Диплом жұмысы 5В011900- «Шетел тілі: екі шет тілі»
FEATURES OF GRAMMAR IN LANGUAGE LEARNING
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Ақберді Дина Шт-28
| 2 FEATURES OF GRAMMAR IN LANGUAGE LEARNING
2.1 Methods for working with an active grammatical minimum For familiarization with the form, subject, and use of grammatical FACTS, A related text is given, oral and written. At first, the first variant is used verbally, and after the children have written and read, the second variant is used, the transmitted text should be rich in phonemes worthy of the given theme, the text of the second body should be focused on future speech. The definition of the grammatical expression "Perfect" is based on the deductive or non-inductive method, that is, children are given a rule as soon as the text is read, children look for the appropriate forms as soon as it is deduced, or the text is defined as an error, which means that these two methods of induction are used in unity. Grammatical representations can not be quickly found by children in this case, the use of deduction can be found inappropriate forms. Because by using previous forms, it finds similar forms in the pointer tools. Therefore, the forms of grammatical representations can be found by the inductive method. Take, for example, glagol in the English Perfect form. First, the teacher explains this temporary form and tells us what it is. Perfect is a temporary form that gives in the past tense, which is often used in speech. We use deduction here. So the children go to the analysis of the text. As for the form, students are given auxiliary drawings. Because when a student reads a Tex, he immediately pays more attention to the content than to the form. Auxiliary questions draw the student's attention to the form side, mobilize them in search, and find the perfect creation. Example of auxiliary images: 1.this temporary form consists of two parts that have their names. 2. auxiliary verb" had " in which tense Tur. 3. which form uses the main verb: 4.in what order are its Boles located in the Perfect verb [25]. By looking at the auxiliary questions, students come up with a scheme for creating Perfect. In this example, we can see that students find forms by following the rules of grammar. Learning grammar depends on the goals and objectives of teaching a foreign language.Since learning is subject to a certain goal and is limited to a certain amount of time,it is necessary to limit and select grammatical material.To develop the grammatical skills necessary for mastering a word in a foreign language, you need to perform some exercises. To select grammatical material, it is necessary to determine the following questions: a) the object of selection, B) the purpose of selection, i.e. in what form of word action grammatical phenomena are used, B) the source of selection, i.e. where to select; c) what criteria to follow in the selection process. The object of selection is a grammatical phenomenon. A grammatical phenomenon is a form that has a well-known grammatical meaning. Therefore, when sampling in grammatical form, the grammatical meaning is also taken into account, entered in the minimum. The purpose of the selection is to select the grammatical phenomena necessary and sufficient for practical mastery of the English language as a means of communication. That is, the minimum for oral speech and reading is selected separately. It is recommended to select from the spoken words of people who have read minmum for oral speech, from the words of characters of fiction. These types of words clearly express the style of literary speech bending. The minimum for reading should be selected from written texts. In this text, the style of book writing is clearly visible. When selecting the necessary and sufficient grammatical minimum for mastering the spoken word, I. V. Rakhmanov suggests using the following criteria: A) the frequent use of grammatical phenomena in the style of spoken language; B) the ability of a given form to serve as an example for creating such forms by analogy; B) not to include synonyms in the minimum. These three principles are also used in later methodological works. In addition, Sokolova N. V. suggests following the following criteria. C) normality of the grammatical phenomenon D) accounting of the lexical fund mastered by students. So, in order to select the grammatical minimum necessary for mastering an active word, you need to adhere to the above five criteria. According to the first criterion, the most common, often used grammatical phenomena in spoken speech are minimized. For example, the present tense of the verb, adjectives, verbs of the mdal, etc.phenomena [12, 34B.]. The second criterion for selecting a grammatical minmum is normative. Language is a phenomenon that has a normative character. Standard means that grammatical forms and constructions included in the minimum must correspond to the language norm. The criterion of non-inclusion of synonyms is born from the principle of highlighting and saving difficulties. From one group of synonymous grammatical constructions, the most commonly used constructions are selected. Taking into account the lexical fund of students plays a huge role in the selection of the grammatical minimum. According to this criterion, the grammatical construction is minimized only if it contains a large number of words. The (passive) grammatical minimum for teaching reading has its own characteristics. It is much larger than the (active) minimum intended for teaching oral speech, and