Theoretical aspects of using principles of teaching grammar

Content

Introduction ………………………………………………………………..3

1 Theoretical aspects of using principles of teaching grammar..............

1.1Conscious approach……………………………………………….…………..

1.2 Practical approach……………………………………………….……………

1.3 Structural approach…………………………………………………………..

1.4 Situational approach…………………………………………….….………..

1.5 Different approach…………………………………………………………..

1.6 Functional approach…………………………………………………………

1.7 Oral approach……………………………………………………………….

1.8 Accessibility………………………………………………………….

1.9 Communicative approach…………………………………………….

1.10 Integrated approach………………………………………………….

1.11 Durability…………………………………………………………….

1.12 Individuation………………………………………………………….

2 Practıce aspects of teaching grammar

2.1 Lesson plan.........................................................................................

2.2 Lesson activities.................................................................................

CONCLUSION............................................................................................

BIBLIOGRAPHY........................................................................................

Introduction

Topıcally possible to hear statements like the following among teachers: "my students know Grammar, but they speak and read with errors" or Vice versa: "they can Speak and read, but they do not know grammar". These statements indicate a lack of understanding 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 is not thought mastery of any form of speech, as grammar, along with vocabulary and sound composition is the material basis of speech. Grammar has an organizing role. To Express the meaning of words consisting of sounds, given unambiguous form. For example: "you, book, transferred, I" is a morphological aspect of grammar. At the same time, these word forms are combined into phrases, sentences, texts in accordance with the syntactic schemes peculiar to this language: "I gave you the book", i.e. the person who uttered the first word, as if takes on a grammatical obligation. In the cerebral cortex there is a system of stereotypes, which dictates these rules of the organization of words into a coherent whole. The system of stereotypes determines the existence of intuitive, unconscious grammar, which is carried by every person in their native language. When learning a foreign language, it is also necessary to start the mechanism of stereotyping on the basis of the selected grammatical minimum, i.e. to create an intuitive grammar that would contribute to the organization of speech in a foreign language.It should be borne in mind the following significant differences in the conditions of mastering the native and foreign languages, which affect the approach to teaching foreign language grammar. 1) the Mother tongue is the primary vital means of communication, the assimilation of which is naturally motivated, because the mother tongue is assimilated in childhood in parallel with the adaptation of the child to the environment. A foreign language is a secondary means of communication, the use of which is not dictated by vital necessity; mastering a foreign language begins at school age, when the main means of communication the native language has already developed; therefore, special efforts are required to call for the motivation of language learning.

2) the Native language is mastered in a natural and abundant language environment, from which the child without special effort, i.e. involuntarily and in a short time, separates patterns. Learning a foreign language takes place in an educational environment in a foreign environment. There is no sufficient basis for involuntary identification of patterns. Therefore, when mastering grammar in a school course of a foreign language, special attention should be paid to the theory and its optimal combination with speech practice, as well as the ratio of an arbitrary form of attention to an involuntary, ie. consistent implementation of the principle of consciousness.The principle of consciousness is the basis of all methods used in mastering grammar; each method establishes its relationship between theory and practice. It is only important to keep in mind the following: the use of "pure" theory without its confirmation by specific facts of the functioning of the grammatical phenomenon, as well as "pure" practice without its understanding are not accepted in mastering grammar in a school course of a foreign language.

The theme of the course work is “Principles of teaching grammar ” Aim of the course paper is the formation, improvement and development of which is the main task of teaching a foreign language. The object is the process of types of exercises for teaching grammar The subject is of teaching grammar principles by using different methods Hypothesis: if the teacher wants to teach students of consolidation grammar, teacher will know different methods of types of exercises for grammar. Methods of the investigation are the methods of general, descriptive and observation analysis.

The theoretical value of the course paper is that theory and examples can serve as the main material in principles of teaching grammar. The practical value of course paper is the games which can be used during the seminar on methodology of teaching English language and practical lessons. The structure of course paper consists of introduction, two chapters, conclusion and bibliography. The first chapter is devoted to the study of theoretical basis of teaching grammar .The second chapter is devoted to investigation practical basis of principles of teaching grammar. The conclusion is about the achieved result of the work under the chosen theme.

The bibliography deals with the alphabetical list literatures used in carrying out the investigated work.

