The teaching profession is inherently highly humanistic. Man transforms nature by his labor. And the work of the teacher is so valuable and great because it forms the nature of the person himself. “An educator is a professional who does not bind, but liberates, does not suppress, but uplifts, does not crumple, but forms, does not dictate, but teaches… experiences many inspiring minutes with the child…”. This is the main purpose of a real teacher, and I strive for his image in my activity. Teaching a foreign language in secondary school pursues a practical, educational, educational and developmental goal. The practical goal of the training is to master the speech communicative activity for the implementation of communication in a foreign language in oral and written form. And one of the most important aspects in this learning is grammar. Mastering the grammatical structure of the English language by students is a key problem of the methodology. You can still hear statements among teachers like the following: “My students know grammar, but they speak and read with mistakes” or vice versa: “They can speak and read, but they don’t know grammar”. These words testify, in my opinion, to a misunderstanding of the essence of grammar in general and its role in mastering a foreign language in particular. It is impossible to separate grammar from speech, without grammar mastery of any form of speech activity is not conceivable, since grammar, along with vocabulary and sound composition, is the material basis of speech. But grammar, as you know, has an organizing role. I really enjoy working on the peculiarities of the grammatical structure of the English language and teaching this to my students. During my many years of teaching practice, I have studied a large amount of methodological literature specifically on teaching students the grammar of the English language. Summarizing all the accumulated experience on this topic, we can state that there are two fundamentally different ways of teaching the grammatical side of speech (in early learning, the first is preferred): the imitative, imitative way, in which the essence of the grammatical phenomenon is not explained to children (that is, without a rule), but speech samples are offered, including a new phenomenon with subsequent training in the use of these samples; a conscious way, in which the essence of a new grammatical phenomenon is revealed to children, a rule is given that explains the principles of performing the corresponding grammatical operations with their subsequent automation. Long-term teaching of the English language to my students convinced me that of the two named ways of mastering grammar, the second is more reliable, and the skills being formed become more durable and flexible. In this case, the use of the "adaptive" method is also possible.

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Characteristics of grammatical skills in various types of speech activity The teaching profession is inherently highly humanistic. Man transforms nature by his labor. And the work of a teacher is so valuable and great because it forms the nature of the person himself. “An educator is a professional who does not bind, but liberates, does not suppress, but uplifts, does not crumple, but forms, does not dictate, but teaches… experiences many inspiring minutes with the child…”. This is the main purpose of a real teacher, and I strive for his image in my activity. Teaching a foreign language in secondary school pursues a practical, educational, educational and developmental goal. The practical goal of the training is to master the speech communicative activity for the implementation of communication in a foreign language in oral and written form. And one of the most important aspects in this learning is grammar. Mastering the grammatical structure of the English language by students is a key problem of the methodology. You can still hear statements among teachers like the following: “My students know grammar, but they speak and read with mistakes” or vice versa: “They can speak and read, but they don’t know grammar”. These words testify, in my opinion, to a lack of understanding of the essence of grammar in general and its role in mastering a foreign language in particular. It is impossible to separate grammar from speech, without grammar mastery of any form of speech activity is not conceivable, since grammar, along with vocabulary and sound composition, is the material basis of speech. But grammar, as you know, has an organizing role. I really enjoy working on the peculiarities of the grammatical structure of the English language and teaching this to my students. During my many years of teaching practice, I have studied a large amount of methodological literature specifically on teaching students the grammar of the English language. Summarizing all the accumulated experience on this topic, we can state that there are two fundamentally different ways of teaching the grammatical side of speech (in early learning, the first is preferred): there is no rule), but speech samples are offered, including a new phenomenon with subsequent training in the use of these samples;  a conscious way, in which the essence of a new grammatical phenomenon is revealed to children, a rule is given, which explains the principles of performing the corresponding grammatical operations with their subsequent automation. Long-term teaching of the English language to my students convinced me that of the two named ways of mastering grammar, the second is more reliable, and

the skills that are formed become more durable and flexible. In this case, the use of the "adaptive" method is also possible. For example, I explain to my students a grammatical phenomenon, they learn a rule, reinforce it in exercises, and then suddenly there are options that seem to refute it (for example, the use of articles, prepositions, reading some letter combinations, etc.). In such cases, I say to the students: “So this and this just need to be remembered and so used in speech. There are no rules without exceptions. " These exceptions are simply learned mechanically. A lot has to be assigned to the principle of automatic memorization. So one should reasonably combine both the first and the second way. In modern educational and methodological complexes for this purpose, a special organization of language material is used in the form of grammatical structures (typical sentences, model phrases that generate models), which in their set cover the basic grammatical phenomena of the English language, necessary and sufficient for organizing oral communication in the language within the school programs. Using these structures as samples, substituting new lexical units in place of replaced elements, students master in oral speech hundreds of phrases built according to the norms of a given language. Teaching grammar is inextricably linked with the use of grammatical models, since it is possible to implement all three functions of the model: generalizing (it acts as a generalized image of a large number of phrases of the same structure, but with different lexical content); - planning (based on the model, the child can independently construct phrases and even whole statements that involve the use of phrases with a different structure); - controlling (if a mistake is made, the student can independently find the error and eliminate it based on the model). To confirm the appropriateness of using this teaching method, I will give an example of how I teach children to perform this task, which is often found in textbooks: "Ask a question to this sentence, starting with the word in brackets." An offer is given: He has lived in Moscow for five years. / Where…? / I recommend: 1. Read the sentence carefully. 2. Translate it (without understanding the meaning, it is impossible to work on the proposal): He has been living in Moscow for 5 years. 3. Look where the question should start, determine its type: Where… (where) is a question word, which means we need to ask a special question 4. Remember and reproduce the scheme of the interrogative sentence (specifically, a special question) of the question words about the auxiliary chap. subject. meaning.ch ...?

5. Find in this sentence what is the answer (in Moscow) and close this word with your finger so that it does not get into the question. 6. Everything else needs to be put in its place, according to the scheme. We get: Where has he lived for five years? 7. Check with the diagram, whether all members of the proposal are in their places, check yourself. I practice this method at an early stage of training, since in this way, first, a purely mechanical work - substitution, goes on, later, through the level of awareness and automatism of this skill, drawing up interrogative structures, as experience shows, proceeds much easier for students. I like this method, and so do the children. I recommend writing an interrogative sentence outline every time you do these exercises. Having compiled a question, students themselves can check themselves once again - whether everything is in place, since the absence of an auxiliary verb in Russian provokes its omission in English (the main mistake of students). Now let's dwell on the issue of introducing new grammatical material. In this case, it is advisable to divide your work into four stages: I - Stage of the presentation of the grammatical phenomenon and the creation of an indicative basis for the subsequent formation of the skill. II - Formation of speech grammatical skills by automating them in oral speech. III - Incorporation of speech skills into different types of speech. IV - Development of speech skills.

In the methodological literature, there is an attempt to solve the problem of teaching the formal and content sides of speech by a step-by-step sequence of mastering the material under the conditions of a complex organization: at the first - structural-thematic - stage, students master new grammatical material (structures and morphological forms) in previously studied, thematically related vocabulary. At the second - thematic-structural stage, the main attention is paid to new vocabulary on the topic based on previously learned structures. It is quite possible to introduce a certain amount of new grammatical material. At the third - interdimensional - stage, conditions are created for the creative and correct recombination of previously learned and studied lexical and grammatical material in oral and written speech but in interdimensional communication situations.

Three extreme tendencies in solving the problem of the relationship between grammatical and lexical aspects in a complex when organizing the material are methodologically unjustified:

1) underestimation of the importance of the complex organization of linguistic material (vocabulary and grammar are studied separately from each other);

2) ignoring the peculiarities of the grammatical and lexical aspects of the language in their complex study;

3) orientation to any one (grammatical or lexical) aspect of the language with formal observance of the complex.

A one-sided solution to this problem complicates the process of teaching students foreign languages ​​as a full-fledged means of communication.

As noted, the organization of grammatical material is essential for the development of grammatical skills included in the skills of speaking, listening, reading and writing.

So, at the structural and thematic-structural stages, favorable conditions are created for the formation of syntactic skills both at the level of individual structures and at the level of coherent, elementary dialogical and monologue speech, due to the fact that it allows you to purposefully train sentence structures not only individually, but also in thematic connection with each other. The interdimensional stage has a positive effect on the formation and improvement of speech (monologue and dialogic) skills, as well as the skills of reading and uninterrupted understanding of coherent texts.

§ The main requirements for the volume of grammatical material to be assimilated in secondary school are: its sufficiency for using the language as a means of communication within the limits set by the program and reality for assimilating it under the given conditions.

§ The need to limit the grammatical material is due to the impossibility of mastering the entire grammatical structure of the language in the conditions of secondary school, due to the expenditure of a significant amount of time on performing exercises to form grammatical skills. Overestimation of the amount of grammatical material negatively affects the quality of students' proficiency in it.

§ The basic principles of selection in the active grammatical minimum are: 1) the principle of prevalence in oral speech, 2) the principle of exemplaryness, 3) the principle of excluding synonymous phenomena. In accordance with these principles, only those phenomena that are absolutely necessary for productive types of speech activity are included in the active minimum.

§ The main principles of selection for a passive grammatical minimum are: 1) the principle of prevalence in the book-writing style of speech, 2) the principle of polysemy. In accordance with these principles, the passive minimum includes the most common phenomena of the book-written style of speech, which have a number of meanings.

§ The principle of the functionality of the organization of grammatical material is extremely important. Grammatical phenomena should not be studied in isolation from lexical material.

1.2. Characteristics of grammatical skills in various types of speech activity.

Grammar skills are components of different types of speech activity and differ from each other as much as these types of speech communication are different. Therefore, we first define the main types of grammatical skills in speaking and writing.

The grammatical speaking skill is understood as a consistently correct and automated, communicatively motivated use of grammatical phenomena in oral speech. Such possession of grammatical means of the language is based on dynamic speech stereotypes of the form in unity with their meaning, "sound and meaning". Thus, the main qualities of the grammatical speaking skill are automation and integrity in performing grammatical operations, the unity of form and meanings, the situational and communicative conditionality of its functioning.

The grammatical skills that provide the correct and automated shaping and use of words in oral speech in a given language can be called speech morphological skills. In English, these include the skills of the correct use of personal endings and verb forms in oral speech.

Speech grammatical skills that provide a consistently correct and automated arrangement of words (word order) in all types of sentences in English in oral speech, in accordance with language directions, can be defined as syntactic speech skills, i.e. skills in mastering basic syntactic schemes (stereotypes) proposals.

Morphological and syntactic speech skills of writing with perfect language proficiency have the same mechanisms as oral and speech skills with the addition, however, that is due to the written form of speech, i.e., graphic and spelling skills.

These skills differ from oral and speech skills primarily in that they are of a more discursive analytical nature due to the specifics of the written form of speech. The process of fixing a speech work in writing, in contrast to the process of generating speech in oral form, allows you to return to what is written, dwell on it, analyze, correct, clarify using spelling grammatical rules, since the temporal characteristics of written speech are not as rigidly determined as oral topics. speech.

Receptive grammatical skills mean automated actions to recognize and understand grammatical information (morphological forms and syntactic constructions) in written and oral text. Since the reception of oral and written text can take place both with active and passive knowledge of the language material, receptive grammatical skills should be classified into receptive-active and receptive-passive grammatical reading and listening skills. It follows from the above that the term "receptive skills" cannot be identified only with the term "passive skills", they can also be receptive-active (when reading and listening to the text, the material of which the students are actively mastering).

Receptive-active grammatical listening skills are based on automated speech connections of auditory-speech-motor images of grammatical phenomena and their meanings. Receptive-active grammatical reading skills are based on the connections of visual-graphic and speech-motor images of these phenomena with their meanings. These connections are manifested in the automation of the process of perception and uninterrupted (immediacy) understanding of the read (audited) text and the grammatical information contained in it, due to the level of development of individual speech experience in these receptive types of speech activity, i.e., experience in reading and listening.

Provide a general description of the types of speech activity. Consider the essence of the game as a psychological phenomenon. Show the features of obtaining grammatical skills in foreign language lessons. Analyze the possibilities of using games in the process of teaching a foreign language.

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Presentation of grammatical phenomena at the intermediate level of learning a foreign language based on games

TABLE OF CONTENTS

INTRODUCTION Chapter 1. Linguopsychological characteristics of the grammatical aspect of the language 1.1. Features of teaching grammar 1.2. Linguistic and psychological characteristics of teaching grammar 1.3. Psychological characteristics of the middle stage of education Conclusions on the first chapter Chapter 2. Methodological features of the presentation of grammatical phenomena at the middle stage of education in a general education school based on games 2.1. Characterization of grammatical skills 2.2. Formation of grammatical skills 2.3. The essence of play as a psychological phenomenon 2.4. Using games in the process of teaching a foreign language Conclusions on the second chapter CONCLUSION LIST OF USED LITERATURE

INTRODUCTION

One of the urgent problems of modern methods of teaching foreign languages ​​is the organization of teaching children of different ages with the help of games.

Games can be used for the introduction and consolidation of vocabulary, models of a foreign language, for the formation of skills and abilities of oral speech. It is play activity that creates the conditions for natural communication of children.

The urgency of this problemcaused by a number of factors. First, the intensification of the educational process poses the task of finding means of maintaining students' interest in the material being studied and activating their activities throughout the lesson. Educational games are an effective means of solving this problem.

Secondly, one of the most important problems of teaching a foreign language is the teaching of oral speech, which creates conditions for the disclosure of the communicative function of the language and allows you to bring the learning process closer to the conditions of real learning, which increases the motivation for learning a foreign language. The involvement of students in oral communication can be successfully carried out in the process of play activities.

