EDUCATIONAL RESEARCH WORK ON ENGLISH GRAMMAR
In this article the author considers the formation of grammatical skills through educational research work of students. The tasks can be given to students on the basis of definite grammatical structures that the student/s have not learned well enough, or the whole group needs additional classes to eliminate existing grammatical errors. The tasks on the ERW help student/s to read books thoughtfully with recognizing and understanding the grammatical features of the English language.
There are possible exercises for educational research work of students aimed at formation of grammatical skills. They provide students to do variety of tasks independently, overcome the most difficult moments in certain types of educational research work, use the language as a means of cognitive and communicative activities.
Keywords: formation grammatical skills, educational research work, home reading lessons, the Dublin descriptors, exercises.
INTRODUCTION
One of the most important tasks in the training of specialists is to develop a creative approach to the use of the already accumulated knowledge. One of the forms of this approach in language learning is students’ educational research work (ERW). ERWS is a system of actions, which deals with creative activity, development of initiative and individual interests of students.
Now due to the communicative approach in educational process the organization of ERWS helps to solve a number of complex educational tasks, such as formation of basic and professional competences of students, formation of personal qualities, development of creative potential. The formation of communicative competence, sense of responsibility and independence, knowledge of the most important elements of practical usage of language in done through different assignments [1].
The work of students is controlled by the teachers who act as consultants and supervisors. During home reading lessons, independent work of the student with practical classes plays a key role in the formation of grammar skills. The home reading material develops the ability of students to recognize certain grammatical structures. After all, grammar organizes vocabulary, which provides the successful acquisition and mastering of the language. It is a skeleton, which helps to unite all words and word combinations into oral and written speech or texts. With the help of grammatical structures it becomes possible to formulate thoughts.
According to L. Getze, «grammar plays the role of a servant: it should contribute to communication in a broad sense» [2]. Therefore, grammar is not a subject, but a means of language learning, which helps to activate the process of language acquisition, understanding the use of language in both oral and written speech. However, in the history of teaching a foreign language there were different points of view about the role of grammar in teaching English. On the one hand, knowledge of grammar rules was equated with a very significant role. On the other hand, the method of teaching a foreign language completely abandoned grammar teaching, implying that language acquisition and grammar should be intuitive, based on listening and imitation [3]. But in recent decades, methodists have firmly established that grammar is still necessary for the language learning, its perception and reproduction. At the same time it should be introduced into the learning process as an integral functional part of the language. Teaching grammar should be carried out
taking into account the individual characteristics of students. Grammar material should be selected based on the communicative needs of students.
I. L. Bim distinguished two main objectives in teaching grammar [3]:
firstly, to teach students to formulate their oral and speech statements grammatically correct; secondly, to teach students to recognize grammatical phenomena in reading and listening,
which was aimed at obtaining meaningful information. Hence, it is necessary to determine the important tasks of educational and research work of the students during English lessons. They should be aimed at:
— formation and development of the ability and readiness of the student for exercise for selfcontrol, critical analysis and application of theoretical and practical knowledge in the field of Philology and other Humanities.
— formation and development of independent study skills of the language system and the basic laws of literature.
— formation and development of the ability to generate new ideas (creativity), to adapt to new situations.
MAIN PART
According to the Dublin descriptors, which involve five main learning outcomes, the formation of grammatical skills in the lessons of home reading in English is realized at 3 and 4 stages during the exercises aimed at automation of grammatical skills and the formation of communicative skills in spontaneous speech and writing. The main purpose of language learning is the use of the previously acquired knowledge while reading the text as a unit of language communication. For example, while reading M. Bond’s book ”The Adventures of a Peruvian Bear in England” (Paddington’s Adventures in England) in the first chapter ”A Family Group” such possible exercises for independent research work of the student can be offered:
1. Explain the use of definite and indefinite articles:
The Browns’ house at number thirty-two Windsor Gardens was unusually quiet. It was a warm summer day and all the family with the exception of Paddington, who had mysteriously disappeared shortly after lunch, were sitting on the veranda enjoying the afternoon sun.
In a few moments Paddington announced that everything was ready and he began arranging the group as he wanted them, running back to the camera every now and then to peer at them through the lens. Because the camera was so near the ground he had to put Mr Brown crouching in a rather uncomfortable position behind Jonathan and Judy, with Mrs Brown and Mrs Bird sitting on either side.
The students prepare a written or, perhaps, oral explanation of why the author used a definite or an indefinite article or no article. Usually the teacher grades this individual work but the work can also be presented in class.
