Using new pedagogical technologies in teaxhing grammar

MINISTRY OF HIGHER AND SECONDARY
SPECIAL EDUCATION OF THE REPUBLIC OF
UZBEKISTAN

URGANCH STATE UNIVERSITY

THE DEPARTMENT OF ROMAN-GERMAN PHILOLOGY


USING NEW PEDAGOGICAL TECHNOLOGIES IN TEAXHING GRAMMAR


COURSE WORK
Done by:_____________Tõlibayeva Shakarjon_____________________
Supervisor:______Karimova Zuhra_____________________________
URGANCH– 2022


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CONTENTS


INTRODUCTION….……………………………...………..…………………....3
CHAPTER I. Grammar Teaching - Activities for Making Grammar Meaningful to Your Students.................................................7
1.1.Integrating Technology Into Grammar............................12
1.2.Technology for Teaching Grammar Framing the Issue.....18
CHAPTER II. USING TECHNOLOGY IN TEACHING ENGLISH........31
2.1.Methods of useing technologies to learn grammar...............31
2.2. Activities to make learning grammar easier.............................35
CONCLUSION…………………………………………………………….…….39
THE LIST OF USED LITERATURE......................................40


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Intraduction

Nowadays many books and articles are written to attract attention to this point. In planning curricular and methods it has been suggested that an understanding of students and their needs, interest, abilities, likes, dislikes, and developmental status should take precedence over other considerations. What is pedagogical technology? The term «technology» in pedagogy has been applied in the 60s of the 20th century as a systematic method of learning about the students' and teachers' actions.

The introduction of «technology» in pedagogy and methodology has been dictated by the desire of teachers to make the learning process manageable. At the same moment, there is the development of the technological approach to the construction of learning process. An attempt to create a holistic methodology to manage the process of teaching and learning by students, is reflected in programmed instruction. In the 70s of the last century in USA and then in Western Europe, the programmed instruction was seen as a pedagogical method and was the base on which the foundation of educational technologies were built. In foreign studies, the term «technology» was connected with the term «teaching». Later the terms «pedagogical technology», «educational technology» appeared in the pedagogical literature.
Pedagogical technology is the area of research and practice connected with all aspects of the organization of pedagogical systems and the procedure of
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distribution of resources for achieving the specific and potentially reproduced pedagogical results.
Teachers for achievement of positive result in education and training of future school pupils use in their activities of both traditional and new forms and methods of teaching; and also use the author's technology, their own developments. This theme is not enough developed and it is a actually because at the present time there is an active process of informatization of education, which involves
intensive introduction and application of new pedagogical technologies, use of all means of the communications, contribute to the formation of intellectually developed creative person who is well guided in information space ready to self-development and use of this knowledge in future professional activity.
At present time, the use of pedagogical technology in the learning process very actually. This helps activation of cognitive activity of pupils, stimulates and develops cognitive processes: thinking, perception, memory. Use of pedagogical technologies at lessons of English allows pupils to seize in a bright, interesting form grammatical skills, to fix material in an interesting form, with use of technologies that promotes accurate perception of material on this or that subject.
Being able to put two sentences together is important in every aspect of life. Speaking well and writing well will serve your students for the rest of their lives. Combining grammar and technology, though it may not sound
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like two things that go together at first, is transforming grammar instruction to become more exciting, easier, more effective, and fun.
Educate LLC can help you appreciate the technology available in classrooms today rather than allow it to be something that is confusing and frightening. New, shiny, interactive whiteboards and tablets should only serve to help instruct today’s students on grammar and other important educational topics – not be a cause for anxiety in teachers. Technology can make teaching grammar and techniques for sentence combining more effective in general and less boring for the student.
There is no doubt that writing is the most difficult skill for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also translating these ideas into readable text with good grammar. Theoretically, the skill of composing English sentences is much determined by the ability of identifying or recognizing syntactic or writing units: the letter itself, word, phrase, and sentence (Shaw, 1986). The students cannot create correct writing if they do not master grammar. Gebhard (1996) asserts that teachers generally agree that beginning level EFL/ESL writers need to learn the basic conventions of writing that consists of letters, words, and sentences. And one of teacher activities involves teaching students grammatical patterns and functional rules. Because of the shortage of grammar knowledge, the students, even writers, still make many grammatical errors in their writing. So, it is reasonable that grammatical errors in the process of learning English as foreign language

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students' writing performance, in this case PDETP, S1-Equivalent Program and Regular S1 students, showing that they were grammatically incompetent due to the errors they had made. Furthermore, having conducted an observation by giving writing test to the tenth-grade students of MAN Lasem on the 7th of February 2015, it was found that the students still felt confused of what they were going to write; they wrote with many grammatical errors on account of very little mastery in grammar. This is one of examples of their writing. "Last semester, I had Ø semester holiday. I *wented to my grandmother* house. I took* a hour to go there. There * is many mango*es tree*. ØMango*es trees * is *more bigger than my mango"es tree. My grandmother *gived a mango"es to me. I did not "ate it because my stomach full. I also *visit rice field. I * sawed *harvest rice there. I *am happy *spend my holiday there". The example indicated that the student made both morphological errors and syntactical errors. The incorrect use of past tense such as wented, gived, did not ate, visit, sawed; the incorrect use of plural and singular such as tree for plural, trees for singular; the incorrect use of possessive such as grandmother house; the incorrect.use of article such as a hour; and the incorrect use of comparative such as more bigger belong to morphological errors. Meanwhile, the disagreement, omission and incorrect use of to be for past tense such Students' Grammatical Errors as "There is many …", "…my stomach full.", I am happy …", etc. belongbto syntactical errors.
In accordance with the background and problem faced by the students, the research problem is stated as, "Do the students taught by grammar-in-
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context make less grammatical errors in their writingbthan those who are taught by grammar conventionally?"

This research is intended to find out the effectiveness of teaching grammar-in-context to minimize students' grammaticalnerrors in writing. The findings of this study are expected to providenuseful information about the effectiveness of teaching grammar-in- context so that the students can learn grammar associated with writing skill (in association with genre). Other significance is to give a practical contribution to teaching learning English in secondary schools, mainly the teaching of grammar in context associated with the teaching of writing skill. Furthermore, it is hoped that other researchers in the same areas can use the findings as additional references in their research.