Famous methodologists such as E.I. Passov, M.N. Skatkin. “It is important to be aware,” MN points out. Skatkin, "The solution of which didactic tasks this game should contribute, for the development of which mental processes it is designed" 1 ... "Play is just a shell, a form, the content of which should be teaching, mastering the types of speech activity" 2 ... E.I. Passov notes the following features of play activity as a means of learning: motivation, lack of coercion; individualized, deeply personal activity; training and education in a team and through a team; development of mental functions and abilities; learning with passion.

The largest theorist of game activity D.B. Elkonin endows play with four most important functions for a child: a means of developing the motivational-need sphere; a means of knowledge; a means of developing mental actions; voluntary behavior tool 3 .

Questions of the methodology of teaching a foreign language using play activities at the initial stage were covered in the works of G.V. Rogova and I.N. Vereshchagina, E.I. Passova, D.B. Elkonina, E.I. Negnevitskaya and other scientists, methodologists and psychologists.

The problem of finding the organization of training at the middle and senior stages was reflected in the works of N.A. Salanovich, V.V. Andrievskaya and other authors.

At the same time, the problem of the specifics of the organization of the educational process with the inclusion of play activities at various stages of education - primary, secondary and senior - has not yet been sufficiently studied. The most important condition for the effectiveness of educational games is a strict account of the age-related psychological and pedagogical characteristics of students.

The purpose This work is to consider the features of the presentation of grammatical skills based on games at the middle stage of education in a comprehensive school. This goal made it possible to formulate the following tasks of this study:

1. Provide a general description of the types of speech activity.

2. Consider the essence of the game as a psychological phenomenon.

3. Show the features of obtaining grammatical skills in foreign language lessons.

4. Analyze the possibilities of using games in the process of teaching a foreign language.

Object this work is a methodology for teaching a foreign language at school, subject - presentation of grammatical phenomena based on games.

Hypothesis of this work is that the use of games in the study of a foreign language at the middle stage of education in a general education school contributes to a better assimilation of grammatical material among students and affects the general development of students.

The work consists of an introduction, three chapters, a conclusion and a bibliography. The introduction substantiates the relevance, sets the goals and objectives of the study, defines the object and subject of the study. In the 1st chapter "Linguopsychological characteristics of the grammatical aspect of the language", the linguistic and psychological features of studying the grammar of a foreign language at school are considered. Chapter 2 "Methodological features of the presentation of grammatical phenomena at the middle stage of education in a general education school based on games" examines the methodological features of the formation of grammatical skills in students, considers the features of the use of games in foreign language lessons. In the conclusion, the results of the work are summed up.

Chapter 1. Linguopsychological characteristics of the grammatical aspect of the language

1.1. O features of teaching grammar

To teach the grammar of a foreign language means to form grammatical mechanisms special for a given language, and so that the learners simultaneously develop certain grammatical knowledge and skills. Grammar is not the goal itself, but is a means for mastering the methods of structural design of speech, carrying one or another objective content. The teacher needs to select a sufficient grammatical minimum, the assimilation of which will provide, on the one hand, the relatively correct grammatical design of productive types of speech activity (speaking), on the other hand, will provide comprehension in reading and listening. It is necessary to select active and passive grammatical minimum. Through exercises, it is necessary to provide a strong and automated mastery of the grammatical minimum for its active use in speech 4 .

The criteria for selecting the grammatical minimum are indicators such as:

Frequency and usability of grammatical phenomena in speech;

Generalization;

The ability will extend to many phenomena.

In the methodological literature, the so-called active and passive minimum are distinguished. The active grammatical minimum refers to those grammatical phenomena that are intended for use in oral speech; passive grammatical minimum includes grammatical phenomena that students can recognize and understand in the text. The active minimum includes all the grammar material studied in grades 5 - 8, the passive minimum includes grammatical phenomena studied in high school 5 .

Requirements for students' proficiency in the grammatical side of speech:

The student should be able to grammatically correct his oral and speech utterances, focusing on its content;

Must be able to recognize grammatical phenomena in reading and listening, directing their attention to the extraction of information.

Different purposes of studying grammatical material - for use in oral speech, on the one hand, and for comprehension when reading, on the other, largely determine the methods of working with it, so it is advisable to dwell on each of these aspects separately.

Teaching productive grammatical skills (speaking, writing) in a foreign language. The main goal of teaching grammatical material with active assimilation is the formation of grammatical skills in oral speech, which provide grammatically correct formatting of dialogical and monologue speech of a certain volume (according to the requirements of the program - at least six replicas for each partner in dialogical communication and at least 10 sentences in a monologue statement) 6 .

Under morphological skillsoral speech understand the skills of intuitively correct use of morphemes - verb endings and case forms of nouns and articles, as well as pronouns.

Under syntactic speech skillit implies the intuitively correct arrangement of the main members of the sentence in different types of sentences of different semantics in accordance with the syntactic norms of a foreign language.

Under morphological-syntacticspeech skills are understood as the automated use of grammatical phenomena in speech, which include syntactic and morphological components. Such phenomena include all complex tense forms of the verb, predicates, expressed by the modal verb and the infinitive of the main verb.

Obviously, the most successful mastering of all the above skills is possible only in the process of communication training with the help of communication exercises.

Work on grammatical material is built in accordance with the following stages:

1. Tentative preparatory stage.

Students get acquainted with a new linguistic phenomenon, perform primary speech or linguistic actions.

2. Sterotyping, situational stage.

Automation of primary action by reusing it in repetitive situations without significant variation.

3. Varying situational stage.

Provides further automation of speech action, development of flexibility and mobility of the skill 7 .

At the initial stage, the oral basis of training with the connection of visual-verbal supports is prevalent. Grammar is taught inductively (the main grammatical material is presented at the final stage).

At the middle stage, substitution training exercises prevail.

At the senior stage, the grammatical material is systematized; grammar reference books and manuals are actively used in the work.

It is necessary to correct mistakes made by students in oral speech carefully, without interfering with the statements of students. Errors that do not distort understanding are considered minor.

Teaching receptive grammar skills.Along with expressive grammatical skills (speaking and writing), students must develop receptive grammatical reading and listening skills, that is, the skills of recognizing and understanding grammatical phenomena in written and oral text, both with active and passive possession of the material.

Reception with active possession of the material is based on automated speech connections of auditory-speech-motor images and their meanings (when listening) and visual-grapheme speech-motor-hearing images and their meanings (when reading). It manifests itself in the automation of the process of reading and listening, the integrity of perception and the immediacy of understanding, as is the case when reading in the native language. This is due to a certain level of development of individual speech experience in these receptive activities.

The practice of teaching a foreign language on an oral-speech basis at school confirms the thesis about the positive influence of active mastery of the material on the quality of understanding of the recipient oral and written texts. However, this is possible provided that students read and listen a lot in a foreign language. 8 .

Another type of skills is known, receptive-passive, specific only for reading texts in a foreign language, the linguistic material of which the reader does not actively master and can only recognize it "by appearance" based on visual memory. The use of this type of skills is based on the automated processes of recognizing linguistic phenomena and understanding (based on context and recalling) their meaning. A variation of the named receptive-passive skill is linguistic information with the help of analytical actions. In this case, the meaning of this phenomenon is deduced by analyzing its structure - the structure of the word (analysis of the word by elements), the structure of morphological phenomena (morphological formats - case, personal endings), syntactic structures (components of the sentence structure) - and establishing from the meaning in this context.

The first type of grammatical skills is formed in the process of constant and systematic reading of lungs in terms of language and content of the texts, the second - as a result of reading more complex texts. In this case, elements of the analysis of grammatical phenomena can be used both in individual sentences and in individual places of the text. 9 .

1.2. Linguistic and psychological characteristics of teaching grammar

This is one of the most backward areas of the psychology of teaching foreign languages. Since the forties, only about three dozen works have been devoted to this issue, moreover, there is not a single generalizing study. Moreover, psychological research itself is numbered in units 10 .

Therefore, in this area you can find almost incredible things in the literature. For example, it is obvious to everyone that grammar is a collection of rules for the use of words and sentences. However, in 1965 one could hear the following: “As far as teaching grammar is concerned, in this respect an extremely undesirable methodological tradition dominated in our schools for a long time. Teachers mainly tried to ensure that students remember these rules firmly. For this purpose, the students were given a large number of exercises, the purpose of which was both to consolidate grammatical rules and to consciously apply them when decoding and constructing sentences in foreign languages. " 11 ... It is easy to imagine what would have happened in school if, for example, chemistry teachers considered it a bad tradition for students to learn the rules of chemical reactions and consolidate these rules by solving chemical problems in a chemical laboratory.

And it goes on even brighter: “The teacher should focus his main efforts in teaching students grammar on something completely different. First, instead of loading the memory of students with grammatical knowledge, it is necessary to develop their grammatical flair; it is necessary to ensure that the sense of language always prompts them the correct grammatical design of foreign language sentences " 12 .

It is easy to imagine what it would be like in school if teachers of all or even most of the subjects followed this path. Chemists would carry out countless chemical experiments and develop a chemical sense in children; historians would cease to obstruct the memory of students with historical laws (rules), but would develop a historical sense in children. Even the conservatory teaches music theory, rather than developing musical flair. Musical taste cannot be developed without musical theory.

Our task does not include criticism of methodological and psychological extravagances. We cite these examples to show how, in the absence of precise scientific research, “scientific” fantasies flourish.

So, in the search for the psychological foundations of teaching grammar, first of all, serious research is needed. Apparently, first of all, research should be carried out in order to methodically clarify the correspondence and differences in the grammatical structure of the native and studied foreign languages. An example is the syntactic part of the experimental-phonetic study of intonation, the study of the syntactic function of intonation of a foreign language in comparison with the native one. As a result of these studies, without any vague sense of language and even more vague intuition, students, following all the rules of modern psychology of teaching foreign languages, will learn with maximum effect and with minimal expenditure of effort to distinguish and build different types and types of sentences in the process of active communication through language, all while using the native language as a helper rather than an interfering enemy.

Once again, it should be emphasized that students will be taught modern methods based on modern science, including modern linguistics and modern psychology.

Since grammar is the science of constructing sentences from words, it must deal with sentences, their members and parts of speech.

The question arises again whether grammar is needed in its entirety for everyone who learns a foreign language? L.O. Vyazemskaya was, perhaps, the first in our country who loudly declared that, at least in technical universities, it is necessary to teach not grammar, but the use of scientific texts and subordinate the study of grammar to this task, in particular, to study only those sections of grammar that are needed for these purposes 13 .

In our time, this tendency has resulted in the requirement to teach students not the entire volume of grammar and not for the sake of grammar itself, but micrograms according to the task and learning conditions. This requirement psychologically and methodologically acquired the character of a broad movement for the model teaching of grammar, in particular syntax. This current is now well known, and it is expanding.

Psychologically, this means that the grammar of the language itself, as a set of grammatical units and rules for using them, is extremely redundant for each given specific task and even the area of ​​communication. The verbal actions of people are not so diverse as it might seem at first superficial glance. In fact, there are very few models, types, types, and even subspecies of these actions. For example, there are only four communicative types of sentences in total. Each of these types has about 6 - 7 species and only a few subspecies - this is the first. Secondly, for each given communicative model of communication through language, even for their situationally limited aggregate, a very small number of communicative types and subspecies of sentences are required. In addition, in the context of communication, subspecies shades are not essential at all, since they are masked by the context. 14 .

In this way, the microsyntax for a given task of teaching a foreign language can be determined strictly statistically, as well as the microcomposition of the studied language in relation to its verb forms, types of declensions, the composition of prepositions and conjunctions, etc. that this is beyond the power of his higher nervous activity, but because it is communicatively redundant.

When, in this way, the micrograms for the given tasks and conditions of communication are determined and its comparative analysis with the grammar of the native language is made, then the prerequisites necessary for the programmed teaching of the grammar of a foreign language will be created.

It will be a clear and simple teaching that will eliminate even the need for unsubstantiated opinions about direct, intuitive, language-based teaching grammar, as well as a foreign language in general.

These are some of the psychological prerequisites for teaching grammar of a foreign language in their very brief presentation.

1.3. Psychological characteristics of the middle stage of education

15 ... And since the core of interest is internal motives (communicative and cognitive, emanating from the very activity of mastering a foreign language), then interest in the subject decreases. This suggests that the desire to learn a foreign language does not in itself provide positive motivation. It should be supported by the students' interest in completing the learning activity. Therefore, one of the main tasks of a foreign language teacher is to keep students interested in the subject. Here it is necessary to turn to the psychological and pedagogical characteristics of schoolchildren of this age.

16 .

This period is marked by the rapid psychophysiological development and restructuring of the child's social activity. Powerful shifts occurring in all areas of the child's life make this age "transitional" from childhood to adulthood. Adolescence is rich in dramatic experiences, difficulties and crises. During this period, stable forms of behavior, character traits, ways of emotional reaction are formed, formed, this is the time for achievements, a rapid increase in knowledge and skills, the formation of "I", the acquisition of a new social position. At the same time, this is the age of loss of children's world outlook, the emergence of feelings of anxiety and psychological discomfort.

Adolescence is often referred to as a period of developmental imbalance. At this age, attention to oneself, to one's physical characteristics increases, the reaction to the opinions of others is aggravated, self-esteem and resentment increase. Physical disabilities are often exaggerated. The most important moment in the psychophysiological development of a teenager is puberty and sexual identification, which are two lines of a single process of psychosexual development. At the psychophysiological level, the occurrence of intrapersonal conflict in adolescents is explained by various reasons:

The instability of the emotional sphere;

Features of higher nervous activity;

High level of situational anxiety 17 .

An important content of the adolescent's self-awareness is the image of his physical "I" - the idea of ​​his bodily appearance, comparison and assessment of himself from the point of view of the standards of "masculinity" and "femininity".

Features of physical development can be the reason for the decrease in self-esteem and self-esteem in adolescents, lead to the fear of poor evaluation by others. Defects in appearance (real or imaginary) can be experienced very painfully up to a complete rejection of oneself, a persistent feeling of inferiority, as a result of which the teenager comes into conflict with himself.

