Некоторые сложности и проблемы обучения студентов английской грамматике

Аннотация

Ключевые слова: В статье рассматриваются некоторые проблемы грамматика английского процесса обучения грамматике английского языка в языка, аудиториях L2, описываются некоторые предлагаемые классы L2 (второго языка), процедуры, которые могут быть включены в процесс английский как иностранный (EFL), обучения грамматике. Также в статье автор уделяет преподавание, больше внимания вопросам, связанным с изучением обучение. английской грамматики. Кроме того, обсуждаются положительные и отрицательные последствия пятиступенчатой процедуры в процессе обучения грамматике, а также анализируются исследовательские работы, касающиеся данной проблемы. Introduction: In the process of teaching and learning a foreign language, grammar has always been a significant issue in second and foreign language learning and teaching. It is also an area of some controversy as there is much debate regarding its role in language learning and teaching. Some specialists hold the view that grammar is not essential for second or foreign-language learning and therefore have a zero position in grammar teaching. On the contrary, some view that grammar is necessary for foreign language learning. Currently, grammar is reestablished in language teaching and there is no consensus among the theorists, language teachers and practitioners that some formal instruction on grammar is necessary in L2 classrooms. Teachers are also provided a number of approaches and strategies to choose in teaching grammar effectively in their classrooms. In case of grammar, it is deductively taught; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. In our context, many teachers think that teaching grammar separately is not favorable to learners since learners only learn the way language is constructed, and very often when they are given grammatical rules, the learners work well on such cases. However, when the students write or speak, the learners make grammatical mistakes or even unnecessary ones. Helping learners apply grammatical rules into communicative tasks, for example, writing and speaking are very challenging. Therefore, teachers, especially in the context of EFL, could benefit from learning some alternative teaching approaches for teaching grammar so that they can integrate grammar or structure into other language skills in such a way that the goal of learning language is ultimately achieved. Literature review: According to A. Doff, it is stated that by learning grammar students can express meanings in the form of phrases, clauses and sentences [1. P. 48]. Furthermore, M. Long and J. Richards add that it cannot be ignored that grammar plays a central role in the four language skills and vocabulary to establish communicative tasks [3. P. 31]. Also, in the teaching of grammar, learners are taught rules of language commonly known as sentence patterns. As P. Ur mentions that in the case of the learners, grammatical rules enable them to know and apply how such sentence patterns should be put together [6]. The teaching of grammar should also ultimately center attention on the way grammatical items or sentence patterns are correctly used [5. P. 47]. 127 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 01 (2023) / ISSN 2181-1415 Methodology: In the context of EFL, teaching grammar has traditionally been dominated by a grammar-translation method where the use of the mother tongue is clearly important to elicit the meaning of the target language by translating the target language into native languages. For example, according to Larsen-Freeman [2. P. 97] and J. Richards and T. Rodgers [4. P. 38], in such a method learners are required to learn about grammar rules and vocabulary of the target language. In the case of grammar, it is deductively taught; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. Some teachers think that teaching grammar separately is not favorable to learners since learners only learn the way language is constructed, and very often when they are given grammatical rules, the learners work well on such cases. However, when they write or speak, the learners make grammatical mistakes or even unnecessary ones. Helping learners apply grammatical rules to communicative tasks, for example, writing and speaking is very challenging. Therefore, teachers, especially in the context of EFL, could benefit from learning some alternative teaching approaches for teaching grammar so that they can integrate grammar or structure into other language skills in such a way that the goal of learning language is ultimately achieved. Therefore, we would like to propose a five-step procedure for teaching grammar. This procedure incorporates the notions of practice and consciousness-raising; explicit and implicit knowledge; and deductive and inductive app