the active minimum must consist of the passive minimum. The passive minimum covers the features of various functional styles, depending on the area of literature studied. When choosing a reading minimum, Methodists recommend following the following criteria: A) the prevalence of a grammatical phenomenon in the style of book writing; B) its multiplicity; B) the need to understand the content of the text being read and listened to; C) the exclusion of grammatical phenomena whose meaning can be understood by contesk or analogy. Methodological Organization of grammatical material in the formation of grammatical skills is of great importance, since the result of the work done to master the grammatical side of various types of word activity, that is, the final result of teaching foreign languages in high school, depends on the organization of grammatical material. Currently, Methodists recognize the effectiveness of organizing grammatical material in a functional way. A. Tuleuov in the organization of grammatical material requires taking into account the purpose for which it is used: if a grammatical phenomenon should be used only for prescriptive purposes, that is, for understanding the text being read (listened to), then it is necessary to first determine its form, and then explain what it means. And if a grammatical phenomenon is used for rephrasing purposes, that is, for expressing oneself, then it is necessary to first determine the content that needs to be pronounced, and then explain that this content is pronounced in a foreign language using the same forms [14B 25B]. The next method of organizing grammatical material from a methodological point of view is to combine individual phenomena and summarize them in the form of a rule. In recent years, traditional grammatical rules have been fairly criticized, because they are voluminous, multi-word, and list a lot of small facts. Thus, students are forced to memorize individual facts of the language from the place of assimilation of grammatical material. Currently, instead of such rules, it is proposed to use rules in the form of instructions. Instructions-rules teach students how to use grammatical material. When you have mastered a sufficient amount of practical material, you can use generalizing methods and apply them to the system. It is desirable that the explanation of the grammatical phenomenon is short, clear, and accurate, and the main time is devoted to exercises. The rules must be issued in your native language. One of the methods of organizing grammatical material that is currently used in the theory and practice of teaching a foreign language is to organize the material in the form of sample structures or their own samples. A special methodological value of word samples is that they combine various aspects of the language – grammar, vocabulary, phonetics – in the form of sentences ready for use in a word, allowing students to create sentences that are new variants of the sample, rather than forming sentences based on the rules. By teaching English to those who do not speak Russian, You will face a shortage of grammatical manuals for Kazakhs. There are not only grammatical, but also audio, video, visual aids, and books in general. At the same time, when teaching English, it is easier for a person who knows the Kazakh language to convey the common phonetics of the two languages, the pronunciation of words, and so on, which can be a good support for methodological manuals in Kazakh and English. For example, Present Sontinuous – does not differ from Present Simple when translated into Russian, but only conveys its meaning through an additional word and context. And the Kazakh language has the same tense (lie, sit, stand). There are many other bonuses. In general, many abstracts and theses have been written about him. In two different sentences,” give me a notebook “and” give me a notebook", you can smell the article. Although the meaning is similar, the first order says “" which notebook?"the question is appropriate. Because when we say” notebook", it seems that we are talking about a particular notebook. And "give me a notebook" - the idea is that you give any notebook, at least something that belongs to the category of notebooks. Teaching English articles in Russian is one thing, as far as I know, until it becomes a habit. It is known from five years that when learning English, 9 out of 10 people learn Russian. This problem was solved even ten years ago. Now you can find out how many “works” our teachers write in the field of teaching a foreign language by visiting the internet or bookstores. In general, the result of teaching English to Kazakhs who do not speak Russian will be very low. Therefore, if English is your choice, then it is better to focus on books that teach English directly (through illustrations) without the help of any other language. At the same time,due to the low quality and quantity of dictionaries, it is necessary to be a simple Kazakh-language teacher, a scientist, and a mentor. But even if there are such suicide bombers, how do we explain that 80-90 percent of eleventh-graders in rural schools do not know the alphabet? It should be noted that this is mainly typical for Kazakh schools. Because even the teacher of Russian schools is weak, but those who want to learn independently, there are materials in the Russian language that are blackened in quantity. Thus, there are ways to organize grammatical material from a methodological point of view, divide it into functional, concentric, apply instructive rules and generalizing rules, and use word samples. These approaches are inextricably linked, they are used in a complex way in the interpretation of grammatical material, its fixation. The tradition of grouping words into certain grammatical groups, differentiating them, and systematizing them has been developing and developing since ancient times in terms of Synchrony. Knowing the features of the words included in the vocabulary of each language, the nature of the grammatical structure, and grouping them into a certain system is the most important problem of morphology [26, 92B.]