Volume 02 Issue 11-2022
100
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
P
AGES
:
100-106
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article explains to teachers the methods of teaching students to write and speak in English, the scientific value of
interactive teaching methods and concepts about them. Research on the topic has been analyzed and scientifically
substantiated.
KEYWORDS
Productive speech, coding, writing technique, writing mechanism, sound and letter, written speech;
INTRODUCTION
One of the important requirements for the
organization of modern education is to achieve high
results in a short time without spending too much
mental and physical effort. Delivering specific
theoretical knowledge to students in a short period of
time, forming skills in them for certain activities, as well
as monitoring the activities of students, assessing the
level of knowledge, skills and skills acquired by them,
requires high pedagogical skills and a new approach to
the educational process from the teacher.
Research Article
TEACHING OF WRITING TECHNIQUES AND WRITTEN SPEECH IN ENGLISH
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 30, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-14
Ashurova Shakhzoda Shavkatovna
An English Teacher At The Department Of Foreign Languages Karshi Engineering-Economics Institute,
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 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
02
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11
P
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:
100-106
SJIF
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MPACT
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(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
Writing and written speech is a type of productive
speech activity, and learning to write involves
mastering graphic images of sounds in the alphabet of
a foreign language, turning letters into sounds, words,
sentences, spelling them correctly, using them to
express thoughts in writing. Thus, learning to write
means mastering phonetic units, such as sounds,
letters, syllables, lexical units, such as words, phrases,
sentences, paragraphs, texts, as well as the formation
of skills and abilities related to reading and writing,
preparation of written information. Writing mediates
the formation and development of other speech
actions. Thanks to writing, we can write down other
people's thoughts, if we write down what we read, it
will be better preserved in our memory, we will collect
information for speaking, it will be easier for us to
speak. As we learn to write, we also learn to read.
According to psychologists, coding information in
writing in any language is a very difficult task. When
creating written information, the mechanism of
writing consists, firstly, of the elements of the
formation of sound information, and secondly, of the
conversion of the sound code into a written code. [1]
The first element of this process is a varied and
complex activity; planning the grammatical and
semantic aspects of a written (oral) sentence,
grammatical implementation of the sentence and
selection of words; includes the phonetic planning of
the components of an oral or written sentence, the
choice of sounds, and the creation of a complete
sentence. This activity is complemented by the
association of sound information elements in writing,
expressing thoughts. If we are engaged in transcribing
and recording what we hear, then the primary element
is not the creation of information, but the acquisition
of a speech product obtained by listening or reading.
Thus, in all cases of using a record in circulation, two
stages can be indicated:
•
encoding or decoding that results in a warning in
the audio code;
•
coding with graphic code;
Inner speech in the process of warning may be
different depending on the complexity of the written
information and the person's knowledge of one or
another language. An analysis of the activities carried
out in the formation of written information shows that
writing always has the character of secondary coding.
This opinion is expressed in many studies on this type
of speech activity. However, some authors point out
that the graphic code has certain independence and
cannot be understood as something secondary to the
sound code. In particular, the warning that occurs in
inner speech in a foreign language According to E.P.
Shubin, writing is not a necessary condition for writing,
but a habit that has arisen in the native language. This
opinion is probably not entirely correct, since
according to psychologists M.A. Zimnyaya, A.A.
Leontiev and others, no matter what language a
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American Journal Of Philological Sciences
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VOLUME
02
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100-106
SJIF
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(2022:
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OCLC
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METADATA
IF
–
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Publisher:
Oscar Publishing Services
Servi
person speaks, his speech-forming apparatus is the
same. [2]
The two stages of writing formation (coding and
decoding using written characters), as well as verbal
feedback during writing, prove that writing is related
to speaking and reading, and make it an important
means of teaching a foreign language.
Writing difficulties can be about writing technique,
written
expression
of
thought.
Both
have
extralinguistic and linguistic difficulties. Extralinguistic
difficulties are:
•
Preparing students for writing.
•
Ready for recording.
•
Availability of writing utensils (notebook, pen,
book).
•
Pedagogical method of teaching writing, especially
writing.
•
Exercises and written work are structured
according to the knowledge of the student.
•
Linguistic difficulties.
•
Be able to write letters correctly.
•
Ability to write letters correctly.
•
Spelling words without mistakes, knowing their
meaning.
•
Be able to make sentences in terms of grammar
through words.
