Proceedings of the 1st International

Scientific and Practical Conference

«Modern Directions and Movements No
in Science»
127
(October 6-8, 2022).
Luxembourg, Luxembourg

PEDAGOGY AND EDUCATION

Linguistic and didactic foundations

of grammar teaching in the framework
of a communicative approach

Komolova Dilafruz Muhammad qizi1

1
a master;
Namangan State University; Republic of Uzbekistan

Abstract. The goal of the Communicative Approach is to improve student’s

communicative competence, which is widely accepted to consist of grammatical
competence, sociolinguistic competence, discourse competence and strategic
competence. It aroused people’s awareness of the development of communicative
competence, dethroning the concept Chomsky’s linguistic competence.
Keywords: linguistic, language, grammar, linguists, teaching, theory, competence.

Linguistic theory is the basis of teaching a foreign

language. The principles and methods of teaching are
inseparable from linguistic theory. Linguistic basics: The
following various theoretical principles show the necessity
of teaching grammar when learning a foreign language. The
need for components and basic features of the language: the
components and main features of the language determine the
need for grammar. All modern linguists agree that language
consists of sound, vocabulary and grammar, and these three
elements influence each other, interact and form the material
basis of the entire language system, i.e. the content of a
language can be expressed through sound, while sound must use
vocabulary and grammar to perform its function; grammar is
the "sound, structural and semantic system of language" and
only thanks to grammar, sound and vocabulary can form a
meaningful language system. Therefore, linguists argue that
grammar is the most important part of the language system. A
complete language system cannot be created without grammar.
Thus, we can imagine that grammar is like the frame of a
house. Without this frame, good materials and building blocks
cannot make a solid house. Many linguists also have a clear
understanding of the importance of grammar. Chomsky explains

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 Proceedings of the 1st International
Scientific and Practical Conference
«Modern Directions and Movements No
in Science»
127
(October 6-8, 2022).
Luxembourg, Luxembourg

PEDAGOGY AND EDUCATION

that grammar can be viewed as a theory of language. Thus,

grammar is an integral part of language teaching for foreign
language teachers. Meanwhile, linguistics is the basis of
teaching foreign languages. The formulation of the principles
of teaching a foreign language, the development of teaching
methods and the choice of teaching methods should be related
to the peculiarities of the language. There are some dilemmas
in modern language teaching: some teachers always emphasize
"communicative competence" and neglect "linguistic
competence". Teachers and students are always in search of
free oral expression, but knowledge in the field of reading
and writing is very weak. Meanwhile, students often make
mistakes in oral and written speech and do not have basic
knowledge of the language. Obviously, this is the result of
a one-sided understanding of the communicative approach, so
that teaching a foreign language goes to the extreme.
Therefore, we must have a comprehensive understanding of the
following theory of the communicative approach. The concept
of "linguistic competence" was put forward by Chomsky on the
basis of the denial of the linguistic theory of behaviorism
and is defined as a system of linguistic knowledge acquired
by native speakers, including sound, vocabulary, syntax,
semantics and other rules, and the linguistic competence
possessed by native speakers allows them to understand and
create grammatical sentences with which they have never been
in contact before. With the development of sociolinguistics,
due to the insufficiency of the concept of "linguistic
competence", as Liu discovered in these theories, linguistic
knowledge is the basis and abstract master of the language
system; in practice, linguistic knowledge is assimilated, and
with automatic use linguistic competence can be transformed
into linguistic productivity.Namely, communicative competence
requires that we first acquire linguistic knowledge. As we
know, grammar is an important part of linguistic knowledge
and competence. Thus, grammar is obviously also part of the
communicative competence, as well as the content of teaching
a communicative approach. In other words, we can understand
that the communicative approach forces linguistic knowledge
to pass through linguistic activity as a learning goal.
Grammar training provides linguistic efficiency. Thus, we can
argue that as an integral part of language learning, grammar
teaching should permeate the entire process of language
activity. The need to teach grammar in terms of the practical
effect of teaching a foreign language: the practical results

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«Modern Directions and Movements No
in Science»
127
(October 6-8, 2022).
Luxembourg, Luxembourg

