Methods of forming grammatical skills of high school students
Table of contents: The Kazakh-American Free University Academic Journal №9 - 2017
Authors: Borodina Kristina, Kazakh-American Free University, Kazakhstan
Oskolkova Anna, Kazakh-American Free University, Kazakhstan
In a
modernized society an important role is international education. Nowadays, the
subject "foreign language" due to its characteristics has great
potential, rather than the other disciplines studied in school.
In our days there is a need of knowledge of foreign languages.
Mastering a foreign language involves several aspects. The most important
aspect of a foreign language, of course, is grammar.
In teaching speaking, grammar is one of the most important places,
this kind of foundation, which is based on vocabulary.
Learning grammar and the correct formation of
this or that utterance, and identifying grammatical forms not only in speech
but also in writing takes place through the development of grammatical
abilities.
The majority of European teachers noted that educational and
training goals in training are not achieved due to the fact that students in
the study of classical grammar of a foreign language, according to numerous
observations do not understand the practical significance of the study
grammatical terms and concepts, or purpose of grammatical analysis. In addition,
often teachers at the school prefer to teach grammar through tables, learning
structures, exercises the same type, using which the student doesn't fully
understand the practical benefits of what he's doing [2].
Theoretical aspects and stages of formation of grammatical skills. The
skill is automatically performed the action, achieved by using multiple,
targeted exercises. Skill is interpreted by the lack of purposeful mind
control, quality and optimum lead time.
Grammatical skill is synthesized by the
action performed in habit-forming parameters and provides adequate morphological
and syntactic design of speech units at any level in the speech [1].
Grammar skill includes the following:
– selection structure, the most appropriate speech plan of the
speaker (in certain situations);
– execution of speech units in which to complete the structure in
accordance with the rules of the language and a certain time parameter;
– assessment of the adequacy and correctness of these actions.
One of the important conditions of the creation of active
grammatical skill is the possession of a sufficient amount of lexical material
which can be formed skill. Grammar the action takes place in the boundaries of
certain vocabulary, vocabulary on a certain material. If a student in a
particular situation it turns out quickly enough and correct yourself
grammatically to make a phrase, there is reason to argue that he is already in
some degree fluent in grammatical skill.
Grammatical skills are different from each other as much as
themselves the various types of verbal communication (speaking, reading,
listening, writing) [3].
The purpose of learning grammar learning a foreign language is the
mastery of grammatical skills: productive (speaking and writing) and receptive
grammar skills(listening and reading).
Grammatical minimum is a specific set of
grammatical phenomena (grammatical forms, structure, rules of change of words
and connect them into sentences), which are designed for the proper design of
the speech, not only from the point of view of morphology, but also from the
point of view of syntax.
Active grammatical minimum includes
grammatical phenomena, which are intended for use in speech and writing.
Passive grammatical minimum includes
phenomena that students can recognize and understand the text [3].
The study of such units as vocabulary, syntax, phonetics is a
necessity, but from a practical point of view, without any knowledge of grammar
they are meaningless. If a person has no grammar skills, it can intelligently
make your speech, to express their thoughts in written or oral speech, but only
can play a certain set of words. The importance of grammar skills is very
large, because to avoid obstacles in the dialogue or monologue, it is important
to build speech and grammar without certain skills is impossible.
Stages of formation of grammatical skills
Productive assimilation of grammar material involves the following
steps:
Stage 1 - Introduction and primary grammatical material.
The purpose of this stage is to create an indicative basis of the
grammar of action for the future of skill formation in different communication
situations. At this stage it is important to identify the value, formation and
use of grammatical structures, to provide control of her understanding of the
students and initial consolidation [4].
The introduction of the new grammatical material for the productive
absorption is mainly carried out through educational and speech situations that
are presented orally or by reading. Familiarization is a teacher, or
independently in this order:
1. Installation on the functional orientation of the new grammatical
structure (for example: in today's lesson we learn how to respond\to say,
if...).
2. The formation and presentation of educational speech situations
typical for the full functioning of the new grammatical structure; recognition
by students of the structure visually, or by ear; understanding grammatical
structures as a result of extralinguistic and linguistic actions.
3. Control understanding the meaning of new grammatical structures
and accuracy of its use with a partial translation from a foreign language into
the native language, execution, and commenting on physical actions, the use of
visual material, conditional transfer and various exercises that do not require
playback of the new structure.
