This paper examines the methodological approaches to teaching English grammar in elementary schools, focusing on strategies that enhance both understanding and engagement among young learners. It argues for a diversified approach, integrating direct instruction, inductive learning, and contextual activities. The effectiveness of these methods in fostering grammatical competence, while maintaining student motivation and accommodating diverse learning styles, is explored through a review of current educational practices and scholarly research.
This paper examines the methodological approaches to teaching English grammar in elementary schools, focusing on strategies that enhance both understanding and engagement among young learners. It argues for a diversified approach, integrating direct instruction, inductive learning, and contextual activities. The effectiveness of these methods in fostering grammatical competence, while maintaining student motivation and accommodating diverse learning styles, is explored through a review of current educational practices and scholarly research.
Ushbu maqola boshlang'ich maktablarda ingliz tili grammatikasini o'rgatishning uslubiy yondashuvlarini ko'rib chiqadi va yosh o'quvchilarning tushunish va faolligini oshiradigan strategiyalarga e'tibor qaratadi. U to'g'ridan-to'g'ri ta'lim, induktiv ta'lim va kontekstli faoliyatni birlashtirgan diversifikatsiyalangan yondashuvni talab qiladi. Ushbu usullarning grammatik kompetentsiyani rivojlantirishdagi samaradorligi, o'quvchilarning motivatsiyasini saqlab qolish va turli xil o'rganish uslublarini moslashtirish, joriy ta'lim amaliyotlarini ko'rib chiqish va ilmiy tadqiqotlar orqali o'rganiladi.
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Ключевые слова: индукти |
вное Аннотация: В этой статье |
обучение, прямые инструкции, игры, интерактивные занятия, Грамматика- Бинго, компетентность
рассматриваются методологические подходы к преподаванию английской грамматики в начальных школах с упором на стратегии, которые улучшают понимание и вовлеченность молодых учащихся. Он выступает за диверсифицированный подход, объединяющий прямое обучение, индуктивное обучение и контекстуальную деятельность. Эффективность этих методов в развитии грамматической компетентности при сохранении мотивации учащихся и адаптации к различным стилям обучения исследуется посредством обзора современной образовательной практики и научных исследований.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Ahmadjonova Q.Q. | Pedagogika fanlari bo'yicha falsafa doktori (PhD) | Is’hoqxon Ibrat nomidagi Namangan davlat chet tillar institute Namangan, O‘zbekiston |
| 2 | Adiba F Tuychiboyeva A.F. | Magistratura talabasi | Is’hoqxon Ibrat nomidagi Namangan davlat chet tillar institute Namangan, O‘zbekiston |
| № | Name of reference |
|---|---|
| 1 | 1. Cummins, J. (2001). Bilingual Children's Mother Tongue: Why is it important for education? Sprogforum. |
| 2 | 2. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. |
| 3 | 3. Hadfield, J., & Hadfield, C. (2012). Simple Speaking Activities. Oxford: Oxford University Press. |
| 4 | 4. Heift, T., & Schulze, M. (2007). Errors and Intelligence in Computer-Assisted Language Learning. New York: Routledge. |
| 5 | 5. Larsen-Freeman, D. (2014). Teaching Language: From Grammar to Grammaring. Boston: Heinle & Heinle. |
| 6 | 6. Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan Education. |
| 7 | 7. This academic article provides a comprehensive look at the various methodological approaches to teaching English grammar in elementary settings, tailored to the developmental and cognitive levels of young learners. |