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Ôîðìèðîâàíèå ãðàììàòè÷åñêèõ íàâûêîâ íà íà÷àëüíîì ýòàïå îáó÷åíèÿ èíîñòðàííîìó ÿçûêó - (äèïëîì) |
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Ôîðìèðîâàíèå ãðàììàòè÷åñêèõ íàâûêîâ íà íà÷àëüíîì ýòàïå îáó÷åíèÿ èíîñòðàííîìó ÿçûêó - (äèïëîì)p>The model has five components: lead-in, elicitation, explanation, accurate reproduction, and immediate creativity. During the lead-inthe context is introduced and the meaning or use of the new language is demonstrated. This is the stage at which students may hear or see some language (including the new language) and during which students may become aware of certainkey concepts. The key concepts are those pieces of information about the context that are vital if students are to understand the context and thus the meaning and use of the new language.During the lead-in stage, then, we introduce our context (making sure that key concepts are understood) and show the new language in use. During the elicitationstage the teacher tries to see if the students can produce the new language. If they can it would clearly be wasteful and de-motivating for them if a lot of time was spent practising the language that they already know. At the elicitation stage - depending on how well (and if) the students can produce the new language - the teacher can decide which of the stages to go to next. If the students can't produce the new language at all, for example, we will move to the explanation stage. If they can, hut with minor mistakes, we may move to the accurate reproduction stage to clear up those problems. If they know the new language but need a bit more controlled practice in producing it we may move directly to the immediate creativity stage Elicitation is vitally important for it gives the teacher information upon which to act: it is also motivating for the students and actively involves their learning abilities. During the explanationstage the teacher shows how the new language is formed. It is here that we may give a listening drill or explain something in the students' own language; we may demonstrate grammatical form on the blackboard. In other words, this is where the students learn how the new language is constructed. During the accurate reproductionstage students are asked to repeat and practise a certain number of models. The emphasis here will be on the accuracy of what the students say rather than meaning or use. Here the teacher makes sure that the students can form the new language correctly, getting the grammar right and perfecting their pronunciation as far as is necessary. During the accurate reproduction phase there are two basic correction stages: showing incorrectness (indicating to the student that something is wrong) and using correction techniques. This means that we will indicate to the student that a mistake has been made. If the student understands this feedback he or she will be able to correct the mistake and this self-correction will be helpful to him or her as part of the learning process. There are a number of techniques for showing incorrectness: 1 Repeating: Here we simply ask the student to repeat what he or she has just said by using the word 'again'. This, said with a questioning intonation, will usually indicate that the response was unsatisfactory (although it could be misunderstood as only indicating that the teacher has not heard the student's response). 2 Echoing: We will be even clearer if we repeat what the student has just said, using a questioning intonation since this will clearly indicate that we are doubting the accuracy or content of what is being said. Sometimes we can echo the complete student response, probably stressing the pan of the utterance that was incorrect, for example: Another possibility is to echo the student's response, but only up to the point where the mistake was made, ftor example: Echoing, in its various forms, is probably the most efficient way of showing incorrectness. 3 Denial: We can simply tell the student that the response was unsatisfactory and ask for it to be repeated. This seems somewhat drier than the techniques so far discussed; it may be a bit more discouraging. 4 Questioning: We can say 'Is that correct? ' asking any student in the class to answer our question. This has the advantage of focusing everybody's mind on the problem, though it may make the student who made the mistake seem somewhat exposed. 5 Expression: Many teachers indicate that a response was incorrect by their expression or by some gesture. This is very economical (and can be quite funny) but can be dangerous if the student thinks that the expression or gesture is a form of mockery. In general, showing incorrectness should be handled with tact and consideration. The process of student self-correction, which it provokes, is an important and useful part of the learning process. Showing incorrectness should be seen as a positive act, in other words, not as a reprimand. Frequently, however, we find that showing incorrectness is not enough for the correction of a mistake or an error and the teacher may therefore have to use some correction techniques. If students are unable to correct themselves we can resort to one of the following techniques. 1 Student corrects student: we can ask if anyone else can give the correct response. We can ask if anyone can 'help' the student who has made the mistake. If another student can supply the correct information it will be good for that student's self-esteem. However, the student who originally made the mistake may feel humiliated if this technique is used insensitively. 