Theoretical aspects of using principles of teaching grammar

The grammatical level of the language means syntactic regularities of the organization of tests from words, syntagms and sentences, as well as the rules of word - and form formation.Grammar is of paramount practical importance, as it provides the formation of oral and written communication skills. The history of teaching foreign languages shows that the attitude to grammar determined the specifics of a particular method, principles and methods of teaching. The role of grammatical theory was either exaggerated, as was the case in translation methods, or underestimated or even excluded (in direct and indirect methods). And now there is no consensus among teachers, psychologists and methodologists about the role and place of grammar in teaching a foreign language, but there is a more objective approach to assessing the role and place of grammar in teaching a foreign language: it is not a goal, but is one of the most important means of teaching a foreign language. The main purpose of teaching grammar is the formation of grammatical skills as one of the important components – speaking, writing, reading. The ability to correctly combine words, build simple and complex sentences depending on the purpose of the statement is an important condition for the use of language as a means of learning.However, some authors believe that the formation of grammatical skills is one of the weaknesses in teaching a foreign language at school.Grammar, as such, is not taught at school at all, and grammar skills are formed on an intuitive, unconscious basis. This is seen as one of the main reasons for the “weaknesses” in the process of their formation, when students seem to use language structures in speech, but do not realize their grammatical information, and, therefore, do not always accurately understand their meaning, do not master the ability to independently construct sentences on grammatical patterns. So, Rogova G. V. considers that it is impossible to tear off grammar from the speech, without grammar mastering any form of speech is not thought, i.e. grammar along with dictionary and sound structure represents a material basis of the speech. Grammar has an organizing role. In the cerebral cortex there is a system of stereotypes, which dictates these rules of organizing words into a coherent whole. The system of stereotypes determines the existence of intuitive, unconscious grammar, which is carried by every person in his native language. When learning a foreign language, it is also necessary to start the mechanism of stereotypes on the basis of the selected grammatical minimum, i.e. to create an intuitive grammar that would contribute to the organization of speech in a foreign language. It should be borne in mind the following significant differences in the conditions of mastering the native and foreign languages, which affect the approach to teaching foreign language grammar 1. Mother tongue is the primary vital means of communication, the assimilation of which is naturally motivated, because the mother tongue is assimilated in childhood, in parallel with the adaptation of the child to the environment. A foreign language is a secondary means of communication, the use of which is not dictated by vital necessity. Mastering a foreign language starts at school age when the primary means of communication - their mother tongue - has already happened; so it requires the special effort to call the motivation of language learning.2. The native language is mastered in a natural and abundant language environment, from which the child without special effort, i.e. involuntarily and in a short time, extracts patterns. Learning a foreign language takes place in a foreign environment. There is no sufficient basis for involuntary identification of patterns. Therefore, when mastering grammar in a school course of a foreign language, special attention should be paid to the theory and its optimal combination with speech practice, as well as to the correlation of an arbitrary form of attention with an involuntary, ie. consistent implementation of the principle of consciousness.The ability to change and combine words is one of the most important conditions for practical knowledge of the language and its use as a means of communication. The ability to change and combine words in speech is effective only if it is carried out automatically, i.e. includes the necessary set of grammatical skills. E. I. Passov calls the grammatical skill as " the ability of the speaker to choose a model adequate to the speech problem and form it according to the norms of the language, and all this - instantly.” Grammar helps students to better understand the structure of the native language, develops logical thinking, observation, ability to analyze, ie implemented in the aggregate of all the goals of teaching a foreign language (practical, educational, developmental, educational). Also, mastering the grammar of a foreign language is important not only for mastering productive types of speech activity, but also for understanding the speech of others, listening and reading. [1].

1.1 Conscious approach

This means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. For example, I can see a book. I can see many books.The teacher draws pupils’ attention to the new element in the form of a rule, a very short one. Itisusuallydoneinthemothertongue. Forexample: Remember that in the plural the ending –s [s,z] or –es [IZ] is added to the noun. Or: Remember, “do not” (“does not”).The rule helps the learner to understand and to assimilate the structural meaning of the elements. It ensures a conscious approach to learning. This approach provides favourable conditions for the speedy development of correct and more flexible language use. However it does not mean that the teacher should ask pupils to say this or that rule, Rules do not ensure the mastery of the language. They only help to attain the practical goal. If a pupil can recognize and employ correctly the forms that are appropriate, that is sufficient. When the learner can give ample proof of these abilities we may say that he has fulfilled the syllabus requirements. [2]. Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused. The contrast is brought out through oppositions. For example:

Teaching English Grammar

I get up at 7 o’clock.

It’s 7 o’clock. I am getting up.

Teaching English Grammar

He has come.

He came an hour ago.

The indefinite article is contrasted with the definite article.

Give me a book (to read into the train).

Give me the book (you have promised),

The zero article is contrasted with the definite article.

I like soup (more than any other food).

I like the soup ( you have cooked). [14].

