have a very good memory, so they reproduce ready-made grammatical patterns well and, relying on these patterns, learn to construct their statements.

When teaching in primary and secondary schools, the inductive method is also considered the most successful, since it is at this age that the mechanism of linguistic guessing is better formed in students. To consolidate the grammatical material, it is important to use speech and conditional speech exercises, games. A partial combination of inductive and communicative methods in this case will be very effective and will help to compensate for the disadvantages of one approach with the advantages of the other. In high school, when teaching adults, the deductive method is used, since the level of language literacy is high.

Types of grammar minimum

There are two types of grammatical minimum: active (the ability to use grammatical material in all types of speech activity) and passive (the ability to recognize grammatical material when reading and listening). The main criteria for selecting a grammatical minimum are the frequency of use of a particular grammatical phenomenon, important exceptions, synonyms, forms, exemplary and typical grammatical structures. The active grammatical minimum is studied in secondary school, and more complex grammatical phenomena classified as passive minimum are studied in the senior school.

Selection of grammatical material.

The issue of selecting a grammatical minimum caused doubts among methodologists. In the late 50s of the last century, B.F. Korndorf argued that even if the grammatical material was reduced, it was very insignificant. The doubts of the methodologists were explained by the relatively small amount of grammatical means in comparison with vocabulary. Currently, a fairly developed system of principles for the selection of both productive and receptive grammatical minimum is used. The object of selection is grammatical forms and constructions. Grammar selection is built taking into account the already selected vocabulary. As already noted, grammatical phenomena extend to large groups words and separate groups of words. The subject of pedagogical grammar is only those phenomena that apply to large groups of words. Therefore, when selecting grammar for pedagogical purposes, it is necessary to take into account the already selected lexical minimum.

To select a productive grammatical minimum, A.A.Mirolyubov suggests using samples of sounding colloquial speech. Literary sources are used to select a receptive vocabulary. What are the main principles of grammar selection? The first principle of selection is the frequency of use - absolute and relative. The absolute frequency takes into account the total number of uses in the sources used, the relative frequency is the frequency of use in one single source. According to A.A.Mirolyubov, this principle is common for the selection of both productive and receptive grammar.

Then A.A.Mirolyubov proposes to consider the principles of selection of a productive dictionary. The first principle is stability. According to this principle, the most common grammatical constructions in oral speech will be included in the minimum.

Exemplary is understood as the ability of a grammatical phenomenon to serve as a standard for the formation of an analogy. Based on this principle, forms are selected, for example, the plural, which serve as an analogue for the formation of others. The remaining cases are memorized as separate word forms. An important role is played by the principle of exclusion of synonymous forms. According to this principle, only one grammatical phenomenon from synonyms is selected as a minimum. Thus, the modal verb construction +Infmitive will enter the productive grammatical minimum, while such constructions as have to +Infmitive will remain outside the productive minimum.

Basic methods of working on grammar

Communicative-cognitive (learning a language consciously, based on an activity approach. The main purpose of teaching a foreign language is to form communicative competence.
Search method (for example, find some grammatical phenomenon in the text).
Comparative-comparative (compare the phenomena of the native and foreign languages; compare the phenomena within the language).
Differentiated method (the ability to differentiate various phenomena).

Formation of grammatical skills.

