Chet tili darslarida video materiallardan foydalanish usullari

Аннотация

The article deals with the effectiveness of traditional and non-traditional ways of teaching grammar. Scholars‘ opinions and views in the topic are analyzed by the author. Annotatsiya: Bul maqala inglis tilinin grammatikasin oqitiwda dasturiy ham dasturiy emes usildan paydalaniwdin natiyjeliligin korsetip beredi. Ilimpazlardin pikirleri ham ko‘z qaraslari avtor tarepinen analizlengen. Teaching grammar means facilitating language students to make use of linguistic forms accurately, meaningfully, and appropriately of it. Learning grammar is the process that demands interest, attention, patience to acquire that language satisfied enough. Especially, if students who have just started learning language are interested in and highly motivated from the beginning of the course they will notice their progress on learning soon and they will continue their study not being worried. As we know that, mostly classes are heterogeneous: some students acquire easily, others have some difficulties in learning. The effective way of preventing such situations is using different interesting communicative activities relating to the topic in teaching grammar because games and activities are always played with a high interest by everyone. As Penny Ur suggests in his book A Course in Language Learning (1991), there are three very important sources of interest for children in the classroom: pictures, stories, and games. Some years ago, I wrote an article, starts his speech Penny Ur (1986), which began with words: ―I am not, in principle, in favor of the use of games in language teaching‖. This was a serious argument. Games are essentially recreational ―time out‖ activities whose main purpose is enjoyment; language study is serous goal- oriented work, whose main purpose is personal learning. Once you call a language learning activity a ―game‖, you convey the message that it is just fun, not to be taken too seriously: a message I consider anti-educational and potentially demoralizing. Very occasionally we do play real games in the classroom, (at the of the course, for example, or as a break from concentrated work); but to call something a game when our goal is in fact serious learning may harm the learning-and, indeed, spoil the ―game‖! – as well as being dishonest. Having studied five researches of numerous scholars I gained information about current practices in teaching grammar. For this research, it was intended to compare two ways of teaching grammar: 1) traditional way of teaching grammar (giving the explanation of grammar rules and doing some exercises from traditional course books); 2) non-traditional way of teaching grammar (particularly, having communicative activities). If we look back to the history of the development of teaching grammar attention has been laid on traditional methods, teachers trying to attempt only recently new modern methods, all these attempts being considered to make the student become more interested in the English language. But the question that comes up is the following: are we sure that these methods actually work? We all know that the traditional way of teaching is very enjoyful for a student - he doesn‘t have to think too much, he just notes down the information, and then utilizes it in exercises. The contemporary methods make students put their brain to work, communicate better, engage in conversation, thus acquiring the new knowledge during the English classes, at school. Starting from the hypothesis that traditional methods do not exactly assist the student acquire English language more accessible and that they definitely do not make the English class relaxing, I am going to prove in the following statement that modernized methods improve students‘ knowledge and evolve grammar more easily and in a more entertaining way than the traditional ones. All these activities are meant to broaden the students' horizon and make them realize that grammar is not only theory, but also practice and fun. 187