Abstract
The article is devoted to the linguistic terminology teaching problems in native language classes of elementary school, teaching pupils to determine the levels and sections, as well as understanding the differences between language levels and linguistic phenomena.
Highlights
One of the theoretical knowledge elements in primary school mother tongue lessons is the effective work importance on the term, as a result of which pupils can rely on it, on the one hand, to memorize the language level, on the other hand, to find relevant topics in textbooks, and, most importantly, rules will be armed with an easy way to search
Mirmakhsudova, "the grammatical term should be mastered by students at the level of distinguishing a linguistic phenomenon, knowing which linguistic phenomenon we are talking about by name." Only can a grammatical term act as a bridge between linguistic phenomena and rules and definitions» [1]
Observations show that pupils sometimes understand the theoretical knowledge content, but do not know which language phenomenon they are talking about
Summary
1. Introduction One of the theoretical knowledge elements in primary school mother tongue lessons is the effective work importance on the term, as a result of which pupils can rely on it, on the one hand, to memorize the language level, on the other hand, to find relevant topics in textbooks, and, most importantly, rules will be armed with an easy way to search. Pupils should learn to use this “bridge” both in finding the appropriate language level and in searching for a topic through textbook pages, more precisely and more conveniently, and acquire relevant knowledge, skills, and competencies.
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