TEACHING STYLISTIC GRAMMAR AS A METHODOLOGICAL ISSUE

Introduction. This study explores the issue of stylistic grammar and methodology teaching it to University students – teacher-trainees. The purpose this article is analyze registers styles foreign language communication, specify their discriminative features, devise a relevant incorporating stages instruction corresponding system stylistically oriented activities. Results. In article, fostering learners’ competence identified as target learning grammar. Respectively, defined students’ ability produce spoken or written output communicative setting when exposed real life interaction. definition implies that in course are thought acquire proper grammatical awareness. premise advanced achieve set teacher-trainees should learn how switch shift mix communication. Accordingly, linguistic variations viewed contextually dependent: means they determined by conditions within which interaction takes place. emphasis placed on idea might be introduced yet at initial stage acquisition so able create fields, broaden narrow them accordance with connotative meanings units, synonymously vary them, following formal informal conventions opinions leading scholars furnished regarding need grammar, considered highest level proficiency. highlighted developing gradual process, during must progress through definite literacy levels With mind, designed, incorporates They embrace non-communicative receptive, quasi-communicative receptive-reproductive productive exercises employed English classroom. illustrated examples. It maintained employment proposed activities begins junior years continues order obtain expected outcomes. Conclusion. Learners sensitive social role could detect use appropriately. To end, supposed competence, will ensure not only awareness but also booster grammatically accurate utterances context. Furthermore, important for teach pupils future pedagogical career.