2 Teacher corrects student(s): Sometimes we may feel that we should take charge of correction because the students are extremely mixed-up about what the correct response should be. In that case we can re-explain the item of language, which is causing the trouble. This will be especially appropriate when we see that a majority of the class are having the same problem. After the re-explanation we can move to choral and individual repetition (if necessary) before moving on. The object of using correction techniques, of course, is to give the student(s) a chance to (know how to) get the new language right. It is important, therefore, that when we have used one of the techniques suggested above, we ask the student who originally made the mistake to give us a correct response. When the children and teacher are confident that the children can form the new language correctly they will move toimmediate creativity. Here they try to use what they have just learned to make sentences of their own, rather than sentences which the teacher or book has introduced as models. It is at this stage that both teacher and student can see if the students have really understood the meaning, use and form of the new language. If they are able to produce their own sentences they can feel confident that the presentation was success. We can represent the model for introducing new language in diagram form: Notice again that if the students perform well during elicitation the teacher can move straight to immediate creativity. If at that stage they perform badly the teacher may find it necessary either to return to a short accurate reproduction stage or. in extreme cases, to re-explain the new language. Before speaking about the selection of grammar material it is necessary to consider the concept “grammar”, i. e. , what it meant by “grammar”. By grammar one can mean adequate comprehension and correct usage of words in the act of communication, that is, intuitive knowledge of the grammar of the language. It is a set of reflexes enabling a person to communicate with his associates. Such knowledge is acquired by a child in the mother tongue before he goes to schools. This “grammar” functions without the individual’s awareness of technical nomenclature, in other words, he has no idea of the system of the language, and to use all the word-endings for singular and plural, for tense, and all the other grammar rules without special grammar lessons only due to the abundance of auding and speaking. His young mind grasps the facts and “makes simple grammar rules” for arranging the words to express carious thoughts and feelings. This is true because sometimes little children make mistakes by using a common rule for words to which that rule cannot be applied. For example, a little English child might be heard to sayTwo mans comed instead of Two men come, because the child is using the plural s rule for man to which the rule does not apply, and the past tense ed rule for comewhich does not obey the ordinary rule for the past tense formation. A little Russian child can sayíîæîâ instead of íîæåé using the case-ending îâ for íîæèto which it does not apply. Such mistakes are corrected as the child grows older and learns more of his language. By “grammar” we also mean the system of the language, the discovery and description of the nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars: traditional, structural, and transformational grammars. Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax); structural grammar studies structures of various levels of the language (morpheme level) and syntactic level; transformational grammar studies basic structures and transformation rules. What we need is simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages. This grammar must be simple enough to be grasped and held by any pupil. We cannot say that this problem has been solved. Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the main one is the principle of frequency, i. e. , how frequently this or that grammar item occurs. For example, the Present Simple (Indefinite) is frequently used both in conversation and in various texts. Therefore it should be included in the grammar minimum. For selecting grammar material for reading the principle of polysemia, for instance, is of great importance. *1 Pupils should be taught to distinguish such grammar items which serve to express different meanings. The selection of grammar material involves choosing the appropriate king of linguistic description, i. e. , the grammar which constitutes the best base for developing speech habits. Thus the school syllabus reflect a traditional approach to determining grammar material for foreign language teaching, pupils are given sentences patterns or structures, and through these structures they assimilate the English language, acquire grammar mechanisms of speech. The content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognize grammar forms and structures while hearing and reading, to reproduce phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation. The chief difficulty in learning a new language is that of changing from the grammatical mechanism of the native language to that of the new language. Indeed, every language has its own way of fitting words together to form sentences. In English, word order is more important than in Russian. The word order inTom gave Helen a roseindicates what was given (a rose), to whom (Helen), and by whom (Tom). If we change the word order and sayHelen gave tom a rose, we shall change the meaning of the sentence. In Russian, due to inflexions, which are very important in this language, we can sayÒîì äàë Ëåíå ðîçó or Ëåíå äàë Òîì ðîçówithout changing the meaning of the sentence, as the inflexion “e” in the wordËåíå indicates the object of the action. The inversion of subject and finite verb in Are you…indicates the question form. In speaking English, Russian pupils often violate the word order which results in bad mistakes in expressing their thoughts. The English tense system also presents a lot of trouble to Russian-speaking pupils because of the difference which exists in these languages with regard to time and tense relations. For