child might be heard to say
Two mans comed instead of
Two men come , because the child is using the plural
" s" rule for
man to which the rule does not apply, and the past tense
ed rule for
come which does not obey the ordinary rule for the past tense formation. A little Russian child can say
ножов instead of
ножів using the case-ending
" ів " for
ножі to which it does not apply. Such mistakes are corrected as the child grows older and learns more of his language.
By "grammar" we also mean the system of the language, the discovery and description of the nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars: traditional, structural, and transformational grammars . Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax); structural grammar studies structures of various levels of the language (morpheme level) and syntactic level; transformational grammar studies basic structures and transformation rules.
What we need is simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages. This grammar must be simple enough to be grasped and held by any pupil. We cannot say that this problem has been solved. p> Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the main one is the principle of frequency, ie, how frequently this or that grammar item occurs. For example, the Present Simple (Indefinite) is frequently used both in conversation and in various texts. Therefore it should be included in the grammar minimum.
For selecting grammar material for reading the principle of polysemia, for instance, is of great importance.
Pupils should be taught to distinguish such grammar items which serve to express different meanings.
Plurals of nouns
The 3d person singular of Present Simple (Indefinite)
For example,
-s (Es) Г
The selection of grammar material involves choosing the appropriate kind of linguistic description, ie, the grammar which constitutes the best base for developing speech habits. Thus the school syllabus reflect a traditional approach to determining grammar material for foreign language teaching, pupils are given sentences patterns or structures, and through these structures they assimilate the English language, acquire grammar mechanisms of speech
The content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognize grammar forms and structures while hearing and reading, to reproduce phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation.
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PART 2 MAJOR METHODS AND PRINCIPLES
1.1A Brief Review of the Major Methods of Foreign Language Teaching
The grammatical systems of Russian and English are fundamentally different. English is an analytical language, in which grammatical meaning in largely expressed through the use of additional words and by changes in word order. Russian is a synthetic language, in which the majority of grammatical forms are created through changes in the structure of words, by means of a developed system of prefixes, suffixes and ending. (P. 121, Brown C. and Jule "Teaching the spoken language", Cambridge, 1983)
No one knows exactly how people learn languages ​​although a great deal of research has been done into the subject.
Many methods have been proposed for the teaching of foreign language. And they have met with varying degrees of success and failure.
We should know that the method by which children are taught must have some effect on their motivation. If they find it deadly boring they will probably become de-motivated, whereas if they have confidence in the method they will find it motivating. Child learners differ from adult learners in many ways. Children are curious, their attention is of a shorter duration, they are quite differently motivated in, and their interests are less specialized. They need frequent of activity; they need activities which are exciting and stimulating their curiosity; they need to be involved ...
