ACTUALISATION OF GRAMMAR SKILLS IN TEACHING BACHELORS AT A NON-LINGUISTIC UNIVERSITY

Abstract

The article describes problems associated with retrieving learnt grammatical structures from students’ long-term or short-term memory for the purpose of their subsequent use or direct reproduction (on the basis of English language examples). The importance of using Bloom’s taxonomy in the course of actualising undergraduate students’ knowledge of grammar is emphasised. A description of the most effective tasks that help learners cope with errors, involving critical thinking and creativity, is given. All tasks described in the article have been tested in practice and proved their effectiveness. Recommendations for combining conventional and innovative forms of teaching grammar and updating previously acquired knowledge in this area are offered. The exchange of data that can take place during communication at conferences or at professional development courses can help teachers to make the most of both routine types of exercises for mastering grammar of a foreign language, and advanced knowledge of laws based on the principles of taxonomy, to create student-centered exercises in order to update their grammatical skills.