Application of the principles of the communicative and cognitive approach in teaching English grammar to students

Abstract

This article is devoted to the application of the principles of the communicative and cognitive approach in teaching English grammar to students. The relevance of the topic is due to the need to find effective methods of forming grammatical competence in the context of communicative-oriented learning. The purpose of the study is to theoretically substantiate and experimentally test a methodology for the development of grammatical skills based on the integration of communicative and cognitive strategies. The methodological basis consists of the provisions of communicative and cognitive linguodidactics, the concept of consciousness and situational learning. The methods of modeling, pedagogical experiment, testing, and statistical data processing were used. In the course of experimental training (n=50), the effectiveness of the developed methodology was proved: in the experimental group, a significantly higher level of grammatical skills was achieved (average score 4.2 vs. 3.6 in the control group; p<0.05). Qualitative analysis has shown that the proposed techniques contribute to the conscious assimilation of grammatical structures, the development of linguistic thinking, and the activation of students' speech-thinking activities. The conclusion is made about the expediency of the integrated use of communicative and cognitive technologies in teaching the grammatical side of speech. The practical significance of the research is related to the possibility of introducing its results into mass school practice. The author sees prospects for further development of the problem in the creation of a universal communicative and cognitive model for the formation of students' linguistic competence.