Методика розвитку граматичної компетенції вживання в усному і писемному мовленні неособових форм дієслова

Abstract

(uk) У статті розглянуто методику формування й розвитку мовленнєвих граматичних навичок уживання в усному і писемному мовленні герундія та дієприкметника 1. На основі та за принципами комунікативно-орієнтованої методики навчання іншомовного спілкування вказано способи реалізації головної мети навчання – набуття студентами мовних спеціальностей комунікативної компетенції. Запропоновано до розгляду різні види вправ – мовні, умовно-мовленнєві та мовленнєві, які за умови інтенсивного застосування сприяють розвиткові лінгвістичної компетенції студентів і є ефективним засобом навчання.

(en) The article runs about possible ways of developing students’ oral and written grammar skills in using verbals, in particular – gerund and participle 1. Communicative methodology with its differentiating and situational principles is considered as the basic technology of teaching grammar. The author describes different interpretation of teaching the use ofverbals, which are presented as ingforms in the original resources like reference books and manuals, and the one traditionally accepted in our methodology –teaching the use of the gerund, participle 1 and adjective, which are formed by means of adding –ing to the stem of the verb. Such approach to teaching verbals is considered more appropriate as due to their morphological characteristics gerund and participle function in the language differently The emphasis in the article is made on practical aspect of teaching so some examples of non-communicative and communicative activities for developing linguistic competence are being presented with the consideration of the objectives and their use in the teaching/learning process. Special attention is paid to the activities focusing on rephrasing which is a good means to understand the linguistic system of the language and learn to use different grammar structures to express similar meanings. Another emphasized activities are tests provided to train the use of the verbals and control students’ skills. Such activities might be rather efficacious if used systematically and if the students are involved in commenting on the use of the verbals and their morphological characteristics, which seems to be very important for teacher training. The activities are to be provided in accordance with didactic principles –simplicity and consequentiality, which enables students to better understand the grammar structure without focusing on other detail –new vocabulary and other grammar structures and develop skills in using gerund and participle 1.