Theoretical Aspects of Teaching English Grammar through Bilingual Comparativistics at the University Level

Abstract

The article deals with an aspect of the research to explore the concept of teaching English grammar through bilingual comparativistics as one of the best methods of teaching English grammar at non-linguistic faculties of the university. This article seeks the answers to research questions: how effective is the bilingual education in teaching foreign languages comparing with monolingual one. The article aims is to substantiate theoretical aspects of teaching English through bilingual сomparativistics at the university level and to determine the main approaches to English effective assimilation by students at non-linguistic faculties. The data were collected by performing the content analysis of scientific literature via the Internet as electronic media in accordance with such criteria as the definition of other researchers’ achievements in the studied field of knowledge and determination of different points of view on the problem studied for defining perspectives of our research. The content analysis of the scientific literature was organized using such methods as the deconstruction method which takes into account such criteria as preserving the context of text meaning from primary sources and its correct use in the scientific research; the method of apperception which helped the research to be supplemented with the new information from other sources related to the chosen topic of the scientific project; the descriptive method allowed to highlight the key words in the study for substantiating authors’ points of view relying on them. The theoretical data were supported with the statistical data of the practical part of the research as a pilot research project on the use of a bilingual system for teaching English grammar through bilingual comparativistics for the second-year students of Faculty of Economics in V. N. Karazin Kharkov University. Theoratical aspects were studied at University of Latvia.are obtained. To confirm the effectiveness of the theoretically grounded statements of teaching English through bilingual comparativistics at the university level at the control stage of the experiment, all the indicators of students’ mastery of English grammar were diagnosed using the following criteria: motivative level (motivation, positive students’ attitude to teaching English grammar), substantive level (the development of analytical thinking), procedural level as a level of the formation of general educational skills (to be creative, educational: orientation in English grammar rules, correct oral speech, avoiding interference). Theoretical aspects and special approaches to improve a process of teaching English grammar through bilingual comparativistics at the university level for the error-free intercultural students’ communication are determined. The conceptual and terminological apparatus of the problem is characterized. Advantages and disadvantages of teaching English through bilingual comparativistics at the university level are specified. Factors for preventing interference are identified. The integrative educational activity that synthesizes essential conditions for teaching English grammar through bilingual comparativistics are determined. The authors came to the conclusion that teacher’s actions to attract students’ attention and interest to learn English grammar through bilingual Comparativistics at the university level can be provided by the formation of the general semantic system which is the same in both languages (native and foreign ones) in which meanings of foreign language concepts are revealed for students through concepts in their native language at the verbal and semantic level, as well as at the cognitive and pragmatic ones that show such students’ results in learning English grammar through bilingual Comparativistics effectively as well as developing their creativity, analytical and logical thinking, helping students to speak English fluently, avoiding interference. Perfect results allow students use complex English grammatical structures correctly in their error-free intercultural communication and help them to master British English at level B2.