Teens are more likely to rely on the opinions of their peers. If in younger schoolchildren, increased anxiety occurs during contacts with unfamiliar adults, then in adolescents, tension and anxiety are higher in relations with parents and peers. The desire to live according to their ideals, the development of these patterns of behavior can lead to clashes of views on the life of adolescents and their parents, create conflict situations. In connection with the rapid biological development and the desire for independence, adolescents also have difficulties in relationships with peers.

Stubbornness, negativism, resentment and aggressiveness in adolescents are most often emotional reactions to self-doubt.

Many adolescents have character accentuations - a certain sharpening of certain character traits that create a certain vulnerability of the adolescent (neurotic disorders, deviant behavior, alcoholism and drug addiction).

The emergence of intrapersonal conflict and mental disorders in adolescents is explained, among other things, by the instability of the emotional sphere and the peculiarities of higher nervous activity.

In adolescence, changes associated with the growth of the body can occur at an excessive rate. In this case, it is difficult for a teenager to cope with the situation. At best, he cries out for help, turning to close adults.

Many adolescents, falling under physical addiction, become very nervous and blame themselves for failure. These feelings are often not realized, but latently form tension, which is difficult for a teenager to cope with. Against this background, any external difficulties are perceived especially tragically.

Adolescence is a period of desperate attempts to "get through everything." Pampering, trying various attributes of "adult life" can lead to psychological dependence, which manifests itself in the emergence of tension, anxiety, irritability.

Teenagers are very curious about sexual relations. A high degree of stress before and after the first sexual intercourse is a powerful test for the psyche. First sexual impressions can have an impact on the adult sexual life. Many adolescents develop neuroses on the basis of bad experiences. All these forms of the new life of adolescents place a heavy burden on the psyche. The tension from the uncertainty of life in a new quality (smoker, sexual partner, etc.) as a result of the loss of self-identity pushes many adolescents into a state of acutely experienced internal conflict.

Separately, it is necessary to point out the adolescent crisis associated with spiritual growth and a change in mental status. Although during this period there is an objective change in the social position of the adolescent (new relationships arise with loved ones, peers, teachers; the field of activity is expanding, etc.), the most important factor influencing the onset of internal conflict is reflection on the inner world and deep dissatisfaction with oneself. Loss of identity with oneself, non-coincidence of previous ideas about oneself with today's image - this is the main content of adolescent experiences. Dissatisfaction can be so strong that obsessive states appear: irresistible depressing thoughts about yourself, doubts, fears. At the same time, a critical attitude towards these conditions remains, which aggravates the difficult feelings of the adolescent.

In adolescence, momentary emotions cause specific actions, deeds. And general behavior, including deviating ones, determines emotional states. They can be defined as a prolonged stay at a certain emotional level, as exposure to the same emotions. In states, emotions seem to be looped, endlessly repeated in various variations, and form complexes.

Conclusions on the first chapter

1. The main requirements for the volume of grammatical material to be assimilated in secondary school are: its sufficiency for using the language as a means of communication within the limits set by the program and reality for assimilating it under the given conditions.

2. The need to limit the grammatical material is due to the impossibility of mastering the entire grammatical structure of the language in the conditions of secondary school, due to the expenditure of a significant amount of time on the exercises for the formation of grammatical skills. Overestimation of the amount of grammatical material negatively affects the quality of students' proficiency in it.

3. The basic principles of selection in the active grammatical minimum are: 1) the principle of prevalence in oral speech, 2) the principle of exemplaryness, 3) the principle of exclusion of synonymous phenomena. In accordance with these principles, only those phenomena that are absolutely necessary for productive types of speech activity are included in the active minimum.

4. The basic principles of selection for a passive grammatical minimum are: 1) the principle of prevalence in the book-writing style of speech, 2) the principle of polysemy. In accordance with these principles, the passive minimum includes the most common phenomena of the book-written style of speech, which have a number of meanings.

5. The principle of the functionality of the organization of grammatical material is extremely important. Grammatical phenomena should not be studied in isolation from lexical material.

Chapter 2. Methodological features of the presentation of grammatical phenomena at the middle stage of education in a general education school based on games

2.1. Characterization of grammatical skills

Grammar skills are components of different types of speech activity and differ from each other as much as these types of speech communication are different. Therefore, we first define the main types of grammatical skills in speaking and writing.

The grammatical speaking skill is understood as a consistently correct and automated, communicatively motivated use of grammatical phenomena in oral speech. Such possession of grammatical means of the language is based on dynamic speech stereotypes of the form in unity with their meaning, "sound and meaning". The main qualities of the grammatical speaking skill, therefore, are automation and integrity in the performance of grammatical operations, the unity of form and meanings, the situational and communicative conditionality of its functioning. 18 .

The grammatical skills that provide the correct and automated shaping and use of words in oral speech in a given language can be called speech morphological skills. In English, these include the skills of the correct use of personal endings and verb forms in oral speech.

Speech grammatical skills that provide a consistently correct and automated arrangement of words (word order) in all types of sentences in English in oral speech, in accordance with language directions, can be defined as syntactic speech skills, i.e. skills in mastering basic syntactic schemes (stereotypes) proposals.

Morphological and syntactic speech skills of writing with perfect language proficiency have the same mechanisms as oral and speech skills with the addition, however, that is due to the written form of speech, i.e., graphic and spelling skills.

These skills differ from oral and speech skills primarily in that they are of a more discursive analytical nature due to the specifics of the written form of speech. The process of fixing a speech work in writing, in contrast to the process of generating speech in oral form, allows you to return to what is written, dwell on it, analyze, correct, clarify using spelling grammatical rules, since the temporal characteristics of written speech are not as rigidly determined as oral topics. speech.

Receptive grammatical skills mean automated actions to recognize and understand grammatical information (morphological forms and syntactic structures) in written and oral text. 19 ... Since the reception of oral and written text can take place both with active and passive knowledge of the language material, receptive grammatical skills should be classified into receptive-active and receptive-passive grammatical reading and listening skills. It follows from the above that the term "receptive skills" cannot be identified only with the term "passive skills", they can also be receptive-active (when reading and listening to the text, the material of which the students are actively mastering).

Receptive-active grammatical listening skills are based on automated speech connections of auditory-speech-motor images of grammatical phenomena and their meanings. Receptive-active grammatical reading skills are based on the connections of visual-graphic and speech-motor images of these phenomena with their meanings. These connections are manifested in the automation of the process of perception and uninterrupted (immediacy) understanding of the read (audited) text and the grammatical information contained in it, due to the level of development of individual speech experience in these receptive types of speech activity, i.e., experience in reading and listening.

The degree of perfection of individual speech experience is expressed in the presence of strong and developed auditory-speech-motor and visual images with their significance in the long-term speech memory of a person.

Along with active-receptive speech grammatical skills, students should also formulate passive-receptive skills (within the framework of passively assimilated grammatical material). These skills include:

1) the skills of recognition and understanding of grammatical phenomena in the text based on the images available in the visual memory, created in the process of formation and development of the reading experience;

2) discursive-operational linguistic grammatical skills of analysis (analytical decoding) of grammatical information of the text 20 .

The first type of grammatical skills is formed in the process of abundant easy reading, the second - as a result of reading grammatically difficult texts or places in the text and the use of elements of the analysis of grammatical phenomena.

The characterization of grammatical skills would be incomplete if we do not mention the language grammatical skills, which are understood as the discursive-analytical skills of operating with grammatical material (inflection and word arrangement skills), formed and performed on the basis of grammatical knowledge in the process of performing language exercises.

Like the speech grammatical skills of the same name, they can be receptive (when recognizing grammatical phenomena in written and spoken text), they can also be productive and used mainly in writing, less often in speaking, as a background component.

A linguistic grammatical skill is characterized by discursiveness, non-communicativeness, and non-situational nature of its functioning. This skill can be attributed to the skills that in the psychological literature are called "mental", "intellectual" 21 .

For a long time in Soviet methodological literature, language skills were identified with speech skills. For the first time the term "speech skill" was introduced into wide use by B.V. Belyaev, who did not use the term "language skill" 22 ... Some Methodists deny the usefulness of these skills, even the legitimacy of calling them skills.

The need for the formation of language skills in secondary school conditions is explained by a number of reasons, among which the following should be named. First, language skills can act as "spare" in case of failure of a speech grammatical skill (in case of forgetting, during de-automation, in case of failures in speech, expressed in grammatical errors) or its insufficient automation. For example, a student finds it difficult to use a given (necessary) personal ending of a verb and "reconstructs" it using a linguistic action performed on the basis of a rule. Secondly, the language skill is part of the mechanism that controls the correctness of the performance of the speech action by the speaker himself, and if it is performed incorrectly, it provides the correction of the error. Third, parallel forms of language and speech grammatical skills provide a conscious orienting basis for the creation of speech skills.

Thus, grammatical skills are components of different types of speech activity and differ from each other as much as these types of speech communication are different from each other.

Grammar speaking skills provide the correct and automated, communicatively motivated use of grammatical phenomena in oral speech. Speech morphological skills provide correct and automated shaping and use of words in oral speech. Syntactic speech skills provide correct and automated word placement in all types of sentences.

2.2. Formation of grammatical skills

The following questions are related to the formation of grammatical skills:

1) First, it is ffunctional orientationthe process of skills formation, which prescribes not the sequential assimilation of the form first, then the function of the grammatical phenomenon, but the assimilation of the form together with the function, on its basis.

2) Secondly, it is situational (conditional or real) as a prerequisite for the formation of transferable speech skills.

3) Third, it is conditional speech exercisesas a means of managing the formation of skills.

4) Fourthly, it isquantization of rulesas a way to manage the formation of skills.

5) Fifth, this is a recording by ear from a single presentation as a complex reinforcement for the development of skills.

Let's consider other questions related to the formation of grammatical skills. First of all, what is a grammatical skill, because, without realizing the essence of grammatical skills, it is difficult for a teacher to competently organize the process of their formation.

The functioning of the grammatical side of speaking is as follows:

a) the speaker chooses a model that is adequate to his speech intent. The choice, of course, is subconscious. When we need to promise something to the interlocutor, then, depending on the situation and relationship with the interlocutor, we say: "I will do it." Or, "Okay, I promise you." This will happen only if the form of the future tense verb was assimilated together with the function "promise" and, therefore, marked by it in the mind of a person. This is the functional side of the skill, or the operation of choice;

b) the speaker draws up speech units that fill the model. The registration operation must take place according to the norms of the language and in certain time parameters.

Many mistakes do not interfere with mutual understanding if speaking has the appropriate qualities as an activity, primarily syntagmatism and expressiveness, and as a product, i.e. consistency, meaningfulness, etc. This does not mean that you can not worry about error prevention; what has been said determines only the strengthening of the emphasis on what is more important, at the expense of what is less important for communication 23 .

The grammatical design of the utterance is closely related to the mastery of vocabulary, it depends on the level of lexical skills. That is why grammatical skills can be formed only on the basis of such lexical units that students are fluent in.

It is pertinent to make one important point here. It may seem (and they usually do) that correlation with the situation is inherent only in the operation of choice. But this is not so: it is also inherent in the design operation, albeit indirectly, through what linguists call grammatical meaning. For example, the phrase "They build a lot in the city" can express both confirmation and denial of the interlocutor's thought, but in both cases, the use of an indefinitely personal pronoun in it means the advancement of the action itself, and not its producer. The choice of the model also depends on how much the speaker has mastered its grammatical meaning (in this case, the uncertainty of the character). And it is precisely closely related to the design of a given model, because the form and its meaning are one and inseparable, in other words, the grammatical meaning, on the one hand, is associated with the design of the model, on the other, with the situation on which the choice depends.

Understanding and acknowledgment of this entails a refusal from the sequential formation of the first operation of registration (in language and similar exercises), and then the operation of choice (in speech exercises), because in this case the registration is forced to break away from situationality and therefore the mechanism of situational addition is not developed for execution of the statement 24 .

As a result of such training, the student, talking about the day spent, says "I am reading a book ..." instead of "I read a book", not noticing the error of non-situational use of the temporary form. The named mechanism is developed only if the form and function are mastered in parallel, with the leading role of the function, as is the case in conditional speech exercises.

Both operations - selection and design - are synthesized in grammatical skill into a single action that has the qualities of a speech skill as such.

Let's say we are dealing with a grammatical model of the future tense. Its grammatical meaning is an expression of the future of an action; speech functions that can be expressed with its help are at least the following: promise, surprise, message, guess, demand, confidence, etc.

Each system of speech means has a certain limited number of grammatical skills that make up the whole grammatical side of speaking. It is necessary to identify their nomenclature, then establish their hierarchy in terms of the need for mastery of speaking. In addition, you need to know the functionality of each model, i.e. what speech functions each of them is capable of performing. This will serve as the basis for building the entire subsystem for teaching the grammatical side of speaking.

Here, however, we are not interested in the entire subsystem, but only in a substage of forming grammatical skills in a cycle of lessons. In this segment of training, as a rule, one learns one grammatical skill or two or three of its "variants" (for example, the 1st and 3rd person of the verb in the past tense). For this, if possible, two lessons should be allocated.

Let's describe the general course of two "grammar" lessons.

First of all - the "head" of the lesson. It looks like this:

Lesson topic:	"My free time" (vacation, vacation)
The purpose of the lesson:	Formation of grammatical skills (The second lesson may have the goal of "Improving grammatical skills")
Associated task:	Improving pronunciation skills - logical stress
Speech material:	new - the model of the 1st and 3rd person verbs in the future tense; for repetition - syntactic model with modal verb in present and past tense
Lesson equipment:	Tape recorder, portable board, illustrated clarity
During the classes:	Work on grammatical skills is based on the stages of its formation: 1) perception, 2) imitation, 3) substitution, 4) transformation, 5) reproduction, 6) combination

What are the specifics and objectives of each stage?

