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Ways to interpret grammatical material
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| Ways to interpret grammatical material
The following should be taken into account when interpreting grammatical material:: a) the grammatical phenomenon that needs to be explained, its specificity, its character; B) what kind of phenomenon this word is used in; B) the age characteristics of students. Taking into account these circumstances, the current method of explaining grammatical phenomena in students uses three ways: 1) lexical Path, 2) inductive path, and 3) deductive path [24]. a) lexical way of explaining grammatical material. Grammatical phenomena studied in the lower and middle stages of the program are used in the forms of reproductive and receptive words, so students should be able to recognize and understand them on the one hand, and use them in their speech on the other. This series of adverbs is interpreted lexically, especially in the lower classes. The reason for this is: 1) due to the age characteristics of students — lower-class students think clearly, they are more aware of individual, specific things than generalizing Rules; 2) the lexical vocabulary of lower-class students is too small. And when a grammatical rule does not contain many words, it is too early to give a generalizing rule. In this regard, many grammatical errors in the lower classes, especially in the V Class, must be interpreted lexically. The lexical interpretation of a grammatical phenomenon is as follows: the teacher gives an example instead of a rule. Then he explains the meaning of the sample sentence without saying anything about the creation of this form, its use. Students understand the meaning of a sentence as a whole, that is, as the meaning of a new word. This sample sentence occurs instead of a rule. When revealing the meaning of a sample sentence, the teacher uses the techniques used to explain the meaning of a new word; visualization, context, translation into a native language, etc. Therefore, this string is called a lexical string (different names: interpretation of grammar by structures, model, word model). When a sentence is given instead of a rule and its meaning is explained, the first stage of fixing this grammatical phenomenon begins. To do this, students repeat the given sample sentence in chorus and individually. For further confirmation of this phenomenon, verbal substitutions are created. The syntactic structure does not change, but one word of the sentence is replaced by another. To make it easier to replace a word, the teacher shows students a picture of objects that they know the name of, and students use the same word instead of another word in the sentence. In this way, students look at the sample sentence and create new sentences. These new sentences are variants of the sample sentence. In this way, the teacher automates students ' use of a new grammatical phenomenon [25, 26]. After students have mastered many variants of the same model, they will summarize the grammatical phenomenon and offer them a rule. This usually happens in the upper classes. It is not so difficult for practical learners of grammatical phenomena to formulate grammatical rules. It is necessary to repeat them periodically, so that students do not forget the models they have learned. The lexical understanding of grammatical material is of great practical importance. When using this method, the use of the native language in a foreign language lesson is reduced, and a foreign language situation occurs. But one thing to remember is that the grammatical material, which was initially interpreted lexically, should later be summarized as a rule. Then students will gain a solid knowledge. Inductive method of interpretation of grammatical material. At the end of Class V and above, grammatical material is understood in the form of a rule. It is advisable to explain the grammatical material inductively in grades VI—VIII, depending on the age characteristics of students and the grammatical material that passes through the middle stage. If there is a phenomenon that corresponds to the grammatical meaning of a foreign language, it is most effective to use an inductive approach to explain it. Inductive interpretation of grammatical material is the assimilation of a grammatical rule by students as a result of observing a large number of specific examples under the guidance of a teacher. Independent work of students, observation, generalization of rules increases their activity, develops thinking, teaches them to analyze and compare. Therefore, the inductive path has a great educational value. After the students have summarized the rules by following the examples, the teacher will repeat the same rule in full and accurate form again and start practicing. Although the inductive approach has a great educational value, it has one drawback—it takes a lot of time. As a result, there is little time left for training in the classroom. And to automate the use of grammatical phenomena, you need to do exercises. A deductive approach helps to eliminate this disadvantage. B) a deductive way to explain grammatical material. The deductive way is to explain the rule as briefly and accurately as possible, and practice fixing a grammatical phenomenon. This is especially true in the upper classes. However, this approach can also be used in the middle classes [27, 52B.]. The inductive and deductive approaches are closely related. Sometimes it is difficult to distinguish them from each other. Therefore, they are sometimes referred to as the inductive-deductive approach or the deductive-inductive approach. When interpreting grammatical material, the teacher should not remember the following: 1) grammar is familiar only to students when interpreting you can use lsksik. This is called the principle of only one difficulty. 2) it is necessary to pass the grammatical material before reading the text. The name of this principle is the principle of preliminary oral passage of the material. 3) the grammatical material is explained in the native language in secondary school. Grammatical terms of a foreign language are supported only in the absence of a corresponding phenomenon in the native language. When interpreting grammar, as mentioned above, it is necessary to use the functional principle, i.e. whether this phenomenon is used in a reproductive word to express one's thoughts, or in a receptive word to understand the Tex that is being read (listened to). Therefore, grammatical rules should be given in the form of instructions to express their thoughts or understand the Tex. Since the main task in teaching grammar is the formation and further development of skills to use the same grammatical phenomena in various forms of word activity, exercises for fixing the grammatical material occupy a leading place in teaching a foreign language. The main difficulty in forming grammatical skills is not in memorizing individual facts of the language, but in using these facts. Exercises for fixing the grammatical material must meet the requirements of the subject [28]: 1. exercises should teach you how to work with grammatical material. 2.they must correspond to the psychophysiological and linguistic patterns of the developed types of speech activity. 3. exercises should have a communicative orientation. 4) exercises should correspond to the principle of didactics from light to heavy. 