•
The content and mechanism of teaching writing.
Learning to write has its value. The content of learning
to write refers to what to teach about writing and what
to do about it. In teaching writing, students are taught
to form words and sentences using letters and
combinations of letters, and to express their thoughts
in writing. Linguists call the spelling of letters and letter
combinations graphics, the correct spelling of words,
the correct spelling - spelling, the correct punctuation -
punctuation, punctuation - calligraphy.
From Shai's point of view, written content includes
graphics, spelling, punctuation, and the expression of
thought through them. We can simplify them and
divide them into two parts. In the technique of writing,
we
can
include
teaching graphics,
spelling,
punctuation, and the latter includes the written
expression of thought. So, the content of learning to
write consists of the technique of writing and the
written expression of thought. [3]
Writing Mechanisms: Mechanisms means what writing
is done through. According to the well-known
psychologist N. Ya. Dzhinkin, the writing mechanism is
two-stage.
1) making words from letters
2) consists in creating written information from words
and phrases.
It is known that the mechanism of writing is based on
the first stage of mastering writing and spelling, which
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
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VOLUME
02
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100-106
SJIF
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(2022:
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OCLC
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METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
must be brought to the level of mastery, and the
second stage is based on the expression of thoughts
using a certain written code, i.e. that is, the acquisition
of speech skills. If the teacher can teach these
mechanisms and content of writing, students will be
able to practice writing. In the methodology, learning
to write and writing thoughts are taught as separate
stages.
Learning
to
write
is
a
complex
psychophysiological process in which all speech
analyzers participate, playing the role of the main tool
in writing, reading, understanding and consolidating
the studied material.
Speech mechanisms are also involved in writing. In
writing, semantic and sound symbols are combined
with graphic symbols (letters), that is, an alphabetic
symbol is added to the semantic and sound symbol
used in speaking. Since the graphic representation is
mastered by reading and writing, it falls under the
control of written speech analyzers.
Teaching writing and written speech is related to these
aspects of speaking, listening comprehension, and
reading comprehension. For this reason, speaking,
listening comprehension, reading, and finally written
speech are taught in speech activity training.
Writing
technique
training
focuses
on
the
pronunciation
of
sounds
and
their
graphic
representation, correct spelling, grammar and spelling.
When teaching the technique of writing, the teacher
explains, shows, writes, reads and independently
teaches and writes down the rules for pronunciation
and writing letters and letter combinations. Teaching
writing technique is organized on the basis of
similarities and differences in the sound-letter system
of a foreign language and the Uzbek language.
When
teaching
sound-letter
relations,
sound
perception, visual imagination, and then written action
take place. It relies on the skills acquired in the mother
tongue. Although foreign languages and Uzbek
languages are based on the Latin script alphabet, there
are inconsistencies in them that interfere with learning
to write, such as the number of sounds and letters do
not match, letters are read differently in different
situations, several letters stand for the same sound,
and some letters are illegible. To prevent such
difficulties,
special
exercises
are
performed.
Depending on the level of complexity of sound-letter
relations, the order of their assimilation in writing and
reading is determined.
For example, when a sound and a letter coincide, the
graphics are easily assimilated through auditory-sound
perception, visual imagination and writing. If one
sound is represented by several letters or represents
several sounds by the position of one letter, then they
are mastered by sound-letter or syllabic analysis.
Learning the names and positions of letters in the
alphabet helps you practice spelling and writing words.
Teaching
written
speech
(teaching
written
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VOLUME
02
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100-106
SJIF
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(2022:
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OCLC
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METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
presentation of thoughts) is organized on the basis of
the language material learned by students. Teaching
written speech serves as a means of thoroughly
mastering the language material, improving the skills
of oral and written speech, checking and evaluating
the learning outcomes of students. [4]
Taking into account the language experience of
students, foreign language lessons are conducted. It
also relies on skills acquired in the native language.
Compound letters are written on the board and in
students' notebooks. Spelling training is the spelling
minimum of learning to write words and sentences
learned in oral speech. When mastering spelling,
written exercises are used that develop students'
visual and memory abilities.
Written exercises. Teaching any sound and its spelling
is carried out by showing its graphic designation
(letter), its pronunciation and writing exercises.
