Methodological typology of grammar content Introduction

Increasing motivation to learn grammar

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Methodological typology of grammar content Introduction

2.3 Increasing motivation to learn grammar
Penny says Ur [18], the term “motivation” is a rather complicated concept. The motivation of students makes it possible to make the learning process more interesting and fruitful. It is necessary to constantly increase the interest of students in learning the language, using various techniques.
In this case, questions arise: how to increase students' interest in studying such a complex section of the language as grammar? How to optimize the learning process?
First of all, it is necessary to set clear goals for yourself, that is, for the teacher. Students must know and understand why they do this or that task or study certain rules. For example : Guessing game - can have the goal of training questions, as well as a meaningful goal, guessing the answers.
The next thing to consider is the variety of tasks. All tasks that are given to students must be carefully and carefully selected by the teacher. Performing tasks of the same type quickly tires students, and they lose interest in their implementation.
Equally important in grammar is visibility. Children need to have before them a clear example or a rule that quickly fits into the mind of the student. Games should also be present in the classroom. The so-called game tasks help children relax and at the same time, each such task can have a clear goal. Also here you need to think about the lesson itself, that is, about its first and main part - Presentation . Only a well-thought-out presentation of new material will not alienate the child, but, on the contrary, will involve him in the further study of grammar. You need to understand that all the teacher has to do in an English class is show students examples in a way that they can understand and use in practice, says Jim Scrivener [15].
2.4 Playful grammar teaching techniques that increase student motivation
According to Penny Ur [18], the goal of grammar practice is that students should learn the structure so carefully that they will reproduce this structure later without thinking. After reading the articles of Russian methodologists [1, 6, 12], we can conclude that at present, along with traditional teaching methods, game methods of teaching grammar are widespread. One of these techniques is the use of situational pictures in English lessons. The authors of the articles I. V. Alekseev [1] and M. Yu. Kurbatov [6] consider this technique in detail. Consider situational pictures. I. V. Alekseeva [1] writes that at first glance, the two pictures are almost identical, but there are 4-5 or more differences between them that need to be understood in the course of the conversation, and then told about them. (See Appendix 7) It is important that in such a situation, students speak and listen to each other not because they are obliged to do this, they are interested in solving such speech problems using the stock of existing knowledge and skills. Pictures can be used in the educational process when working with exercises to consolidate certain grammatical structures and practice their use. These are turns with the verb to be ( There is / are ); structures in Present Simple Tense (I see / Do not see ), as well as lexical items on various topics. The author of the article [1] writes that working with pictures stimulates children not only for speaking, but also for better assimilation of grammatical structures.
The author of the article L. G. Chernina [12] reveals the method of using educational board games in teaching grammar. The practice of trainees in repeated reproduction of a grammatical phenomenon as part of any statement is organized with the help of a puzzle game. Its material is plot pictures. (See Annex 8) The game is played in pairs or groups of three. The task of each student, without seeing the cards of other participants in the game, is to find out with the help of questions what is happening with the hero, how he looks, where he is, and based on the information collected, describe in detail what is shown on the partner’s card. The student who makes the longest and most accurate story wins. Thus, there is a training of grammatical structures, as well as grammatical skill. Types of training tasks are given in Appendices 9

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