Volume 03 Issue 06-2023
11
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article is devoted to the analysis of written papers in French which are a distinct nationally specific genre. The
article describes the main features of the different types of written papers which are actively used by methodologists
and professors in
schools and universities to test students’
knowledge. Written types of papers are especially challenging for learners because they imply not only good
knowledge of vocabulary and grammatical structures of the studied language but also the knowledge of structural
and stylistic features of the papers themselves which usually differ from their analogues in native language. The article
points out that the effectiveness of teaching writing in French depends as much on the linguistic background of the
learners a
s on the number of tasks and exercises needed to build, practice, and monitor learners’ writing skills.
Speaking about written work done in French, an important factor for sustained interest in further learning of French
is adequate reasoned assessment of assignments. The article provides the assessment criteria for different types of
written papers that are taught in contemporary universities.
KEYWORDS
Modern French, written papers, writing methods, assessment criteria for written papers
Research Article
METHODOLOGICAL ISSUES FOR TEACHING WRITING IN FRENCH
Submission Date:
June 01, 2023,
Accepted Date:
June 30, 2023,
Published Date:
June 09, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue06-03
Khayatova Nigina Ikromdjonovna
Teacher Of The Department Of French Philology Of Bukhara State University, Uzbekistan
Rakhmatullina Rushana Muradovna
Student Of Bukhara State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
12
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
Writing is one of the most complex speech activities in
the process of learning and teaching foreign
languages. As a rule, it is used as a teaching tool
(performance of tasks and exercises in writing when
teaching language aspects) and is one of the goals of
foreign language teaching (formation of students'
ability to express their thoughts in writing).
RELEVANCE OF THE PROBLEM UNDER STUDY
The relevance of this study is due to the fact that with
the seeming multidimensionality and extensiveness of
research, many mechanisms of implementation of
assessment of written works are still in the process of
learning. There is a contradiction between the need to
develop approaches to control writing skills and to
evaluate students' written works in a foreign language
and the lack of unified evaluation criteria in the
methodology of teaching French as a foreign language.
The aim of the study is to analyze written works in
French as a special nationally specific genre.
MATERIAL AND RESEARCH METHODS
The research methods used in this work (analysis of
methodological literature, observation, comparison
and modeling) allowed us to examine in detail and
determine the features of different types of written
works in French that are actively used by
methodologists and teachers in universities, as well as
to develop criteria for evaluating creative types of
written works.
Linguistics and methodological literature have
different interpretations of the concepts of written
speech and writing. Thus, B. V. Belyaev does not
distinguish between the terms "writing" and "written
speech". The researcher writes: "Written speech is not
a type, but a form of speech, as it cannot exist without
oral speech. Written speech is associated with thinking
not in isolation, but through oral speech. This form is
more complex, since both the visual analyzer and the
motor analyzer of the hand are joined to the dynamic
stereotype of oral speech" [1]. [1].Consequently,
written speech is seen as fixed oral speech, as the
psychological characteristics inherent in written and
oral speech are identical. B.V. Belyaev also emphasizes
that "productive writing is an independent speech
creativity". [1], [5].Methodists note that it is necessary
to inculcate interest in language and new words in a
systematic, gradual manner, and writing instruction
should take place in a consistent, graded manner [4].
As for writing in the French methodological literature,
there are such notions as "production ecrite",
"expression ecrite" and "ecriture creative". [6], [7].
The Dictionary of Methodological Terms gives the
following definition of "ecrit": "The field of language
teaching, which includes teaching reading, writing,
Volume 03 Issue 06-2023
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
03
ISSUE
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P
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11-16
SJIF
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FACTOR
(2022:
5.
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(2023:
6.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
spelling, producing texts of different levels and
performing different language functions." [12].
J. Hendricks, a lecturer at the University of Liège,
defines "production ecrite" as follows: "It is a written
text with meaning that methodologically goes beyond
the traditional reproduction and transmission of
information in writing." In her opinion, the production
of written speech is a complex mental activity,
including the implementation of a set of language skills
and various mental processes [10].
One of the popular methods of teaching writing in
foreign language teaching methodology is creative
writing. Scott Barry Kaufman defines creative writing
this way: "It is a versatile activity involving the author's
own personality, views, beliefs, and habits" [11].
Regarding the French notion of "ecriture creative,"
Roland Barthes emphasizes the following: "It is a
matter of words included in a work and arranged in
such a way as to give it sustained and, as far as possible,
unique meaning." [12].
There are such types of writing in French as compte,
rendu, resume and synthese, which are popular in the
educational system of Uzbekistan and abroad.
All three types of written works have certain
similarities that unite them:
- they represent a "reduction, compression" of the
content in a limited number of words, designated at
the very beginning;
- the regulations note the objectivity and impartiality of
judgments, which exclude personal evaluation;
- they require "restatement" of the author's key ideas
in the author's own words [8].
When working on writing, our experience shows that
an effective teaching technique is mental maps, which
allow students to memorize certain recurring aspects
of writing tasks, such as connective words, emphases,
politeness formulas in writing, etc. [3].
