Formation of grammatical skills among high school students when teaching speaking in English lessons

Grammar skill - the ability to automatically recall grammatical means from long-term memory. The formation of grammatical skills is carried out on the basis of two main approaches: explicit and implicit. The choice of one of the approaches depends on a number of factors: the age of the students, the level of training, the complexity of the material being studied.

The study and analysis of methodological literature, a survey of teachers and students of the school revealed the need for the development of methodological recommendations for the formation of students' grammatical speaking skills in a foreign language lesson.

The purpose of the exercises is to form the skill and skills of using the entered lexical material (through actions and operations with it, which ensures its final assimilation and memorization). We have immediately raises two questions:

the ratio of the time the process of introducing words and shape of the first block of exercises.1

Methodological recommendations are devoted to the methodology of working on the formation of grammatical speaking skills in high school students with in-depth study of the English language on the basis of educational complex. They are compiled on the basis of our own experience with this teaching material and taking into account the recommendations of the course authors. They are designed for high school students and can be used by teachers and students - trainees working on the basis of educational complex, as well as students, as independent work on the studied material, since the methodological recommendations include keys for self-examination.2

The hypothesis of the research is that the process of forming grammatical skills in teaching speaking will occur effectively if specially developed methodological recommendations are used purposefully and systematically in foreign language lessons.

The objectives of the research:

• •         To acquaint students with theoretical material on grammar within the

framework of the topics defined by the teaching materials.

• •         Develop the grammatical skills of students in an English lesson.

• •         To form students’ grammatical speaking skills on the topics

established by the program.

Technological activities are teacher and student activities:

• •    The teacher prepares dialogues for students in advance, offers to work in pairs and open brackets using the correct form of the verb. At the end of the exercise, the teacher asks the students to explain their choice. Checking the

assignment is carried out frontally, since in the future it will be used as a speech sample for the dialogical speech of students.

• •    The teacher distributes to the students forms with a plan for drawing up their own dialogue, based on a sample. Each form contains the setting on the basis of which students make up dialogues.

• •    If students make grammatical errors in speech, the teacher corrects them after the students have completed the presentation of dialogues in order to prevent the emergence of a psychological barrier to speaking.

• •    Students perform the exercise in pairs, open the brackets using the correct form of the verb. After completing the task, each couple reads two sentences from the dialogue, and monitors the correctness of the exercise.

• •    Students perform the exercise in pairs, open the brackets using the correct form of the verb.

• •    Pupils make up their own dialogue in pairs according to the proposed speech pattern according to a given setting.

• •    Each pair presents its own dialogue. Students listen to the dialogues of other couples and call sentences in the form Continuous, comment on the correct use of grammatical structures in speech.

Criteria for evaluating monologic and dialogic skills:

• •    The task is completed in full: the goal of communication has been achieved, the student builds monologic and dialogical statements in accordance with the communicative task, grammatical constructions are used correctly.

• •    The task is completed: the goal of communication has been achieved, but the topic is not fully disclosed, the student builds monologic and dialogical statements in accordance with the communicative task, the student makes mistakes in grammatical constructions.

Thus, the assumption that the development of grammatical speaking skills among students will be more effective if systematically and purposefully used in the educational process in English lessons in addition to the basic teaching materials methodological recommendations has been confirmed in practice.

"Экономика и социум" №11(78) 2020