4. The choice of a particular rule and its wording.
5. Analysis and comprehension of grammatical phenomena with the help
of introductory exercises [4].
Stage 2 - Practice grammar material.
The formation of speech grammar skills involves the development of
skill a more accurate reproduction of the phenomenon under study in the typical
functioning of speech situations and the development of flexibility due to the
varying conditions of communication, requiring adequate grammatical
registration of the statement. With this purpose, simulation, wildcard,
transformational exercises. Separate group highlighted exercises of the game
character [5].
For this step, use the following exercises:
-
Simulation exercises;
-
Wildcard exercises;
-
Transformational exercises.
Stage 3 - The Use of grammar in speech.
The transition from skill to skill happens through exercise, which
activated a grammatical phenomenon should be consumed without language prompts
in accordance with speech circumstances. Exercises at this stage can be carried
out on the basis of oral topics, home reading, slides, film extracts used.
Control of grammar skills may be a witness or to stand out in a
separate stage. The teacher implements it in the process of speech activity
(speaking, writing, listening) or with the goal to use different type of
monitoring exercise [6].
Receptive grammar skills mastering involves 3 stages:
Stage 1 - introduce the new grammatical phenomenon.
Introduce students with new grammatical phenomenon should take place
in accordance with the following methodological requirements:
- An explanation of receptive grammar material is carried out
successively from the introduction of the signs of grammatical forms to the
disclosure of its content with the help of simulating the communicative process
of listening, reading.
Most the full meaning of grammatical forms should be reported
immediately as students are able to meet any of them, they must learn to relate
them to this form.
- You should immediately compare the new grammatical form with its homonymous
forms, it is necessary to provide guidance on how to determine its value and
distinguish it from other homonymous forms.
- Explanation of data teacher must necessarily be based on text [7].
Receptive grammar teacher reported using:
- a variety of rules; algorithms (receptive);
- in the form of examples;
- through a combination of rules and models;
- in word forms [8].
Stage 2 - Training and automation effects in reading and listening.
Training is designed to teach students to automatically discern the
signs of the relevant grammatical phenomena, to be able to separate them from
the homonymous and involves the execution of complex, differentiated, wildcard
and transformational exercises [7].
Below are a few types of training exercises:
1. To allocate the text with the help of diagrams (provided
following the text) contained in this complex sentence and to determine the
temporal form of the verb in the subordinate clause:
2. On the basis of the text, students should "encrypt"
grammatical phenomena, highlighting their grammatical features; they are given
a clue which specific events they need to "encrypt" and then they encrypt.
If students work in pairs then they are invited to share their
"codes" and based on them choose from the text of the relevant
proposals.
3. Exercises of creative character
For example, students are encouraged to write the rules of conduct
in the kitchen, using modal verbs must / mustn't, can / can't.
Example: Rules in the kitchen:
You must wash all dishes after eating.
You mustn't play in the kitchen.
You can eat everything you want etc.
In working with passive grammar is easy to give the appearance of
search with elements of excitement, so-called language game. Gaming can be
regarded the following exercise: students are encouraged to return artificial
proposal, which built on the formal elements of the language, its a natural
look. All exercises for the assimilation of passive grammar should be at a fast
pace, in order to accustom the students to grasp the informative
characteristics synchronously with the reading of the text [9].
Stage 3 - Application.
The application involves such skills as the development of an
independent analysis of the text while listening and reading. During training,
the emphasis is on the ability of students to self-mark various grammatical
constructions which are peculiar to the language and to analyze their meaning
according to the context. Special effectiveness of different exercises on the
selection in the text polysemantic grammatical phenomena and grammatical homonyms,
explanation by students of their meaning and application, comments and their
suggestions to include these phenomena and the analysis of their semantic
functions[9].
Thus, we considered concepts such as skill, grammar skills, the
importance of grammar skills. Considered the concept of active and passive
grammatical minimum, on this basis identified the main stages of formation of
grammatical skills, and identified the main types of exercises for forming
grammatical skills.
We have developed the following grammar exercises for students grade
6 high school.
Exercise 1. Use these sentences in Negative and Interrogative tense
Example: Lena likes grape.
Negative form: Lena doesn’t like grape.
Interrogative form: Does Lena like grape?