The ability to compose a written statement can be
judged by the development of such skills as text
transformation, replacement, combination, and
unification of its elements. In text compression
students need to master the actions of dissection,
differentiation and juxtaposition of different parts of
the text, as well as the actions of text transformation.
The choice of ways to form and improve the above-
mentioned writing skills depends on the difficulties
encountered by students at a particular stage of
foreign language learning, as well as on existing
linguistic experience. Based on the analysis of
exercises aimed at developing students' writing skills
given in foreign educational-methodical complexes for
the French language, we have developed a system of
exercises for the gradual formation of students'
Volume 03 Issue 06-2023
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VOLUME
03
ISSUE
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P
AGES
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11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
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(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
writing skills. For the most productive evaluation of the
completed assignments after studying the main
criteria of evaluating the written works according to
the requirements of the educational standard of a
foreign language we have developed an evaluation
toolkit for students' written works.
We use a ten-point scale for evaluating essays where :
9-10 points - mark "5", 8-7 points - mark "4", 6-5 points
- mark "3", less than 5 points - mark "2".
Criteria for evaluating essays with a brief description,
as well as the skills required of students can be
summarized as follows:
1.
Communicative Problem Solving: the learner can
do the work according to the given situation, the
learner can fit within the given text frames (0-0.5).
2.
Ability to provide facts: the learner can describe
events, facts, or his or her own experiences (0 -0.5
-1.5 -1.5-2).
3.
Ability to express thoughts: the learner can
describe ideas, feelings, or reactions and express
an opinion (0 -0.5 -1.5 -2 ).
4.
Coherence and connectedness: the learner can
connect a series of individual short, simple
elements into a connected written text (0 -0,5 -1,5 -
1,5 ).
5.
Lexical competence / lexical spelling / vocabulary
volume: the learner possesses enough words to
express on the current topic, using lexical
transformations when necessary (0-0,5).
6.
Vocabulary: the learner shows a good command of
elementary vocabulary, but serious errors still
occur when it comes to expressing more complex
thought (0 -0,5 -1 ).
7.
Mastery of spelling: spelling, punctuation, and text
structure do not interfere with comprehension (0-
0.5).
8.
Grammatical competence / degree of sentence
development: the learner knows and uses the
structures of simple sentences and the most
common compound sentences (0-0.5).
9.
Choice of tenses and inflections: the learner has a
good command of the studied verb tenses despite
the influence of the native or first foreign language
(0-0.5).
10.
Morphology/Syntax: The student has a good
command of agreement in gender and number,
can use pronouns (0-0,5 -1 ) [2].
It should be noted that each creative written work
completed by a student requires evaluation and
clarification by the instructor. However, in order for the
feedback to be effective, the instructor's comments
should be as quick in time as possible.
The feedback should also be specific. The more
accurately it describes the relevant facts, the better it
will be understood by the learner [9]. The feedback
Volume 03 Issue 06-2023
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
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)
(2023:
6.
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)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
message should avoid any subjectivity and, therefore,
adhere to the criteria used for evaluation.
Finally, it is necessary to check whether the learner has
received explanations of his/her work and, if necessary,
to comment on them in more detail. In this way, the
grade does not duplicate the mark. Comments on the
work are seen as individualized correction and aim to
maintain, a kind of dialogue with the learner. However,
if the instructor is mainly highlighting weaknesses in
the written work, the comments, by contrast, should
emphasize positive elements and contain advice
addressed to the learner.
RESULTS
Teaching writing as a productive type of speech activity
is one of the obligatory aspects of foreign language
learning and requires a lot of effort. Writing is regarded
as a complex stage in the ability to use language.
The content of the formation of writing competence
depends on the stage of learning and includes learning
from simple to complex in the transition from the
primary stage of learning to the secondary stage. The
formation of writing skills and skills include: mastering
the alphabet, graphics, orthography.
Having studied and analyzed the scientific and
methodological material on the topic of the research:
teaching materials aimed at forming and improving
writing skills and abilities, as well as foreign experience
of teaching writing in high school, it was found that the
methods, especially native ones, lack a sufficient
number of exercises aimed at the formation of writing
skills and abilities.
Many methods are characterized by different
approaches to the use of material. However, the
competency-based approach in foreign language
teaching has recently become more widespread. This
approach is proposed to be used in the formation of
writing skills and abilities in French in higher education
institutions.
CONCLUSION
Improving the skills of understanding written text,
selecting the main and essential, the ability to correctly
structure the data obtained, the logical presentation of
the main idea of the text, using various linguistic means
of generalized transmission of content is the key to
success when working with this kind of assignments.
Thus we can conclude that mastering the nationally
specific genres of academic writing in French is
essential for all students of that language, and
especially for those who are going to study in French-
speaking countries.
The techniques for correcting errors and assessing
written work can vary, but the use of various forms of
correction develops students' skills of self-control and
automaticity in detecting and correcting errors in these
Volume 03 Issue 06-2023
16
American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
types of work and forms a sustainable positive
motivation for learning French.
The development of evaluation criteria for written
translations of university students from Russian to
French and from French to Russian is promising for
further research, since they may encounter this type of
written work in their future professional activities.
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