Peculiarities of teaching grammar to the non-philological students

Abstract

The article deals with teaching grammar stages as important part of teaching English to the students of non-philological universities for their gaining communicative competence at the level which allows them to use foreign language practically both in professional activity and for self-education. It has been determined that main aim when teaching non-philological students is to form their grammatical skills as one of important components of skills in speaking, reading, listening and writing. It has been specially noted that the specificity of teaching grammar to the cadets of non-philological faculties lies in the fact that under the plan of study practical grammar is not taught as a separate discipline and that is why grammar material is studied in the context of definite vocabulary. Main principles and approaches regarding teaching grammar stages have been analysed. It has been reviewed that deductive approach to teaching grammar is more appropriate for non-philological students and fits into a class structure known as PPP (Presentation, Practice, Production). Much attention has been given to the analysis of Presentation, Practice and Production stages as well as techniques which can be used at the class. Special attention has been given to the types of exercises at each stage of teaching grammar such as drills, grammar games, grammar quiz, memory tests, picture dictation, growing stories, questionnaires, dialogues and grammar auctions Production (free practice) stage has been considered to be one of great great importance. Information gaps, role plays, interviews, simulations, find someone who, spot the differences between two pictures, picture cues, problem solving, personalisation activities and board games have been offered to use at production stage. It has been researched that grammar competence formation of students of non-philological universities is quite a long term process which should be provided gradually by taking into account communicative approach to foreign language teaching.