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THE ONLINE FORUM AND OTHER E-TOOLS WHICH THEY INCLUDED IN
WRITING COMMUNICATIVE FRAMEWORK
Sh.Seytnazarova English teacher
at a school of Kegeyli district
There have been numerous approaches to the teaching of writing in the history of
languageteaching. These writing approaches have evolved with the development of different
approaches to teaching in general, which have in turn contributed to the changing role and
status of writing [10;25]. The pedagogical approaches to second language writing emerged at
different times since 1960’s. They are Product, Process, Post-Process, Socio-cultural and genre
38
approaches which have contributed to the development of the writing pedagogy. The rise of the
process approach marks the beginning of a new era for second language writing pedagogy. The
traditional product-oriented view of writing which regards writing as linear and fragmented procedure
is thus contrary to the actual writing process. In process-oriented writing, writers are able to make
modifications to the written text or make changes in their original plans as they review their writing.
Modern society places high demands on education and overall development of students. So it
requires an effectiveness of the assimilation program. Every child must be taught in a short period of
time to obtain process, evaluate and use in practice a large amount of information. It is important to
organize the learning process so that the child has to actively work with interest and enthusiasm in
the classroom, saw the fruits of their labor and could independently assess them.[33; 18]
To help the teacher in addressing this challenge may blend the traditional teaching methods and
modern information technologies, including computer and using Internet resources. Using a computer
in the classroom enables the process of learning mobile strictly differentiated, individual and
interactive.
Modern computer combines the capabilities of your TV, VCR, books, calculator, phone, and is
a versatile tool that can simulate different language situations, it can quickly and efficiently respond
to inquiries and actions of the student. This method of learning is also very attractive to teachers:
helps them to better assess the ability and knowledge of the child. It encourages the search for
new, non-traditional forms and methods of teaching, gives scope for pedagogical creativity. So the
computer does not replace teachers, but complements it by playing the role of a tool that when used
properly it greatly improves the efficiency of the pedagogical process.
With the advent of computer networks widely available in educational institutions and at home
students and teachers have gained the opportunity to quickly obtain the necessary information from
any point on the globe. Through its global telecommunications network is possible with instant access
to global information resources.
There are several thousand files in English published Online, containing the training-
methodical and scientific information that allows you to organize operational advice, model research
activities, conduct virtual training sessions (workshops, lectures) in real time. With through these
sites, you can find a large number of materials to improve the writing skills that will be a rich resource
for learning.
Teachers are able to use materials of various domestic and foreign websites in preparation for
the English lesson. British Council carried out an internet survey of teachers to find out: what Internet
resources are often used in training.Among the most commonly used teacher called chats, online
dictionaries, blogs and virtual learning environments. 10% of respondents do not use the Internet in
the classroom.
If English teachers having trouble in using the Internet resources in the classroom and in
preparation
for
it,
the
site
Media
Awareness
Network
(http://www.media-
awareness.ca/english/teachers), you can find detailed lessons with a phased development, identifying
actions as well as materials for self-education and improvement of professional skills of the teacher.
The site contains articles by foreign trainers, practitioners working with Internet technologies and
developing their own courses. In addition, site developers and consultants are ready to answer the any
questions. The site has a special section for parents, which examines issues such as the safety of
children using the Internet, privacy, and ethics of communication in virtual communities. The website
teaches to analyze and evaluate the information that we face when working on the Internet. An access
to the site is free.
With the support of the British Council created a series of sites for teachers and for those who
are learning English. The website - Teaching English (http://www.teachingenglish.org.uk) was
specifically designed for teachers of English. There are articles of Methodists devoted to teaching
various aspects of the language. Community forum of students with teachers and supervisors from
around the world gives an opportunity to discuss any issues.
There is also a good one “Writerscafe.org” which I describe it as an online community for
writers. If you wonder what other people would think of your writing or if you are looking for some
39
constructive criticism this site is suitable one. At writerscafe.org they offer several tools for you to
improve your writing. Readers can rate, review, and add notes to your writing. You can track how
readers rate your writing with their snazzy graphs. And the “share” buttons allow you to send your
writing to all your friends (both on WritersCafe.org and off). The most important part of
WritersCafe.org what it is: a friendly community where people – friends - can offer advice, share
ideas, and encourage you in your writing.
REFERENCES
1.
SheriCyprus.What is an Internet Forum?
Wisegeek.com
is-an-internet-forum.htm; 2010
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Smith-
Asynchronousdiscussions: Importance, design,facilitation, and evaluation.
RetrievedMay10,2003,
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Sysoeva E.E. Formation of communicative competence of writing in foreign language
teaching / E.E Sysoeva / / Foreign languages in school-2006. - № 7. Pp. 43-46;
DEVELOPING SECONDARY SCHOOL STUDENTS’ CREATIVE THINKING
SKILL IN FLT
Tleulieva Sara Quanish qizi
Bachelor degree student
Nukus State Pedagogical Institute named after Adjiniyaz
Nukus
The study provides a broad overview of expected English language learning outcomes for
students. Compared to other subjects in school, greater emphasis has been placed on learning English
as a second language. This shift is attributed to a government policy emphasizing the importance of
English language mastery, indirectly elevating the language's societal status. Consequently, students
must prepare themselves to compete and utilize English in their future careers.
This indicates that they must be skilled in the language. Proficiency in the English language is
not solely about mastering grammar, vocabulary, and language skills; it is primarily about the
capacity to comprehend and utilize the language in diverse contexts to create something valuable.
This should be the ultimate goal of English language education for our students. Therefore, educators
should explore alternative methods to make English language instruction more engaging and foster
students' capacity for critical thinking and application of language. Employing creative or higher-
order thinking is the most effective approach for enhancing students' ability to think and use the
language.
Several characteristics of creative thinking have important implications for the teaching and
learning of FL. Current methodologies call for the development and support of higher cognitive
processes of students. According to Bloom’s taxonomy, higher thinking operations belong to the most
valuable and need to be developed through various educational practices, in particular subjects at
school. Language lessons provide plenty of opportunities to enhance critical thinking and creative
processes. This paper presents practical teaching techniques tips and activities that can be used with
various age groups. Moreover, these can be adapted according to different language proficiency
levels. [3; 142]
An added advantage of fostering creative thinking skills when learning a foreign language is
that numerous tasks that teachers want students to accomplish, such as comparing and contrasting,
hypothesizing, or creating, are actually creative thinking tasks. Since creative thinkers are better
equipped to handle these tasks, incorporating efforts to develop creative thinking skills can be
seamlessly integrated into the overall teaching and learning of foreign languages.
Classroom FLT activities offer students multiple opportunities to become independent learners,
share their ideas, reflect upon their learning, and engage in extended, unrehearsed communication
with peers and teachers. Using authentic English materials, students are able to “present their
thinking and research in much the same manner as they will be called upon to do in their future
