Allow me to begin by summarizing my ideas on the contentious subject of learning the grammar of a new language.

Grammar instruction, in my opinion, should be supplemented by conversational practice and vocabulary acquisition (first fixed-themed conversational phrases, then free conversational practice on each topic with sentences based on known grammar (to minimize grammar errors) alongside grammar instruction).

Grammar, in my opinion, may be learned and mastered through communicative grammar assignments using real-world content (with sentences that most likely can be used in real-life situations).

Having a key to self-check activities is really valuable for pupils. Grammar exercises that incorporate dialogues, interrogative and declarative (or narrative) phrases about common topics, themed texts, and narrative stories are extremely beneficial for teaching grammatical structures. Grammar practice should involve exercises in listening comprehension, speaking, reading, and writing. Combining input (hearing, reading) with output (writing), in my opinion, should be helpful (speaking and writing). As a result, I prefer communicative English classes in which grammatical material is integrated into the topical discussion, and vocabulary practice assignments (exercises) are included in each course. To be able to communicate effectively in a language, I concur that vocabulary is far more important than grammar. The more suitable vocabulary a learner understands, the easier it is to articulate a concept in a language while speaking, writing, or reading and listening.

A learner should practice listening to audio and video aids in English (dialogues, themed texts, and narrative stories) and then speaking in order to develop strong listening comprehension abilities in English and the ability to communicate effectively in the language. It is desirable to have English-language audio and video transcripts. On a long-term basis, I recommend that learners practice listening comprehension followed by speaking on a variety of themes and using resources appropriate for all levels in the following sequence:

  1. Repeat each sentence aloud. Along with listening, read each sentence from the transcript.
  1. Verify that you have a firm grasp of each sentence’s pronunciation, vocabulary, and grammar.
  1. Without checking the transcript, attempt to repeat each sentence (say it aloud) exactly as you heard it. The ability of a student to repeat a sentence suggests that he or she has retained the statement’s meaning.
  1. Divide the dialogue or text (story) into small paragraphs or sections, read each aloud, and compare to the transcript.
  1. Repeat the full talk or story multiple times without interruption, and attempt to recall the full discussion or text’s content (story). To assist you in communicating the topic in English, you can create a strategy outlining keywords and phrases, major concepts, or questions regarding that particular dialogue or literature. It is critical to cross-check your statements against the transcript.

It is prudent to record one’s speech on an audio aid and compare it to the original audio/video recording.

I believe that incorporating a variety of practical topics relevant to learners’ anticipated needs, along with complete vocabulary for each topic, is an excellent way to practice listening comprehension and speaking in English. As you are probably aware, the content of materials is critical.



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