METHODOLOGICAL PRINCIPLES OF THE FORMATION OF GRAMMATICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS AT CLASSES IN FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

Abstract

The article is devoted to current problems of foreign language grammatical competence, reveals the concept of grammatical competence and defines its main components. Scientists include grammatical skills, knowledge and grammatical awareness as main components of grammatical competence, and various types of exercises as the mechanism for forming grammatical competence. The main methodical principles for forming the grammatical competence of future primary school teachers are defined. The article envisages the effectiveness of the use of communicative and sociocultural approaches, indicates the main principles of teaching grammar to future primary school teachers at classes in foreign language for specific purposes. The process of learning grammar for students of pedagogical faculty should be aimed at the formation of foreign language grammatical competence, taking into account the national and cultural features of the language being studied, as part of the professional foreign language communicative competence necessary for the implementation of future professional activities. The content of grammatical competence, in addition to knowledge of language elements and the ability to use them in speech, should also include knowledge, skills and abilities that contribute to the assimilation of socio-cultural norms and national-cultural features of speech behavior of representatives in foreign culture. Successful formation of grammatical competence, taking into account the national and cultural features of the language being studied, is possible under the condition of implementing a communicative approach in combination with a socio-cultural approach to teaching a foreign language. Grammatical tasks should be as close as possible to real communication, should be addressed to the students themselves and should involve the use of their own life experiences. Communicatively oriented learning of grammar increases motivation, expands the expressive possibilities of speech, which adds naturalness to students’ utterances.