1) Perception ... It is known that the first attempt of a person to create something is impossible if he has not previously perceived it in the speech of another person.

The role of anticipatory listening in the formation of a dynamic stereotype is extremely great. Perceiving a foreign language speech, a person “does not hear”, does not distinguish between its composition, in particular, does not grasp the grammatical form. He begins to hear only if his attention is attracted by some method of presentation: intonation, pause, emphasis in voice, stress. If preliminary listening is organized correctly and the student perceives phrases of the same type, understanding what function these phrases perform, then this contributes to the emergence of a dynamic speech stereotype as the basis of grammatical skill. In addition, listening is accompanied by internal articulation, which plays a decisive role in strengthening the stereotype.

2) Imitation, substitution, transformation, reproduction.Work at these stages was considered within the framework of conditional speech exercises, therefore, we will make only a few additional comments.

First of all, about the sequence of exercises. In principle, the sequence of stages should not change, individual stages may only be absent, which depends on the nature of the substitution or transformation, and on the needs of training, when, say, the first two stages have already been mastered. So, for example, in the second lesson there is no need to start the exercise again with imitative or even substitutional ones.

The second point is about exercise ratio. It is influenced by many factors. In the first lesson, the relationship between imitative and substitutional, on the one hand, and transformational and reproductive, on the other, is important. It depends on the nature of the grammatical structure, intralingual difficulties of its assimilation, interlingual interference, etc.

There are speech patterns that require more imitation, there are those, the assimilation of which, after recording, you can start with substitution. But, as a rule, this ratio should be no less than 50:50, with the predominance of the second component.

The first lesson ends with a reproduction.

What do these four stages contribute to the formation of grammatical skill?

Imitation lays the foundations for the connection between the auditory and speech-motor images of the grammatical form. Awareness of the functional side of the model is strengthened. The formal side is remembered (based on the concentration of excitations in the cortex).

Substitution begins to form the clearance operation. Awareness of the generality of the model arises. Reproductive ability is increased based on analogy.

When transforming all these processes rise to a higher level. The clearance operation is being strengthened. Differentiation of the temporal connection begins. The operation of self-invoking the model was born.

Reproduction as directed isolated use enhances the differentiation of the temporal connection. The establishment of an association between the formal and functional sides of the model is being completed. The formation of the call operation, as well as the internal image of the model, is completed.

Note that in the exercises at these stages, the future tense is used in all its functions that it is capable of performing in speaking.

3) Combinationdeserves special consideration. If we continue the conversation about the mechanisms being formed, then it must be said that the combination first of all strengthens the differentiation of the temporal connection and, secondly, develops its stability. Both of these qualities are essentially two sides of the same coin.

At the same stage, a selection mechanism is formed, namely, the choice of a model, and not its call. These are different mechanisms (maybe different levels of one mechanism): the challenge occurs in conditions when the consciousness is directed only at the possibility of using the learned model, since the student's utterance remains at the level of one phrase and the entire experience of the replicas in the previous exercises subconsciously prompts the challenge of this particular model; the choice takes place in such conditions when the statement is planned in two or three phrases 25 ... Naturally, the speaker's attention is diffused. It switches from an automated model to the content of the entire utterance, to the transfer of its meaning, to the tactics of speaking. In this case, it is already necessary to make the choice of the required model from a certain material, and in complicated conditions. Here, by the way, one of the most important mechanisms begins to form, without which normal speaking is impossible - over-phrasal anticipation.

It is advisable to call this stage a combination, because at this stage there is a special, purposeful, controlled "collision" of the model assimilated at the previous stages with others assimilated even earlier. We are talking specifically about controlled combination: the exercises of this stage should be specially organized so that the learned model is alternately combined with all those (the main ones) that are used with it in natural speaking. Each grammatical phenomenon, apparently, has its own "structural area", so to speak, ie. the aggregate of those forms with which it most often coexists in speech utterances. This neighborhood is due to communicative and functional reasons. The same principle should be embodied in exercises, which will contribute to the development of the quality of stability in grammatical skill.

What we mean is not formal oppositions, but semantic, communicative ones. We are not talking about opposing forms of one case to another, singular to plural, present tense or one past to another. Although such oppositions are significant, if, however, they are functionally oriented and communicatively justified.

All these questions require additional research, because their importance for the formation of grammatical skills is difficult to overestimate, especially the idea of ​​joint assimilation of certain phenomena, for example, verb tenses, proposed by V.N. Karaseva and P.B. Gurvich, which will play a very significant role in the early creation of natural communication already at the initial stage of training 26 .

At the stage of combining, the same conditional speech exercises are used, in which the set aims the student at combining different speech images. For example, not: "Tell me if you want to do the same" but: "Tell me if you want to do the same and promise me to do it."

I would like to go to the cinema today.

I would like to too. I will definitely go to the cinema today.

Combination rarely fits into the first of the two "grammar lessons." But in the second lesson, it usually takes half the time along with transformation and reproduction. Thus, in two lessons, the overall ratio of imitative and substitutional actions, on the one hand, and transformational, reproductive and combining (as more creative, independent and therefore more useful), on the other, is approximately 1: 3, which is shown in the following diagram:

First lesson		Second lesson
Perception Recording Imitation Substitution		Transformation Reproduction
Transformation Reproduction		Combination

This ratio ensures the productivity of assimilation.

In connection with the assimilation of the grammatical side of speaking, one cannot but say about that. What should be attributed to "grammar" from the point of view of communicative learning. This is due to the fact that the boundaries between vocabulary and grammar, established in linguistics, and those that emerge when teaching speaking, do not coincide. Suffice it to recall, for example, the past tense forms of strong verbs in German or English, which are, of course, vocabulary for learning, because, in my opinion, they are not formed in the process of speaking, but are generated as ready-made. On the other hand, such phenomena as control verbs in German are not vocabulary, but "grammar", because the assimilation of such verbs only as lexical units is not enough for use in speaking.

2.3. The essence of play as a psychological phenomenon

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, play is a type of activity under conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

In human practice, play activity performs the following functions:

Entertaining (this is the main function of the game - to entertain, please, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties arising in other types of life;

Diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

Correction function: making positive changes in the structure of personality indicators;

Interethnic communication: assimilation of social and cultural values ​​common to all people;

Socialization: inclusion in the system of social relations, the assimilation of the norms of human community.

Most games have four main features (according to S.A.Shmakov):

Free developmental activity undertaken only at the request of the child, for the sake of pleasure from the very process of activity, and not only from the result (procedural pleasure);

The creative, largely improvisational, very active nature of this activity ("the field of creativity");

Emotional elevation of activity, rivalry, competitiveness, competition, attraction, etc. (the sensual nature of the game, "emotional stress");

The presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development 27 .

The structure of the game as an activity organically includes goal-setting, planning, goal realization, as well as the analysis of the results in which a person fully realizes himself as a subject. Motivation of play activity is provided by its voluntariness, choice opportunities and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes: a) the roles assumed by the players; b) play actions as a means of realizing these roles; c) playful use of objects, i.e. replacement of real things with play, conventional; d) real relationships between the players; e) plot (content) - an area of ​​reality, conventionally reproduced in the game.

The value of the game cannot be exhausted and appreciated by the entertainment and recreational possibilities. This is its phenomenon, that, being entertainment, rest, it is capable of developing into learning, into creativity, into therapy, into a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school, which relies on the activation and intensification of the educational process, play activity is used in the following cases:

As independent technologies for mastering a concept, topic, and even a section of a subject;

As elements (sometimes quite essential) of a broader technology;

As a lesson (lesson) or part of it (introduction, explanation, consolidation, exercise, control);

As a technology for extracurricular activities (games such as "Zarnitsa", "Eaglet", KTD, etc.).

The concept of "play pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

The problem of the game, according to one of the concepts, arose as a component of the problem of free time and leisure of people due to many trends in the religious, socio-economic and cultural development of society. In the ancient world, games were the focus of public life, they were given religious and political significance. The ancient Greeks believed that the gods patronize the players, and therefore F. Schiller argued that ancient games are divine and can serve as the ideal of any subsequent types of human leisure. In ancient China, the emperor opened the festive games and participated in them himself.

In Soviet times, the preservation and development of the traditions of the gaming culture of the people, very deformed by the totalitarian regime, began with the practice of summer country camps that preserved the gaming wealth of society.

First of all, it should be borne in mind that play as a means of communication, learning and accumulation of life experience is a complex socio-cultural phenomenon.

The complexity is determined by the variety of forms of the game, the ways partners participate in them and the algorithms for the game. The sociocultural nature of play is obvious, making it an indispensable element of learning. During the game:

The rules of behavior and the role of the social group of the class (minimums of society) are mastered, which are then transferred to the “big life”;

The possibilities of the groups themselves, collectives-analogues of enterprises, firms, various types of economic and social institutions in miniature are considered;

The skills of joint collective activity are acquired, the individual characteristics of students are worked out, which are necessary to achieve the set goals;

Cultural traditions are accumulated, introduced into the game by participants, teachers, attracted by additional means - visual aids, textbooks, computer technologies.

Psychologists and teachers have established that, first of all, the ability to imagination, figurative thinking develops in play. This happens due to the fact that in play the child seeks to recreate wide spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. Expansion of the game (recreating more and more complex actions and events from the life of adults, their relationships) and the inability to realize it only through object actions with toys entails a transition to the use of visual, speech and imaginary actions (performed internally, “in the mind”) 28 .

In play, the child develops the ability to operate with images of reality, which, in turn, creates the basis for further transition to complex forms of creative activity. In addition, the development of imagination is important in itself, because without it no, even the simplest, human activity is possible.

Play has a great influence on the development of children's ability to interact with other people. In addition to the fact that the child, reproducing the interaction and relationships of adults in the game, learns the rules, the ways of this interaction in the joint game with peers, he gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other children.

There is no need to explain how much all these qualities are necessary for a child in later life, and, first of all, at school, where he must be included in a large group of peers, focus on the teacher's explanations in the class, and control his actions when doing homework 29 .

Therefore, we can conclude that adults should be aware that play is not an empty activity at all, it not only gives the child maximum pleasure, but is also a powerful means of his development, a means of forming a full-fledged personality.

A common feature of play is that it is a voluntarily and freely chosen activity that is enjoyable and has no utilitarian purpose, is an unproductive activity. In addition, this is a special kind of modeling activity that reveals a connection with the real world (recreating real activity or relationships in it), explicit (story game) or hidden (game with rules).

Creative or role-playing games are created by the children themselves. They differ in content (reflection of everyday life, work of adults, social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories).

Games with rules have a ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task, the observance of the rules. By the nature of the game task, they are divided into two large groups: mobile and didactic. However, this division is largely arbitrary, since many outdoor games have educational value (they develop orientation in space, require knowledge of poetry, songs, and the ability to count), and some didactic games are associated with various movements.

There is a lot in common between games with rules and creative ones: the presence of a conditional game goal, the need for active independent activity, the work of the imagination. Many rule games have a storyline and role play. There are rules in creative games as well - without this the game cannot be successful, but children set these rules themselves, depending on the plot.

Thus, we see that the difference between games with rules and creative ones is as follows: in creative play, the activity of children is aimed at fulfilling a plan, developing a plot; in games with rules, the main thing is solving the problem, following the rules.

2.4. Using games in the process of teaching a foreign language

Currently, in the methodological literature there is a fairly large number of classifications that systematize the types of educational games in accordance with one or another classification criterion. For example, depending on:

Goals and objectives of the educational game;

Forms of conducting;

Organization method;

Degrees of difficulty;

The number of participants.

According to the goals and objectives of teaching, educational games used in foreign language classes can be divided into language and speech 30 .

Language games, helping to master various aspects of the language (phonetics, vocabulary, grammar, syntax, stylistics), are divided respectively into phonetic, lexical, grammatical, syntactic, stylistic. It is important to emphasize that the proposed division of educational games into “aspect” games is rather arbitrary, since aspects are closely interrelated in the language; however, this or that game has a dominant practical goal, in accordance with which one or another type of language game is distinguished.

Speech games are aimed at developing skills in a certain type of speech activity, i.e. teaching listening, teaching monologue speech, dialogical speech, teaching reading, teaching writing.

According to the form of conducting, they distinguish games that are subject, mobile, plot or situational, role-playing, competition games, intellectual games (puzzles, crosswords, charades, quizzes), interaction games (communicative, interactive).

According to the method of organizing games, there are computer and non-computer, written and oral, with and without supports, imitation-modeling and creative, etc.

According to the degree of complexity of the actions performed, all educational games are divided into “simple” (monosituational) and “complex” (poly-situational), and according to the duration they are divided into long and short ones.

According to the quantitative composition of the participants, the games are divided into individual, doubles, group, team and collective. Moreover, it is obvious that the first, that is, individual games, represent the implementation of an individual approach to students and represent the student's “communication” with a source of information. The rest of the listed types of games involve the communication of partners with each other, which may imply the manifestation of both an individual approach and a differentiated approach to the process of teaching a foreign language.

An important question for methodological science is the question of the place of educational play in the lesson. It is quite obvious that it is not possible to give specific recommendations on this matter. The location of the game during the lesson, as well as its duration, depends on many factors that must be taken into account when planning the lesson. The assigned factors include: the level of training of students, the level of their learning, the degree of complexity of the studied or controlled foreign language material, as well as specific goals, objectives and conditions of a certain educational lesson 31 .

Game activity includes exercises that form the ability to highlight the main features of objects, to compare; groups of games for generalizing objects according to certain criteria; groups of games in the process of which schoolchildren develop the ability to control themselves, the speed of reaction to a word, phonemic hearing. At the same time, the game plot develops in parallel with the main content of the training, helps to activate the educational process. The game promotes memorization.

