Часть дипломной работы на тему Тема 1 (Глава 2): Формирование и развитие грамматических навыков употребления конструкции «сложное подлежащее» с использованием инновационных приемов и технологий при обучении учащихся старших классов средних общеобразовательных школ по стандартным программам изучения английского языка.Formation and Development of Grammatical Skills in the Use of the Complex Subject Construction Applying Innovative Techniques and Technologies in Teaching Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language.

Содержание:

CHAPTER 1. THEORETICAL FOUNDATIONS OF FORMING AND DEVELOPING GRAMMATICAL SKILLS OF USING THE COMPLEX SUBJECT CONSTRUCTION 7

1.1 Features of Forming and Developing Grammar Skills at Foreign Language Lessons 7

1.1.1 Stages of Grammar Skill Formation 10

1.1.2 The Classification of the Complex Subject Construction 13

1.1.3 The Use of the Complex Subject Construction in English sentences 15

1.1.4 Means of Expressing the Complex Subject Construction in English Sentences 17

1.2 Formation and Development of the Grammatical Skills in Using the Complex Subject Construction in English Grammar 20

1.2.1 Principles of Teaching Grammatical Skills in Using the Complex Subject Construction 22

1.2.2 Peculiarities of Teaching the English Complex Subject Construction 25

1.3 Summary of Results 27

CHAPTER 2. METHODOLOGICAL PRINCIPLES OF FORMING AND DEVELOPMENT OF USING THE COMPLEX SUBJECT CONSTRUCTION 31

2.1 Specifics of Teaching the Complex Subject Construction to Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language 31

2.2 Approaches in Teaching Peculiarities of the Complex Subject Construction to Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language 34

2.3 Principal Characteristics in Teaching the Complex Subject Construction based on Methodical and Educational Complex “Happy English.ru” 37

2.4 Peculiarities of Teaching the Complex Subject Construction Based on Methodical Lexical and Grammatical Complex by E.S. Muzlanova 41

2.5 Analysis of the Specifics in Teaching the Complex Subject Construction Based on Methodical and Educational Complex “Complex Object. Complex Subject” by Yu. S. Gurikova 44

2.6 Results and Discussion 48

CHAPTER 3. PRACTICAL USAGE OF THE RESEARCH RESULTS IN THE EDUCATIONAL PROCESS 50

3.1 Consideration of Variety of Efficient Systems in Learning of the Complex Subject Construction 50

3.2 Development of Structured Grammatical Exercises for Practicing Grammatical Knowledge in Complex Subject Construction for Senior Grades Pupils of Comprehensive Schools with Standard Programs of Studying the English Language 61

3.3 Results and Recommendations 66

CONCLUSION 69

REFERENCES 72

APPENDIX 80

Введение:

The theme of this work is related to the formation and development of the grammatical skills in the use of the “Complex Subject” applying innovative techniques and technologies in teaching senior grades pupils of comprehensive schools with standard programs of studying the English languages.

Teaching a foreign language is a complex process aimed at the formation of communicative competence. It should be emphasized that the use of grammar is one of the main factors without which it is impossible to carry out any type of speech activity: listening and speaking, reading and writing. Thus, the possession of grammatical skills is the basis for the development of communicative competence. That is why the formation and improvement of grammatical skills should take an important place in every foreign language lesson.

Research experience has shown that one of the difficult topics in the Syntax section of English Grammar course for students is the syntactic analysis of simple sentences. This is confirmed by the typical errors made by students in identifying the main members of an English sentence, which immediately leads to an incorrect further analysis of the sentence. In view of this, it is necessary to find ways and means of expressing them that will provide some support to students in determining the subject-Verb relationship in syntactic analysis.

According to the English curriculum, educational institutions have placed great emphasis on the study of the Infinitive and Infinitive structures, due to the specificity of the Infinitive in English and the mismatch between some of its forms and functions and the Infinitive in Russian.

The problem is how to interest and motivate students and make the educational process more productive and effective.

Thus, the relevance of the study is determined by:

— the need of modern society for a person who has certain knowledge, skills and abilities for free communication in a foreign language in any conditions;

— innovative trends in the field of improving the methodology of teaching English;

— the need to introduce new modern technologies for the effectiveness of the educational and pedagogical process in teaching students foreign language communication.

