The Psychological characteristics of grammar skills
The Content of Teaching Grammar
The Grammar Translation method will be discussed
Grammar explanations as used in the major methods
Practical approach
The presentation of structural form
Correction
Recognition exercises
Creative exercises (speech exercises)
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Teaching English Grammar
Teaching English Grammar
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CONTENT
INTRODUCTION……………………………………………………………3
PART 1 WHAT IS THE GRAMMAR………………………………………4
1.1 The Importance of grammar………………………………………….….4
1.2 The Psychological Characteristic of Grammar Skills……………………4
1.3 The Content of Teaching grammar…………………………………….…6
PART 2 MAJOR METHODS AND PRINCIPLES …………………...…….8
1.1 A Brief Review of the Major Methods of Foreign Language Teaching.…8
1.1.1 The Grammar Translation method…………………………………..…8
1.1.2 The Direct Method……………………………………………………..9
1.1.3 The Audiolingual Method……………………………………….……10
1.1.4 Grammar explanations as used in the major methods………..……….10
1.2 Some General Principles of Grammar Teaching……………………..….11
1.2.1 Conscious approach……………………………………………….…..11
1.2.2 Practical approach……………………………………………….…….12
1.2.3 Structural approach……………………………………………………12
1.2.4 Situational approach…………………………………………….….….13
1.2.5 Different approach…………………………………………………….13
PART 3 FURTHER POINTS FOR CONCIDERATION……...…………….14
1.1 Introduction of new Material……………………………………………..14
1.1.1 Introducing new language structure…………………………….……..14
1.1.2 Types of context.....................................................................................15
1.1.3 The presentation of structural form………………………………..…..15
1.1.4 A general model for introducing new language……………………….15
1.2 Teaching grammar patterns……………………………………………....16
1.3 Correction…………………………………………………………...……18
1.4 The Most Common Difficulties in Assimilating English Grammar……...20
PART 4 TYPES OF EXERCISES FOR THE ASSIMILATION OF GRAMMAR…………………………………….…………………………….21
1.1 Recognition exercises……………………………………………………21
1.2 Drill exercises………………………………………………..…………..21
1.3 Creative exercises………………………………………………………..23
1.4 Grammar tests……………………………………………..……………..24
CONCLUSION………………………………………………………..….…..25
LITERATURE…………………………………………………………….….26
ITRODUCTION
Language is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other persons.
Robert Lado wrote that language functions owing to the language skills. A person who knows a language perfectly uses a thousand and one grammar lexical, phonetic rules when he is speaking. Language skills help us to choose different words and models in our speech.
It is clear that the term “grammar” has meant various things at various times and sometimes several things at one time. This plurality of meaning is characteristic of the present time and is the source of confusions in the discussion of grammar as part of the education of children. There have been taking place violent disputes on the subject of teaching grammar at school.
The ability to talk about the grammar of a language, to recite its rules, is also very different from ability to speak and understand a language or to read and write it. Those who can use a language are often unable to recite its rules, and those who can recite its rules can be unable to use it.
Grammar organizes the vocabulary and as a result we have sense units. There is a system of stereotypes, which organizes words into sentences. But what skill does grammar develop?
First of all it gives the ability to make up sentences correctly, to reproduce the text adequately. (The development of practical skills and habits)
The knowledge of the specific grammar structure helps pupils point out the differences between the mother tongue and the target language.
The knowledge of grammar develops abilities to abstract systematize plural facts.
The name of my work is “Teaching Grammar”. And the main aim is to clearly recognize how to teach grammar right.
PART 1 WHAT IS THE GRAMMAR
1.1 The Importance of Grammar in Learning a Foreign Language
To judge by the way some people speak, there is no place for grammar in the language course nowadays; yet it is, in reality, as important as it ever was exercise of correct grammar, if he is to attain any skill of effective use of the language, but he need not know consciously formulated rules to account to him for that he does unconsciously correctly.
In order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. Indeed, one may know all the words in a sentence and yet fail to understand it, if one does not see the relation 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 meaning 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.
If learner has acquired such a mechanism, he can produce correct sentences in a foreign language. Paul Roberts writes: “Grammar is something that produces the sentences of a language. By something we mean a speaker of English. If you speak English natively, you have built into you rules of English grammar. In a sense, you are an English grammar. You possess, as an essential part of your being, a very complicated apparatus which enables you to produce infinitely many sentences, all English ones, including many that you have never specifically learned. Furthermore by applying you rule you can easily tell whether a sentence that you hear a grammatical English sentence or not.”
A command of English as is envisaged by the school syllabus cannot be ensured without the study of grammar. Pupils need grammar to be able to aud, speak, read, and write in the target language.
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