Yessenov forum «ЖАҢа мағыналар»
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Supervisor: Dalmukhanova F. Sh.Yessenov Caspian University of Technologies and Engineering, Aktau, Kazakhstan
involve students in communication. There are some activities which help students to learn grammar. Students do different types of activities to communicate fluently and accurately.
communicative competence, activities.
Introduction Communication learning proved to be attractive to those looking for a more humanistic approach to teaching, one that prioritized the transmission process. Communication learning has become mainstream in educational circles, with the support of leading British applied linguists, philologists, publishers at various institutions, including the British Council. All this contributed to its rapid spread throughout the world. Provide participants with some strategies and exercises that will make teaching grammar interesting and meaningful for the learners in order to develop communicative competence. The communicative methodology of teaching English is more focused on practical needs: grammar - in a very limited form as needed, vocabulary - as needed for practical tasks, practice - in the form of dialogues and life situations, Witlin wrote [1]. The development of a communicative approach to teaching foreign languages is based on the communicative theory of language. The goal of language learning is what Hymes calls "communicative competence". Hymes coined the term to contrast the communicative point of view on language with Chomsky's theory of competence, who believed that language theory deals with an ideal speaker-listener in a completely homogeneous speech community. Such an ideal person knows the language perfectly and is not influenced by such factors as limited memory capabilities, absent-mindedness, inconstancy of interest, etc. For Chomsky, the main task of language theory is to characterize the abstract abilities of the speaker that allow him to generate grammatically correct statements in a foreign language [2]. Hymes considered this point of view unfruitful, because language theory should be considered as part of a more general theory of communication and culture. Hymes' theory of communicative competence has become the definition of what a speaker needs to know in order to be understood in a particular speech community. Research methods Firstly, the study mentions activities. It should combine useful forms and practical activities, including communication activities, authentic materials, personalized context and a variety of activities. When teaching grammar, teachers should organize some classes that should be combined between grammar content and entertainment activities [3]. You should make sure that this exercise can bring great success to the grammar lesson. The methodology of teaching foreign languages as a science based on modern data of linguistics, psychology and learning theory is still in a period of active development, especially since more technical teaching aids are now used that bring us closer to the real environment of linguistic communication.
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Although the deep approach also has a strong influence, the article doesn't mention too much about the "deep approach" as it is useless and unnecessary. The study considers only the "shallow approach". Thornbury refers to a superficial approach to teaching a communicative language based on the idea that in order to force students to use language in a communicative situation, it is necessary to first learn grammatical rules and then apply them. they are in this communicative situation. To master the target language, teachers need to help students understand how to apply forms or structures when performing tasks, spoken languages or written texts. In particular, students can know how to recognize form and meaning in a real situation, and they can create both written and oral form. It is vital to create correct and meaningful sentences in appropriate contexts. Therefore, teachers need to create real contexts using suitable model structures. When developing assignments, teachers should ask their students some questions, at least about presentation, practice and consolidation. The most important thing is that the tasks should be related to structures or form-oriented. Based on the structures, teachers can discover a wide variety of activities. There are some activities that help students learn without any fear in the classroom, such as Role-playing, Games, Working in pairs, Job Interviews. Conclusion The study contains three main points of discussion of grammar teaching, including the principles and goals of grammar teaching, the position and role of grammar in communicative language learning (CLT) in the context of EFL, as well as some pedagogical conclusions about how to teach grammar in EFL in a communicative way. context. Communicative teaching of English grammar plays a vital role in language teaching and learning. In particular, without knowledge of grammar, understandable sentences cannot be understood. It doesn't make sense or sense. The conversation may be good in content, but it may be bad in grammar, so it also causes confusion in the listeners and they cannot understand the whole meaning. Because people need to understand what others are saying, they can give accurate answers. When teaching grammar, teachers not only give students the opportunity to express themselves, but also meet their expectations regarding what learning a foreign language involves. In conclusion, grammar teaching plays an indispensable role in learning English as a foreign language. When learning English, it is necessary to teach grammar. The grammar translation method focuses on accuracy and fluency, while the communicative approach focuses on fluency. Harmer (1997, p. 7) notes that "at this stage it is enough to say that the teaching of grammar, both explicit and implicit, occupies a real and important place in the classroom." A clear command of the grammatical structure and free communication will improve the communicative competence of students, as well as improve their English language proficiency. REFERENCES
1. Hymes D. Two types of linguistic relativity. - Cambridge. Cambridge University Press, 2014. pp. 114–158. 2. Chomsky N. Aspects of the Theory of Syntax. - Cambridge: M.I.T. Press, 2005. pp. 70-72. 3. Halliday M. An Introduction to Functional Grammar. - Cambridge. Cambridge University Press, 2008. pp. 117-120.
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