The object of the research is complex subject construction.

The subject of the study is the formation and development of the grammatical skills in the use of the “Complex Subject” applying innovative techniques and technologies in teaching senior grades pupils of comprehensive schools with standard programs of studying the English languages.

The objective of the present study is to make the analysis of the formation and development of the grammatical skills in the use of the “Complex subject” applying innovative techniques and technologies in teaching senior grades pupils of comprehensive schools with standard programs of studying the English languages.

To reach this objective the following tasks were put:

— to define the stages of grammar skill formation;

— to analyze the classification of the complex subject construction;

— to describe the use of the complex subject construction in English sentences;

— to study means of expressing the complex subject construction in English sentences;

— to analyse principles of teaching grammatical skills in using the complex subject construction;

— to study peculiarities of teaching the English complex subject construction:

— to make the analysis of methodological principles of formation and development of using the complex subject construction;

— to present the practical application of the obtained results in the education process.

The following research methods were used according to the objectives of this work:

— comparative method,

— descriptive method,

— analytical method,

— observation method,

— method of classification.

The theoretical basis of this study. This study was based on the works of Russian linguists such as N. N. Amosova, V. D. Arakin, I. V. Arnold, I. R. Galperin, I. P. Ivanova, V. V. Burlakova, G. G. Pocheptsov, P. M. Karashchuk, E. G. Megrabova, O. D. Meshkov, A. I. Smirnitsky, A. Baugh, T. Cable, D. Beiber, S. Conrad, J. Leach, A. Downing, P. Locke.

The solution of the tasks is carried out using the following methods: theoretical (linguistic analysis and analysis of psychological and pedagogical literature, comparison, generalization) and empirical (observation, teaching experiment, analysis of performance results).

The practical significance of the final qualifying work is determined by the possibility to consider the results of the study as a basis for further study of the characteristics and features of complex subject in a secondary school.

The theoretical value of the present research is explained by the description of the contextual conditions for the implementation of complex subject, as well as in the description of the ways of its study by schoolchildren.

The material under research includes 3 educational and methodical complexes:

— “Happy English.ru”;

— “Methodical Lexical and Grammatical Complex” by E.S. Muzlanova;

— “Complex Object. Complex Subject” by Yu. S. Gurikova.

Structure of the work. This paper consists of an introduction, three chapters, conclusion, a list of references and appendix.

The graduation bachelor work was tested in a group project at the Department of Foreign Languages in Theory and Practice of the RUDN Institute of Foreign Languages under the guidance of the scientific advisor M.B. Rudzeevskaya.

Заключение:

English grammar plays an important part in the education system of both schoolchildren and students in higher education institutions. The study of simple syntactic structures, particularly interrogative and exclamatory sentences, begins at the initial language level.

Syntactic competence is one of the main subject competencies in the body of linguistic knowledge, abilities and skills necessary for children in a variety of communicative situations, including the ability to use oral and written literary language and to use the necessary library of syntactic language units. Different levels of structure (phrases, sentences, texts, complex syntactic wholes), certain types of syntactic structures and conjunctions (conjunctions, disjunctions, complex sentences, complex sentences with different types of connections, etc.), taking into account function and different styles of speech according to subject, purpose, communication situation, main communication genres.

Research experience has shown that one of the difficult topics in the Syntax section of English Grammar course for students is the syntactic analysis of simple sentences. This is confirmed by the typical errors made by students in identifying the main members of an English sentence, which immediately leads to an incorrect further analysis of the sentence. In view of this, it is necessary to find ways and means of expressing them that will provide some support to students in determining the subject-Verb relationship in syntactic analysis.

The Complex Subject is one of the most complicated themes at school program. It is connected with the absence of such phenomenon in Russian language. And it is important for schoolchildren to study with the help of correlating links and correspondences between two languages, the children in this age have got associative thinking but in the case with this topic it is impossible.

In the program “Happy English.ru”, this theme is presented in the unit 4 but we suppose it is not enough for such complicated topic. The unit begins with an explanation of the rules to the student in Russian and it is a positive moment because it will be difficult for children to understand such difficult rule in English. The language of explanation is quite easy.