Play is a means of creating a communication situation. The use of educational and speech game situations fully meets the age characteristics of children and creates conditions for their natural communication. The educational speech games used differ from the entertaining ones in that they have a secondary plan or narrowly methodological purpose. The educational-speech game situation encourages students to speak and act according to the rules of the game for educational and methodological purposes. It is the game that raises and maintains interest in communication. The following types of educational speech games can be distinguished:

1. Phonetic.

2. Spelling.

3. Lexical.

4. Grammar.

5. For teaching reading.

6. For teaching listening.

7. For teaching monologue speech.

8. For teaching dialogical speech.

9. Outdoor games.

At the middle stage of teaching a foreign language, students' attitude towards the subject being studied changes. Studies show that external factors are determinable in the structure of motivation. G.V. Rogova et al. Distinguish narrow-minded motives (activities for the sake of evaluation or other personal gain); negative motives associated with the student's awareness of the troubles that await him if he does not conscientiously fulfill his educational duties 32 ... And since the core of interest is internal motives (communicative and cognitive, emanating from the very activity of mastering a foreign language), interest in the subject decreases. This suggests that the desire to learn a foreign language does not in itself provide positive motivation. It should be supported by the students' interest in completing the learning activity. Therefore, one of the main tasks of a foreign language teacher is to keep students interested in the subject. Here it is necessary to turn to the psychological and pedagogical characteristics of schoolchildren of this age.

The transition to the adolescent stage of personality development is characterized by rapid physical and spiritual growth, the expansion of cognitive interests, a craving for self-esteem, for social activity 33 ... In the implementation of all these processes, games such as sports, mobile, intellectual, plot-based role-playing find their place. Creative, plot-based role-playing games are on the first place. This rise is due to the growing importance of communication in the life of a teenager. Therefore, in our opinion, at the middle stage of teaching a foreign language, games-competitions, games-contests are a means of increasing the effectiveness of the educational process. 34 ... They differ from ordinary games in that they must have an element of competition and rivalry. For some students with no interest in a subject, competition games can serve as a starting point for this interest. Therefore, the use of such games has the greatest effect in classes where pupils with unstable attention and low interest in the subject prevail.

The organization of communication at the senior stage of teaching a foreign language using role-playing and business games helps to increase the effectiveness of the educational process.

It must be remembered that a feature of the game in senior school age is the focus on self-affirmation, humorous coloring, the desire to play, focus on speech activity 35 ... According to I.S. Cohn, "the only way to elicit a response from a young man is to put him in front of a problem close to him, which makes him think and form a conclusion on his own." 36 ... In our opinion, the organization of communication at the senior stage of teaching a foreign language can take place with the use of role-playing and business games. As the methodologist N.I. Gez, “the situation of role-based communication is an incentive to the development of spontaneous speech, if it is associated with the solution of certain problems and communicative tasks. The purpose of the role-playing game is to focus the participants' attention on the communicative use of language units " 37 .

An educational business game is a practical lesson that simulates various aspects of the professional activity of trainees. It creates the conditions for the comprehensive use of the knowledge of the subject of professional activity that students have, and also contributes to a more complete mastery of a foreign language. As noted by N.I. Torunova, "the introduction of a business game into the pedagogical process contributes to the formation of the professional development of the individual" 38 .

Conclusions on the second chapter

Thus, we can draw the following conclusions.

1. Linguistic grammatical skills are understood as discursive-analytical skills of handling grammatical material. The formation of this type of skills is necessary when teaching a foreign language, since the language skill provides a conscious orienting basis for the formation of speech grammatical skills.

2. Receptive-active grammatical skills provide an automated correlation of auditory-speech-motor (when listening) and visual-graphic (when reading) images with their meanings. Passive-receptive skills provide recognition and understanding of grammatical phenomena in the text and the ability to analytically decode the grammatical information of the text.

3. The use of various games in foreign language lessons helps to improve the grammatical skills of students. The presentation of grammatical phenomena on the basis of games contributes to a better perception of this material by children, since in the middle stage of education for students, play continues to be one of the main activities.

CONCLUSION

The game determines important restructuring and the formation of new personality traits; it is in play that children learn the norms of behavior, play teaches, changes, educates.

The child masters the role-playing game by the third year of life, gets acquainted with human relations, discovers the presence of experiences. The child develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, there is an orientation in his own feelings, the skills of their cultural expression are formed. 39 ... And this allows the child to engage in collective activities and communication. As a result of mastering play activity in preschool age, readiness for learning is formed.

E.I. Passov identifies the following goals of using the game in the course of the educational process: the formation of certain skills; the development of certain speech skills; learning to communicate; development of the necessary abilities and mental functions; memorizing speech material.

Game activity affects the development of attention, memory, thinking, imagination, all cognitive processes. So, for example, the pedagogical and didactic value of a business game is that it allows its participants to reveal themselves, learn to take an active position, and test themselves for professional suitability.

At the same time, it is important to note that the effectiveness of the game as a means of teaching depends on compliance with a number of requirements, such as: the presence of an imaginary situation, a plan in which students will act; compulsory awareness by children of the game result, the rules of the game. The game is not just collective entertainment. This is the main way to achieve all learning objectives, therefore it is necessary: ​​to know exactly what skill and ability is required, what the child did not know how and what he learned during the game; the game should confront the student with the need for mental effort.

So, the game is a teaching tool that activates the mental activity of students, makes the learning process more attractive and interesting, makes you worry and worry, which forms a powerful incentive to master the language.

The analysis performed allows us to draw the following conclusions:

The game should be included in one form or another in each lesson in a foreign language;

The use of the game in the classroom is a mandatory means of creating a communication situation for the effectiveness of the educational process;

The effectiveness of the game depends on its correct organization;

Conducting games in foreign language classes allows you to realize the educational goals of training. The task of the teacher is to teach the culture of play and the culture of behavior in general;

The development and implementation of games in the learning process contributes to a more successful solution of the main tasks of teaching oral speech at different stages of teaching a foreign language.

LIST OF USED LITERATURE

1. Andrievskaya V.V. Age features of the educational activities of senior pupils in foreign language lessons // Foreign languages ​​at school. - 1987. - No. 6. - P. 18 - 24.
2. Artemov V.A. Psychology of teaching foreign languages. - M., 1969 .-- 280 p.
3. Belyaev B.V. Essays on the psychology of teaching foreign languages. - M., 1965 .-- 210 p.
4. Bim I.L. Theory and practice of teaching a foreign language in secondary school. - M., 1988 .-- 328 p.
5. Gazman O.S. The role of play in the formation of a student's personality // Council. pedagogy. - 1982. - No. 9. - P. 26 - 31.
6. Gez N.I. and other Methods of teaching foreign languages ​​in secondary school. - M., 1982 .-- 285 p.
7. Zimnyaya I.A. Linguopsychology of speech activity. - M., 1999 .-- 294 p.
8. Zimnyaya I.A. Psychology of teaching foreign languages ​​at school. - M., 1991 .-- 382 p.
9. Kalaeva G.G. Intensification of teaching French with the help of educational language games // Foreign languages ​​at school. - 1995. - No. 6. - P. 15 - 21.
10. Kon I.S. Sociology of personality. - M., 1967 .-- 385 p.
11. Kuznetsova T.M. Stages of work on a word (From the experience of working on vocabulary)// Foreign language at school. - 1991. - No. 5. - S. 42 - 49.
12. A.A. Leontiev Language, speech, speech activity. - M., 1969 .-- 472 p.
13. Markova A.K. Psychology of language acquisition as a means of communication. - M., 1994 .-- 247 p.
14. Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- 373 p.
15. E.I. Negnevitskaya Foreign language for the little ones: yesterday, today, tomorrow // Foreign languages ​​at school. - 1987. - No. 6. - P. 19 - 27.
16. Nousiainen M.S., Voskresenskaya G.S. Game - competition in English // Foreign languages ​​at school. - 1980. - No. 6. - P. 31 - 37.
17. E.I. Passov A communicative method of teaching a foreign language. - M., 1985 .-- 185 p.
18. E.I. Passov Foreign language lesson in high school. - M., 1989 .-- 382 p.
19. E.I. Passov, V.B. Tsar'kov Communication learning concept. - M., 1993 .-- 285 p.
20. Rogova G.V., Vereshchagina I.N. Teaching English at an early stage in high school. - M., 1989 .-- 174 p.
21. Rogova G.V., Nikitenko Z.N. On some reasons for the decline in interest in the subject // Foreign languages ​​at school. - 1982. - No. 2. - P. 23 - 29.
22. Salanovich N.A. Linguistic and Cultural Approach in Game Exercises in French Lessons in Classes VII - VIII. // Foreign languages ​​at school. - 1994. - No. 1. - S. 30 - 38.
23. Selevko G.K. Modern educational technologies. - M., 1998 .-- 247 p.
24. Skatkin M.N. School and all-round development of children. - M., 1980 .-- 362 p.
25. Torunova N.I., Koktasheva G.I. Business game // Foreign languages ​​at school. - 2000. - No. 6. - P. 28 - 36.
26. Chistyakova T.A., Chernushenko E.M., Solina G.I. Teaching foreign languages ​​in kindergartens. - M., 1964 .-- 362 p.
27. Shubin U.P. Language communication and teaching foreign languages. - M., 1972 .-- 237 p.
28. Elkonin D.B. Psychology of the game. - M., 1978 .-- 382 p.

1 Skatkin M.N. School and all-round development of children. - M., 1980 .-- P. 96.

2 E.I. Passov Foreign language lesson in high school. - M., 1989 .-- S. 83.

3 Elkonin D.B. Psychology of the game. - M., 1978 .-- S.

4 Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- P. 39.

5 Gez N.I. and other Methods of teaching foreign languages ​​in secondary school. - M., 1982 .-- S. 59.

6 Zimnyaya I.A. Linguopsychology of speech activity. - M., 1999 .-- S. 122.

7 Shubin U.P. Language communication and teaching foreign languages. - M., 1972 .-- S. 23.

8 E. I. Passov, V. B. Tsar'kov Communication learning concept. - M., 1993 .-- S. 70.

9 Markova A.K. Psychology of language acquisition as a means of communication. - M., 1994 .-- S. 94.

10 Artemov V.A. Psychology of teaching foreign languages. - M., 1969 .-- S. 243.

11 Belyaev B.V. Essays on the psychology of teaching foreign languages. - M., 1965 .-- S. 141.

12 Belyaev B.V. Essays on the psychology of teaching foreign languages. - M., 1965 .-- S. 146.

13 Artemov V.A. Psychology of teaching foreign languages. - M., 1969 .-- S. 250.

14 Markova A.K. Psychology of language acquisition as a means of communication. - M., 1994 .-- S. 75.

17 Artemov V.A. Psychology of teaching foreign languages. - M., 1969 .-- P. 104.

18 E.I. Passov A communicative method of teaching a foreign language. - M., 1985 .-- S. 70.

19 Chistyakova T.A., Chernushenko E.M., Solina G.I. Teaching foreign languages ​​in kindergartens. - M., 1964 .-- S. 156.

20 Maslyko E.A., Babinskaya P.K. and other Handbook of a foreign language teacher. - Minsk, 1999 .-- P. 74.

21 Artemov V.A. Psychology of teaching foreign languages. - M., 1969 .-- S. 93.

22 Belyaev B.V. Essays on the psychology of teaching foreign languages. - M., 1965 .-- S. 58.

23 Rogova G.V., Vereshchagina I.N. Teaching English at an early stage in high school. - M., 1989 .-- S. 89.

24 Gez N.I. and other Methods of teaching foreign languages ​​in secondary school. - M., 1982 .-- S. 134.

25 Shubin U.P. Language communication and teaching foreign languages. - M., 1972 .-- S. 132.

26 Zimnyaya I.A. Psychology of teaching foreign languages ​​at school. - M., 1991 .-- P. 47.

27 Skatkin M.N. School and all-round development of children. - M., 1980 .-- S. 28.

28 Gazman O.S. The role of play in the formation of a student's personality // Council. pedagogy. - 1982. - No. 9. - P. 28.

29 Kuznetsova T.M. Stages of work on a word (From the experience of working on vocabulary) // Foreign language at school. - 1991. - No. 5. - P. 42.

30 Gazman O.S. The role of play in the formation of the student's personality // Council. pedagogy. - 1982. - No. 9. - P. 26.

31 Selevko G.K. Modern educational technologies. - M., 1998 .-- S. 83.

32 Rogova G.V., Nikitenko Z.N. On some reasons for the decline in interest in the subject // Foreign languages ​​at school. - 1982. - No. 2. - P. 23.

33 Gazman O.S. The role of play in the formation of a student's personality // Council. pedagogy. - 1982. - No. 9. - P. 28.

34 Nousiainen M.S., Voskresenskaya G.S. Game - competition in English // Foreign languages ​​at school. - 1980. - No. 6. - P. 31.

35 Selevko G.K. Modern educational technologies. - M., 1998 .-- S. 122.

36 Kon I.S. Sociology of personality. - M., 1967 .-- S. 62.

37 Gez N.I. and other Methods of teaching foreign languages ​​in secondary school. - M., 1982 .-- S. 104.

38 Torunova N.I., Koktasheva G.I. Business game // Foreign languages ​​at school. - 2000. - No. 6. - P. 28.

39 Selevko G.K. Modern educational technologies. - M., 1998 .-- S. 39.

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58
State educational institution
secondary vocational education
Pedagogical College №2
GRADUATE QUALIFICATION WORK
Tests as a means of monitoring the development of grammatical skills of grade 6 students in English lessons
Qualified for protection
"____"____________ G.
Deputy Director for UPR
Completed: student 5 2 groups
Specialty 050303
Foreign language
Pavlova Ekaterina Alekseevna
Supervisor:
Virolainen Elena Valentinovna
Reviewer:
Fedorova Maria Vladimirovna
St. Petersburg 2009
Content
Introduction

Chapter 2. Control in training

2.2 Types and forms of control
2.3 Control methods

3.1 The essence of the concept of "test"
3.2 Test requirements




4.1 Characteristics of the UMK
4.2 Class characteristics


4.5 Revealing the level of formation of grammatical skills of students based on the results of educational and research activities
Conclusion
Bibliography
Applications

Introduction

The topic "Tests as a means of controlling the process of forming grammatical skills of 6th grade students in English lessons" was chosen by us due to the fact that the problem of control and control and assessment activities is relevant, since all the knowledge transferred by the teacher to the student, skills and abilities formed the learner or to be developed must be monitored and evaluated.