5) they should develop students ' thinking skills. The grammatical skills required for a reproductive word will differ from the skills required for a receptive word. Therefore, the exercises for their formation are also not the same. We form each type of word activity through special exercises. a) exercises that fix grammatical material for use in the reproductive sense. According to the results of psychological research, there are the following algebraic conditions for the formation of the mechanism of words: A) the formation of the word, grammatical mechanisms on the basis of familiar (i.e. past the stage of interpretation) material; B) the formation of them in a single sequence, taking into account the complexity of operations and actions. B) automation of actions; C) formation of the speech mechanism on the basis of gradually expanding units of structure; d) the communicative value of each unit. The most important factor in mastering training materials. The more you practice, the more fully and correctly the child will master the material, and he will be able to express his opinion using the same forms. Establishing their relationship gives success in learning. When compiling exercises, we think about students ' correct understanding of their needs. The method uses the following types of exercises:: 1.exercises for repeating grammatical forms. In such a short training, the oral organs are trained by repeating the given forms. 2.exercises aimed at changing the grammatical form: the form given here is given in different situations, in different changes, and the child's conscious search for it, understanding it, is a very responsible activity. 3.exercises aimed at those who mix forms with other forms to express their opinions. Here, the grammatical form leads to complete, accurate knowledge. When performing these exercises, the teacher solves two interrelated problems: to prevent the memorization of grammatical material and its use in his speech, the opinion of D. Kristeeva is correct, it is necessary to make the smallest grammatical exercise as such, because the child should immediately feel that it is especially necessary for him to know it [28]. Now let's look at the types of exercises above: Simulation exercises. These exercises are very important, they train the organs of the mouth to speak with the tongue and hear the pronunciation. In this exercise, an acoustic image of the same shape is created in the child's memory. In mintation, the given form is given morphologically, syntactically to different variants. In this example below, the future Indefinite form in English is displayed in the dialog below. M: Shall I take the table out info the garfen? W: Yes, please. And the chairs, too. M: Right. Where shall I put them? W: Oh, anywhere. I’ bring the kea. Imitation is used both orally and in writing. You can use the latter from the table. It is necessary to create a table for a specific theme. It should be noted that it is more correct that the tables are presented in the form of questions and answers, because it makes it easier for the child to speak. Such exercises should include more examples, sayings, riddles, Test stories, and sentences aimed at the child's speech. This method should be carried out quickly, without taking up much time in the classroom, where students can sing in chorus with the teacher, the teacher only plays the role of conductor. Exercises that are given to change the type of grammatical forms: after exercises aimed at speech, pronunciation, exercises aimed at disassembling the material, changes are given. This is the second stage of analysis and full understanding. This is the connection between theory and practice, the basic knowledge of the child. Tables are used to form the basis of the material of this section. The tables must contain forms that fully correspond to the same theme. Only then will the student be successful if he learns what he needs and understands why. Exercises aimed at repeating grammatical structures by imitating them. Here, students repeat phrases and sentences with a new grammatical form, looking at the sample. The need to do this is that you need a model to perform any action. It is necessary to consciously imitate the pattern. It is also possible to give a communicative orientation to simulating exercises. Exercises aimed at changing some elements of certain grammatical structures. Here the students perform transvormation periphrase. Depending on the difficulty of exercises aimed at constructing grammatical structures for expressing their thoughts orally or in writing, they are divided into two groups: 1) language material is provided, the content of exercises is known; 2) exercises with unknown content , without providing language material. When performing these exercises, you should use the situation (situation), they should always have a communicative character. Exercises that fix a grammatical phenomenon should teach you to find the same phenomenon in the text, distinguish it from other similar phenomena, equate it with the newly explained phenomenon, and as a result recognize and understand it. In this regard, it is necessary to distinguish the grammatical types used in the prescriptive word: Type I – an attempt to recognize the grammatical phenomenon being studied in the text, for example: Read the Tex, find the verbs of the Passive form in it, and name its formal signs. Type II-exercises for predicting grammatical constructions, such as: Read a sentence (Tex) where some elements are missing and tell us which elements are missing. To do this, choose one of the three options listed below. Type III-exercises to distinguish similar structures from each other [31], for example: Read double sentences and determine the tense form of verbs in them. In the text, copy and write down the verbs and group the verbs of the lesson separately and the verbs of the lesson separately. Type IV-exercises that teach you to understand what you are reading, relying on passing grammatical phenomena, for example: find sentences. Read the text and divide it into fragments according to the content according to the given plan. Read the Tex, determine which of the three given sentences expresses its main point. In the end, people use language to communicate with each other, to communicate with the help of language. And when studying foreign language teaching, it is impossible not to touch grammar as a science that deals with the study of languages. After all,grammar considers the norm of the language, that is, the use of the language tool used in speech, its rules, the order of use, stylistic tools in the language in terms of sound, morphological, syntactic, etc. In the process of teaching a foreign language, it is impossible not to pay attention to psychology, because it is a reflection of the mental laws of reality in the human consciousness, the actions of the spiritual soul of a person. Psychology is the science of patterns of mental activity of people. Based on psychological patterns, special attention is paid to the unity of language and thinking, the student's ability to work independently, develop aptitude and quick thinking.When teaching a foreign language, it is mandatory to perform exercises that lead students to creativity. 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. I. V. Rakhmanov 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 [29, 77B.]. 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. 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. In the modern education system, along with the methods and techniques that have long been used, the theories of learning are adapted to meet the new demand in the problems of psychological organization of learning. жүктеу/скачать 308 Kb. Достарыңызбен бөлісу:
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