As for the methodical lexical and grammatical complex by E. S. Muzlanova, it is intended for applicants, but can be used by all English language learners: students in special schools, students at non-language universities, and those who are learning languages by correspondence or on their own.

The use of educational grammar references in English language programs is intended to enrich students’ vocabulary. It provides a rich collection of English grammatical structures that serve as indicators of its overall development. Therefore, it is important to teach students how to use the reference to learn English.

Methodical and Educational Complex “Complex Object. Complex Subject” by Yu. S. Gurikova is a handbook, half devoted to the phenomenon of Complex Subject topics. At the initial stage of learning, the material is presented explicitly, including explanations of rules and phenomena. At the same time, attention is paid to the complexity of the task, taking into account the content of the grammatical material and the complexity of its absorption by the student, as well as the learning conditions. We believe this will motivate students to learn foreign languages and make the learning process more interesting.

The level of development of education in the world entails the need to use information and communication technologies that allow:

— to increase the content and attractiveness of the educational activities of students;

— to increase the information content of the lessons, which will lead to an increase in interest from students;

— to improve the quality of education and the desire to learn;

-increase the clarity and dynamism of the lessons.

A visual demonstration of the material in the classroom, together with a synchronous explanation of the material, is the most effective way of teaching. Visual demonstrations include multimedia presentations, online tests and training software products. They help deepen students’ knowledge. In addition, animation in presentation slides allows teachers to present lesson materials more vividly and colorfully and to interest students.

The role of computer technology is to complement, not replace the teacher. The most frequently used electronic resources in the classroom are: presentations, logic games, test shells, Internet resources. Moreover, these resources can be used at all stages of the lesson, from explaining new material to extracurricular activities. So, Internet resources in a lesson of geography and the surrounding world can allow the presentation of excursion materials, in a lesson of literature — virtual trips to museums of writers, artists, get additional information about their life and work.

Thanks to the use of information and communication technologies, the teacher gets the opportunity to create qualitatively new forms and methods of preparing students for further education. Most often, this process uses elements of the Microsoft Office package, which includes Word, Microsoft PowerPoint, and others.

By practising appropriate exercises which are presented in the project senior grade pupils will expand their knowledge of Complex Subject construction in English. The exercises are focused on effectively developing grammatical skills of pupils. This project includes 5 exercises besides others with training the Complex Subject construction.

Фрагмент текста работы:

CHAPTER I. THEORETICAL FOUNDATIONS OF FORMING AND DEVELOPING GRAMMATICAL SKILLS

OF USING THE COMPLEX SUBJECT CONSTRUCTION

1.1 Features of Forming and Developing Grammar Skills

at Foreign Language Lessons

In learning a foreign language, grammar plays a leading role. It is the foundation; the basis of the language. The study of the modern English language is made possible by the development of grammatical skills.

Grammar is the branch of Linguistics that studies the structure of language, i.e. the morphological domain and the system of forms, syntactic domains and structures. As a science, grammar is divided into [44]:

1) Formal Grammar which is responsible for the grammatical forms and their structures, and Contentive Grammar which is responsible for the meaning of these forms and structures.

2) Common Grammar which is the study of the structure of a language over a certain period of time; and Historical Grammar, which is the study of the structure of a language during its historical development.

There is also Functional Grammar. The objective is to study the functions performed by grammatical units [15]. In learning grammar, pupils generalise what they know. The process of mastering a foreign language is only possible if the theory of grammar is closely related to its application in practice. That is to say, it is necessary to understand the rules of grammar, this approach gradually becomes a habit and their use becomes automatic.

It is not necessary to aim for mastery of a foreign language, but rather as a means of solving communicative tasks. For most students, grammatical competence is a major component of their social and professional activities. Without it, they would not be able to operate the language perfectly.

Grammatical competence is the grammatical form of the correct use of a foreign language according to grammatical rules and norms [26]. The formation of grammatical competence involves the interaction of the following components [27]:

— the knowledge of the grammatical system of the language being learnt.

— the reproduction and reception of grammatical skills

— the ability to use grammatical structures in one’s own speech and to analyse the speech of others.