The control of grammatical skills is especially important in the learning process, since it is one of the important components of the educational process. Grammar is of paramount practical importance, since it provides the formation of the ability to oral and written communication. Without possessing grammatical skills, it is impossible to adequately perceive and understand foreign language utterances, and, thus, it becomes difficult to communicate with a bearer of another culture. At the present stage, there is a wide variety of forms and methods of control in teaching methods.

Control of grammatical skills can be traditional (test, independent work, dictation, essay, presentation, essay, test, exam), or it can be test. The test form of control is distinguished by the objectivity of measuring learning outcomes, since they are guided not by the subjective opinion of the teacher, but by objective empirical criteria. It is also very important that the final school attestation, namely, the Unified State Exam, is carried out in the form of tests, for which, of course, students must be prepared. This determines the relevance of the chosen topic.

The purpose of this work is to identify the pedagogical conditions for the successful use of tests as a means of monitoring the formation of grammatical skills of 6th grade students in English lessons. Setting this goal determines the following tasks:

Clarify the concepts of "skill", "grammatical skill", "control", "test".

Analyze the features of the use of tests as a means of control of the formation of grammatical skills of students, identify the features of the use of test control in the formation of grammatical skills of 6th grade students in English lessons.

Design and implement a series of tests that control the formation of grammatical skills of students at the intermediate stage of teaching English.

In the process of educational and research work, identify the effectiveness of using tests as a means of controlling the grammatical skills of students at the middle stage of teaching English.

Chapter 1. Formation of grammatical skills in teaching English

1.1 The essence of the concept of "grammatical skill"

Control of grammatical skills is one of the most important stages of learning a foreign language. By grammar we mean the structure of a language, a system of rules that dictate the permissible sequences of language elements that form a sentence in this language.

There are many definitions of "skill", here are some of them: a skill is an action that is automated as a result of an exercise and goes through a series of stages of formation.

The most complete and reflecting the essence, we found the definition given by A. Reber, who by skill means an action brought to automatism through multiple repetitions; the criterion for achieving a skill is the timing of performance, as well as the fact that performance does not require constant and intense attention (control).

A skill can be not only motor, but also perceptual, thinking, speech. A variety of skills is associated with the implementation of accounting and professional activities.

A grammatical skill means a systematized action to select a model of an adequate speech task in a given situation, to correctly formed speech units of a grammatical level, performed in skill parameters and serving as one of the conditions for performing speech activity.

The role of grammatical skill in teaching English is extremely important, since by teaching students to read, speak, listen, write in a foreign language, the school simultaneously provides them with direct access to other national cultures and thus to world culture. All of the above skills cannot be formed without grammatical skill.

1.2 Types of grammar skills

Methodists distinguish two types of grammatical skills: receptive and productive, based on the types of speech activity. Productive grammatical skills are understood as the speaker's ability to choose a model that is adequate for a speech task and to arrange it in accordance with the norms of the given language. Receptive skills should be understood as the ability of the reader or listener to recognize the grammatical forms of the target language and correlate with their meaning. Those grammatical skills that students actively use are called active grammatical skills, and those that students learn in the course of mastering a foreign language are called passive. They are most commonly used in writing, tasks that students must win by ear and reading. (There are more passive grammar skills than active ones.)

During the period of studying English at school, students master special grammatical skills:

receptive grammar skills in listening and reading:

Recognize / identify grammatical constructions from the speech stream and correlate them with a certain semantic meaning (the ability to select words and phrases that carry a certain grammatical load from the main stream of speech and compare them with the meaning of a given word or phrase);

Differentiate and identify grammatical phenomena by formal features and marching words (the ability to recognize grammatical phenomena by certain features and divide them into groups among themselves);

Correlate the meaning of grammatical forms / constructions with the meaning of the context (the ability to compare grammatical forms and the meaning of the context, which makes it possible to guess the semantic meaning of the grammatical form itself);

Distinguish grammatical phenomena similar in form (the ability to distinguish one grammatical phenomenon from another, despite their similarity);

Predict the grammatical forms of a word / structure (the ability to predict the use of a particular grammatical form);

Establish groups of members of the proposal (the ability to identify members of the proposal);

Determine the structure of a simple sentence by line elements, word order, etc. (the ability to establish the structure of a simple sentence according to certain characteristics);

Determine the structure of a complex sentence, the boundary of subordinate clauses and phrases - infinitive, participial gerundial, attributive, adverbial, etc. (the ability to establish the correct structure of a complex sentence, given the presence of various turns);

Establish connections between sentences within a paragraph or a complex syntactic whole based on the connecting means of the language (the ability to understand the essence of the text and correlate sentences with each other in semantic meaning);

Productive grammatical skills of the grammatical design of the generated text when speaking and writing:

To form grammatical forms (the ability to create new forms that carry a certain grammatical load);

Select and use grammatical structures depending on the communication situation (the ability to choose the necessary and appropriate grammatical structure for a given situation);

To be able to vary the grammatical formulation of an utterance when the communicative intention changes (the ability to change the grammatical form when the communicative goal changes);

Possess the methods of interpreting meanings and translating the main grammatical categories into their native language (knowledge and ability to use various translation methods);

Formulate the grammatical design of oral and written texts (the ability to create grammatical texts, both for oral use and for writing).

Thus, grammatical skill can be divided into several varieties, depending on the type of speech activity that students master in the process of teaching English.

1.3 Difficulties in mastering the grammatical side of speech among schoolchildren at the middle stage of teaching English

A grammatical skill, like any other, is formed in stages. G.V. Rogova, F.M. Rabinovich, T.E. Sakharov, the following stages of the formation of grammatical skills are distinguished:

Perception (there is a presentation of the grammatical phenomenon in the teacher's speech)

Imitation (training of grammatical phenomena in exercises based on repetition after the teacher, on performing exercises identical to those previously performed)

Substitution (substitution of meaningfully correct words in gaps)

Transformation (changing verb forms)

Reproduction (reproduction of the acquired knowledge independently)

Thus, at present there are different points of view regarding the definition of the concept of "skill", this is due to the fact that the formation of skills and abilities is one of the tasks of teaching a foreign language at a time stage, and each student considers its different positions.

Formation of grammar skills plays an important role in teaching English. Mastering grammatical skills is necessary for students, since grammar is the basis for other sections of linguistics and the study of English is impossible without the formation of grammatical skills. Since the grammatical skill is formed in stages, individual difficulties may arise in mastering this skill, which are solved individually.

Chapter 2. Control in training

2.1 The concept of "control". Control functions

Supervision is an integral part of the learning process. M.V. Gamezo gives the following definition of control: control - verification, as well as constant presence for the purpose of verification or supervision.

According to P.I. Pidkasisty, control takes place at all stages of the learning process, but it acquires particular importance after studying a section of the program and completing the stage of training. P.I. Pidkasisty says that the essence of the test of learning outcomes is to identify the level of development of students' knowledge, which must correspond to the state educational standard for a given program, subject.

Methodist Shatilov S.F. highlighted the following control functions:

Control and corrective (identifying the degree of mastery of new material by individual groups of students in order to improve this proficiency)

Control and preventive (draws the attention of students to what skills and abilities are subject to control)

Control and generalizing (identifying the degree of proficiency in speech skills and speech skills for a certain part of the course in training)

Control and stimulating (a mark in points is an incentive in learning)

Control and training (content, techniques and methods should be educational in nature)

Control and diagnostic (allows you to timely detect the success or failure of the assimilation of the material and, depending on this, the further learning process is built)

Control and educational and developmental.

Thus, we can conclude that if control tasks contain and perform all of the above functions, then control can become a highly effective means of testing students' knowledge.

2.2 Types and forms of control

Several types of control stand out. According to G.V. Rogovoy, F.M. Rabinovich, T.E. Sugar control can be current, thematic (PI Pidkasisty gives the name "periodic") and final. P.I. Pidkasisty explains the types of control as follows:

Current control - a systematic check of the assimilation of knowledge, skills and abilities at each lesson, assessment of learning outcomes in the classroom.

Periodic control is carried out after the full sections of the program, the training period.

Final control is carried out on the eve of transfer to the next class or change of training. Its task is to capture the minimum training that provides further training.

In addition to the types of control, methodologists also consider various forms of control.

G.V. Rogova, F.M. Rabinovich, T.E. Sakharov, there are such forms of control as:

Individual (the student is asked individually)

Frontal (survey of the whole class)

Oral (oral survey)

Written (written survey)

Hidden (the student does not know that he is being controlled)

Open (the student knows he is being controlled).

A wide variety of forms of control allows the teacher to test exactly those knowledge and skills that interest him at the time of the control, as well as to identify the effectiveness of methods and techniques of teaching. Types of control help to carry out timely control, depending on the purpose and moment of control behavior.

2.3 Control methods

When conducting control, a very important aspect is the choice of a control method, since the effectiveness of the control depends on it.

According to P.I. Pidkasisty modern didactics distinguishes the following control methods:

Verbal control methods

Written control methods

Observation (methods of school control)

Didactic tests

Let us consider in more detail the characteristics of the main control methods, which are given by P.I. Perky:

Verbal control methods - conversations, student story, explanation, reading text, etc. The basis of oral control is mainly the student's monologue answer.

Written control (test, presentation, composition) provides a deep and comprehensive test of mastering, since it requires a complex of knowledge and skills of the student.

The implementation of practical work (laboratory experiments, which are based on the observation of the process and the result) can be considered an effective, but hardly applicable way of checking the learning outcomes. This method is more suitable for a professional school.

Didactic tests are a method of checking learning outcomes. They are usually quite voluminous and effective. Tests, in their essence, differ from other methods of pedagogical control. This is how N.V. Rybakova and T.V. Grigorieva explain the structure of the tests: “In school practice, tests are most often used in which the task requires an answer to a question. In this case, the answer may be, in some cases, filling a gap in the text, in others - the choice of one of the proposed answers. In modern tests, the latter prevail. The answers to the question are statements that form the core, give the correct answer and absent-mindedness.The correct answer is the addition of the core, that is, an excellent answer, absent-mindedness gives the wrong answer, composed in such a way that the student is required to know the essence of the matter well in order to distinguish it from kernel and the correct answer ".

Thus, we can conclude that there is a wide variety of methods and forms of control, that many scientists and teachers are considering the above methods and forms of control and that the test is one of the most voluminous and effective methods of pedagogical control, as evidenced by the evidence. given by educators and scholars considering this issue.

The learning process cannot exist without learning control. Each knowledge transfer process requires a test of the knowledge gained by students in order to monitor the effectiveness of the assimilation of knowledge. Many different methods and forms of control give the teacher a choice, depending on the individual characteristics of the class. The control has seven versatile functions that can be used to achieve highly effective results.

Chapter 3. Using Tests in English Lessons

3.1 The essence of the concept of "test"

Currently, due to the growing popularity of the test as a form of control, there are many definitions of this concept. Here are some of them:

M.V. Gameso gives the following definition: a test is a standardized, often time-limited test designed to establish quantitative and qualitative individual psychological differences in a certain psychological property.

A. Reber in his Big Psychological Explanatory Dictionary gives a different definition: a test is a set of questions and tasks presented to the subject in order to identify social, psychological or psychophysical characteristics.

All of these definitions view the test from one or two positions. The most complete definition of N.S. Vygotsky, since it most accurately reflects this concept: a test is a short experimental psychological test to determine the height of the development of a function.

With traditional tests, Thorndike says, the research subject is never known for sure. Also, it is not even known what units to operate with and what the quantitative conclusions mean. The test method relies on a number of conditional assumptions, more or less the same in a known cultural and everyday environment, but it loses its strength and values ​​established by a purely empirical way, as soon as it is transferred to another cultural environment, where the previous assumption conditions must be replaced by others. ...

Among the tests that are used to determine student performance, there are various classifications of tests:

According to the purpose of application, there are ascertaining (ascertaining the knowledge of students), diagnosing (diagnosing the knowledge of students) and prognostic (tasks for the future knowledge of students).

According to the type of control, tests of current control are considered (students' knowledge is systematically checked), midterm control tests (knowledge testing after studying certain sections of training).

According to the status of the controlling program, a distinction is made between standardized (complex) and non-standardized (local).

In terms of structure and method of execution, tests are selective (with a choice of answers from the above) and tests with a freely constructed answer (the answer is completely formed by the student).

By the nature of the selective answers, there are alternative tests (choosing one answer out of two proposed ones), multiple choice tests (several correct answers are possible, there are more than two suggested answers) and cross-type tests (you should choose one correct answer for each question, which are located in the wrong order).

According to the object of control, there are tests that measure the assimilation of language material (control is carried out at the stage of studying the material) and tests that measure the formation of language skills (control is carried out at the stage of consolidation).

The popularity of the test control is currently growing due to the fact that the test is a form of control that does not waste a lot of time, saves time when checking, and is also completely easy to test. There are a huge variety of tests, so you can easily choose the desired form of test. It follows from this that the test can be called a universal form of control.

3.2 Test requirements

Science makes high demands on tests, considering it as a measuring device. From this point of view, the development of tests is a matter of specialists. The test needs to meet the following requirements: reliability, validity and objectivity.

A test's reliability means that it shows the same results over and over again, under similar conditions.