example, the pupil cannot at first understand why we mustsay I have seen him today and I saw him yesterday. For him the action is completed in both sentences, and he does not associate it in any way withtoday or yesterday. The sequence of tenses is another difficult point of English grammar for Russian speaking pupils because there is no such phenomenon in their mother tongue. Why should we sayShe said she was busy when she is busy? The use of modal verbs in various types of sentences is very difficult for the learner. For example, he should differentiate the use ofcan and may while in Russian the verb maycovers them both. Then he should remember which verb must be used in answers to the questions with modal verbs. For instance, May I go home? No, you mustn’t. May I take your pen? Yes, you may. Must I do it? No, you needn’t. The most difficult point of English grammar is the article because it is completely strange to Russian-speaking pupils. The use of the articles and other determiners comes first in the list of the most frequent errors. Pupils are careless in the use of “ these tiny words” and consider them unimportant for expressing their thoughts when speaking English. English grammar must begin, therefore, with pupils’learning the meaning of these structural words, and with practice in their correct use. For example: This is a pen. The pen is red. This is my pen and that is his pen. Correct selection of grammar teaching material is the first step towards the elimination of mistakes. Teaching grammar should be based upon the following principles: Conscious approach to the teaching of grammar. This means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. For example, I can see a book. I can see many books. The teacher draws pupils’ attention to the new element in the form of a rule, a very short one. It is usually done in the mother tongue. For example: Ïîìíè, ÷òî âî ìíîæåñòâåííîì ÷èñëå ê ñóùåñòâèòåëüíîìó ïðèáàâëÿåòñÿ îêîí÷àíèå–s [s, z] èëè –es [IZ]. Or: Ïîìíè, ÷òî â îòðèöàòåëüíûõ ïðåäëîæåíèÿõ ñòàâèòñÿ âñïîìîãàòåëüíûé ãëàãîë “do not” (“does not”)The rule helps the learner to understand and to assimilate the structural meaning of the elements. It ensures a conscious approach to learning. This approach provides favourable conditions for the speedy development of correct and more flexible language use. However it does not mean that the teacher should ask pupils to say this or that rule, Rules do not ensure the mastery of the language. They only help to attain the practical goal. If a pupil can recognize and employ correctly the forms that are appropriate, that is sufficient. When the learner can give ample proof of these abilities we may say that he has fulfilled the syllabus requirements. Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused. The contrast is brought out through oppositions. For example: The teacher should realize difficulties the sentence pattern presents for his pupils. Comparative analysis of the grammar item in English and in Russian or within the English language may be helpful. He should think of the shortest and simplest way for presentation of the new grammar item. The teacher should remember the more he speaks about the language the less time is left to practice. The more the teacher explains the less his pupils understand what he is trying to explain, this leads to the teacher giving more information than is necessary, which does not help the pupils in the usage of this particular grammar item, only hinders them. It means that pupils learn those grammar items which they need for immediate use either in oral or written language. For example, from the first steps of language learning pupils need the Possessive Case for objects which belong to different people, namely, Mike’s textbook, Ann’s mother, the girl’s doll, the boys’ room, etc. The teacher masters grammar through performing various exercises in using a given grammar item. The teacher should teach pupils correct grammar usage and not grammar knowledge. Structural approachto the teaching grammar, i. e. grammar items are introduced and drilled in structures or sentence patterns. It has been proved and accepted by the majority of teachers and methodologists that whenever the aim to teach pupils the command of the language, and speaking in particular, the structural approach meets the requirements. Pupils are taught to understand English when spoken to and to speak it from the very beginning. This is possible provided they have learned sentence patterns and words as a pattern and they know how to adjust them to them to the situations they are given. *1 In our country the structural approach to the teaching of grammar attracted the attention of many teachers. As a result structural approach to grammar teaching has been adopted by our schools since it allows the pupil to make up sentences by analogy , to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written language. The teacher should furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. He should assimilate the grammar mechanism involved in sentence pattern and not the sentence itself. Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and saysThis is Nina’s pen; That is Sasha’s exercise-book, and so on. The teacher should select the situations for the particular grammar item he is going to present. He should look through the textbook and other teaching materials and find those situations which can ensure comprehension and the usage of the item. 5. Different approachto the teaching active grammar (grammar for conversation) and passive grammar (grammar for reading). Grammar items pupils need for conversation are taught by the oral approach, i. e. , pupils aud them, perform various oral exercises, finally see them printed, and write sentences using them. For example, pupils need the Present Progressive for conversation. They listen to sentences with the verbs in the Present Progressive spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Progressive in various oral sentences in which the Present Progressive is used. Grammar items necessary for reading are taught through reading. If the grammar item the teacher is going to present belongs to those pupils need for conversation, he should select the oral approach method for teaching. If pupils need the grammar item for reading, the teacher should start with reading and writing sentences in which the grammar item occurs. While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning, and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, i. e. , , from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). Then the teacher considers the form in which he presents the grammar item– orally, in writing, or in reading. And, finally, the teacher plans pupils’activity while they are learning this grammar item (point): their individual work, mass work, work in unison, and work in pairs, always bearing in mind that for assimilation pupils need examples of the sentence pattern in which this grammar item occurs. exercises for pupils to perform. They observe the grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. For example: Listen to the sentences and raise your hands whenever you hear the verbs in the Past Simple. Mike lives in Pushkin street. I lived there last year. Ann gets up at 7 o’clock in the morning. She got up at half past seven yesterday. , etc. It is desirable that sentences formed should concern real situations and facts. Pupils listen to the teacher and raise their hands when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence. Read the sentences and choose the correct form of the verb. The following sentences may be suggested: Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context. Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work. Drill exercisesare more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded: (a) Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison. For example: Or pupils listen to the dialogue and say it after the speaker. Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement ( sounds, stress, and melody). (b) Substitution. Pupils substitute the words or phrases in a sentence pattern. For example: A pupil substitutes a phrase, the rest may say it in unison. Then they are invited to replace the worddancing with other words. The use of a particular verb is stimulated with pictures (or a Russian word). Quick revision is achieved with a small expenditure of effort. In this way they review many words and phrases. As pupils have only one difficulty to overcome the work does not take much time. Or pupils are invited to replace the words in the dialogue with those given in columns There is one more advantage in performing this type of exercises—pupils consolidate the grammar item without thinking about it. They think of the words, phrases, but not of the form itself, therefore, involuntary memory is at work. (c) Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows. For example: Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is .... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it. Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. For example, they ate told to write five or seven sentences on the model given. During the next lesson the work done at home is checked orally. In this way pupils have practice in pronunciation while reading their own examples, and in auding while listening to their classmates. Creative exercises(speech exercises). This is the most difficult type of exercises as it requires creative work on the part of the learners. These may be: (a) Making statements either on the picture the teacher shows, or on objects. For example, the teacher hangs up a picture and asks his pupils to say or write three or five statements in the Present Continuous. (b) Asking questions with a given grammar item. For example, pupils are invited to ask and answer questions in the Past Indefinite. (c) Speaking about the situation offered by the teacher. For example, one pupil gives commands to perform this or that action, the other comments on the action (actions) his classmate performs. (d) Speaking on a suggested topic. For example, a pupil tells the class what he did yesterday. (h) Participating in free conversation in which pupils are to use the grammar item they have learned. E. g. , pupils have learned sentence patterns with the impersonal it. (It's cold. It's late. It's winter). Teacher: What's the weather like, children? Is it cold today? Do you like it when it's cold? Through these questions pupils are stimulated to speak about the weather and use the grammar item they have learnt. All the exercises of the creative type are designed for consolidating grammar material pupils need for hearing and speaking. (1) to develop pupils' skills in recognizing grammar forms while auding and reading English texts; (2) to accumulate correct sentence patterns in the pupils' memory which they can reproduce whenever they need these patterns for speaking or writing; (3) to help the pupils to produce sentences of their own using grammar items necessary for speaking about a situation or a topic offered, or writing an essay on the text heard or an annotation on the text read. Grammar tests. A check on the assimilation of grammar material is carried out through: (1) auding (if a pupil understands what he auds, he knows grammar); (2) speaking (if a pupil uses the grammar item correctly, he has assimilated it); (3) reading (if a learner understands what he reads, he knows grammar); (4) tests. Tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each of them has mastered forms, meaning, and usage. