ISSN INNOVATIONS IN TECHNOLOGY AND VOLUME 1

2171-381X SCIENCE EDUCATION ISSUE 4

CURRENT ISSUES AND RESOLUTIONS OF TEACHING ENGLISH

GRAMMAR

Dilxush Kenjayeva
Student of Navoi State Pedagogical Institute, Uzbekistan
[email protected]
Madina Hikmatova
Student of Navoi State Pedagogical Institute, Uzbekistan
[email protected]
Yugay Evgeniya Viktorovna
a scientific adviser, a senior teacher of Navoi State Pedagogical Institute,
Uzbekistan

Abstract: Initially, teaching grammar has been regarded as crucial to the ability
to use language. Hence, for the sake of teaching grammar this article introduces a five-
step procedure for teaching grammar.
Keywords: memorization-based techniques, diagramming sentences, learning
through writing, deductive teaching, the eclectic way.
Аннотация: Первоначально преподавание грамматики считалось
критически важным для способности использовать язык. Следовательно,
благодаря обучению грамматики в этой статье представлена пятиступенчатая
процедура обучения грамматике.
Ключевые слова: приемы на основе запоминания, построение
предложений в виде диаграмм, обучение через письмо, дедуктивное обучение,
эклектичный путь.
INTRODUCTION
Nowadays, more and more people are dedicating time to studying English as a
second language. Moreover, English grammar is notoriously difficult to learn for both
native and second language speakers. There are so many intricacies, obscure rules, and
exceptions that it comes as no surprise that different generations of teachers have used
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various approaches to teaching grammar to train literate English writers [5, pp58-67].
In the past, memorization-based techniques that relied on repetition slowly gave way
to more creative methods. Today, we live in a society that prizes literacy and is willing
to adapt to more effective methods to achieve the best results in teaching grammar.
LITERATURE REVIEW AND METHODOLOGY
It’s easy to see how important English grammar is important. There are some
devices in order to using and improvement of grammar Firstly, Diagramming
Sentences - One of the older forms of teaching grammar, diagramming sentences, first
appeared in the 19th century [1]. This method involves visually mapping the structures
of and relationships between different aspects of a sentence. Especially helpful for
visual learners, this method disappeared from modern teaching at least 30 years ago.
Different forms of diagramming are used to visualize sentences, from the Reed-
Kellogg System to dependency grammar, but all organize the functions of a sentence
in a way that illustrates the grammatical relationships between words. More recently,
diagramming sentences has had a small pop-culture resurgence in prints of famous
opening sentences and websites that allow you to diagram to your heart’s content.
Learning Through Writing - This method is often used in schools in the U.S. and
Canada. Students are encouraged to explore language through creative writing and
reading, picking up correct grammar usage along the way [6]. If there are specific
problems with certain grammatical rules, these are covered in a more structured lesson.
An emphasis is now being placed upon language acquisition over language learning,
as it has been observed that learning grammar by memorization does not work well and
that students are better able to recognize and understand grammatical rules when
lessons are more interactive (i.e., they have to apply these rules in their own writing).
Repeated practice is also important and easily achieved through creative or personal
writing exercises. This article, posted by The Atlantic, suggests that to better equip
future adult writers, teachers in the 21st century should consider dropping outdated
grammar teaching techniques in early education and opt for learning through writing
techniques.

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Inductive Teaching - The inductive method of teaching grammar involves

