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If I were a man, I’d hunt deer.
If I were a cat, I’d sleep all day long.
If I were music, I’d play for you.
If I were the sun, I’d warm you.
Our next activity looks at the way words collate – or do not naturally collate – with one another.
So, for example, if we compare someone human to something inanimate, we have immediately
generated a metaphor. We list people in our lives, then objects in the natural world, and join the two
with the verb form ‘
is like’
, creating metaphors about mothers, wives and husbands, sons and
daughters.
My teacher is like a river
always flowing with new ideas
My friend is like a shell
with treasure inside
My son is like an angel
he helps me flow peacefully through life
To sum up, using poetry to encourage creative writing in the classroom can pave the way for
innovation. By sharing their works, students can inspire each other, stretch their imagination and try
to bring something new and unexplored. At the same time, by using creative writing exercises,
teachers can add a sense of production, excitement, and performance to the language classroom, to
give students the opportunity to say something surprising and original, even while they practice new
aspects of language.
REFERENCES:
1. Alber-Morgan, S., Sheila R., Hessler, T. and Konrad, M. (2007). Teaching Writing for
Keeps. West Virginia: West Virginia University Press
2. Harmer, J. (2007). How to Teach English. New Edition. Harlow: Pearson Education Ltd.
3. Hedge, T. (2000). Teaching and Learning in the language Classroom. Oxford: Oxford
University Press.
4. Hess, N. (2003). Real language through poetry: a formula for meaning making. ELT
Journal, 57(1), 19- 25.
5. Maley, A. (2009, December 16). Creative writing for language learners (and teachers).
Retrieved from http://www.teachingenglish.org.uk/article/creative-writinglanguage-learners-
teachers/
UNRAVELING THE IMPACT OF COMPUTER-MEDIATED COMMUNICATION ON
STUDENTS' WRITING AND SPEAKING ABILITIES
D.Mamirbaeva
PhD.doc. Nukus State Pedagogical Institute named after Ajiniyaz
D.Kdirbaeva
A second-year Master's student of English language and literature at Nukus State Pedagogical
Institute named after Ajiniyaz
The prevalence of CMC platforms has undeniably altered the landscape of communication,
particularly among younger generations who are immersed in digital technology from an early age.
As students increasingly engage in online discussions, chat rooms, and social media interactions,
there is growing concern about the potential impact of these mediums on their linguistic skills.
One of the most notable effects of CMC on students' writing abilities is the phenomenon of
"text speak" or "internet slang." In informal online environments, individuals often resort to
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abbreviations, acronyms, and non-standard grammar and punctuation, sacrificing clarity and
coherence for brevity and expediency. While this type of communication may be suitable for casual
interactions, its pervasiveness can seep into formal writing assignments, leading to a decline in
writing proficiency. Moreover, the reliance on spell-checkers and autocorrect features inherent in
digital communication platforms may hinder students' spelling and grammar skills. With technology
readily available to correct errors, students may become reliant on these tools, neglecting the
importance of manual proofreading and editing processes. Consequently, their ability to identify and
rectify mistakes independently may diminish over time.
In addition to its impact on writing, CMC can also influence students' speaking abilities,
particularly in terms of oral communication and public speaking. The prevalence of online
communication often means that students have fewer opportunities for face-to-face interactions and
verbal discourse. As a result, they may not develop essential interpersonal skills, such as active
listening, articulation, and effective communication in real-time situations. Computer-mediated
communication (CMC) has emerged as a powerful tool in the educational landscape, offering a
myriad of advantages for students' writing and speaking abilities. As Baron mentioned that “in a
world increasingly reliant on digital technology, harnessing the benefits of CMC can foster enhanced
communication skills and facilitate deeper learning experiences”. [1, 35] There are some advantages
that CMC brings to students' writing and speaking abilities:
1. Accessibility and Flexibility: CMC provides students with convenient access to
communication platforms regardless of time or location. Through online forums, email, and instant
messaging, students can engage in asynchronous communication, allowing for flexibility in
participation. This accessibility empowers students who may face barriers to traditional forms of
communication, such as physical disabilities or geographical constraints.
2. Engagement and Motivation: According to Crystal, CMC platforms often incorporate
multimedia elements such as videos, images, and interactive tools, making learning more engaging
and dynamic. [2,48] By integrating multimedia content into writing assignments and oral
presentations, students can enhance their communication skills while leveraging their creativity and
technological proficiency. This multimedia-rich environment stimulates interest and motivation,
fostering a deeper connection to the learning process.
3. Authentic Communication Experiences: CMC enables students to engage in authentic
communication experiences that mirror real-world scenarios. Through online discussions, video
conferencing, and virtual presentations, students can practice and refine their writing and speaking
skills in contexts that closely resemble professional environments. This authenticity helps bridge the
gap between classroom learning and real-life applications, preparing students for success in academic
and professional settings.
4. Immediate Feedback and Reflection: Unlike traditional forms of communication, CMC
allows for immediate feedback and reflection. Students can receive instant responses to their written
work or oral presentations, enabling them to identify strengths and areas for improvement promptly.
Additionally, the asynchronous nature of CMC allows students to revisit and revise their
communication efforts based on feedback received, fostering a cycle of continuous improvement.
5. Diverse Perspectives and Global Connections: CMC transcends geographical boundaries,
enabling students to interact with peers from diverse cultural backgrounds and perspectives. As
Herring noted that “by engaging in online discussions and collaborative projects with students from
around the world, students gain exposure to different linguistic styles, communication norms, and
cultural nuances” .[3, 78]This exposure broadens their worldview, enhances their intercultural
competence, and enriches their writing and speaking abilities.