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation (e. g. , make it negative, change into plural, etc. ); extension (e. g. , / like to read books — I like to raid English bocks in our library); completion (e. g. , When I came home .... ); making statements on the pictures given; translation. During my practice I examined the group of children of 9-10 year old. The children have been studying English for two years (the 3d form). I used the test to receive some results and to point out the level of the forming of grammar skills on theme “the degrees of comparison of adjectives”. The test consisted of 5 tasks. The passage from “Why Rabbits have Got Short tails” (p. 211 “English I” I. N. Vereschagina, T. A. Pritykina, Ìîñêâà; Ïðîñâåùåíèå, 1994) Read and translate Once there lived a Rabbit, His name was Bunny. He was grey and big, bigger than his brother Bonny. But he had no tail. And he wanted to have a long tail, longer than that of Mrs. Fox. “But you’ve got a tail! I think it’s the longest and the most beautiful tail! ” “Well, but I want a new one, alonger and more beautiful one than my old tail. ” Weak, strong; thin, fat; short, tall; young, old; good, bad. The giraffe’s neck is (long, longer, the longest) than the tiger’s. The (clever, cleverer, cleverest) wild animals are monkeys. The teacher starts by producing some objects. They can be very ordinary, for example a stapler, a pen, a bag, a pencil, a pencil case, etc. The teacher elicits the words for these objects from the students and if they do not know them models the words and leads choral and/or individual repetition. The teacher gives one of the objects (a book. for example) to one of the better students and then says something like “Put the book on the table. ” If the student docs not understand the teacher helps by pointing and by gesture. When the student has put the book on the table the teacher says “Well done” and then chooses another student who is told to “Put the ruler in the box”, etc. As the students gradually do what they are asked they are getting wonderful listening practice. The teacher now asks the students if they can give instructions thus eliciting the new language. When the students give their instructions the teacher will decide whether it is necessary to interrupt and model some or all of the new language or whether to move straight on to the immediate creativity stage where students are giving whatever instructions they want (within reason! ). As a written stage the teacher can write up some instructions on the board as models. Students can now be asked to write their own instructions which they give to their classmates who then have to do what is written there. This presentation will consist of two stages. In the first students will learn to say “Do you like ______? ” and in the second they will be presented with “He/she likes/doesn't like ____”. The teacher starts the sequence by asking students “Do you like coffee? ”. With mime and expression he or she will soon convey the meaning of the question and a student will answer “Yes” or “No”. The teacher then gets choral and individual repetition of the answers (“Yes I do/No, I don't”) if this is necessary. For a very brief period the teacher asks students questions and they give their answers. Then the teacher elicits the question (which the students have heard the teacher using). If necessary the question is explained and the teacher goes through the accurate reproduction stage, cueing students to ask and answer different questions. The students then work in pairs doing the same thing. This is a form of immediate creativity. While the students are working in pairs the teacher puts the following on the blackboard: The teacher selects a student, for example, Carlos, and puts his name in the name column. The other students now ask him whether he likes the items on the chart and the teacher puts a tick (V) if he does and a cross (X) if he doesn't. The procedure is now repeated with other students until the chart looks like this: The teacher then asks the students what they can say about Carlos and fish, hoping to elicit 'Carlos likes fish'. This new presentation (of the third person singular of the present simple with 'likes') now proceeds in the normal way using Carlos' likes and dislikes for the accurate reproduction stage and the other preferences for immediate creativity. The teacher can later introduce the question 'Does Carlos like fish? ', etc. For the introduction of writing the teacher can use the fill-in idea (see (a) above) or the students can see the following model: Carlos likes fish, caviar and liver, but he doesn't like spaghetti or bananas. They can then be asked to write similar sentences about one of the other names on the list. This is a simple form of parallel writing. Teachers can use their hands and various gestures to make grammatical form clearer. One of the things we often need to do is to show how a full grammatical form is contracted in speech. One way of explaining this to beginning students is to use the fingers of one hand to represent the different parts of the sentence, e. g. As we say the words we point to the fingers of the hand which represent those words. Now we can show how “I do not like pears” becomes “ I don’t like pears” The use of the fingers has given a graphic description to the class. We can pretend to hold the word ‘do’ in one hand and ‘not’ in the other. By bringing the hands together we show how ‘don't’ is formed. Stage IThe teacher says the sentence in a normal way with a clear voice using correct stress and intonation. This may he done two or three times. Stage 2 The teacher isolates a particular feature of the model. Stage 3 The teacher distorts this feature showing how it is constructed. Stage 4 The teacher returns to the isolated element. Sometimes, however, the teacher may not have to distort the isolated feature (where it is only a one syllable word). Where there is more than one item that needs isolating the teacher goes through the procedure in Figure. with the first item to be isolated and then repeats the sequence with the second item. The