Methodological typology of grammar content Introduction

The subject of the research is the grammatical aspect as a means of optimizing the learning process.
The aim of the study is generalization and deepening of knowledge on teaching grammar in the course of secondary school.
The main objectives of the course work are to:
analyze the educational and methodological literature of domestic and foreign authors on this issue;
2. to reveal the basic concepts and definitions on the topic under study;
3. consider the approaches and methods of teaching grammar;
Methods used in the study: critical and comparative analysis of foreign and domestic methodological literature.
This work consists of introduction, 2 chapters, conclusion, bibliography, applications.
Research sources are:
3 monographs;
10 foreign and domestic publications on the methodology of teaching a foreign language;
7 articles from the magazines "Foreign Languages at School";
article from the website.

Chapter I. General Provisions on Grammar
1.1 The concept of grammar as a science
According to the article by Zh. L. Vitlin “Modern Problems of Teaching the Grammar of Foreign Languages” (IYaSh, 2000, No. 5), none of the aspects of language teaching has been the subject of such intensive discussions and discussions for many years as grammar. The author of this article [3] believes that the concept of "grammar" includes various sections of the science of language, such as word formation and phonetics, as well as spelling, elements of lexicology, phraseology and stylistics. E. I. Passov in his book “Fundamentals of Methods of Teaching Foreign Languages” (Publishing House “Russian Language”, 1998), highlights a different definition of grammar. The Methodist says that grammar is the structure of the language and the science of this structure. In turn, R.K. Minyar- Beloruchev [9], believes that grammar is the structure of the language and turns it into speech. Penny Ur in A Course in language Teaching " (CUP, 1996) defines grammar as a way of putting words together in order to get the correct sentence. This is, as we can see, a simplified definition, but it is a good starting point and an easy way to explain it to students. Thus, in English, the sentence - I am a teacher is grammatically correct, but the sentence - I a teacher or I are a teacher is not. We can, however, use the term "grammatical" for lesser units than offers. A short phrase spoken or written can be grammatically acceptable or unacceptable: a tall woman sounds right, ah - ah woman tall - no. The same can be with the words: compare- went and goed . Further, not only a word, but also its part can be grammatically correct, for example : the suffix - ed indicates the past tense of regular verbs in English, or the ending -s is an indicator of the plural of nouns. Words can actually change their spelling and pronunciation in certain grammatical contexts: in English this is: for example, the past tense form of irregular verbs and the more common plural in Arabic. Following from the above, we can conclude that there is no unambiguous definition of grammar. Consider grammatical meaning and grammatical skill as components of grammar.