presenting several examples that illustrate a specific concept and expecting students to
notice how the concept works from these examples. No explanation of the concept is
given beforehand, and the expectation is that students learn to recognize the rules of
grammar in a more natural way during their own reading and writing. Discovering
grammar and visualizing how these rules work in a sentence allow for easier retention
of the concept than if the students were given an explanation that was disconnected
from examples of the concept. The main goal of the inductive teaching method is the
retention of grammar concepts, with teachers using techniques that are known to work
cognitively and make an impression on students’ contextual memory.
Deductive Teaching - The deductive method of teaching grammar is an approach
that focuses on instruction before practice. A teacher gives students an in-depth
explanation of a grammatical concept before they encounter the same grammatical
concept in their own writing. After the lesson, students are expected to practice what
they have just been shown in a mechanical way, through worksheets and exercises.
This type of teaching, though common, has many people—including teachers—
rethinking such methods, as more post-secondary level students are revealing sub-par
literacy skills in adulthood. As one former teacher states, deductive teaching methods
drive many students away from writing because of the tediousness of rote learning and
teacher-centered approaches.
Interactive Teaching - Another method of teaching grammar is to incorporate
interactivity into lessons. Using games to teach grammar not only engages students but
also helps them to remember what they’ve learned. This method allows teachers to
tailor their lessons to the different learning styles of students. For instance, each student
can be given a large flashcard with a word on it, and the students must physically
arrange themselves into a proper sentence. Other games can include word puzzles or
fun online quizzes. Over the years, many methods have been developed for teaching
grammar and have been built upon, abandoned, or combined, all with the same goal in
mind—teaching students how to communicate effectively and understand how to use
the English language. Because of the grammatical complexity of English, each method
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has its pros and cons. Some lessons are less likely to be remembered, while others may
require more in-depth explanation and practice. Regardless of how grammar is taught,
a well-rounded understanding of English grammar is the most important factor in
improving the literacy of students.
RESULTS AND DISCUSSION
All methods above offer advantages. The deductive method is quick and easy
for the teacher. Where a difficult grammar point has to be presented, and perhaps
explained because the concept is not one that is in the mother tongue, this is probably
the better way. Where time is short, it is useful, even for a simple grammar point. Many
learners, especially older ones, prefer the deductive approach because they want to
know how the language works. The deductive method requires the students to identify
the rule for themselves. It has the advantage of involving the students much more. The
belief is that such learning will be more effective, though there is no certainty about
this. This is probably the better approach for grammatical regularities which are easily
perceived, understood, and applied. Eclectic teachers will use all three of these
strategies at various times. This will make it easier to fit the lesson into the time
available, as well as enabling them to suit the differing needs and learning styles of the
students. Grammar points which do not appear very useful are best avoided. Just draw
attention to their presence in the text and move on, having raised the students’
awareness of the feature. If you do choose to teach a grammar point, use either the
deductive or the inductive method, depending on the circumstances. When you
yourself are talking, do not be afraid to use grammar forms that the students have not
met. Provided the context makes the meaning clear, you are giving them valuable
exposure and real life practice in decoding utterances which contain forms they do not
know. Teachers need to know terminology in order to find helpful pages in reference
book, but school children do not need to know words like auxiliary, preterit, reflexive
pronoun and gerund in order to speak fluently. Teachers who use unnecessary
terminology will appear pedantic, and most of it will be utter nonsense to the students
anyway.
CONCLUSION
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The ultimate goal of teaching grammar is to provide the students with knowledge
of the way language is constructed so that when they listen, speak, read and write, they
have no trouble applying the language that they are learning. Language teachers are,
therefore, challenged to use creative and innovative attempts to teach grammar so that
such a goal can successfully be achieved [7, pp. 422-425]. In other words, whatever
exercises are given, the most crucial thing is that the teacher provide the students with
an opportunity to be able to produce the grammatical item making use of syntactically
and semantically correct examples of sentences comprised of appropriate and relevant
vocabulary.
REFERENCES
1. Халилова Г. А. Methods of teaching grammar // Молодой ученый. —
2017. — №17. —С. 301-302. — URL https://moluch.ru/archive/151/42755/ (дата
обращения: 20.02.2020).
2. Azar, B. (1989). Understanding and using English grammar. New Jersey:
PrenticeHall, Inc.Ballin,
3. W. (1990). Perfect your English: The easy way. Hertfordshire: Prentice
Hall International Ltd.
4. https://www.inklyo.com/methods-of-teaching-grammar/
5. Югай E. 2021. Цифровая культура и общество: проблемы их
взаимоотношений в условиях глобализации. Общество и инновации. 2, 7/S (авг.
2021), 58–67.
DOI:https://doi.org/10.47689/2181-1415-vol2-iss7/S-pp58-67.
6. Yugay Evgeniya Viktorovna. (2022). INFORMATION AND DIGITAL
LITERACY: THEIR CONCEPTS AND SKILLS.
https://doi.org/10.5281/zenodo.6945140
7. YUGAY E. V. DIGITAL CULTURE AND ITS INFLUENCE ON VALUE
ASPECTS OF HUMAN BEING //THEORETICAL & APPLIED SCIENCE
Учредители: Теоретическая и прикладная наука. – 2021. – №. 12. – С. 422-425.

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