following example clearly shows the procedure in action. The teacher wishes to isolate both the verb form and the pronunciation T: Listen … she goes to school … she goes to school … listen …goes … goes … go … /z/ …go … /z/ … goes … she goes to school … listen … she goes to school. The teacher may back up this oral explanation by writing the following on the blackboard: The use of a box to highlight the main grammar points helps to focus the students' attention on that point. When we have to do the same kind of explanation for a question form we may follow the same procedure as for (a) above. However, particularly where a question form is taught after the affirmative version of the same grammar point has already been the subject of practice, some extra techniques may help the students to understand the form of the question. Unlike many languages English uses inversion to signal a question. Thus if we take an affirmative sentence such as "He is running" we find that the equivalent question form has the subject and the auxiliary in a different order, e. g. 'Is he running? '. Even where we put a question word (such as‘which’, ’what’, ‘how’, ‘when’, etc. ) at the beginning of the question this inversion is still used. Students of English frequently find this confusing. When introducing a question teachers will follow the same procedure as for (a) above. They will, however, isolate and distort in a slightly different way, and it will be advisable to use the blackboard and/or gesture to make the inversion clear. Suppose we wished to 'explain' the question model 'Is he running? ' We might do it in the following way: T: Listen .... Is he running? Is he running? .... listen .... he is running? .... no(teacher shakes head and crosses arms in un 'inversion' gesture} .... Is he running? .... Is he running? We can write the following on the blackboard at the same time: 20% - those children who have a part of the receptive grammar skill 71% - those children who have the reproductive grammar skill 20% - those children who have a part of the reproductive grammar skill In order to understand a language and express oneself correctly one must assimilate the grammar mechanism of a language. Indeed, one may know all the words in a sentence and yet fail to understand it, if one does not see the relationship between the words in the given sentence. And vice versa, a sentence may contain one, two, and more unknown words but if one has a good knowledge of the structure of the language one can easily guess the meanings of these words or at least find them in a dictionary, No speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. Children need grammar to be able to speak, and write in the target language. Our aim is to form grammar skills and prevent children from making grammar mistakes in their speech. The aim of foreign languages in primary schools is to develop pupils’ skills in order to understand speech and participate in conversation. The method and techniques the teacher should use in teaching children of primary school is the direct method and various techniques which can develop pupils’ listening comprehension and speaking. We have examined two kinds of grammar skills: the reproductive and receptive grammar skills. The reproductive grammar skills give pupils an opportunity to make up their own sentences in oral and written forms in other words to communicate and the receptive grammar skills give them an opportunity to read texts or aud and understand it. To master the reproductive grammar skills one should study the basic sentences or models (grammar is presented as itself in the basic sentences), to master the receptive grammar skills one should identify and analyze the grammar item. We teach children to read by means of grammar. It reveals the relationship between the words in the given sentence. We have such a conclusion that the forming of grammar skills depends on training. Training is of great importance to realize the grammar item. We must use a lot of training exercises for the assimilation of grammar. We should provide the motivation of learn English, encourage children to communicate and remember that the correction of errors in the early stages of a language course may foster the following negative aspects: · children lose confidence when they have fear of making grammar mistakes. ·Children become reluctant to take risks: they only the say the information they know they can say. School practice helped me to realize the importance of training exercises and the role of the individual approach to teaching the children of the primary school, Besides, the teacher must have a clear idea of the grammar of the language, its structure and usage; everything he teaches must be based on it; he should always be conscious of introducing or practicing some point of grammar. Harmer, Jeremy, “the practice English language teaching”; London-New York; Longman, 1991 Ñèíÿâñêàÿ, Å. Â. è äð. , “Âîïðîñû ìåòîäèêè îáó÷åíèÿ èíîñòðàííûì ÿçûêîì çà ðóáåæîì. ” /ñîñò. : Å. Â. Ñèíÿâñêàÿ, Ì. Ì. Âàñèëüåâà, Ñ. Â. 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Genesee. , “Educating second language children: the whole child, the whole curriculum, the whole community. ” Cambridge, 1994 Rivers, Wilga M. , “Speaking in many tongues: Essays in foreign-language teaching. ”; 3rd ed. , Cambridge, 1983 Rixon, Shelagh. , “How to use games in language teaching. ”; London, The Macmillan press, 1981 Applegate, Maurel. , “Easy in English. An imaginative approach to the teaching of language arts. ”; N. Y. ,1960 Geoffrey Broughton, Christopher Brumfit, Roger Flavel, “Teaching English as a foreign language. ”; London, 1981 Swan M. , Smith B. , “Learner English. A teacher’s guide to interference and other problems. ”; Cambridge, 1987 Brown C. And Jule. , “Teaching the spoken language. ”; Cambridge, 1983 Ñòðàíèöû: 1, 2 |
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