Written exercises are classified in the methodological
literature as follows: [5]
•
exercises for sound-letter analysis;
•
Transfer exercises;
•
Listening exercises (spelling dictation);
•
Free and creative written work (written expression
of thought);
•
Real written exercises (letter, article, description of
events);
•
Game exercises teaching writing (crossword
puzzles, chains of words, riddles);
•
Writing a story plan (text);
•
Exercises for writing annotations to the read text.
Such exercises are interpreted as exercises for
teaching writing (spelling), teaching written speech,
teaching written expression of thoughts. Written
(spelling) training exercises:
•
Writing letters denoting a certain sound;
•
Finding and copying from the text words
expressing certain sound-letter relations;
•
Find and write out words with unreadable letters in
the text or underline them;
•
Finding
and
copying
words
with
letter
combinations from the text;
•
Write the words containing a certain sound into
groups;
•
Composing words using the alphabet from the
words heard;
•
Independent writing of memorized material.
•
Five-minute dictations and cross-examination
exercises;
•
Copying exercises, putting the necessary letters
and letter combinations instead of dots;
•
Exercises for writing answers to questions with a
change in word order;
•
Copy written exercises, changing faces and tenses
of the text;
Volume 02 Issue 11-2022
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VOLUME
02
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SJIF
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(2022:
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OCLC
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METADATA
IF
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5.963
Publisher:
Oscar Publishing Services
Servi
Writing exercises at home play an important role in
learning to write. They help to remember and
consolidate the material covered. Exercises that teach
the written presentation of thoughts (written speech).
Exercises for teaching writing are organized in the
form of an utterance, a story, a picture, an essay, and
writing a letter. The basis of such exercises is a written
presentation of previously heard, read, memorized
sentences or text.
The practice of writing a letter to a foreign friend by
mail or via the Internet is widely used in teaching
writing. The letter is a written statement of opinion
within the framework of topics mastered in the
process of oral speech, students choose lexical units
according to the model, write a letter about
themselves, school, family, city (village), homeland and
learn how to format it correctly. In this place, special
attention is paid to such aspects as writing a greeting,
salutations, thanks, the end of the letter, the date it
was written, the writing of the address. When teaching
written speech in each lesson, depending on the level
of formation of the skills and abilities of students, a
special order of exercises aimed at writing and
developing written speech is determined.
According to the famous Russian Methodist, scholar,
the founder of
communicative technology of foreign language
teaching E. I. Passov, play is an activity, the content of
such activity is to teach knowledge, speech actions. E.
I. Passov describes the game activity as a teaching tool
and shows its following positive aspects motivation of
activity;
absence of external pressure in the learning
process;
the study is of a voluntary individual nature;
Games can be used in foreign language teaching for
the following purposes: to form certain communicative
skills and abilities on the topic, to teach speech
movements in communication, to develop the
necessary skills and mental functions, to consciously
master the content of communicative tasks in the
game.
During the game, students' cognitive activity is
modeled, their attention, memory, level of thinking,
imagination, cognitive process are formed and
improved. The pedagogical and didactic importance of
games is explained by the fact that they help students
to self-understand, how to perform speech actions in
communicative situations, self-examination. [6]
Conclusion. In conclusion, it is important to increase
the effectiveness of foreign language lessons in
secondary, secondary special and higher education,
increase student activity and communication skills in
the teaching process, improve not only productive but
also receptive language skills, as well as develop
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SJIF
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(2022:
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OCLC
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METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
independent, creative skills. The main factor is the
formation of innovative activities, the ability to use
interactive methods in the classroom. One of the
important requirements in the organization of modern
education is to achieve high results in a short time
without spending excessive mental and physical effort.
REFERENCES
1.
S. Saidaliev. Collection of lectures from the foreign
language learning methodology course. Andijan.
1996
2.
O'. Hoshimov, I. Yakubov, English language
teaching methodology. "Sharq" publishing house,
Tashkent - 2003
3.
O'. Hoshimov, I. Yakubov, English language
teaching methodology. "Sharq" publishing house,
Tashkent - 200
4.
Jalolov J. Foreign language teaching methodology.
Tashkent. 1996
5.
Jalolov J. Foreign language teaching methodology.
Tashkent. 1996
6.
Ishankulov Sh. U. /// Methods of Developing
Productive Language Skills (Writing And Speaking)
p.15 Electronic Journal of Actual Problems of
Modern
Science,
Education
and
Training.
November, 2021-11/1. ISSN 2181-9750