PEDAGOGY AND EDUCATION

of teaching a foreign language in the past required paying

much more attention to teaching grammar. Practice is the only
criterion for verifying the truth. From the point of view of
past practical results of teaching English, ignoring and
neglecting the teaching of English grammar does not promote
the teaching of English in general and even affects the
correct use of English by students. Due to the lack of proper
grammar, many students in the classroom and beyond are unable
to express precise sentences. many high school students still
say: «I think it won’t rain today»; «He is study hard». At
the stage of learning English, the weakness of grammar
directly affects students' grades and further higher
education. At the stage of learning English, the weakness of
grammar directly affects students' grades and further higher
education. After they enter secondary schools or
universities, many students do not understand the structure
of sentences and the use of language differences. Similarly,
when understanding long and complex sentences when reading,
they also cannot correctly analyze the structure of the
sentence, have only minor knowledge and even become a "tail-
wagging the dog" or are completely mistaken. According to the
statistics of Yu, about 80 percent of college students say
that their reason for unsatisfactory performance in English
is that the ambiguity of the syntactic structure of the
concept causes problems with reading, grammar, translation
and writing.
Didactic foundations: Didactics is the theory of
teaching, and in a broader sense, the theory and practical
application of teaching and learning. Unlike "mathematics"
(the science of learning), didactics refers only to the
science of learning. This theory can be contrasted with open
learning, also known as experiential learning, in which people
can learn independently, in an unstructured way, on topics of
interest. The theory of didactic teaching methods focuses on
the basic knowledge that students possess and seeks to improve
and convey this information. This also applies to the
foundation or starting point in the lesson plan, where the
overall goal is to gain knowledge. The teacher or educator
acts in this role as an authoritative figure, but also as a
guide and resource for students. Grammar teaching should not
be aimed only at teaching rules, but should also cover all
language skills. Recent studies have explored the role of
grammar in the writing curriculum, in developing the
communicative abilities of second language learners in

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 Proceedings of the 1st International
Scientific and Practical Conference
«Modern Directions and Movements No
in Science»
127
(October 6-8, 2022).
Luxembourg, Luxembourg

PEDAGOGY AND EDUCATION

addition to its impact on students. When grammar is taught in

context, the emergence of new words is inevitable. As
Hammerley said, "in a full-fledged second language learning
program, we have to learn about 99 percent of phonological
rules and elements, 80 percent of grammatical rules and
patterns, and about three to five percent of the entire
vocabulary of the second language. In other words, while
phonology and grammar can be taught, vocabulary cannot be
fully controlled. However, studies have shown that both those
who study the first language and those who study the second
language can accidentally benefit from understanding the
meaning through reading. The point is that context must be
taken into account when it comes to creating vocabulary, and
the strategy used is crucial.
In short, communicative actions designed to teach grammar
in a communicative environment should take into account the
meaning and communicative orientation. It can be hypothesized
that specially selected communicative actions will provide
students with external guidance to understand how grammatical
forms are illustrated in the language, and then learn how to
form a grammatical sentence. To this extent, it will draw
students' attention from grammatical forms to the target form
in which their performance will be accessible by identifying
forms of a foreign language. These illustrations show that
the attention of foreign language learners will be shifted
towards the use of certain language features during a
communicative speech.
In conclusion, we can say that the theoretical aspect of
teaching English grammar and ways of using it to improve the
quality of education, as well as the ability and competence
of teachers to teach students. It is assumed that grammar
teaching should focus on form-based learning by unconsciously
presenting grammatical forms, in which students' skills in
mastering a foreign language will be encouraged by grammatical
exercises and practice. the popularity of more communicative
approaches that emphasize the use of language rather than the
rules of its use is growing. foreign language learners
involved in the communicative context will discover the
grammar of a new language and understand its functions.
Through the teaching of a communicative language, students
will be trained to talk about the aspects they have learned,
and not just notice it from the teachers. Grammar teaching
should not be aimed only at learning the rules, but should
also cover all language skills. In short, communicative

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 Proceedings of the 1st International
Scientific and Practical Conference
«Modern Directions and Movements No
in Science»
127
(October 6-8, 2022).
Luxembourg, Luxembourg

PEDAGOGY AND EDUCATION

actions designed to teach grammar in a communicative way

should take into account the meaning and communicative
orientation. The results of this study show that the attitude
of teachers to communicative activity and the communicative
approach to teaching grammar is positive.

References:
[1] Hu J. An alternative perspective of language re-use: Insights from
textual and learning theories and L2 academic writing / J. Hu //
English Quarterly Canada. – 2001. – P. 52–62.
[2] Chomsky N. Persistent topics in linguistic theory / N. Chomsky //
Diogenes. – 13(51). – 1965. – pp. 13–20.
[3] Liu S. Age constraints on second-language acquisition / S. Liu //
Journal of memory and language. – 1999. – pp. 78–104.
[4] Yu R. Interaction in EFL classes / R. Yu // Asian social science. –
2008. – pp. 48–50.
[5] Hammerly H. Synthesis in Second Language Teaching: An Introduction
to Languistics / H. Hammerly. – Burnaby, BC: Second Language
Publications. – 1982. – 693 p.

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