Дипломная работа (ВКР) - бакалавр, специалист на тему Формирование и развитие грамматических навыков употребления форм пассивного залога с использованием инновационных приемов и технологий при обучении русскоязычных студентов уровня А2 английскому языку

Содержание:

INTRODUCTION 7
CHAPTER 1. THEORETICAL ASPECTS OF BUILDING GRAMMATICAL SKILLS BY TEACHING PASSIVE VOICE FORMS 9
1.1 Passive Voice as the Grammatical Category of English Verb 9
1.2 Grammar Approaches in Treating the Category of Voice 13
1.3 The Grammatical Component of Communicative Competence in Modern Learning Process 16
1.4 The Specifics of Teaching Grammar Skills to Russian-speaking Students of Pre-intermediate Level 20
1.5 The Category of Passive Voice and Features of its Presentation in the Educational Process 27
1.6 The use of innovative techniques and technologies in the formation of students’ grammatical skills 31
1.7 Summary of results 34
CHAPTER II METHODOLOGICAL BASES OF FORMING KNOWLEDGE ABOUT THE FORMS OF ENGLISH PASSIVE VOICE IN THE METHODOLOGICAL COMPLEXES «UPSTREAM ELEMENTARY A2» AND «NEW CLOSE-UP A2» 36
2.1 Characteristics of Methodological Complexes 36
2.2 The Systems of Building and Developing Passive Voice Grammar Skills in the Methodological Complexes 41
2.3 Approaches to Grammar in "Upstream Elementary A2"and “New Close-up A2” Complexes 48
2.4. Results and Discussion 58
CHAPTER 3. RECOMMENDATIONS FOR TEACHING PASSIVE VOICE APPLYING INNOVATIVE TECHNIQUES AND TECHNOLOGIES TO STUDENTS OF A2 LEVEL 60
3.1 Difficulties in Introducing Grammatical Category of Passive Voice into the Educational Process 60
3.2 Improving Exercises for Teaching the Passive Voice and Its Specifics 64
3.3 Recommendations for Learning A Grammatical Category in a Student Setting 70
3.4 Results and Recommendations 76
CONCLUSION 79
REFERENCES 81
APPENDIX 88

Введение:

INTRODUCTION
Learning grammar is a crucial element in language acquisition. The regulations of grammar are utilized to merge words into phrases and sentences that convey meaning. The term "grammar" encompasses various concepts. On the one hand, it refers to "a distinct field of linguistics that explores the set of regulations for modifying words and joining them together in a sentence". On the other hand, it is the most fundamental aspect of language proficiency where grammar functions as a set of operations involving grammatical material and produces the so-called grammatical mechanisms of speech, which are displayed in the form of grammatical skills and abilities.
The importance of grammar in acquiring a foreign language highlights the relevance of this paper. No other aspect of foreign language teaching has been the subject of so much discussion and debate over the years as grammar. On the basis of the grammatical phenomena they learn, students will be able to express their thoughts quickly and accurately in the foreign language they are learning. Each student will be able to use the material easily in their own statements when they have firmly mastered each grammatical unit. Mastery is ensured by the acquisition of relevant linguistic (grammatical) knowledge through the formation of linguistic skills and the development of relevant linguistic abilities.
The functioning of the passive voice system occupies an important place in modern linguistic studies due to the extensive system of passive sentence use and its semantic content. The scope of the proposed research is quite broad, but the problem is not well developed. The problem of the passive construction as one of the peripheral constructions in modern English is relevant and controversial in modern linguistics.
Methodological basis of the work. The category of the English verb state and the place of the passive in the word-change paradigm of the English verb are studied by representatives of various branches of linguistics, especially from the point of view of structural linguistics (I. P. Ivanova, B. O. Ilyish, N. A. Kobrina, N. M. Raevskaya, B. I. Rogovskaya, I. O. Alekseeva, J. Pakik), communicative (Dominic Thompson, Diane Lee, Tony McErena), cognitive (P. Forchini, W. Croft) and corpus linguistics (Hundt M, Weiner I.). The important scientific work carried out by foreign linguists (Carter R., Medina P., Booth D., Hopper P., Vanrespeil M.) confirms the importance of studying passive constructions in functional, diachronic and semantic terms.
The objective of the research is to analyse the morphological and semantic-functional features of 'passive' constructions in Modern English and the peculiarities of teaching this topic in English lessons. The realisation of this goal involves solving the following tasks:
1. To define the Passive Voice as the grammatical category of English verb.
2. To analyze the grammatical component of communicative competence in modern learning process.
3. To give characteristics of methodological complexes “Upstream Elementary A2” and “New Close-up A2”.
4. To study the systems of building and developing passive voice grammar skills.
5. To make recommendations for learning a grammatical category in a student setting.
The object of the study is passive constructions in modern English. The subject of the study is passive constructions and the peculiarities of studying their use and functions in speech in English lessons.
The selection of research methods is contingent on the study's aim, objectives, and the distinctive qualities of the object under investigation. The methods utilized are typically comprehensive in scope. In this particular study, general scientific methods such as abstraction, generalization, formalization, analysis, and synthesis were employed.
Structure of the work. This paper is made up of an introduction, three chapters, a conclusion, a list of references and an appendix.

