Of uzbekistan fergana state university foreign languages faculty

MINISTRY OF HIGHER AND SPECIALIZED SECONDARY EDUCATION OF THE REPUBLIC
OF UZBEKISTAN
FERGANA STATE UNIVERSITY
FOREIGN LANGUAGES FACULTY
ENGLISH LANGUAGE DEPARTMENT
This is submitted for

BACHELOR’S DIPLOMA
DEGREE
Theme: “Teaching grammar through errors: to make an error means to correct error”
By: Sobirova Zabarjat Ortiqboy qizi

Group: 19.99
Supervisor: M.Ahmedova
Bachelor’s diploma work was passed a preliminary by chair.
__________submission number­­­­__________


Ferghana-2023
CONTENTS
INTRODUCTION
Chapter1. TEACHING GRAMMAR THROUGH ERRORS
1.1. Errors Correction in Foreign Language Teaching……………………….8

1.2. The role of correction in English teaching…….…………………………11

1.3. Types of Errors and Theirs Sources……………………………………...23
Chapter2. MODULE OF THE SUBJECT
2.1. Lesson plan for B2 Level University Learners………………….……….33
2.2 Description of the lesson …………………………………………………..37
2.3. Assessment specifications of module Grammar in context……………..42
CONCLUSION………………………………………………………………....44
REFERENCES………………………………………………………………....46
APPENDIX………………………………………………………………...…...48

Abstract
Students in our country often have difficulties in learning English as a foreign language for lack of appropriate learning materials in the classroom. Too often foreign language teaching texts in our country are designed either too difficult or too easy for learners. Without appropriate texts that suit them, learners spend long hours in the classroom accomplishing very little in the end. Most of them remain weak in reading, writing, listening and speaking in English properly even after receiving higher education.
Students’ performance varies according to the type of materials given to them. A significant amount of research shows that there is something about the type of textbooks/materials that should be looked into and evaluated carefully so that necessary adaptation can be made for effective learning to take place. When learners are introduced to variety of materials, it is necessary to understand what impact they have on the learners.
Recent years have seen a dramatic increase in the use of commercially produced foreign language course-books as additional teaching materials in young learner classrooms. In many cases, the approaches taken and the methods advocated in these materials are accepted uncritically by the teachers using them regardless of their teaching context. Teachers in some contexts also do not have a choice and are forced to ‘teach the book’ and implement methodologies that they may not agree with. However, in both cases there is a huge risk of not doing what is best to promote learning. To avoid this possibility a more critical stance towards language learning materials is needed.