Karimova Durdona,

researcher of the Jizzakh state pedagogical institute, Uzbekistan

Introducing new language structure and some general principles of grammar teaching

Language is the chief means by which the human personalities express themselves and fulfill their basic need for social interaction with other people. Language skills help students to choose different words and models in their speech. As teachers we should be prepared to use a variety of techniques to help the students learn and acquire grammar of the target language. Sometimes this involves teaching grammar rules; in other cases it means allowing students to discover the rules for themselves.

When the teacher introduces grammar, it can easily be explained and presented. There are many different ways of doing this, which do not (only) involve the transmission of grammar rules. The teacher’s job at this stage of the lesson is to present the students clear information about the language they are learning. Teachers must also show their students what the language means, how it is used, what the grammatical form of the new language is, and how it is said and/or written. Students need to get an idea of how this new language is used by native speakers, and the best way of doing this is to present language in context.

The context for introducing new language should have a number of characteristics. That is why many useful contexts have the new language being used as a written text or a dialogue and they should be interesting for students. This does not mean that these contexts should be wildly funny or inventive all of the time. But the students should at least have a motivation to see or hear the information.

Finally, a good context will provide the background for a lot of language uses so that the students can use the information not only through the repetition of model sentences but also for creating their own structures. Often the textbook will have all the characteristics mentioned above, and the teacher can confidently rely on the material for the presentation. But the textbook is not always so appropriate: for a number of reasons the information in the book may not be right for the students needs and in such cases teachers will want to create their own contexts for the language use.

When we present grammar through structural patterns we tend to give students tidy pieces of language to work with. We introduce grammar, which can easily be explained and presented. There are many different ways of doing this, which do not involve the transmission of grammar rules.

It is certainly possible to teach aspects of grammar – indeed that is what language teachers have been doing for centuries – but language is a difficult business and it is often used very inventively by its speakers.

As teachers we should be prepared to use a variety of techniques to help our students learn and acquire grammar. Sometimes this involves teaching grammar rules. Sometimes it means allowing students to discover the rules for themselves.

Our job at this stage of the lesson is to present the students with clear information about the language they are learning. Students should also be shown what the language means and how it is used; what the grammatical form of the language is, and how it is said and how it is written.

All the mentioned above means that students need to get an idea of how this new language is used by native speakers and that the best way of doing this is to present the language in context.

The context for introducing a new language should have a number of characteristics. It should show what the new language means and how it is used, for example. That is why many useful contexts present the new language in the form of a written text or a dialogue.

A good context should be interesting for the listeners. This does not mean that all the subject matter we use for presentation should be wildly funny or inventive all of the time. But the students should at least want to see or hear the information.

Finally, a good context will provide the background for many examples of language use so that students could use the information obtained not only for the repetition of a model sentence but also for making their own sentences.

So, teaching grammar should be based upon the following principles:

Conscious approach to the teaching of grammar. This means that in sentence patterns teaching points are determined so that students 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. 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. Practical approach to the assimilation of grammar means that some grammar items needed for immediate use either in oral or written language are learned. Structural approach means that grammar items are introduced and drilled in structures or sentence patterns. In speaking the structural approach meets the requirements. Situational approach assumes the learning of grammar items in situations. Grammar items students need for conversation are taught by the oral approach, i.e. students listen to them, perform various exercises, finally see them printed, and write sentences using them. Grammar items necessary for reading are taught through reading. While preparing for the lesson at which new grammar items should be introduced, the teacher must realize the difficulties students will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning and usage. The ways to overcome these difficulties are: to convey the meaning of the grammar item either through situations or with the help of the mother tongue, to choose exercises, their types and number. Then the teacher thinks of the sequence in which students should work to overcome these difficulties, i.e. from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). The form of presentation – orally, in writing, or in reading – should be considered then. Students’ activity in the process of learning the definite grammar point should be planned as well, bearing in mind that for assimilation students need ample examples of the sentence pattern in which this grammar item occurs.

Applied literature:

1. Бабинская П.К. и другие. Практический курс методики преподавания иностранных языков. –Минск.: Терма Системс, 2005. - с. 164.

2. Бим И.Л. Методика обучения иностранному языку в школе: Учебное пособие. – М.: Просвещение, 2003. –156 с.

3. Гальскова Н.Д. Современная методика обучения иностранным языкам. - М.: Аркти-Глосса, 2000.

4. Зимняя И.А. Психология обучения иностранным языкам в школе. −М.: Просвещение, 1991. − 222с.

5. Конышева А. В. Контроль результатов обучения иностранному языку.- Минск.: Санкт – Петербург. 2004. с. 79.

6. Мылыко Е.А. и другие. Настолькая книга преподавателя иностранного языка. – Минск.: Высшэйшая школа. 2004.

7. Пассов Е.И. Коммуникативный метод обучения иностранному говорению. - М.: Просвещение. 1991.