How to learn new grammar material
When learning a foreign language, the learning process is based mainly on two components – vocabulary and grammar. Or to put it another way: new words and grammar rules. Usually, learning grammar is considered a difficult, „boring” and uninteresting activity. What can a teacher do to make it more enjoyable?
For easier and smoother learning of new grammar material, it is better not to present the rules separately. Grammar should blend with vocabulary, be a natural part of the lesson.
When grammar is considered separately theoretically, the lesson is drier, uninteresting and the connection with the practical use of the language is lost, it is more difficult for students to learn. To avoid this, it is good for them to analyze the new text themselves, find the features, try to understand and define them themselves and connect them with the vocabulary. And only then should the teacher explain, either in the form of tables or in another way. In this way, a working atmosphere is maintained in the classroom, students are mentally engaged, new information is not presented to them ready-made, and so they learn it more easily. After clarifying the new material, its practical application follows. Learning grammar is mainly done through exercises. In order to learn the correct conjugation of a verb in the present tense, it is not necessary to memorize it by itself in all its persons and numbers. Or for the correct use of prepositions, it is not necessary to memorize theoretical rules. It is better to do practical exercises and incorporate the new grammar into sentences related to everyday life and the surrounding environment.
For example, when teaching the rules regarding the use of modal verbs in the Italian language, instead of the teacher giving a ready-made theory in the form of points and subpoints, it is more appropriate for the students to carefully examine the text and discover the peculiarities themselves, to be able to come to the conclusions themselves that the modal verb is always followed by the infinitive form of the other verb and there is no preposition between them. Then the teacher writes a short definition on the board, but the main work remains with the text. In this way, the students do not lose the connection between vocabulary and grammar, because the language is a single whole between these two components.
For better mastery of the rules of language use, they must always be linked to a text and practiced in various forms.
Subtlety in teaching and learning grammar
For the correct use of the language, a good command of grammar is necessary. This part of teaching and mastering the language is not always easy and understandable for students. From my practice as a teacher of adults and children, I have found that the correct learning and use of the definite article in the Italian language is rather difficult for students.
The Italian language has a rich and varied grammar. One of the first rules to learn is the correct use of the definite article. The definite article in the Italian language is different, depending on the gender and number of the noun and depending on what letter it begins with. As a result of these features, the language is enriched and diversified, which often makes it difficult for those who learn the language as a second language. When this part of the grammar is given separately, in the form of tables and rules, it is perceived more difficult. For a smoother learning of the forms of the definite article, it is good to give it with the corresponding definite article every time the unknown word is written. This way, learners remember the correct usage more naturally and without hindrance.
When learning a foreign language, I have found that the most difficult thing for students is to speak in the language they are learning. Often, when I ask them questions in Italian, they have difficulty answering. Over time, I became convinced that they understand the question very well, they also know the words, as individual words, that they need to use, but they have difficulty putting them together in a sentence. I began to pay attention to how they can, in addition to understanding it, extract part of the answer from the question that is asked to them. Often, students do not understand the question asked enough and when they have to answer, they do not realize that some of the words can and should be used in the answer. They get absorbed in grammar, they start asking themselves what preposition to use, not realizing that they simply need to reverse the word order. When I drew their attention to this small feature, over time their answers became faster and more correct.
The conclusion we can draw here is that for the correct use of language in general, it is good not only to hear, but also to listen to the person asking us a question. To listen to the second language without necessarily trying to go through the translation of the first. This way, grammatical rules are learned more smoothly and together with vocabulary.
Permanent and easy learning of new vocabulary
When learning a foreign language, the learning process is based mainly on two components – vocabulary and grammar. These are the new words and the grammatical rules. But how can students learn new words permanently? And how can this be done in an easy and enjoyable way?
One of the most common and perhaps most erroneous ways to learn vocabulary is to type words ten, twenty or more times. The activity itself creates a feeling of boredom in the learner and he does not put any thought into performing the exercise. As a result, words written several dozen times remain unlearned.
When working with a text that contains unfamiliar words, it is appropriate for students to first try to guess their meaning themselves – mostly by extracting it from the root of the word. For example, if they know that the word „lavoro” means work, they will easily guess that „lavorare” is to work. But it is better for them to do this themselves, and not for the teacher to give them the meaning right away. Another suitable way is to help each other with another foreign language, usually English. The fact is that in Western European languages, which are widely studied, many of the words have the same root and are of common origin. Thus, students who speak English well, for example, and know the meaning of the word „difficult”, can easily guess that the Italian „difficile” means „difficile”. The same word in French is written the same way as in Italian, but is pronounced differently. The important thing is to give children the new knowledge ready-made, and to give them the opportunity to arrive at it themselves. The teacher's role is to control the process, correct and clarify. Thus, by participating in the learning process, students learn new things more permanently.
When new words are learned, in order not to forget them, they must be used and periodically repeated. For this purpose, it is appropriate for children to make slips of paper on which the word is written on both sides in Bulgarian and in the language they are studying. This way, they can also test themselves, practicing the meanings of the words in both directions. However, in school, it is more appropriate to practice words not only by repeating their meanings, but by applying them in practical exercises or by using synonyms. In my opinion, it is not so important to use the most accurate word in a given sentence, but to convey the full meaning of what they want to say clearly enough. And dry testing of words can become fun if done in the form of a game. Students can play independently or divided into teams. When they start the competition-exercise with the attitude that they will not be sanctioned for ignorance, they will work more calmly and the fear of "punishment" will give way to the creative process.
Lexical diversity is the foundation of a language. And we know that language serves primarily for communication. The richer a person's vocabulary, the more successful their communication and interaction with others will be.
… to be continued
© 2023 Iliana Dechkova