Formation of Students' Grammatical Competence Based on the use of Prosodic Characteristics of Grammatical Structures

Abstract

   Of particular relevance today are studies devoted to the analysis of approaches to teaching grammar, since the purpose of teaching grammar is the formation of grammatical competence. Therefore, knowledge of grammar is not just knowledge of formal rules, but also the ability to apply these rules in real communication, using lexical, morphological, syntactic and phonological means adequate to the communicative situation. Undoubtedly, it is necessary to organize the process of foreign language education in which each of its aspects will be formed taking into account the communicative status and natural mechanisms of its assimilation. Achieving this goal is possible if the general laws of cognition are observed. The formation of grammatical competence is a cognitive process that has its own specifics, it is a special kind of cognitive activity through the accumulation of subconscious images and ideas. The article discusses and analyzes the requirements of modern methods in teaching a foreign language, taking into account the specifics of speech-thinking processes and the complex interactive nature of mastering various aspects of a foreign language. It is argued that the formation of grammatical competence is a special kind of cognitive activity, during which there is an accumulation of subconscious images and ideas. It is this process that seems to be the basic one for the formation of grammatical competence. In the course of teaching grammar, the processes of grammatical and prosodic formalization of an utterance should interact. The organization of such interaction requires the identification of the structure of speech activity, the stages of the generation of speech utterance in real communication.