Validity means that the test detects and measures the level of assimilation of exactly the knowledge that the developer wants to measure.

The objectivity of the test means the independence of the test and assessment of knowledge from the teacher.

The main methodological requirement for tests is the requirement that they investigate the inclinations, regardless of the special forms of exercise in the most general and widespread form and degree of simplification in a given environment.

Thus, from the above it follows that in order for the test to give the teacher the expected result, the test must be selected based on the individual characteristics of the subjects, must be correctly and correctly composed.

3.3 Advantages and disadvantages of tests

Tests, like other methods of pedagogical control, have their own advantages and disadvantages. Here are some of them, which are distinguished by A.V. Konysheva and E.A. Maslyko: "The advantages of tests lie in their objectivity, that is, the independence of checking and assessing knowledge. Also, the advantage of group tests is the ability to cover large groups of subjects at the same time, simplification of the experimenter's functions (reading instructions, accurate time keeping), more uniform conditions for conducting, the ability to process data Individual tests allow a teacher or psychologist to receive as a result not only scores, but also a conditional idea of ​​many of the personality traits of the tested person. "

In domestic didactics, testing was considered harmful until recently, since, on its basis, scientists believed, there is a selection of students and a limitation of the possibilities of their development. Testing also has flaws these days. The main disadvantage is the reduced ability of the experimenter to achieve mutual understanding with the subjects, to interest them, in addition, during group testing, it is difficult to control the state of the subjects, such as anxiety, etc.

Thus, taking into account the advantages and disadvantages of tests as a method of pedagogical control, when conducting tests, one should pay attention to the specifics of this method of control, also one should not lose sight of the characteristics of the subjects, take into account the incomplete volume of results obtained during the tests.

3.4 Requirements for the teacher in the preparation of test items

The teacher plays an important role in the control of grammatical skills, since the teacher must monitor discipline, correct design and implementation, and for this he must have the following skills to exercise control:

the ability to determine the relevance of control and its nature (choose the correct forms and methods of control suitable for a given class and a given topic);

the ability to observe, focusing one's attention on specific moments of learning, on objects of control (to highlight the main, basic, most important points of vision and focus on them both your attention and the attention of students);

the ability to focus the attention of students on the essential points that are significant for mastering the school culture, that is, to choose the correct form and method of control suitable for a given class and a given topic (explain the rules and main points of school culture);

the ability to monitor the state of students and their actions, taking into account their own influence on them (to monitor their own behavior and speech);

the ability to correlate a specific assignment with the personality of a particular student, as well as to regulate the amount of assignments (to require students to behave the way the teacher shows them);

the ability to bring the spirit of competition into teaching, which is impossible without the creative activity of each student (an individual approach to students);

Ability to conduct a test (prepare children for the test, observing all the rules for conducting the test, check it and evaluate it);

Ability to correlate the grade with a specific grade (to put a grade corresponding to the grade of the test, without affecting interpersonal relations).

Thus, if the teacher has all these qualities, then the test can become an excellent method of control, adequately assessing the knowledge of students, it can become the teacher's main assistant in controlling the knowledge of students.

Tests are indeed an effective form of control, but in order to conduct a test, many conditions are required: a teacher must meet the requirements for him to be effective, the test must be carefully prepared and thought out, the shortcomings of this form of control must be taken into account. If the tests are used correctly, the teacher will receive objective truthful results.

3.5 The role of tests in the formation of grammatical skills

The modern methodology of teaching foreign languages ​​considers the process of forming grammatical skills as a controlled system, in which control is included as a necessary link, which is objectively conditioned by the logic of the process of managing the educational activities of students. The formation of skills is considered by modern psychological and methodological sciences as the formation of step-by-step actions with units of language. Procedural control is impossible if there are no intermediate test tasks in the system of training exercises that are used in a certain sequence and help to check the progress of learning the private actions that make up the skill. An analysis of various studies shows that there are very few such tests, especially those aimed at mastering an indicative basis of actions. Under such conditions, mastering a grammatical phenomenon turns into a spontaneous process with all the ensuing negative consequences. That is why it is important to organize training activities in such a way as to promptly take into account information about the quality of each step of the skill formation process. For this, control tasks (tests) are needed. There is an opinion among methodologists and practitioners that exercises aimed at mastering grammar, in principle, can combine different functions, including controlling. The only problem is to determine the conditions for choosing a controlling exercise from a number of teaching, aimed at the same object of assimilation. From our point of view, it is necessary to observe the following two conditions: firstly, to put forward the control of a certain object as the leading educational task of a specific segment of the lesson and, secondly, to choose such an exercise for control, which will especially clearly make it possible to present in outwardly expressed actions of students the degree of mastery of a particular operation being checked. At this moment, the teacher's attention, his actions on the analysis of the incoming information should be focused precisely on the assimilation of the operation being checked, that is, the test can be the best fit for performing all the functions, and it is testing as a control method that can meet the two requirements put forward by us.

From the above, we can conclude that in order to control the formation of grammatical skills, it is necessary to choose a method that will be able to control in a short period of time exactly the amount of knowledge that a teacher needs, a method that will ensure ease of checking and writing, but at the same time will be effective and will show objective results. We came to the conclusion that this method is a test, from which it follows that it is the test that plays the main role in the control of the formation of grammatical skills.

Chapter 4. Exploring the Impact of Tests on the Formation of Grammatical Skills in Grade 6 Students

Introduction

We passed pedagogical pre-diploma practice at school №255 of the Admiralteisky district with the teacher Olga Alekseevna Zelenkova. We worked with students in grades 6, 1, 3.

The purpose of our thesis is to study the effectiveness of tests as a means of control in English lessons in grade 6.

To achieve this goal, a series of 6th grade lessons were developed and delivered. We chose this age, because:

The state educational standard implies a certain level of development of grammatical skills in the 6th grade;

The grammatical components of the training topic are the direct components of grammar, that is, the object of study.

According to the State Educational Standard, the main goal of our undergraduate teaching practice was to control the development of grammatical skills of 6th grade students using tests.

The tasks that we set during the pre-diploma practice within the framework of the diploma topic:

observe the level of development of grammatical skills;

find effective approaches to test grammar skills using tests in a school setting;

track the effectiveness of the selected methods of controlling grammatical skills using tests;

analyze the effectiveness of the selected methods of control of grammatical skills using tests.

4.1 Characteristics of the UMK

In the process of learning English, 6th grade students used the Opportunities Elementary teaching materials. The teaching materials include a textbook, workbook, grammar reference book, monolingual dictionary, a set of cassettes and a book for the teacher. The tutorial consists of 16 modules and 26 sections. During the undergraduate practice, training took place in the following sections:

Going places

History

Telling stories

Healthy living

The tutorial contains the following sections:

In this module you ... (in this module you will learn ...)

Warm up

Key words

Grammar focus (grammar section)

Skills focus (practical tasks)

Communication workshops (tasks aimed at developing speaking skills)

In addition, students use a Workbook (workbook), which presents various tasks for working out and consolidating the material studied (put the verb in the desired temporal form, insert the appropriate word, correct mistakes). In the process of teaching in the classroom and outside the classroom, students used 2 cassettes for listening, audio recordings can improve phonemic hearing through listening exercises and listening texts. Audio recording for students is a role model.

The TMC also includes a Grammar Summary for use by students as an additional source of knowledge, a monolingual dictionary (Mini Dictionary) and a teacher's Book (Teacher's Book).

During the analysis of the textbook, it turned out that it contains various tasks to control the assimilation of knowledge, such as:

listening tasks, playing out and composing your own dialogues, aimed at controlling the assimilation of vocabulary and speech cliches;

tasks that require students to generate their own statements within the framework of certain speech situations, for example, say ..., suppose ...;

tasks for practicing and consolidating grammatical skills, the main core of which is language exercises, for example, to put a verb in the desired form, translate into English, make sentences using a certain temporal form, etc.

Creative assignments, for example, to select information on a topic, arrange an assignment in the form of a presentation, booklet, etc.

At the end of each topic there are complex tasks in which tasks were selected to control everything that the students had to learn within the framework of the passed section. There are also test tasks, of which there are very few, which determines the lack of using test tasks in English lessons in the framework of the teaching materials, and as a consequence of this, we offer our own test tasks.

The school program stipulates that the textbook is designed to be studied for 2 years.

4.2 Class characteristics

The experiment was carried out in 6 "B" grade. 6 grade is divided into 2 groups in accordance with the level of language proficiency. Students learn the language from grade 1.

The English language group consists of 12 people (7 girls and 5 boys).

As the lessons of observation and conversation with the teacher showed, grammatical skills were always controlled using traditional methods of control. Girls are more active in learning, however, boys are also always involved in the lesson. Children succeed in all lessons, the material on the subject is mastered rather quickly, there are no obvious difficulties, the questions that arise often relate to design details or things that do not directly relate to the subject material.

Grammar knowledge was at the proper level for their stage of learning, but there were a lot of problems with control. Test work in the course of the educational process has not been previously carried out.

The vocabulary of students includes a sufficient number of words for oral communication at their level.

The phonetic skill was formed at a sufficient level - the students had an aproxemic pronunciation.

The students' listening skills have been formed. Pupils responded adequately to speech in a foreign language and are able to maintain a dialogue both with the teacher and among themselves. As the listening lesson showed, listening to authentic texts did not cause difficulties for the students.

The students did not fully possess the country-specific information. As shown by the introductory conversation, the students had information about America, to a lesser extent about England, but knowledge about other English-speaking countries was superficial.

The degree of student motivation could not be assessed unambiguously. Some of the students were very active in the lesson. There was also a group of students who did not show initiative in the lesson and were passive in performing any assignments, especially oral ones. It should be noted that the degree of motivation was directly proportional to the quality of students' knowledge.

To summarize, grammar control was not well known and was not fully successful with students. Part of the reason for this was the low level of motivation to learn English and the prevalence of traditional forms and methods of control over the test.

4.3 Identification of the level of formation of grammatical skills of 6th grade students

This experiment was aimed at identifying the level of existing knowledge among students at the time of the beginning of our undergraduate practice. According to the teacher, the level of knowledge of the students is quite high. It is on the basis of this knowledge that we plan to replace traditional methods of control with the verification of knowledge using tests.

In the 6th "B" class of the ball, knowledge was tested using the example of a number of grammatical exercises, such as:

Only where possible, use "or" s to show posession in these sentences.

The book of this author. - The author "s book.

I can "t see the bottom of the box.

The crew of the ship was small.

It "s the fault of no one.

Do you like the poetry of Eliot?

That "s the leg of the table.

Where is the key of the car?

The sound of carriage was heard.

This exercise showed good knowledge of the topic, understanding of this task and the ability to rearrange sentences grammatically correctly. Not all students showed good results, presumably because they can only build monosyllabic phrases and do not know how to rearrange sentences for a given situation. The results were as follows: "5" - 1, "4" - 6, "3" - 3, "2" - 2.

The next task offered to the students was markedly different from the previous one:

Translate the words in brackets, paying attention to the grammar

Justly punished

There were (too many people) on the bus for comfort and passengers were standing on the isle. A young woman carrying the baby was (very grateful) when an old man offered her his seat. The baby was (fast asleep). She thanked the old man. Everyone was (confused) and the young mother was pleased. It was a (good deed).

In this task, the students faced many difficulties: firstly, doubts about a particular grammatically correct phrase, and secondly, the lack of available vocabulary. The purpose of this exercise was to identify the level of ability to choose and correctly use English equivalents in the proposed situation, which was fully implemented at the level of the students' grammatical skills. We got the following results: "5" - 0, "4" - 5, "3" - 4, "3" - 2, "2" - 1.

The third task given to the students was:

Match questions with suitable answers

For example:

Where do they go? - Their favorite place is Scotland.

Who "s Josh? - He is my daughter" s boyfriend.

Whose dog is it? - It "s Mary" s.

Who are you? - I "m my mother" s daughter.

What are you? - I "m a pupil.

As a result, the check gave the following results:

"5" - 2

"4" - 5

"3" - 3

"2" - 2

The students did not cope with this task as well as expected, because the task was within the framework of a passable topic, which told us either about the low efficiency of the choice of teaching methods, or about the low efficiency of control methods, which we had to find out in the course of undergraduate practice. Also, many students were confused by the similarly structured questions "Who are you?" And "What are you?", Although these doubts should not even have arisen. The purpose of this task was to identify the level of students' orientation in a completely foreign text, their language guess and work on the context, and this task was carried out taking into account the fact that the temporal forms in the questions and answers had to coincide, to which the students had to turn their attention.

The not quite high level of assignments was most likely due to the fact that the students had just begun to study according to a foreign textbook, where everything is presented in English.

Oral work was also carried out during the experiment. It consisted of drawing up a dialogue in pairs on the topic "In the countryside" using new lexical material. This made it possible to establish that all children are well-versed in Past Simple Tense, and some made up dialogues even using Future Simple Tense. This type of work was carried out in order to identify the level of formation of students' grammatical skills in oral speech. Also, the design of life situations develops imagination well, the logic of the response, the reaction to a quick response, in oral speech there is no time to think, therefore, students show well all the knowledge that they actually have. Oral work allowed us to understand which students have what problems and what individual work on the formation of grammatical skills can be done. All dialogues were prepared in advance by the students, thought out, oral speech was formed much better than written, so we got the following results: "5" - 8, "4" - 4, "3" - 3, "2" - 0.

In general, the results of all tasks were satisfactory. Since there were still negative and satisfactory marks, we decided that in order to achieve more effective control of the development of grammatical skills, it is necessary to replace the traditional methods of control with test control. It was necessary to check the proposed increase in efficiency.

4.4 Using tests to develop grammatical skills

Based on the results of our experiment and on the teacher's feedback on the level of knowledge, we decided to control the students' knowledge several times per module to reinforce old knowledge and better control the new knowledge gained. After analyzing the results of the experiment, we decided that the control should be carried out using testing. The tests were offered on a variety of grammatical material, taking into account the students' knowledge.

