ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
57
Samarkand State Institute of Foreign Languages
USING COMMUNICATIVE-COGNITIVE TECHNOLOGIES FOR THE
DEVELOPMENT OF GRAMMATICAL COMPETENCE OF STUDENTS
Kitibayeva Alfiya Kanybekovna
Baitugelova Dariga Erzhanovna
Karaganda State University
Abstract:
The integration of communicative cognitive technologies in language education
has modernized the teaching of grammar by blending traditional methods with modern digital
tools. This article explores the role of these technologies in enhancing language acquisition. It
also examines how communicative interaction with these tools fosters deeper understanding and
maintenance of grammar, shifting from rote memorization to meaningful language use.
Key words:
grammar, teaching, communicative technologies, cognitive technologies, learn.
The grammar plays a major role in learning languages. Therefore, the knowledge of
grammar helps to understand sentence construction, how words and phrases are connected
among themselves, and helps to avoid misunderstanding and mistakes during communication. It
allows us to express the thoughts precise and clear, also to perceive others statements correctly.
Thus, grammar is not only composed of rules it is the base for correct and effective
communication.
The relevance of this article is due to the fact that in the context of globalization and
information technology, literacy (including grammar) is becoming an important aspect of
personal and professional effectiveness. When communication digitalization via the Internet,
where simplified forms of language, emoticons and abbreviations are often used, it is important
to remind students about the importance of grammatical correctness in order to preserve the
culture of speech, avoid misunderstandings, and improve overall literacy. Errors in speech and
writing can affect a person’s perception, professional and social opportunities. In the era of
international mobility and global communication, knowledge of the grammar of other languages
is becoming necessary. This is especially important in the context of learning foreign
languages for personal, academic, or professional growth.
If grammar plays an important role in learning languages, choosing grammar teaching
methods is a more important aspect. Therefore, for language acquisition, it is not enough only
learning grammar rules. Thus, the necessity of using new technologies to conduct lessons are
appearing. In practice, we see how students having mastered the grammar and knowing all
grammar rules are not able to use them in their speech. During teaching, it is important for
students to be able to “hear” grammatical structure and also “to recognize” it in the text, and
moreover to use it in oral and written speech [1].
In this regard, new technologies in teaching, which replace the traditional method appear,
where only teaching grammar forgets about the importance of its application in speech. Such
technologies include communicative and cognitive technologies for teaching grammar, which
have become important areas in modern methods of teaching foreign languages. Both approaches
focus on the active interaction of student with language and its perception, but their emphasis is
different. The cognitive-communicative component of teaching grammar has been studied by a
number of scientists, and many of them have published works that consider theories, methods,
and approaches aimed at integrating cognitive and communicative aspects in teaching languages.
Communicative technologies draw attention to the use of language in real communicative
situations. The main emphasis is done on the relation, not on learning new grammar rules.
Whereas the cognitive technologies focuse on the perceptions and assimilation of grammatical
rules through the analysis and processing of information underlying language [2].
The main principals of communicative technologies:
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
58
Samarkand State Institute of Foreign Languages
- During teaching grammar rules the main emphasis is on practical application of the language.
Students learn grammar not as a set of abstract rules, but through active use in real dialogues and
situations where students are asked to express their own opinions, feelings, and share
experiences;
- The teacher becomes more of a guide in the world of language, rather than a source of
authoritarian knowledge. Students independently discover the rules of grammar in the process of
communication, since the main goal of learning is the communicative competence of students;
- Grammar is applied in real communication situations, which helps to better assimilate it and
make knowledge more flexible. This principle assumes the constant practical use of the language
as a means of achieving the main goal – practical mastery of it.
In his work “How to Teach English” [3], Roger Harmer emphasized the importance of
learning through communication. This approach focuses on using language in real life
communication situations, allowing students to learn grammatical structures and vocabulary
through practical application. When using this method in teaching, teachers need to think
through assignments that clearly apply the grammatical structures of the topic covered in the
lesson.
According to Michael Lewis, who is the founder of the given approach, in many cases,
grammar and lexis are inseparable [4], so it is necessary to work off grammar structures in the
context. However, to understand grammar it is not enough only communicative technologies,
students should not only find examples in the text but also understand the rules of using one or
another grammatical construction. Consequently, there is a need to apply cognitive technologies
in teaching.