In the methodology, there are two points of view on the stages of the formation of a grammatical skill. V.S. Tsetlin proposed to distinguish four stages in the formation of grammatical skills: preparatory, elementary, combining and the inclusion of grammatical skills in speech. At the first stage, there is an acquaintance with the material and actions, at the combining stage - the consolidation of a number of grammatical actions. The second point of view belongs to S.F. Shatilov. The author distinguishes the stages: tentative-preparatory, stereotyping-situational and varying-situational. At the first stage, there is an acquaintance with the material and primary actions. At the second stage, the automation of the constant components of the action in identical and similar situations takes place, and at the subsequent stage, further automation of the action in various situations takes place. It is easy to see that the proposed stages of the formation of a grammatical skill basically coincide. According to A.A.Mirolyubov, the stages proposed by S.F.Shatilov are more successful, since the preliminary stage cannot include only familiarization with the grammatical phenomenon, it is necessarily associated with actions based on orientation, i.e. the formation of primary grammatical skills. The formation of a productive grammatical skill occurs at a subsequent stage. Thus, first the form of the grammatical phenomenon is worked out, and then it is included in speech. However, according to A.A.Mirolyubov, all this is not characteristic of a receptive skill. A.A.Mirolyubov speaks about the need to develop the stages of the formation of a receptive grammatical skill. In order to recognize and understand a grammatical phenomenon in a text, it is necessary to develop in students the ability to find a grammatical phenomenon in the text, to distinguish it from similar grammatical phenomena. A.A.Mirolyubov proposes to distinguish three stages: Orientation-preparatory, differential-identifying, the stage of use in speech. Thus, at the first stage, there will be an acquaintance with the grammatical phenomenon, the selection of its formal features and pronunciation. At the second stage, the studied grammatical phenomenon will be recognized, the ability to distinguish it from similar grammatical forms and the formation of skill automation. At the third stage, there will be further automation of the skill in the process of perception and understanding of the forms of this grammatical phenomenon in oral and written speech.

For the formation of grammatical skills, there is a system of language and speech exercises.In language exercises, students are asked to complete a series of tasks, for example, such as: substitution of articles, writing the endings of words, the formation of the plural of nouns, choosing the correct form of the verb, modifying sentences, etc. These exercises are aimed at developing grammatical skills. Speech exercises, which include exercises in the form of answering questions on the text or exercises in dialogic speech, or exercises to confirm or refute information in the text - all these exercises are of a reproductive nature. The best, according to Belyaev, is the training of students in live speech in a foreign language.

How to Be Productive in Ownership grammar rules? Recently, textbooks of a new generation have appeared, where typical grammatical models are given in the form speech material, which is proposed to work out during the lesson.

Belyaev B.V. in his “Essays on the Psychology of Teaching Foreign Languages” notes that for a long time teaching grammar was based on memorizing the rules, on performing a large number of exercises to consolidate these rules and “consciously applying them when deciphering and constructing foreign language sentences ... The lessons were exclusively theoretical in nature ". Then another extreme appeared - students were not explained the rules of the language. Belyaev B.V. believes that because "the purpose school teaching foreign languages is the practical mastery of them, then grammar should be taught not so much by presenting and mastering its theory, but by practical consolidation of certain grammatical features of foreign speech.

The generalization of individual grammatical phenomena into grammatical rules is one of the ways to organize grammatical material for the formation and development of reproductive skills. In the 1980s, the call to use rules that encourage students to act with grammatical material and which are instructions for action sounded more and more insistently. Comprehensively combining all three aspects of the language (grammar, vocabulary and phonetics), grammatical structures help to remove the difficulties associated with the assimilation of theory.

E.N.Solovova believes that the main goal of teaching grammar in secondary school is "the formation of students' grammatical skills as one of the most important components of speech skills in speaking, listening, reading and writing." Grammar is a branch of linguistics that studies the patterns of change and combination of words that form meaningful sentences and statements.

Interlingual and intralingual interference

In the language being studied, there are a fairly large number of grammatical phenomena that students can confuse, since these phenomena are completely or partially absent in their native language. When starting to teach grammar, the teacher must take into account and be aware of possible difficulties from the standpoint of the emergence of interlingual and intralingual interference.

Interlingual interference is the difference in the grammatical forms of the studied and one language, the methods of word formation, the syntax features of the native and studied languages, the coordination of cases of pronouns, nouns, the peculiarities of the formation of the plural of nouns, the difference in video tense forms of the verb. Therefore, it is especially important when studying the grammar of a foreign language to rely on knowledge of the grammar of the native language in order to comparative analysis grammatical structures of two languages. This comparison helps to better understand and learn to apply the grammatical constructions of the studied and native languages. The teacher, choosing exercises for the lesson, should take into account this phenomenon, since only in this case it is easier to predict and prevent various errors.

