Устойчивое развитие: язык, межкультурная коммуникация

Types of Grammar perception 
Grammar in context 
Traditional way 
Subtypes
Imagination 
Associations 
Reading texts Textbook explanation and 
exercises 
The number of students who 
chose… 
4 students 
5 students 
4 students 
2 students 
13 students in total 
2 students 
According to the questionnaire given above, we assume that students find not attractive the 
traditional (out of date) methods of learning grammar. Because it is hard to read the grammatical 
explanation and to use it in practice. It cannot be kept in long-term memory, if we don’t refer that 
rule to something we saw, we know, we like in our life. Hence are the perplexity of rules. The types 
of learning were not chosen by chance. Results directly point to critical thinking. As it is written in 
the table, only 2 students (13%) like this way of studying. The rest 13 students (87%) varied at 
subdivisions of using context in learning process. 4 students preferred to remember by watching. 
The same number of students let know that they like receiving new information by reading. 
However, we have to mention that they didn’t choose traditional textbook grammar references. 
Because, in textbook the sentences don’t have any relation and it causes misunderstanding among 
the students. So, we can say for sure that using context for grammar learning is much more 
effective.
Conclusion. For the last few decades, critical thinking and its novelty and necessity to use it in 
various types of spheres, including in teaching is one of the most discussed present-day topics. It 
boosts and widens the quality of thinking with a help of reconstructing, concluding, skillfully 
conceptualizing, applying, evaluating information processes. This information may be received via 
observation, in communication, as a reflection or experience and etc. But in language no complete 
communication is expressed without grammar, no thought is conveyed beyond grammar use. One 
of the main constructs to reach this goal is by using context. Context and critical thinking are 
closely related, so that they cannot stand separately. Combination of these leads to positive 
perception of language skills that consist of listening, reading, writing, and speaking.
In terms of context, in teaching foreign language it is mostly used in explaining traditional 
grammatical rules giving associations, relevance to real life. There are three core links between 
critical thinking and contextual grammar. The first connection is that they can be considered as 
means of developing language acquisition and acceptance of information in foreign language 
lessons. The second link is that for both issues learners need to analyze the information, to go 
through certain stages to get to the conclusion. The last binding is their inseparability. Using critical 
thinking during teaching grammatical rule via context is an inevitable process that the learners 
encounter. In terms of the first experiment we did, it is proved that they don’t have enough 
experience; students don’t know how to convey their opinion; they are not sure how to react to 
certain situational questions. The second experiment we gave to bachelor student generated the 
following result: most of students prefer to work with materials that will have associations, touch 
with their likes, and fragments of life. Subsequently, it will help them to keep the information for 
long time.

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