2. Identify the types of pronouns in the following passage:
“I vote,” said Mr Brown, when order had finally been restored, “that we set everything up exactly as it was before and tie a string to the shutter. Then Paddington can sit in the group with us and work it from a distance, It’ll be much safer that way.”
Everyone agreed that this was a good idea, and while Mr Brown arranged the group once again, Paddington busied himself setting up his camera and fitting the photographic plate inside it — making sure to stand well back this time. There was a slight setback when he pulled the string too hard and the tripod fell over, but finally the big moment arrived. There was a click from the camera and everyone relaxed.
This assignment is given to the students after all pronouns are learned and students go through the stage of identifying the types of pronouns.
3. Determine the meaning of prepositions in context:
Ever since he had first arrived on the scene Paddington had occupied the guest room. He sat down on the floor and began unfolding the legs. Because the camera was so near the ground he had to put Mr Brown crouching in a rather uncomfortable position behind Jonathan and Judy, with Mrs. Brown and Mrs. Bird sitting on either side. Paddington looked rather surprised and examined the knot round Mr. Brown’s ear with interest. “I think I must have made a slip knot by mistake,” he announced eventually. Paddington wasn’t very good at knots – mainly because having paws made things difficult for him.
The meaning of prepositions can be defined and similar examples can be presented in written form.
4. Write out the modal verbs from the text and determine their meaning in the context.
For example: Because the camera was so near the ground he had to put Mr Brown crouching in a rather uncomfortable position behind Jonathan and Judy, with Mrs. Brown and Mrs. Bird sitting on either side.
(Had to – the past form of the modal verb must, expressing the duty of the person to do something)
1.He could just recognize Mr. Brown because of his moustache, but the others were much more difficult. 2. He stared hard at the sun and then at the waiting group. “I’m afraid you’ll all have to come over here,” he said, after consulting his instruction book. 3. Then Paddington can sit in the group with us and work it from a distance, It’ll be much safer that way. 4.I can certainly see you all – but it looks as if it was foggy at the time. 5. “But even bears can’t run that fast,” persisted Mr.
Brown. 6. “I wonder if we ought to do anything?” said Mrs. Bird, as there was a muffled cry from Paddington.
5. Find grammatical errors by commenting on the correct answer:
“Well, I think it’are a very nice picture for a first attempt,» said Mrs Bird. “And I’d likes six postcard prints, please. I’m sure Paddington’s Aunt Lucy in Peru would loves one. She live in the home for retired bears in Lima,” she added, for the benefit of the shopkeeper.
“Do she?” said the man, looking most impresses. “Well, it’s the first time I has ever had any pictures sent overseas – especially to a home for retired bears in Peru”.
The errors in the text help the students to correct them remembering the grammar rules. Thus they can correct not only their own mistakes but the mistakes of other students too in their group work.
6. Render the passage from the text in indirect speech, commenting on all the transformations:
“Now where’s he going?” exclaimed Mrs. Bird, as Paddington hurried off towards the house. “I expect he’s gone to measure the string,” said Jonathan.
“Huh!” said Mr. Brown. “Well, I’m going to stand up.”
“Henry!” said Mrs. Brown. “If you do I shall be very cross.”
“It’s too late anyway,” groaned Mr. Brown. “My leg’s gone to sleep”.
The assignments of this kind can be followed by retelling the passage in class and all students can be involved in a general discussion if they prepare other similar passages.
7. Describe the intended actions, according to the dialogue, using all kinds of the past tenses with the following infinitives:
To pour some water, to undress, to take off one’s hat, take a bottle of shampoo, to make bubbles, to run out of the bath, to wipe the water, to clean the bathroom.
“Good heavens!” spluttered Mr Brown, nearly spilling his tea over the encyclopedia. “What have you been doing to yourself?”
“I’ve been having a bath,” said Paddington, looking most offended.
The possible answer of the students to this situation can be rendered in any of the past tenses: He poured some water into the bath, he used some shampoo to make bubbles, he took off his clothes, the water was pouring out of the bath, he was splashing in the bathtub, etc.
8. Make up a dialogue according to the passage from the text, using the present perfect time
А) He stood up, clutching the biggest camera the Browns had ever seen. “I bought it at a sale in the market. It was only three and sixpence!”
B) All the same, even with Jonathan holding one end and Mr. Brown pulling on the other, it was some while before Paddington’s head finally came away from the camera. He sat on the grass rubbing his ears and looking very crestfallen. Things hadn’t gone at all according to the plan.
