Constructive production techniques for learning English grammar
Год сдачи (защиты) дипломной работы: 2018 г.
Объем: 70 стр.
Содержание дипломной:
Заданная тема1: Constructive production techniques for learning English grammar
Introduction 3
1. Goals and objectives of teaching grammar for oral communication at High School 8
1.1 Grammatical competence as the goal of teaching grammar at High School 9
1.2 High School requirements for grammatical material acquisition 15
2. Teaching grammar to High School pupils 24
2.1 High School pupils and the concept of learner autonomy 24
2.2 The concept of learning by doing 35
3. Constructive production techniques for mastering grammar 40
3.1 Survey of methods of teaching grammar 40
3.2 Constructive production techniques for teaching conditionals 50
Conclusion 61
Bibliography 64
Appendix A 69
Appendix B 70
Выдержка из дипломной работы
The English language has its grammar governed by rules. Speakers of the language have to make concerted effort to learn how words are put together to form sentences to enable them to effectively communicate in the language. In Ghana, because English is learnt as a second language (ESL), English grammar is taught in schools, colleges and the universities for pupils at the various levels of the academic ladder to be able to communicate effectively; especially in written English. This is because all other subjects are taught in English and answers to questions in the various subjects are written in English.
The role of English grammar in one’s progress in academic work cannot be ignored. The teaching of English grammar in schools, colleges and the universities is essential. This is because for learners to be able to construct well formed sentences, they need to understand the basic rules that govern sentence construction in the language. This would enable them write the language in a manner that conforms to standard written English. Inadequate knowledge of English grammar or poor language proficiency affects the performance of pupils in their various disciplines and for that matter their academic progress. Constructive teaching and learning activities were used to help learners improve on their grammar and usage; especially subject verb agreement rules...
The aim of this chapter is to identify the goals and objectives of teaching grammar for oral communication at High School.
Being a learning discipline, a foreign language, besides its main functions (educational and general education), performs a number of additional ones that contribute to the development of such individual qualities of personality as creativity and logic. In addition, it should not be forgotten that the primary goal of teaching a foreign language is the formation of a foreign communicative competence(Merzliakov, 2014), the successful development of which is impossible without grammatical competence.
In contrast, these three grammar goals summarize three strands of a comprehensive grammar curriculum:
1. Every pupil, from every background, will complete school with the ability to communicate comfortably and effectively in both spoken and written english, with awareness of when use of english is appropriate...
The role of the grammar of a foreign language is not only to use grammatically correct sentences and sentences, but also to master the system of rules relating to word formation, the logic of constructing sentences, and also the ability to use the language independently. If we approach the grammar of a language from the formal side, then we can define that under this term we mean a system of rules that makes it possible to produce ordered chains of elements, i.e. build statements and suggestions.That is why the subject of the work is relevant
The aim of the work is to study of application of constructive production techniques for learning English grammar (High school).
While doing the course work we done suck tasks:
The survey of methods of teaching grammar is exploring is studding.The practical importance of mastering grammatical competence lies in the fact that grammar, due to the general nature of its laws, contributes to the mastery of a foreign language. Therefore, the FSES establishes for the pupils of the basic school a minimum level of knowledge of grammatical competence. Thus, the established level B1 assumes the mastery of the grammar of a foreign language in full, and the level of B2 in profile education...
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