Interlingual difficulties:

mismatch of prepositions (for example, to get about - to travel (there is no preposition in Russian), to get at - to get, get to)
in Russian, this grammatical phenomenon is absent (for example, the article)
the use of auxiliary verbs in English and the absence of this grammatical phenomenon in Russian.
in an English sentence, word order is clearly defined. The absence of case endings requires a strict word order in English, and in Russian there is no such structure, for example:

Peter built a house - Petya built a house. The house was built by Peter. Peter built the house. As you can see, changing the word order does not change the meaning of the sentence in Russian.

5. in English, there are several
present tenses, several past and future.

Intralingual difficulties include:

polysemy of constructions, for example: Present Simple and Present Continuous, Past Simple and Present Perfect, Past Simple and Past Perfect. The same actions that in Russian would be described by a past tense verb can be conveyed in English by a verb in Past Simple and Present Perfect and Past Continuous.

2. the verb do in English plays the role of both semantic and
auxiliary verb.

3. confusion, the presence of a large number of forms of the same verb
(have, has, had)

When teaching grammar, the teacher must create various communicative and conditionally communicative situations to consolidate grammatical skills, i.e. to acquaint students with grammatical material, to conduct training and speech output of this material. A reasonable combination of familiar grammatical exercises and grammatical exercises with elements of communication is necessary. E.N. Solovova believes that in the practice of teaching a foreign language it is impossible to break the practical, educational, developmental goals of learning, and the formation of language competence should go simultaneously with the formation of speech and sociocultural competencies.

"Grammar mastery involves not so much knowledge of the rules as the ability to implement them without hesitation in the process of speech interaction."

To consolidate grammatical skills, E.N. Solovova, it is important to use conditionally communicative and communicative exercises. in the best way solutions to this problem E.N. Solovova counts games. Games are divided into

linguistic (lexical, grammatical) and communicative.
aimed at joint problem solving and competitive nature.
focused on the frontal, group, pair form of work.

Examples of E.N. Solovova cites in her book. For example, students receive sentence cards that have prepositions omitted. The teacher calls the prepositions in any order. The first student to fill in the gaps without errors wins.

The main stages of work on grammar

The first stage is familiarization with the grammatical phenomenon.

The second stage is the consolidation of new material (primary and secondary).

The third stage is the use of a grammatical phenomenon in productive speech.

The fourth stage is the control of mastering the grammatical phenomenon.

Familiarization. The teacher presents to students the form of a grammatical phenomenon, its speech function, its meaning and its use in speech. To explain the grammatical phenomenon, it is advisable to use diagrams, tables and figures. The study of a grammatical phenomenon must begin with the support of previously studied rules. When studying Past Continuous Tense, it is necessary to repeat Present Continuous Tense, remember the peculiarities of using this time in English, draw analogues in Russian, explain that in Russian there is no distinction between actions taking place at the moment and actions taking place in general. In both cases, it is the same verb. Suggestions can be written on the board.

I'm having breakfast, call me later.
I I have breakfast at 7:30 am.

Ask students to translate the sentences into English. And name the tenses they used in doing so. You can invite students to familiarize themselves with the context and highlight the grammatical phenomenon from the context. The explanation ends with the formulation of a general rule. Then the teacher offers students exercises for the primary consolidation of grammatical material.

Primary fasteninggrammatical material - the second stage. The teacher can use ready-made exercises from the textbook, various additional aids, or create task cards. For example, at the stage of primary consolidation of the material (the grammatical time Past Continuous Tense was introduced), you can give the following task: read the text, underline or write out the verbs in Past Continuous Tense. At the stagesecondary fixationgrammatical material, you can be asked to complete the following task: substitute the verbs given in the box into the text according to the meaning, do not forget to use the correct verb forms.

The stage of productive use of grammatical constructions.

When teaching grammar, the stage of using a grammatical phenomenon in productive speech is often ignored, notes E.N.Solovova. “Many students and teachers believe that the process of practicing grammatical skills requires special attention, perseverance, patience and cannot be an entertaining element of the lesson .... The communicative nature of practicing grammatical structures causes distrust not only among teachers, but often among students as well.”