9. Make your own continuation of the dialogue, using the forms of the future time:
Having a bear in the family was a heavy responsibility – especially a bear like Paddington – and Mr. Brown took the matter very seriously.
“The point is,” he said, snapping the book shut, “if he’s staying with us for good…” There was a chorus of alarm from the rest of the family, not to mention Mrs. Bird.
“What on earth do you mean; Henry?” exclaimed Mrs. Brown. “If Paddington is staying with us for good. Of course he is.”
“As he’s staying with us,” said Mr. Brown, hastily, “there are one or two things I have in mind. First of all…
The students give their own ideas as to what will happen to the bear or the Brown family using the forms of the Future Indefinite Tense.
CONCLUSION
Each of the above tasks is performed by students at home, in writing, followed by discussion in the classroom or in extracurricular time with the teacher. Control of performance of ERWS tasks is carried out by the teacher individually. The tasks can be given to students on the basis of some difficult grammatical structures that the students have not learned well enough, or the whole group needs additional classes to eliminate existing grammar errors. Tasks on the ERWS are important in teaching a student to read books thoughtfully with an understanding of the grammar structure of the English language.
Thus, the presented exercises are aimed not only at recognizing the structure of the language, but also at their correct application. They provide the formation of stable grammar skills and abilities in teaching English, allowing you to independently perform a variety of tasks, to overcome the most difficult moments in certain types of independent work, which makes it possible to use the language as a means of cognitive and communicative activities, as well as for professional purposes.
REFERENCES
1 Medvedev N. N., Sukhova L. E. Training and research work of students on the morphological department of Krasnoyarsk State Medical academy // Successes of modern natural science. — 2007. — № 3. — P. 55-56;
URL: http://www.natural-sciences.ru/ru/article/view?id=10988
2 Götze, L. Lebendiges Grammatiklernen / L. Götze // Fremdsprache Deutsch.-1993. — N. 9 — S. 4-9.
3 M. Chegodaeva. Methods of teaching the grammar of foreign languages
http://pandia.ru/text/80/403/894.php
4 Bim, I. L. Some actual problems of the organization of foreign language teaching / / IYASH
— 2001. — №2-p. 61-64.
5 M. Bond. Paddington’s adventures in England:- Leningrad.: Education ., 1978.- 5-14c.
Н.Ф. Немченко1, М.Н. Жамалиева2
Учебно-исследовательская работа по грамматике на занятиях английского языка 1,2Кокшетауский государственный университет им Ш. Уалиханова, г. Кокшетау, Казахстан
В статье представлены примеры научно-исследовательской работы студента по грамматике английского языка на уроках домашнего чтения. Самостоятельная работа выполняется студентами дома, в письменном виде, c последующим обсуждением на занятии или во внеаудиторное время с преподавателем. Задания могут быть даны студентам исходя из особо сложных грамматических структур, которые студенты усвоили недостаточно хорошо, либо всей группе требуется дополнительные занятия по устранению имеющихся грамматических ошибок. Задания по УИРС позволяют научить студента читать книги вдумчиво, с пониманием грамматических особенностей английского языка. Они обеспечивают формирование устойчивых грамматических навыков и умений при обучении английскому языку, позволяющих самостоятельно выполнять разнообразные задания, преодолевать наиболее трудные моменты в отдельных видах самостоятельных работ, что позволяет использовать язык как средство познавательной и коммуникативной деятельности, а также в профессиональных целях.
Н.Ф.Немченко1, М.Н.Жамалиева2
Ағылшын тілі сабақтарында грамматика бойынша оқу-зерттеу жұмысы
1,2Ш. Уәлиханов атындағы Көкшетау мемлекеттік университеті, Көкшетау, Қазақстан
Мақалада үйдегі оқу сабақтарында ағылшын тілі грамматикасы бойынша студенттің оқу-зерттеу жұмысының үлгісі берілген. Өздік үй жұмыс студенттермен жазбаша түрде орындалып, кейін сабақта немесе оқытушымен аудиториядан тыс уақытта талқыланады. Тапсырмалар студенттерге өте күрделі грамматикалық құрылымдар негізінде берілуі мүмкін, студенттер оларды жақсы меңгермеген немесе барлық топқа грамматикалық қателерді жою үшін қосымша сабақтар қажет. СОЗЖ тапсырмалар студенттерге кітаптарды оқығанда ағылшын тілінің грамматикалық ерекшеліктерін түсінуге мүмкіндік береді. Олар әр түрлі тапсырмаларды жеке орындауға, тұрақты грамматикалық дағдылары мен қабілеттерін қалыптастыруға мүмкіндік береді.