Using communicative-cognitive technologies for the development of grammatical competence of students

Аннотация

The integration of communicative cognitive technologies in language education has modernized the teaching of grammar by blending traditional methods with modern digital tools. This article explores the role of these technologies in enhancing language acquisition. It also examines how communicative interaction with these tools fosters deeper understanding and maintenance ofgrammar, shifting from rotememorization to meaningful language use. Keywords:grammar, teaching, communicative technologies, cognitivetechnologies, learn. The grammar plays a major role in learning languages. Therefore, the knowledge of grammar helps to understand sentence construction, how words and phrases are connected among themselves, and helps to avoid misunderstanding and mistakes during communication. It allows us to express the thoughts precise and clear, also to perceive others statements correctly. Thus, grammar is not only composed of rules it is the base for correct and effective communication. The relevance of this article is due to the fact that in the context of globalization and information technology, literacy (including grammar) is becoming an important aspect of personal and professional effectiveness. When communication digitalization via the Internet, where simplified forms of language, emoticons and abbreviations are often used, it is important to remind students about the importance of grammatical correctness in order to preserve the culture of speech, avoid misunderstandings, and improve overall literacy. Errors in speech and writing can affect a person’s perception, professional and social opportunities. In the era of international mobility and global communication, knowledge of the grammar of other languages ​ ​ ​ ​ is becoming necessary. This is especially important in the context of learning foreign languages ​ ​ ​ ​ for personal, academic, or professional growth. If grammar plays an important role in learning languages, choosing grammar teaching methods is a more important aspect. Therefore, for language acquisition, it is not enough only learning grammar rules. Thus, the necessity of using new technologies to conduct lessons are appearing. In practice, we see how students having mastered the grammar and knowing all grammar rules are not able to use them in their speech. During teaching, it is important for students to be able to “hear” grammatical structure and also “to recognize” it in the text, and moreover to useitin oral and written speech [1]. In this regard, new technologies in teaching, which replace the traditional method appear, where only teaching grammar forgets about the importance of its application in speech. Such technologies include communicative and cognitive technologies for teaching grammar, which havebecome importantareas in modern methods ofteaching foreign languages. Both approaches focus on the active interaction of student with language and its perception, but their emphasis is different. The cognitive-communicative component of teaching grammar has been studied by a number of scientists, and many of them have published works that consider theories, methods, andapproaches aimed at integrating cognitive and communicativeaspects in teaching languages. Communicative technologies draw attention to the use of language in real communicative situations. The main emphasis is done on the relation, not on learning new grammar rules. Whereas the cognitive technologies focuse on the perceptions and assimilation of grammatical rules through theanalysis and processing of information underlying language [2]. The main principals ofcommunicativetechnologies: Samarkand State Institute of Foreign Languages 57 ILMIYVAPROFESSIONALTA’LIMJARAYONIDAMULOQOT,FANVAMADANIYATLAR INTEGRATSIYASI - During teaching grammar rules the main emphasis is on practical application of the language. Students learn grammar not as a set of abstract rules, but through active use in real dialogues and situations where students are asked to express their own opinions, feelings, and share experiences; - The teacher becomes more of a guide in the world of language, rather than a source of authoritarian knowledge. Students independently discover the rules of grammar in the process of communication,since themain goal of learning is thecommunicative competence ofstudents; - Grammar is applied in real communication situations, which helps to better assimilate it and make knowledge more flexible. This principle assumes the constant practical use of the language as ameans ofachieving themain goal –practical mastery ofit. In his work “How to Teach English” [3], Roger Harmer emphasized the importance of learning through communication. This approach focuses on using language in real life communication situations, allowing students to learn grammatical structures and vocabulary through practical application. When using this method in teaching, teachers need to think through assignments that clearly apply the grammatical structures of the topic