Rule for the teacher:

The teacher should realize difficulties the sentence pattern presents for his pupils. Comparative analysis of the grammar item in English and in Russian or within the English language may be helpful. He should think of the shortest and simplest way for presentation of the new grammar item. The teacher should remember the more he speaks about the language the less time is left to practice. The more the teacher explains the less his pupils understand what he is trying to explain, this leads to the teacher giving more information than is necessary, which does not help the pupils in the usage of this particular grammar item, only hinders them. [15].

1.2 Practical approach

It means that pupils learn those grammar items which they need for immediate use either in oral or written language. For example, from the first steps of language learning pupils need the Possessive Case for objects which belong to different people, namely, Mike’s textbook, Ann’s mother, the girl’s doll, the boys’ room, etc. The teacher masters grammar through performing various exercises in using a given grammar item. [2].

1.3 Structural approach

Grammar items are introduced and drilled in structures or sentence patterns. It has been proved and accepted by the majority of teachers and methodologists that whenever the aim to teach pupils the command of the language, and speaking in particular, the structural approach meets the requirements.Pupils are taught to understand English when spoken to and to speak it from the very beginning. This is possible provided they have learned sentence patterns and words as a pattern and they know how to adjust them to them to the situations they are given.In our country the structural approach to the teaching of grammar attracted the attention of many teachers. As a result structural approach to grammar teaching has been adopted by our schools since it allows the pupil to make up sentences by analogy, to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written language. [5].

Rule for the teacher:

The teacher should furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. He should assimilate the grammar mechanism involved in sentence pattern and not the sentence itself. [6].

1.4 Situational approach

Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and says This is Nina’s pen; That is Sasha’s exercise-book, and so on.Rule for the teacher: [8].

The teacher should select the situations for the particular grammar item he is going to present. He should look through the textbook and other teaching materials and find those situations which can ensure comprehension and the usage of the item

1.5 Different approach

Grammar items pupils need for conversation are taught by the oral approach, i.e., pupils aud them, perform various oral exercises, finally see them printed, and write sentences using them.For example, pupils need the Present Progressive for conversation. They listen to sentences with the verbs in the Present Progressive spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Progressive in various oral sentences in which the Present Progressive is used. Grammar items necessary for reading are taught through reading. [7].

Rule for the teachers:

If the grammar item the teacher is going to present belongs to those pupils need for conversation, he should select the oral approach method for teaching.

If pupils need the grammar item for reading, the teacher should start with reading and writing sentences in which the grammar item occurs.

While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning, and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, i.e., , from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). Then the teacher considers the form in which he presents the grammar item – orally, in writing, or in reading. And, finally, the teacher plans pupils’ activity while they are learning this grammar item (point): their individual work, mass work, work in unison, and work in pairs, always bearing in mind that for assimilation pupils need examples of the sentence pattern in which this grammar item occurs.

1.6 Functional approach

The functional approach offers a polysemy of grammatical forms. Thus analyzing the Present Continuous tense forms, attention is paid not only to dominant semantics – processivity oriented towards the moment of speaking but also to secondary meanings (a planned future action, emotional colouring, etc.). This approach allows for such organization of grammatical material as to convey a certain communicative intent. To express encouragement there is a vast range of possibilities – will you?, would you?, can you?, could you?, etc.The functional approach to grammar reveals oppositions based on the common principle of semantic likeness. Such opposition may include Future Indefinite and Present Continuos, Past Indefinite and Present Perfect tense forms. [3]

1.7Oral approach

The Oral Approach or Situational Language Teaching is an approach developed by British applied linguists between the 1930s and the 1960s. While it is unknown for many teachers, it had a big influence on language courses till the 1980s. Textbooks such as Streamline English (Hartley and Viney 1979) was designed following the SLT approach principles.The Oral Approach or Situational Language Teaching is based on a structural view of language. Speech, structures and a focus on a set of basic vocabulary items are seen as the basis of language teaching. This was a view similar to that held by American structuralists, such as Fries. However, what distinguishes the Situational Language Teaching approach is its emphasis on the presentation of structures in situations. [5].

1.8 Accessibility

The teaching materials, their organization secure accessibility in FLT, and techniques used at the lesson and outside school hours. Accessibility presupposes adequate rate of presentation, qualitative assimilation, rate of advancement in forming speech habits and skills.It is a mistake to suppose that a more limited knowledge of a subject can be imparted more easily and within a shorter period of time than a more extensive one. This is largely due to the fact that semantically related words can be easily assimilated through various associations and fewer associations often imply scarce means of memorization. More facts may sometimes be more easily taught, learnt and memorized in verbal context that are of gnostic value and ensure interest and motivation. [9].

1.9 Communicative approach

The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions. In brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular[10].