. In linguistics, there are different views and judgments about the nature of Word classes. According to one of them, Word classes are considered lexical and grammatical categories of syllables. according to skincludes, word classes are considered formal and grammatical categories of words, and by third-purely grammatical groups of words. The division of Word classes through the word transformation system is combined with grammatical categories. For example, in many languages, including Russian and Kazakh, the singular-plural category and the participle category are used as nouns and their synonyms. In English and Kazakh, the categories of grammatical tense, Rai, jaw, verb, in Russian, the category of grammatical sinat (vid) is considered as grammatical categories that are characteristic of verbs and characterize them. There is an opinion that adjectives and adverbs are not always easily separated from nouns in languages where noun words cannot be clearly separated from each other by word — transforming forms, for example, in the Kazakh language with the English language. However, it would be a mistake to say that there is no morphological feature in English and Kazakh, so as to distinguish adjectives from nouns. Nouns and adjectives, as mentioned above, are separated from each other in terms of forms of Word formation, although it is noted that adjectives are distinguished from nouns that have a general categorical meaning-from nouns that have a substantive meaning. In addition, in the Kazakh language, adjectives are distinguished from nouns by form-forming affixes (suffixes), as in the Kazakh language. Third, - morphologically, in comparison with nouns, adjectives are characterized by a shortage of forms [27]. The presence of a singular — plural category and a participle category in nouns, and the absence of these categories in adjectives or, conversely, the fact that the adjective category is characteristic not of nouns, but of adjectives, indicates that these classes of words are distinguished from each other by their characteristic grammatical categories. The researcher of the English language, Henry Sweet, wrote about this: "although adjectives cannot have the category of singular, singular — plural, they are characterized by their own special category, in particular the category of plural. Thus, morphologically, the relationship between nouns and adjectives is expressed as follows: on the one hand, nouns have two categories (singular — plural and participle) that are not present in adjectives, on the other hand, adjectives have a Category (adjective category) that is not present in nouns. Therefore, in general, adjectives and nouns are distinguished from three points of view, from three different categories" [23, 45 p.]. When distinguishing word classes from each other, it is of great importance to distinguish the structural features of different languages, especially the morphological structure of words in them from each other. For example, in Russian, many words contain grammatical indicators that indicate which word class they belong to, and without such indicators, the main word cannot be used independently, in English and Turkic languages, the bases or roots of words continue to be used independently as independent words, and they do not necessarily contain grammatical indicators that indicate which word class they belong to. This is one of the main features of English and Kazakh words. In this regard, the researchers believe that the syntactic sign plays a crucial role in the differentiation of Word classes in the agrochemical language. In the general grammatical description of Word classes, their morphological features and syntactic features are equally important. But the syntactic sign is considered generalized and takes the first place in the grammatical description of the word. "It is known that in the agrochemical language, the morphological feature performs an auxiliary function in determining the majority of Word classes. Therefore, it is necessary to define them on the basis of two different signs: magna (categorical Magna) and syntactic (ability to combine and function in a sentence) signs." Adverbs denote the adjective, season, quantity, state of the action of the action, and therefore, in conjunction with verbs, they precede. Assistant in the Kazakh language. pronouns, declensions, and prepositions in the English language are combined into nouns, expressing the participation of objects in each other or in an action, and are understood as auxiliary words directly related to nouns, and not to other classes of words. Articles are also recognized as auxiliary words that refer to and are characteristic of nouns, rather than other word classes. In this regard, articles are used in conjunction with nouns. And imitative words are combined with verbs placed in front of them. жүктеу/скачать 308 Kb. Достарыңызбен бөлісу:
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