aspects of teaching grammar to elementary and intermediate level students

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1502521138_68757.doc aspects of teaching grammar to elementary and intermediate level students plan: 1 teaching grammatical systems of uzbek and english languages using traditional methods 2 teaching grammatical systems of uzbek and english languages using modern methods 3 the role of the influence of the context on building teacher-student relationship 1 teaching grammatical systems of uzbek and english languages using traditional methods to judge by the way some people speak, there is no place for grammar in the language course nowadays; yet it is, in reality, as important as it ever was exercise of correct grammar, if he is to attain any skill of effective use of the language, but he need not know consciously formulated rules to account to him for that he does unconsciously correctly. in order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. indeed, one may …

le you can easily tell whether a sentence that you hear a grammatical english sentence or not.” a command of english as is envisaged by the school syllabus cannot be ensured without the study of grammar. pupils need grammar to be able to aud, speak, read, and write in the target language. the grammatical systems of uzbek and english are fundamentally different. english is an analytical language, in which grammatical meaning in largely expressed through the use of additional words and by changes in word order. uzbek is a synthetic language, in which the majority of grammatical forms are created through changes in the structure of words, by means of a developed system of prefixes, suffixes and ending . no one knows exactly how people learn languages although a great deal of research has been done into the subject. many methods have been proposed for the teaching of foreign language. …

a complicated mental manipulation of the conjugations and declensions in the order memorized, down to the form that might fit the translation. as a result, students are unable to use the language, and they sometimes develop an inferiority complex about languages in general. exceptionally bright and diligent students do learn languages by this method, or in spite of it, but they would learn with any method. (r. lado) here are the major characteristics of grammar translation: classes are taught in the mother tongue, with little active use of the target language; much vocabulary is taught in the form of lists of isolated words; long elaborate explanations of the intricacies of grammar are given; grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of word; reading of difficult classical texts is begun early; little attention is paid to the content of texts, which …

phonetic transcription. the direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. this is true only up to a point, since the psychology of learning a second language differs from that of learning the first. the child is forced to learn the first language because he has no other effective way to express his wants. in learning a second language this compulsion is largely missing, since the student knows that he can communicate through his native language when necessary. the basic premise of direct method was that second language learning should be more like first language learning: lots of active oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. we can summarize the …

its grammar. grammar is taught essentially as follows: some basic sentences are memorized by imitation. their meaning is given in normal expressions in the native language, and the students are not expected to translate word for word. when the basic sentences have been overlearned (completely memorized so that the student can rattle them off without effort), the student reads fairly extensive descriptive grammar statements in his native language, with examples in the target language and native language equivalents. he then listens to further conversational sentences for practice in listening. finally, practices the dialogues using the basic sentences and combinations of their parts. when he can, he varies the dialogues within the material hr has already learned. the characteristics of alm may be summed up in the following list: new material is presented in dialog form; there is dependence on mimicry, memorization of set phrases and overlearning; structures are sequenced by …

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1502521138_68757.doc aspects of teaching grammar to elementary and intermediate level students plan: 1 teaching grammatical systems of uzbek and english languages using traditional methods 2 teaching grammatical systems of uzbek and english languages using modern methods 3 the role of the influence of the context on building teacher-student relationship 1 teaching grammatical systems of uzbek and english languages using traditional methods to judge by the way some people speak, there is no place for grammar in the language course nowadays; yet it is, in reality, as important as it ever was exercise of correct grammar, if he is to attain any skill of effective use of the language, but he need not know consciously formulated rules to account to him …

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