1.10 Integrated approach

Integrative approach is the idea of integrating or combining aspects of several different schools of thought to promote wellness. This term is often used in psychotherapy to describe the way some therapists perform their work, but it can also be used in medicine, especially as it relates to combining the best theories from traditional Western medicine and alternative practices. The former term is more common, though the latter is gaining ground as people grow interested in alternative medical treatment.With an integrative approach in medical care, medical professionals often work with a variety of practitioners who may or may not also be doctors. For instance, a general practitioner might send patients to a massage therapist, chiropractor, shamanic healer, or acupuncturist for some types of treatment. The idea behind this type of integration is that no treatment alone is necessarily appropriate and there are good treatments in all healing practices that can better promote patient well-being. The number of configurations of general practitioner and alternative healers can widely vary. [11].

1.11 Durability

This principle assumes particular importance in FLT because it is largely concerned with a constant growth of language and speech units, words, word-combinations, idioms, clichés which are to be stored and retained in the pupils’ memory so that the learners could use them in listening comprehension, speaking, reading, and writing. Durable and lasting instruction especially in learning a FL can be ensured by:

1. the content of the material to be studied; realization of its importance and necessity for communication and reading;

2. the presentation of new material should be vivid, bright and live; this results live images, appropriate associations (perception has an emotional impact on the learners); they have to resort to abstract thinking (analysis, synthesis, comparison, inferences, etc.);

3. a great deal of repetitive work supplemented by assimilation, revision and follow-up practices where visual, aural, kinaesthetic and motor analyzers are at work;

4. this material should be used individually and creatively to solve communicative tasks in speaking, reading and writing;

5. a systematic control of the material to be assimilated helps retain it in the pupils’ memory;

6. the revision of the material will be more effective if it is presented repeatedly in a new verbal context, new visual aids are used and the types of exercises are varied. [12].

1.12 Individuation

His principle takes into account individual peculiarities of the learner, his background knowledge, what he knows, his spheres of interest, etc., i.e. cognitive styles. Cognitive styles have been defined as characteristic mental and psychological behaviours that “serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (Keefe, 1979).Cognitive styles can hence be thought of as predispositions to particular ways of approaching learning and are intimately related to personality types. Differences in people’s cognitive styles reflect the different ways people respond to learning situations [113, p. 59]. The teacher has to deal with a wide range of pupils: extroverts (who get their greatest satisfaction from social contacts with other people), introverts (who are self-centered, like to be alone with their dreams and their thoughts), deductivists (rational-logical types of pupils who like the rules to be formulated), inductivists (who induce rules from examples), etc.Some pupils can be managed easily and flexibly, others require more attention and a tough hand, and still others prefer a certain degree of freedom in choosing the mode of learning. Consequently, the teacher needs knowledge of psychology to realize the principle of individual approach to organize for instruction and manage it successfully. [13].

1. Practıce aspects of teaching grammar

Lesson plan №1

Unit 1. Our World School:

Date: Teacher name:

Grade: 8

Number present: absent:

Theme of the lesson: Gerund or Infinitive

Learning objective(s) that this lesson is contributing to

8.1.5.1 use feedback to set personal learning objectives

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives use gerund forms after a limited variety of verbs and prepositions use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Recognize verbs that only take the gerund or infinitive.

Most learners will be able to:

Identify verbs that are followed by gerunds / to-infinitives;

Some learners will be able to:

Demonstrate an understanding of the different meanings gerunds and to-infinitives

Assessment criteria

Distinguish gerund and infinitive

Value links Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair work, when students do the listening task and discuss the answers in pairs and then present their results to the whole class.

Cross curricular links

Social Studies

Previous learning Family relationships

Plan

Planned timings Planned activities Beginning 5 min Warm up 1.Truth and Lies

(W,G) Teacher asks students to write down two less obvious facts about themselves, and one lie. These statements do not need to be elaborate and can be as simple as, “I am allergic to cats,” or “I love fishing.” Teacher goes around the room and asks each student to read his facts. The rest of the class will determine which statement is the lie. Teacher asks the class to vote on which is the lie. For the sake of conversation, teacher can ask random students why they think a particular statement is fact or fiction. This activity gets students really thinking about each other, so they are likely to remember some of the facts.

2. Teacher introduces the lesson objectives

Middle Introducing Gerund and Infinitive

(W,I)) Show students a PPT 2 presentation

www.iwriteonline.tw/wp-content/uploads/2017/01/gra19-1.pps.

After watching PPT 2 presentation, teacher makes sure that the students have acquired general information about Gerund and Infinitive. Teacher checks as a class asking several questions, e.g. what is Gerund? What is Infinitive? How could you distinguish Gerund and infinitive in a sentence etc.

Teach