1. I study in school number 3.
2. He works in the garden very hard.
3. My classmate likes apples.
4. They always watch sad films.
5. We plan to go to the picnic
The goal of this exercise is to develop and consolidate the use of
present simple tense.
Progress of work: before starting the exercise the teacher, as a
support, gives the students the charts that indicate basic information about
the time present simple(formation in the affirmative, negative and
interrogative form as well as terms of use). Using these tables the student
must transform sentences from affirmative to interrogative and negative form.
After that, the students are merged in pairs and compare their sentences.
Exercise 2. Use
these regular verbs to complete the sentences. Write them in the Past tense
1. Oleg ______ to USA last summer.
2. Children______ their work yesterday.
3. Before dinner Liza ______computer.
4. Julia ______to go to the cinema, but her friends didn’t want to.
5. Before this year Anton ____ going to the theatre.
6. Yesterday my friend _____ around 30 minutes.
The goal of this exercise is to consolidate the use of regular
verbs.
Progress of work: to start the teacher with the students repeat the
difference between regular and irregular verbs, then the teacher gives a
homework exercise on a piece of paper, in this exercise, students need to make
sense to paste in the sentence from the table, using them in the past simple.
Before you start doing the task the students must translate the words of signs
and writing in a notebook with the translation.
Example: the words finish, walk, travel, love, want, play.
1. Oleg traveled to London last year.
2. Father played computer yesterday.
Exercise 3. Complete the conversation using What? When? Why? How or
Which?
A: _____did you move to Ust-Kamenogorsk?
B: in 2005.
A: ____was your favorite book in childhood?
B: “The Turnip”.
A: ____did you study English before?
B: In a language centre.
A: ______song did you like in childhood?
B: “Antoshka”, of course.
A: _____did you move to Ust-Kamenogorsk?
B: because my grandparents lived there.
The goal of this exercise is to train usage of question words what?
when? how? which? where?
Progress of work: for beginning students together with the teacher
learn the value of question words, then the teacher divides the students into
pairs and they are given exercise. In this exercise, they need to insert
question words to questions and then read them one by one, or invent independently
the short answer to these questions.
Example: A: How old are you? B:I am thirteen.
Exercise 4. Choose one card and make up a short dialogue with using
past time questions and short answers.
Example:
A: where did you find your first friend?
B: in school.
A: how old were you?
B: Iwasseven.
The goal of this exercise is to practice the use of question words
and developing the ability to give a short answer.
Progress of work: to begin, students are divided into pairs, then
each pair draws a card which shows a place (school, cafe, beach). Pulling a
card, students must compose a short dialogue on the subject. Be sure to use
question words and give short answers.
Learning English grammar at the middle stage is an integral part of
the educational process and should occupy a key position. Mastering grammar
skills promotes correct speech of students, since grammatical skill is one of
the main components of speech [1].
In turn, speaking is considered one of the important components of
learning a foreign language. Without speaking, the student would not be able to
correctly formulate and construct my speech, couldn't read any text, it is
especially important that all language processes are closely interrelated.
The purpose of learning grammar learning a foreign language is the
mastery of grammatical skills: productive (speaking and writing) and receptive
grammar skills (listening and reading).
The study of vocabulary, phonetics and syntax is necessary, but
without grammar knowledge they are meaningless. If a person has no grammar
skills, it can intelligently make your speech, to express their thoughts in written
or oral speech, but only can play a certain set of words. The importance of
grammar skills is very large, because to avoid obstacles in the dialogue or
monologue, it is important to build speech and grammar without certain skills
is impossible
To increase students' interest in studying such a complex section
of the language like grammar, it is first necessary to set, that is, in front
of the teacher, clear objectives. Students need to know and understand why they
do a particular task or learning certain rules.
The next thing to consider is the variety of tasks. All tasks that
are given to students should be carefully selected by the teacher.
No less important in the grammar is clarity. Students should have a
clear example or a rule, which are then quickly absorbed students.
Games must also be present in the classroom. So-called games help
children to relax, and thus each task can have a clear goal.
Therefore, the study of grammar in high school is absolutely
necessary; these exercises developed by us facilitate easy learning grammar. In
conclusion, it should be noted that the goal and objectives were fulfilled.
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Table of contents: The Kazakh-American Free University Academic Journal №9 - 2017
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