E.N.Solovova considers this stage to be very important, since "mastery of grammar involves not so much knowledge of the rules as the ability to implement them without hesitation in the process of speech interaction." The best way to solve this problem E.N.Solovova considers the use of various games in the lesson For example, the teacher asks the students to say what they did at five o'clock in the evening yesterday.Or the teacher distributes cards and asks to make sentences in Past Continuous Tense.For example:

Card 1 Card 2

I (swim) at 5o "clock yesterday. I played the piano yesterday.

We (play) football at 3p.m yesterday. He wrote a letter yesterday.

The teacher distributes card #1 to the weaker students and card #2 to the stronger ones. You can also invite weak students to make sentences from words, for example: 1. was in park I walking the at yesterday 5 o "clock; 2. at football 7 o" clock he watching yesterday was.

A system of exercises to consolidate grammatical material. These are the exercises:

substitution exercises
construction exercises (make sentences from words)
for material differentiation

4. transformation exercises (for example, open the brackets, put
verb in the right form)

paraphrase
translation exercises (from Russian to foreign)
games (both in the classroom and outside of school hours)
storytelling
speech exercises for solving communication problems

A necessary condition for mastering the grammatical phenomenon of Solovova E.N. considers the importance of connecting the meaning of a given grammatical phenomenon with its speech functions. When teaching grammar, it is important to intelligently combine language and speech exercises. Speech exercises include exercises in the form of answers to questions on the text or exercises in dialogic speech, although we should not forget that these exercises are only reproductive in nature. It is necessary to train students in genuine speech in a foreign language. It is important to educate students in understanding the need and importance of learning a foreign language and the need

use it as a means of communication.

It is important that grammar exercises have a communicative focus. The teacher creates appropriate situations that bring students closer to real situations of communication.

Control of the level of formation of grammatical skills

Grammar skill is one of the most important speech skills of speaking, which is why it affects the effectiveness of understanding foreign language speech and constructing one's own speech. The control of the formation of grammatical skills cannot be excluded from the control of the level of formation of foreign language communicative competence. The reason for this is several factors. Firstly, tasks to control the formation of grammatical skills are presented in modern version of the exam in English and other international exams in English as a foreign language. Secondly, the grammatical component is an integral part of foreign language communicative competence. In addition, the assessment of a productive type of speech activity (speaking or writing) should not be reduced to an assessment of only the grammatical aspect. Both the active vocabulary and the disclosure of the topic should be evaluated.

Exercises to control the level of formation of grammatical skills can be very diverse, for example:

Students are asked to fill in the gaps in the text by inserting the appropriate preposition, verb, adjective, pronoun.
Tasks for finding errors in the text.
Tasks for transformation (from this word it is necessary to form a single root and insert it into the text).
Translation from Russian into foreign.
The use of various tests (for substitution, for finding errors in the text, for finding extra words in the text).
Use of various design exercises.

Grammar errors and their correction.

There are different ways to correct errors. The choice of a method for correcting errors depends on what kind of speech it is: oral or written, what type of work (classroom, home, creative, control), what type of interaction (individual, group or frontal work). The methodology has already described in sufficient detail the methods of correcting grammatical errors in written speech (from underlining an irregular form to correcting) and the oral expression of students. The teacher himself will have to decide which technique is most appropriate in a particular situation.

How can and should errors be corrected? It is possible to correct errors immediately. It is possible to draw the student's attention to an error and ask the student to correct it. Another way is mutual learning, correcting the mistakes of comrades. Students like to feel like a teacher, so correcting the mistakes of key mates is of great interest to them. By correcting the mistakes of their comrades, students learn themselves.

In her work, E.N.Solovova calls for the formation of a caring attitude towards the language among students and encouraging them to independently identify and correct errors.

conclusions

Without knowledge of grammatical rules, it is impossible to understand the system of the language. Without understanding the grammatical structure of the language, it is impossible to correctly express one's thoughts, to understand foreign language speech. Developing communication skills, the teacher relies on grammar. It is no secret that communication is generally possible using a limited number of words, but to what extent and at what level? The development of foreign language communicative competence occurs exclusively in all the diversity of its components. Therefore, grammar plays a very important role in the formation of communicative competence.