Cognitive teaching technologies are methods and tools directed at using principals of
cognitive science to improve educational process. The theory of cognitive teaching was
developed in the United States in 1969 [5]. Ronald Langacker claims that grammar should be
considered as a tool for communication, not as a kit of formal rules. In his work, he says how
grammar structures can be effectively mastered, if they are included in the context of real
communication and connected with the cognitive processes of the students. Cognitive science
itself has a communicative focus, the object of which is thinking and mental processes of human
consciousness. The use of communicative approaches in the process of teaching has gained big
popularity, to make natural conditions and an environment of the study language [7].
This approach considers teaching as an active process, in which students build knowledge
by themselves, based on their experiences and world views. The leading principle of cognitive
approach is a deeper understanding of grammatical phenomena and conscious not intuitive
choice of grammatical forms or structures in the definite communicative situation. Moreover,
students begin to understand how the language works at the cognitive process level. They realize
grammar rules not thorough mechanical remembering, but though modeling and logical
structures. Conscious acquisition of language occurs through the performance of language and
speech exercises, since grammar is perceived as a method of structuring knowledge.
The main principles of the given technologies are next: during teaching students begin to
understand how the language works on the level of cognitive processes. Students work with
linguistic structures, which promotes deep information processing and better memory. Grammar
rules are taught in combination with the development of analytical and critical thinking, as well
as being given attention to the children.
There are some positive sides of using communicative-cognitive technologies in teaching.
Communicative technologies
Cognitive technologies
More natural and practical language
acquisition.
Students can use grammar more
quickly in everyday situations.
Develop communication skills and
Promotes deep understanding and
comprehension of language.
Students develop self-study skills and
analytical abilities.
Improves long-term retention of
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
59
Samarkand State Institute of Foreign Languages
flexibility in language
grammar rules
Both technologies emphasize the importance of active students involvement in the learning
process and make grammar not just a set of dry rules, but an organic part of communication and
language acquisition. In practice, both technologies can be successfully combined. For example,
in class, you can first consider the use of grammatical constructions in a real conversational
situation (communicative approach) and then a grammar rule in the context of theory (cognitive
approach). Such a synthesis allows the development develop of both an understanding of the
structure of the language, and the ability to use it in life. The relationship between the
communicative and cognitive aspects allows the use of various interesting materials in training,
create an identical language environment, and increase the motivation and ability of students to
realize their potential [8]. The use of a system of communicative-cognitive exercises contributes
to a significant increase in grammatical indicators, the strength and flexibility of the skills being
formed [9].
So, for example, teaching English verb tense and aspect during planning the lesson teachers
should choose an appropriate lexical topic according to the grammatical topic. If the grammar
topic is “present simple”, it will be better to choose lexical theme “every day routine”. Initially,
students should be getting acquainted with vocabulary, choose the text, where there are presented
such grammar constructions and through this text they will be able to understand new grammar
topic. As the more often sentences in the present simple are repeated, the faster students will
understand them through examples. Consequently, using such tasks helps to develop
communicative competence, also cognitive, when students need to build their understanding of
new grammar construction logically, do speech activities in accordance with the rules, also give
self-assessment to their language competence.
Summing up the theoretical knowledge about communicative-cognitive technologies in
education we have found out their positive impact in teaching grammar. Planning the lesson with
the use of tasks based on the communicative –cognitive technologies make students better
understanding the topic, and develop ability of speaking, which are the most important in
learning new language.
Reference
1. Strelnikova, A.B. Communicative grammar of English: teaching methods in a technical
university. – Young scientist. – 2015. – No. 8. – P. 1039-1042.
2. Communicative method of teaching foreign language speaking: a manual for teachers of
foreign languages. – M.: Education, 1985. – 208 p.
3 Roger Harmer How to Teach English, Longman, 2008
4. Lewis, M. Pedagogical implica-tions of the lexical approach. – CUP. – 1997. – P. 255-
270.
5. Richards, J. C. & S. Rodgers, T. S. Approaches and methods in language teaching.
Cambridge: Cambridge University Press, 2016, p. 14
6. Ronald Langacker “Cognitive Grammar: A Basic Introduction” Oxford University Press,
2008
7. Vitlin Zh.L. Modern problems of teaching foreign language grammar. Foreign languages
at school. 2000;(5):23–26.
8. Ponomareva AV, Koveleva EN The relationship between cognitive and communicative
aspects in teaching a foreign language to students of non-linguistic universities. Humanities.
Bulletin of the Financial University. 2021;11(2):120-124. DOI: 10.26794/2226-7867-2021-11-2-
120-124
9. Tambieva F.A, Zubairaeva M.U. Application of the principles of the communicative-
cognitive approach in teaching students English grammar. 2024, 14(7-1), pp.54-61.
