THE ROLE OF CONTEXT IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Abstract

The article examines the advantages of contextual learning of English grammatical constructions for foreign language learners. The methodological principles of the study are grounded in the scientific views of J. Firth, M. Halliday, and A. Goldberg, who emphasize the benefits of contextual and practical approaches to language material over formalistic methods. Traditional and contextual approaches are compared in this study. This comparison helps to substantiate the effectiveness of working with a variety of contexts, which provide a wider semantic range of grammatical constructions and extend beyond the standard selection offered by traditional grammar. The study explored the semantic and emotional aspects of context to enhance learners’ receptive potential. The role of contextual attributes, including their reflective and motivational components, in shaping sensory perception was demonstrated through practical examples. Practical materials related to the study of Future Forms and the third conditional demonstrate the potential of the contextual method and its main applications. Considerable attention is paid to comparing the semantic categories of future arrangements, intentions, predictions, and scheduled actions, taking into account their characteristic contexts. The analysis of the communicative aspects of conditionals has identified expanded connotations of the third conditional beyond its standard categories of “regret” and “hypothetical situations in the past.” The binary connotations of conditional sentences are determined by the positive or negative realization of the condition. Within this framework, various semantic models may also convey personal, moral, and ethical meanings. The identified diversity of semantic categories allowed us to outline the prospects of an individually oriented methodology for contextual study, emphasizing the speaker’s personality, worldview, and manner of speaking.