When starting to teach grammar, the teacher must be proficient in theory, must know that different approaches and methods are applicable at different levels of teaching. The two approaches to teaching grammar are explicit and implicit. The explicit approach is distinguished by the explanation of grammatical rules and phenomena. Implicit is characterized by repetition and memorization of grammatically correct structures. The explicit approach is implemented by two main methods - inductive and deductive. So, at a younger stage of learning, the inductive method is better suited, i.e. explanation from the singular to the general, and on the older one - deductive, involving movement from the rule to speech patterns.

Based on the knowledge of the phenomena of intralingual and interlingual interference, the teacher can competently plan a lesson on the introduction of grammatical phenomena and select a system of exercises to consolidate grammatical material. It should be remembered that the content of teaching grammar includes rules and grammatical phenomena, as well as grammatical skills in the use of phenomena, constructions and grammatical structures. Mastering the grammar of the language is necessary for the formation of skills and abilities of oral and written speech, as well as for understanding foreign speech in listening and reading. Communication skills in oral and written speech can be considered formed if students learn to communicate orally in the target language in the minimum allowable volume. Grammar skills are divided into receptive (listening and reading) and productive (speaking, writing), and the grammatical minimum is divided into active and passive. For the formation of grammatical skills, there is a system of language and speech exercises. Without developing grammatical skills, without getting into speech, grammatical rules cannot serve as a means of communication. The main stages of work on grammar include: the introduction of grammatical material, the primary and secondary consolidation of grammatical material, practice in communication, control. One of the main methodological principles of teaching English grammar is the principle of sequential learning, in which the grammatical material is taught from simple to complex.

List of used literature

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Belyaev B.V. Essays on the psychology of teaching foreign languages. M., 1965.
A.A. Mirolyubov. Problems of teaching grammar and phonetics of foreign

languages, MIOO, M., 2006.

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Starkov A.P. Grammatical structures of the English language. Voronezh, 1962.
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foreign language teacher. Minsk, Higher School, 2004.

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Foreign languages at school, No. 3, 2004.

13. Solovova E.N. Methods of teaching foreign languages. Basic course lectures.

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14. E.I. Passov, E.G. Zavesova. Methods of teaching foreign languages:

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Foreign languages at school, No. 1 2003, No. 3 2004, No. 3 2008.
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Footnotes and notes

1. Makhmuryan K.S. methodical letter. Teaching foreign languages in educational institutions of the city of Moscow in the context of the introduction of a new Moscow regional basic curriculum. M.: MIOO, 2007, p. 3 N.D. Galskova, N.I. Gez. Theory of teaching foreign languages. Linguodidactics and methodology. Moscow, Akademkniga, 2006 E.I. Passov, E.G. Zavesova. Methods of teaching foreign languages: "Formation of grammatical skills", set of manuals No. 9, Voronezh 2002, p. 3

The program of teaching foreign languages under the editorship of Ph.D. V.V. Ponomareva, Moscow, RT-PRESS, 2000

E.N. Solovova “Methods of teaching foreign languages. Basic course of lectures "M.: Education, 2005. page 107.

Starkov A.P. "Grammar Structures of the English Language". Methods of teaching foreign languages: "Formation of grammatical skills", set of manuals No. 9, Voronezh 2002, p. 17

Belyaev B.V. Essays on the psychology of teaching foreign languages. Methods of teaching foreign languages: "Formation of grammatical skills", set of manuals No. 9, Voronezh 2002, p. 5

Belyaev B.V. Essays on the psychology of teaching foreign languages. Methods of teaching foreign languages: "Formation of grammatical skills", set of manuals No. 9, Voronezh 2002, p. 19

E.N. Solovova “Methods of teaching foreign languages. Basic course of lectures "M.: Education, 2005. page 101.

E.N. Solovova “Methods of teaching foreign languages. Basic course of lectures "M.: Education, 2005. Page 115.

E.N. Solovova “Methods of teaching foreign languages. Basic course of lectures "M.: Education, 2005. Page 117.

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