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CONCLUSION


Any of aspects of training to languages was not a subject during many years of so intensive discussions and discussions, as grammar. The grammar was understood differently, it is of no importance an unequal role not only at training to native or foreign languages, but also in general in system of education of the separate countries of the world.

The communicative training has appeared when the serious changes in paradigm of training to the English language were required. The traditional techniques did not answer requirements of the adult population.

The communicative training became fast standard in pedagogical circles, having received support of the conducting applied linguists, philologists, publishers in various institutes. All this promoted its fast distribution worldwide.

In a basis of development of the communicative approach to teaching foreign languages the communicative theory of language lays. The purpose of training to language becomes so-called " the communicative competence ".

In the given qualification paper the basic principles of formation of grammatic skills were considered: selection and organization of a methodical material,its ordering and classification, problem of mastering of grammatic skills during many years and use of communicative methods of training to foreign language on an average grade level.

At mastering by grammar in a school rate of foreign language the special attention should be given the theories, with use of presentation, and its optimum combination to speech practice. Thus the basic methodological principle is the principle of consciousness - pupils should clearly realize a communicative orientation of investigated grammatic structures and to be able to decipher the circuits and tables. The communicative purpose of training allows grammar in high school to formulate the basic requirement to volume of a grammatic material subject to mastering in high school: it should be sufficient for usage by language as by a means of dialogue in the limits, given by the program, and real for mastering it in the given conditions.

Foreign language concerns to number of subjects, which the pupil takes possession during active speech activity (spaeking, listeing, reading, writing). That is why communicative approach of training is capable to ensure a motivational-incentive level of dialogue, to create conditions approached to real conditions, in which usually there is a requirement for dialogue of the people with each other.

The organization of a grammatic material has at training to foreign language essential importance. It determines substantially success of work above the grammatic party of various kinds of speech activity and, hence, final results of teaching of foreign language in school.

From a practical part we have found out also, that the range of types of exercises, which can be applied within the framework of the communicative approach, practically is not limited. It is supposed, that it is such exercises, which provide achievement of the learning communicative purposes of the educational plan, involve trained in process of dialogue and assume the use of such communicative processes as information interchange, discussion, interaction. In this connection it is necessary to pay attention and that the role of the teacher at communicative training essentially differs from traditional training. The teacher carries out two basic roles: first - to promote process of the communications between all pupils in an audience and between the schoolboys both various tasks and texts. Second - to be involved in dialogue as the independent and equal in rights participant of the communications.

In the theoretical plan the work has shown, that the modern theory and practice of teaching foreign language has the brightly expressed communicative orientation, that promotes all-round development of the person, development of spiritual values of the pupils. The functional approach corresponds to the given modern lines in a technique, namely offers:

  • Practical presentation of a grammatic material

  • Adequate application training exercises ensuring

communication between the formal and functional party of grammatic skill

  • Primary use situatioal of conditional - speech and speech exercises

with orientation to importance

The given basic rules of the functional approach have found reflection in the developed complex of exercises and were realized practically in the carried out skilled training.

On a material of the carried out skilled training, was proved, that the functional approach is an effective means of formation of grammatic skills directed on practical realization in conditions to the natural communications, and the developed complex of exercises can serve the practical course used for teaching of the grammatic at school.


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1 Бим, И.Л. Теория и практика обучения иностранному языку в средней школе [Текст] / И.Л. Бим – М.: Просвещение, 1988. – 72 с.


2 Бим, И.Л. Теория и практика обучения иностранному языку в средней школе [Текст] / И.Л. Бим – М.: Просвещение, 1988. – 98 с.


3 Витлин, Ж.А. Современные проблемы обучения грамматике иноязычных языков // Иностранные языки в школе, 2000. – № 5. –  5 с.


4 Пассов, Е.И. коммуникативный метод обучения иноязычному говорению [Текст] / Е.И. Пассов – М.: Просвещение, 1991. – 27 с.


5 Пассов, Е.И. коммуникативный метод обучения иноязычному говорению [Текст] / Е.И. Пассов – М.: Просвещение, 1991. – 78 с.



6 Рогова, Г.В., Рабинович, Ф.М., Сахарова, Т.Е. Методика обучения иностранным языкам в средней школе [Текст] / Г.В. Рогова, Ф.М. Рабинович, Т.Е. Сахарова – М.: Просвещение, 1991. – 120 с.


7 Рогова, Г.В., Рабинович, Ф.М., Сахарова, Т.Е. Методика обучения иностранным языкам в средней школе [Текст] / Г.В. Рогова, Ф.М. Рабинович, Т.Е. Сахарова – М.: Просвещение, 1991. – 167 с.


8 Жамалов Ж. Чет тил ўқитиш методикаси: Чет тиллар олий ўқув юртлари талабалари учун дарслик.–Ўқитувчиси, 1996. – 152. б
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