Fragment of a lesson held in 6 "B" class on the topic "Going places":

The first test task (see Appendix 1), offered to the students, was to test students' orientation in the times of the "Past" group. Pupils were given sheets with ready-made assignments, on which sentences with missing words were written. These words were the verbs put at different times by the "Past" group. Also, for the accuracy of the check, among the answer options there were times not yet known to the students.

For example,

While the kids ... in the garden, their mother was hurriedly cooking dinner.
	were playing
	played
	had been playing
	had played

Students only had to choose the correct answer and mark it.
Conclusion: an assignment of this kind allows you to identify how students can operate with vocabulary in context, also develops logical thinking, trains the skills of independent work. The results of this work showed that this type of control is quite acceptable both for this class and for use in general. Out of 12 students, 7 people received grade "5", grade "4" - 4 students, grade "3" - 1 person and grade "2" - 0.

The test (see Appendix 2) was carried out on the pronouns "some" and "any" well known to students, at the end of the lesson after repeating the use of these pronouns. Students were given an assignment in Russian so that the assignment was understood absolutely correctly. Students were presented with two-choice sentences to complement these sentences. According to the theme, these variants were the pronouns "some" and "any".
For example,

Could I have ... coffee, please?
	some
	any

Conclusion: in the lesson, a grammatical test was carried out in order to control the effectiveness of the assimilation of the passed material. The test made it possible to test the knowledge of all those present at the lesson. Written test work allows the teacher to objectively assess the knowledge of children without switching to his personality and personal attitude towards him, which can lead to an overestimated or underestimated mark. The results of the work carried out were as follows: "5" - 8 people, "4" - 3 students, "3" - 0 people and "2" - 0 people. 1 student was absent from the lesson.
Fragment of a lesson held in 6 "B" class on the topic "History":
Many students have had problems with comparative adjectives when using English. The students absolutely did not understand when to change an adjective as monosyllabic, and when as polysyllabic, when it is necessary to double the last consonant in short adjectives, and when not. After the explanatory work with the theory and the development of the acquired knowledge in a number of exercises, the students were asked to apply their knowledge in practice. Students were given a test (see Appendix 3) containing 15 questions. In each question, a word was omitted, namely the comparative adjective. Each question had 3 answer options, of which the students were asked to choose, in their opinion, the correct one, etc. .................

Characterization of grammatical skills

ADDITIONAL MATERIAL

The grammatical speaking skill is understood as a consistently correct and automated, communicatively motivated use of grammatical phenomena in oral speech. The main qualities of the grammatical speaking skill, therefore, are automation and integrity in the performance of grammatical operations, the unity of form and meanings, the situational and communicative conditionality of its functioning.

The grammatical skills that provide the correct and automated shaping and use of words in oral speech in a given language can be called speech morphological skills. These include the skills of correct use in oral speech.

Speech grammatical skills that provide a consistently correct and automated arrangement of words (word order) in all types of sentences in analytical (English) and inflectional-analytical languages ​​(German, French) in oral speech, in accordance with linguistic directions, can be defined as syntactic speech skills, those. skills of mastering the basic syntactic schemes (stereotypes) of sentences.

Morphological and syntactic speech skills of written speech with perfect language proficiency have the same mechanisms as oral-speech skills with the addition, however, which is due to the written form of speech, i.e. graphic and spelling skills.

These skills differ from oral and speech skills primarily in that they are of a more discursive analytical nature due to the specifics of the written form of speech. The process of fixing a speech work in writing, in contrast to the process of generating speech in oral form, allows you to return to what is written, dwell on it, analyze, correct, clarify, using spelling grammatical rules, since the temporal characteristics of written speech are not as rigidly determined as oral topics. speech.

Receptive grammatical skills are understood as automated actions for recognizing and understanding grammatical information (morphological forms and syntactic structures) in written and oral text. Since the reception of oral and written text can take place both with active and passive knowledge of the language material, receptive grammatical skills should be classified into receptive-active and receptive-passive grammatical reading and listening skills.

Receptive-active grammatical listening skills are based on automated speech connections of auditory-speech-motor images of grammatical phenomena and their meanings. Receptive-active grammatical reading skills are based on the connections of visual-graphic and speech-motor images of these phenomena with their meanings. These connections are manifested in the automation of the process of perception and uninterrupted (immediacy) understanding of the read (audited) text and grammatical information contained in it, due to the level of development of individual speech experience in these receptive types of speech activity, i.e. experience in reading and listening.

Along with active-receptive speech grammatical skills, students should also formulate passive-receptive skills (within the framework of passively assimilated grammatical material). These skills include:

1) skills of recognition and understanding of grammatical phenomena in the text based on
available in the visual memory of images created in the process of formation and
development of reading experience;

2) discursive-operational linguistic grammatical skills of analysis (analysis
decoding) grammatical information of the text.

The first type of grammatical skills is formed in the process of abundant easy reading, the second - as a result of reading grammatically difficult texts or a sheet of text and the use of elements of the analysis of grammatical phenomena.

Linguistic grammatical skills, which are understood as discursive and analytical skills in operating with grammatical material (inflection and word arrangement skills), formed and performed on the basis of grammatical knowledge in the process of performing language exercises.

Like the speech grammatical skills of the same name, they can be receptive (when recognizing grammatical phenomena in written and oral text), they can also be productive and used mainly in writing, less often in speaking, as a background component.

A language grammatical skill is characterized by discourse, non-communicativeness, and non-situationality of its functioning.

The need for the formation of language skills in secondary school conditions is explained by a number of reasons, among which the following should be named. Firstly, language skills can act as spare ”in case of failure of a speech grammatical skill (in case of forgetting, during de-automation, in case of failures in speech, expressed in grammatical errors) or its insufficient automation. Secondly, the language skill is part of the mechanism that controls the correctness of the performance of the speech action by the speaker himself, and if it is performed incorrectly, it provides the correction of the error. Third, parallel forms of language and speech grammatical skills provide a conscious orienting basis for the creation of speech skills.

Teaching grammar skills for productive speech activity.

Speaking requires automated grammar skills. Automation is achieved by repeating the same actions over and over with certain grammatical material. However, regardless of the degree of automation, the skill presupposes the independence of actions. This means that the speaker in different situations can use the structure he has learned, and the difference in situations presupposes a different lexical filling of the structures. If a student uses memorized structures in a finished form, one cannot talk about grammatical skill, because the assimilation of ready-made speech units, regardless of their level (word level, word-combination level, sentence level), occurs in the same way as vocabulary acquisition.

A grammatical skill is based on generalization, but it is developed within certain vocabulary boundaries, on a certain lexical material with the assimilation of a sufficient amount of such material. Otherwise, i.e. when, in the process of forming a grammatical skill, the number of words was insufficient, the necessary generalization is not achieved, a simple memorization occurs, which does not ensure the transfer of the skill, i.e. “Using what has been learned in new conditions”. Such skills are practically useless.

In active grammar skills, the following actions are distinguished:

1) selection of offer models;

2) the choice of the word form and the formation of word forms;

3) the choice of command words - prepositions, articles, pronouns, etc. and their combination
with significant words.

The task of students is greatly facilitated if speech patterns are used in teaching, which include all of the listed actions. The ability to automatically use certain samples is achieved by creating specific speech (educational-speech) situations in which these samples can (or should) be used.

In the formation of grammatical skills, psychological factors such as transference and interference are of great importance. The interfering influence of the native language manifests itself especially strongly during the development of productive grammatical skills. However, from this position, conclusions are often drawn that it is necessary, therefore, in every possible way to expel the native language from the lessons of a foreign language. At the same time, it is often not enough to perform only the exercises; explanations of the teacher, demonstration, comparison, and the rule are also necessary. First of all, it should be noted that although with a formed skill the actions are carried out automatically, this does not mean that consciousness should be avoided when developing a skill. It is known from psychology that while a skill is being formed, it is a conscious action. Skill is the unity of automatism and consciousness. In addition, what is initially understood is assimilated better. Consciousness is also necessary in the case when the skill is not stable enough, when, being included in speech activity, it is destroyed.

Thus, it seems that in the formation of reproductive grammatical skills, consciousness is certainly present, but manifests itself in different ways depending on the nature of the material, the level of training and the stage of mastering these grammatical skills.

The stages of teaching skills correspond to the psychological phases of their formation: the phase of isolating and mastering simple actions, the phase of combining simple actions, the transition to performing complex actions, and improving skills. Accordingly, the following stages of teaching active grammatical skills can be distinguished (the allocation is somewhat arbitrary):

1) preparatory;

2) elementary;

3) combining;

4) systematizing.

The first, preparatory stage is designed to create an indicative basis of action for students, i.e. explain and show how they should deal with the material, which is consistent with the presentation process.

Depending on the grammatical material and the stage of learning, the presentation involves either the message of a rule-instruction, or the presentation of a speech sample.

However, the preparatory stage should take as little time as possible, after which it is necessary to immediately proceed to the elementary stage, which involves the primary working out of the grammatical form in combination with familiar vocabulary. The goals of automating the speech pattern at the elementary stage, when students' attention is directed mainly to the form, are most consistent with various exercises in substitution. This can be both purely oral substitution (from the teacher's voice or with the help of sound recording equipment), and substitution with visual support (lookup tables, pictorial visualization, etc.). Substitution exercises are not devoid of a certain amount of mechanical work, therefore it is inappropriate to linger at the elementary stage, since mechanical forms of work, as mentioned above, cannot solve the issue of mastering grammatical skills. To create a flexible dynamic skill that would provide the ability of the skill to transfer, exercises are needed that would create connections between the speech situation and grammatical means. In this case, students are placed in conditions close to real ones. Although the main task of such exercises is to work out the form, bringing the ability to use this grammatical phenomenon to automation, students should not concentrate their mental efforts on this form, they focus on the content of what they say. Such exercises correspond to the combining stage, and they can be conventionally called speech preparatory.

The fourth, systematizing stage can take place both along the way with the formation of skills, when it is necessary to prevent interference, and on purpose, at a certain stage of completing work with any grammatical material.

Having briefly described the essence of each stage of teaching active (reproductive) grammatical skills, it is advisable to give example exercises with the help of which these skills are achieved. Since, as already mentioned, the first stage is a presentation of the material and serves to create an indicative basis for action, the leading role here is assigned to the teacher, who either gives students a rule-instruction and a model for performing actions, or (depending on the material and stage of training) - a sample for analogous actions.

At the elementary stage, there is a multiple repetition of the same action on the changing lexical material. Exercises of the elementary stage represent various substitutions both without visual support and with elements of visual clarity, both without choice and with elements of choice.

Exercises that are performed at the combining stage have two goals: the formation of automated grammatical skills (therefore, in the process of their implementation, it is necessary to provide a lot of practice in the use of these grammatical forms) and the creation of a natural connection between the grammatical medium being practiced and the speech situation in which it is most often used. Such exercises can take the form of both a conversation and a message.

Teaching grammatical skills for receptive speech activity.

Academician L.V. Shcherba pointed out that there should be different grammars: one for teaching the ability to speak, the other for reading. He wrote: “Passive grammar studies the functions, the meanings of the marshalling elements of a given language, proceeding from their form, ie. from the outside of them. "

Reading as a communicative process poses the following tasks for the reader: to recognize the graphic form of morphemes, words, sentences and to perceive the meaning expressed in them. Mature reading is characterized by the automatism of perceptual processing of perceived printed material and the adequacy of solving semantic problems that arise in the course of speech activity. Consequently, the path of teaching passive grammar should repeat this communicative process, namely, "the description of the phenomenon of passive grammar should be carried out from the form (more precisely, from its features) to the disclosure of its content," and the exercises should be aimed at developing the automatism of recognizing these features and their correlation with the corresponding value. In the rules of passive grammar, it is necessary to indicate the signs by which a particular phenomenon can be recognized.

Exercises for the formation of receptive grammatical skills should be aimed, first of all, at the development of automatisms that help to isolate, learn the signs of a given grammatical phenomenon, and secondly, to formulate certain stereotypes that help anticipate (anticipate) grammatical phenomena when reading.

In order for students to learn to notice the signs of grammatical phenomena, they should first be offered separate, meaningfully unrelated sentences, in which they must emphasize the signs of the studied grammatical phenomenon.

In addition, it is useful to practice writing (mainly home) exercises in which students must use the studied form.

All exercises related to the formation of skills for calculating features are based on familiar vocabulary.

After the students have developed the automated skills of recognizing a grammatical phenomenon, they have to develop "the ability for spontaneous, involuntary perception of this phenomenon in the text." To this end, it is necessary to provide students with sufficient practice in reading meaningfully coherent short passages of text, saturated with the studied structures in order to develop a certain phrasal stereotype.

At present, basically all training systems are aimed at the consistent formation of these skills.

In methodological science, it is customary to distinguish between the following stages of the formation of grammatical skills.

1. Perception of structure. It occurs during its presentation and is a demonstration of the functioning of the structure in speech. The teacher demonstrates the use of
structures for the purpose of communication.

2. Imitation. A necessary stage in any language acquisition. Imitative actions, however, must be performed in speech conditions. Here the mechanism of analogy in the formation of forms begins to form.

3. Substitution. This is where the design sub-skill begins to form. Knowledge of the generalized model of the speech pattern arises.

4. Transformation. The design sub-skill is being strengthened. The mechanism of sa
independent call of the structure.

5. Purposeful isolated use. Here based on reproduction
a purposeful call and the use of one automated
structures.

6. Switching. At this stage, the mechanism of choice and superphrasal
anticipation. The speaker's (student's) attention is not directed directly at
digestible structure; it switches to others as well. It is here that the possession of the structure, the stability of the skill, is tested.

Let us recall that these stages, which take place at the pre-text stage, i.e. at the stage of skills formation.