Թեմա - Teaching Various Aspects of language
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 5700 դրամ
Առարկա - Անգլերեն լեզվով
Էջեր - 19
1. Teaching Grammar
2. Teching Pronunciation
3. Teaching Vocabulary
Conclusion
2. Hicks, D. Littlejohn, A. 2000 Cambridge English for Schools (CES),
3. Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation.Oxford University Press,
4. Celce- Mauricia, M. 1996. Teaching Pronounciation. A reference for Teachers of English Speakers of other languages. Cambridge University Press
5. Brown A. (ed.) 1992. Approaches to Pronounciation Teaching. London Macmillan,
6. Richards, J. (1985) The context of language teaching. CUP.
7. Willis, J. (1996) A framework for task-based learning. Longman.
Grammar acquisition is increasingly viewed as crucial to language acquisition. However, there is much disagreement as to the effectiveness of different approaches for introducing new grammar material. Very often learning grammar is often perceived as a tedious and laborious process.
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 say Two mans comed instead of Two men came, 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 come which does not obey the ordinary rule for the past tense formation.
The selection of grammar material is an important factor in the process of teaching second language. The aforementioned process involves choosing the appropriate kind 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.