Заключение:

CONCLUSION
The grammar of a foreign language is the foundation of English and one of the most important aspects of learning it. Grammar has a special role because it establishes the rules and structure of the language to organise and convey messages. A high level of knowledge of English grammar will improve your writing and speaking skills and allow you to develop your own unique style of communication.
Grammar is the structural basis of our ability to express ourselves, and the more we understand how the grammar of a foreign language works, the more we can control the confidence and effectiveness of our language use. Mastering the grammatical structures of a foreign language is the key to fluency and confidence. In addition, knowledge of grammar can enhance the ability to think analytically and to communicate confidently and effectively with native speakers.
Mastering the grammar of a foreign language is not just about knowing the rules, it is about using grammatical structures in language interaction. We therefore believe that the role of grammar in students' learning is extremely important and that their knowledge and skills should be perfect. One of the aims of foreign language teaching is to teach learners to use grammar correctly, meaningfully and appropriately.
In this respect, grammar can be seen as a rational and dynamic system with structures characterised by three dimensions: form, meaning and use.
Learning Passive Voice at the A2 level is important because it helps to make English writing more accurate, precise, and clear. It can also help to improve the readability of text, as well as helping to make the text more concise. Passive voice also allows writers to emphasize certain elements of the sentence, as well as allowing them to more easily change the focus of the sentence. Additionally, knowing how to use passive voice correctly can help writers to better understand the structure of sentences and to better identify errors in their own writing.
In the educational-methodical complex "Upstream Elementary A2" the category of passive voice is considered in section 9b "Smart Brains". The lesson has a typical structure. In the educational-methodical complex "New Close-up A2" the category of passive voice is considered in section 10 "Road Trip" (Grammar). The lesson has a typical structure. The disadvantage of this textbook compared to the previous one is that the grammatical material is not woven into the topic of the lesson organically, but is taken out separately, due to which the level of students' motivation decreases.
A positive point for choosing both complexes is the presence of a complete methodological portfolio, which, on the one hand, ensures continuity between the levels of education, and on the other hand, saves the teacher from routine work and frees up time to create really thoughtful creative lessons.
Each of these methods has its advantages and disadvantages. When applying the deductive method, the teacher first presents the grammatical structure, using at the same time specific grammatical terms and constructing linguistic clichés, after which this structure is worked out in a certain way according to the rule "from the general to the particular". The advantages of the deductive method include the implementation of the principles of consciousness, scientificity, economy of time spent, clarity of explanation of rules, provision of examples for working out rules and practical use, taking into account the role of cognitive processes in language acquisition. The disadvantages of the deductive method include, in particular, the difficulty of understanding grammatical terminology, the use of exercises detached from the speech and thematic context.
This issue requires further research in connection with the creation of new conditions for distance learning, the development of information and communication technologies, the introduction of new methods of teaching a foreign language in non-linguistic fields by domestic and foreign specialists.
 

Фрагмент текста работы:

CHAPTER 1. THEORETICAL ASPECTS OF BUILDING GRAMMATICAL SKILLS BY TEACHING PASSIVE VOICE FORMS
1.1 Passive Voice as the Grammatical Category of English Verb
The category of Voice has its own meaning, like time and number. On this basis, the definition of it is built as semantic. According to E.V. Gorbunov, the most common description of the Voice is "the expression of the relationship between subject and object is always the same: the subject performs an action and the object submits to it: this follows from their very definition" [5, p. 46].
I.B. Dolina expresses a different opinion: "Active and Passive Voices denote the same relations of reality" [7, p. 45]. In other words, there is no significant difference between the mood forms at all. Addressing this problem, some scholars consider the tense as the relation of the verb-predicate to the subject of the sentence. The definition of Voice can be classified as syntactic, while others view it as the connection between the action and its subject, which represents a semantic interpretation of the category.
In certain cases, this fundamental difference between the approaches to Voice is accompanied by secondary distinctions, which originate from the inquiry of whether object-application should be taken into consideration. In such a scenario, the syntactic definition of Voice introduces variations, involving the relationship between the predicate verb, subject, and complement in the sentence. L.I. Ilia notes that a similar variation can be found in the semantic definition, specifically the connection between the action and its subject and object [9, p. 56]. It is worth emphasizing that the semantic foundation of passive constructions is to express a Voice of the subject that is caused by the object's action. In other words, the Voice of the subject is caused by the action of the object.
It is necessary to take into account L.M. Medvedeva's thesis that "the fact that the individual participants that are included in the interpretation of the situation named by the verb may not be regularly marked in the sentence by means of actants, which is essential for characterizing the relationship between semantics and syntax" [17, p. 11]. Different structural types of sentences require the use of various tense forms, enabling us to differentiate the tense verb category from other verb categories. The Voice category, in contrast to other morphological verb categories, has a stronger correlation with sentence syntax.
The review of scientific literature allows us to speak about three main approaches to the study of the category of Voice: syntactic, structural-semantic and communicative. According to the syntactic approach (A. V. Isachenko, K. Brinker and others), the Passive is considered a syntactic phenomenon, and the Voice is a grammatical category of the verb that expresses subject-object relations. Active and Passive constructs are considered equivalent and their meaning is identical.
The structural-semantic approach (S. Karcevski, H. Glinz) indicates that the Voice forms express a different relation of the action to the subject. Within the framework of this theory, Active constructions are considered as subject-oriented, Passive - as object-oriented.
The starting point of the communicative approach is the situation. The Voice category is the grammatical forms of the verb that provide the speaker with different possibilities for presenting the same content from different angles of view.
The connection with sentence syntax is established through the content of the Voice opposition, which designates different types of relationships between the sentence constituents and the situation participants. The following definition is pertinent: "Voice is a two-level grammatical category; the deeper level concerns the relation of the action to its subject and is conveyed through the verb's morphology and semantics."
On a more superficial level, Voice pertains to the relation of the sentence's verb-predicate to its subject. The first level is known as diathesis, while the second level is referred to as the Voice in a narrow sense. L.I. Ilia highlights that describing Voice in any language requires outlining each level individually and then establishing the rules that connect the second level to the first [9, p. 46]. In this regard, the concept of diathesis