LEARNING COMMUNICATIVE GRAMMAR FOR PROFESSIONAL COMMUNICATION

Abstract

The communicative approach to teaching grammar of a foreign language involves the introduction of grammatical structures not in isolation, but integrated with four language skills: listening, speaking, reading and writing.

The aim of the work is to study the ways of teaching communicative grammar in various everyday and professional speech situations at the level of sentence and context. The method of the communicative approach requires a certain balance between the use of precommunicative and communicative tasks that prepare students to work with grammatical rules for real communication and motivate them to use these grammatical structures in real communication. Students should not only perform preliminary communicative exercises in the classroom, but also interact and communicate with other communicants outside the learning environment, where they will have the opportunity to use the models they are learning. An alternative to creating natural conditions for professional communication can be dialogues, role-playing games, simulations and information gaps.

The research methodology includes the method of analysis and generalization of advanced pedagogical experience, critical analysis of literature, the method of trial training.

Scientific novelty is determined by the need of introduction of new effective teaching methods which will provide grammatical structures and phenomena, drilling and communicative usage of these grammatical patterns in context.

The results of the study emphasize the fact that communicative grammar is based mainly on broader principles that go beyond the manipulation of language form. Teachers of a foreign language should take into account that at the lesson teacher should provide opportunities for students to use the grammatical structure properly when they communicate and interact. It is not enough to provide only preliminary communication activities without actual communication.