Keyword: «grammatical skills»

The problem of teaching grammatical competence of a foreign language is considered one of the main tasks in the theory of teaching foreign languages. However, methodologists began to discuss this problem relatively recently. Based on the relevance of this problem, this article reveals the concepts of grammatical competence and grammatical skill as a cognitive mechanism for the formation of grammatical competence. The purpose of the article is to analyze various classifications of the stages of the formation of grammatical speech skills at foreign language lessons and to determine the main of them. The theoretical significance of the work is an attempt to expand the understanding of the stages of the formation of grammatical skills while working with foreign languages.

The article focuses on the relevance of the formation of lexical and grammatical skills in the process of foreign language education at the middle stage through information and educational technology, namely video resources. The concepts of lexical skills, grammatical skills and video resources are discussed in detail, the stages of preparation for this type of work are described. The positive aspects of the technology are analyzed, the conditions for its implementation are specified. The authors’ personal experience is summarized, a fragment of the lesson is given, the practical results obtained are evaluated, and practical recommendations are presented.

The article deals with key stages of compiling and incorporating English linguistic corpus of professional aviation texts into a process of forming and improving cadets’ lexical and grammatical skills.

The article discusses communicative strategies for the formation of grammatical skills and explores the potential of using a communicative approach to their formation. A constructive analysis of studies affecting this aspect of methodology was carried out in order to systematize strategic approaches to the study of grammar and construct an algorithm for the formation of grammatical skills.

The article examines a methodology for developing the grammatical aspect of foreign language speech in secondary school students based on a differentiated approach with the integration of multimedia learning tools. It reveals the reasons for the need to differentiate grammar teaching of a foreign language due to the heterogeneous preparedness of students. The possibilities of using multimedia technologies (interactive exercises, audio and video materials, computer programs) to enhance individualized instruction and improve the effectiveness of grammar skill formation are described. Examples of differentiated tasks utilizing multimedia are provided, which allow for consideration of different learning styles and student abilities. The positive impact of combining differentiated instruction with multimedia tools on student motivation and outcomes in mastering grammatical aspects of speech is noted.