Developing expressive grammatical skills in fourth-grade students using English written texts

Аннотация

When starting a foreign language learning, it is very crucial to have a good grammatical knowledge in order to be able to communicate fluently. If a learning process lacks of it, the final outcome will not be completed. This article discusses the main significance of expressive- grammatical skills in English language classes and it benefits of starting from early age for getting a better results. It begins by providing basic information about learning foreign languages for having a bright future, such as a better planned aim, having a bilingual advantage in modern world. After that, it also describes advantages of acquiring a better grammatical knowledge in primary school 70 Topical issues of language training in the globalized world period with different writing exercises and practices. Then it explores importance of utilizing different types of written materials according to age groups of students, such as suitable written tasks for improving expressive grammatical ability for enhancing learners flexibility in English classes. Overall, this article gives a comprehensive data about use of grammar through different written sources and its advantages of using them in youngsters learning process for rising their interest, avoiding anxiety and giving a motivation for learning foreign language easily. Key words: grammatical knowledge, bilingual advantage, flexibility, written sources, anxiety, motivation. Nowadays, it is very common to be able to speak more than one language in digitalized world. This process requires a bit difficulty, but has a very significant role for finding a right place in society and building a better lifestyle in the future. When it comes to the main part of learning any kind of foreign language process, it is having a good basic grammatical knowledge without any doubt, because every used sentence or word in communication process will be created by a grammatical rules. Grammar lays the groundwork for language competence. By learning the rules and patterns of grammar, learners can develop their language skills systematically. It enables them to construct sentences, expand vocabulary, and apply correct grammar rules, enhancing overall language proficiency. A strong grasp of grammar is essential for effective written communication. It helps learners convey their ideas coherently, use proper punctuation and sentence structure, and adhere to grammatical conventions. Proficient grammar usage in writing allows learners to express themselves eloquently and persuasively. Children with specific language impairment are known to struggle with expressive grammar. Starting a well-organized lesson plan for teaching grammar from primary school is very important, but most teachers complains about not enough curricular. That’s why, having a better time-management and using different types of materials according to grammar teaching, such as small written English texts, poems, articles, easy dialogues for improving a written skills can develop learners’ ability to use a grammar correctly and also eliminates their anxiety and fears while starting to communicate with other. The importance of learning grammatical knowledge at an early age at school 71 Topical issues of language training in the globalized world A philosopher once said, ‘Half of good philosophy is good grammar’ (A.P.Martinich). Early grammar instruction can actually help children develop their language skills and position them for success in language acquisition later on. But it’s crucial to remember that the main goal should be to make studying enjoyable and interesting for the young learner. A grammar error is one of the most recognizable signs of specific language impairment (SLI). Children with SLI often have a lower mean length of utterance (MLU) for their age and start talking later than their typically developing classmates. According to Gopnik and Crago (1991), Johnson and Schery (1976), Leonard (2000), Rice et al. (1995), Smith-Lock (1995), children with SLI show a delay in the acquisition of grammatical morphemes (word endings that carry meaning, such as plural “s” and past tense “ed”) that is greater than their general language delay (as measured in MLU). The development of syntax (sentence structure) and semantics (meaning) in children with SLI has also been demonstrated to be difficult (e.g. Friedmann 2012, Friedmann and Novogrodsky 2004, Van der Lely 1993). A study looked at the efficacy of a community-based language intervention program that includes expressive grammar as one of its many linguistic objectives. Three groups were compared by Gallagher and Chiat (2009). A speech pathologist conducted an intensive language treatment program for one group; a nursery-based program was given to a second group, where a speech pathologist consulted with nursery teachers to provide treatment; and a waiting list control group was given no intervention. Children with significant expressive and/or receptive language impairment, ages 4 and 5,