6. Self-expression and Creativity: CMC platforms offer students a wide range of tools and
mediums for self-expression and creativity. From blogging and podcasting to digital storytelling and
multimedia presentations, also Kern mentioned in his book that students can explore various formats
and genres to convey their ideas effectively. [4, 458 ] This freedom of expression encourages
experimentation, fosters innovation, and empowers students to develop their unique voice and style
in both written and spoken communication.
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Computer-mediated communication (CMC) undoubtedly offers numerous benefits, but it also
presents some disadvantages, particularly in relation to students' writing and speaking abilities:
1. Reduced Face-to-Face Interaction: CMC often occurs in virtual environments where face-to-
face interaction is absent. This lack of real-time, physical interaction can hinder students' ability to
develop crucial non-verbal communication skills, such as interpreting div language and facial
expressions, which are essential for effective communication.
2. Limited Development of Oral Communication Skills: In CMC, communication primarily
occurs through written text, which may not adequately develop students' oral communication skills.
Without regular practice in verbal communication, students may struggle with articulating their
thoughts verbally, including speaking confidently, organizing ideas coherently, and adapting
language based on the audience.
3. Overreliance on Digital Communication Tools: The convenience of CMC tools may lead to
an overreliance on them for communication tasks. Students may become dependent on digital tools,
such as spell checkers and auto-correct features, which can impede their ability to independently
recognize and correct errors in writing. Additionally, reliance on these tools may inhibit the
development of spelling, grammar, and vocabulary skills.
4. Potential for Miscommunication: Thorne indicated in his book that “Written communication
in CMC lacks the immediate feedback and clarification opportunities inherent in face-to-face
interactions”.[5,39] As a result, misinterpretations and misunderstandings are more common,
especially in asynchronous communication where responses may be delayed. This can lead to
ineffective communication and hinder students' ability to convey their thoughts accurately.
5. Decreased Attention to Detail: The informal nature of many CMC platforms, such as social
media and messaging apps, can encourage the use of abbreviated language, emojis, and informal
grammar. This casual approach may lead to a decline in students' attention to detail and adherence to
formal writing conventions, such as proper punctuation, grammar, and sentence structure.
6. Potential for Distraction: Walther wrote that “ CMC platforms often provide access to a wide
range of content and multimedia distractions, such as social media feeds, videos, and games”. [6,
43]This constant exposure to distractions can divert students' attention away from their writing or
speaking tasks, reducing their ability to focus and produce high-quality work.
7. Limited Opportunities for In-depth Discussion and Debate: While CMC enables
communication across geographic boundaries and time zones, it may limit opportunities for in-depth
discussions and debates. The asynchronous nature of many online forums and discussion boards can
result in fragmented conversations and superficial exchanges,[7, 18] which may not facilitate deep
learning or critical thinking skills development.
In conclusion, computer-mediated communication offers numerous advantages for students'
writing and speaking abilities, empowering them to communicate effectively in diverse contexts and
formats. By leveraging the accessibility, collaboration, engagement, authenticity, feedback, global
connections, and creativity facilitated by CMC, educators can nurture the development of robust
communication skills essential for success in the digital age and beyond.
REFERNCES:
1. Baron, N. S. (2003). Language of the internet. In D. Crystal & D. Varshney (Eds.), Digital
applications for language learning and teaching (pp. 35-48). Intellect.
2. Crystal, D. (2001). Language and the Internet. Cambridge University Press.
3. Herring, S. C. (1999). Interactional coherence in CMC. Journal of Computer-Mediated
Communication, 4(4), JCMC441.
4. Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on
quantity and characteristics of language production. The Modern Language Journal, 79(4), 457-476.
5. Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language
Learning & Technology, 7(2), 38-67.
6. Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and
hyperpersonal interaction. Communication Research, 23(1), 3-43.
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7. Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.),
Multimedia language teaching (pp. 3-20). Logos International.
THE USE OF GRAPHIC ORGANIZERS IN TEACHING ENGLISH VOCABULARY
Laylo Mukhanova,
English teacher, School № 29, Nukus
Foreign language education has become a significant phenomenon in the present era.
Responding to personal or professional needs, people learn a foreign language to qualify for education
abroad, to communicate with colleagues in international corporations, or to prepare them for travel.
Language itself is defined by a culture. We cannot be competent in the language if we do not also
understand the culture that has shaped and informed it [1;1-6]. In order to understand the
phenomenon, broad knowledge of the process of language acquisition, second or foreign language
education, sociolinguistics, linguistics, psycholinguistics, and specific knowledge of foreign language
teaching techniques and methods of measurement and evaluation have become especially important.
Vocabulary knowledge is often viewed as a critical tool for second language learners because
a limited vocabulary in a second language impedes successful communication. Underscoring the
importance of vocabulary acquisition, Schmitt emphasizes that “lexical knowledge is central to
communicative competence and to the acquisition of a second language” [4; 55], Nation further
describes the relationship between vocabulary knowledge and language use as complementary:
knowledge of vocabulary enables language use and, conversely, language use leads to an increase in
vocabulary knowledge. [3; 48] The importance of vocabulary is demonstrated daily in and out the
school. In classroom, the achieving students possess the most sufficient vocabulary.
Graphic organizers are anything that somehow helps to organize information on a piece of paper
(or computer screen) in order to improve its memorization, assimilation, analysis or application. Or,
in the language of definitions, visual communication tools that use visual means of expressing
content. They play an increasing role in the process of organized learning and can be successfully
used in self-education and formative assessment. Each of us used the simplest “graphic organizer”
when we divided a sheet of paper into two parts, listing the pluses on the left and the minuses of this
or that phenomenon on the right. Next step: divide the same sheet into four parts. You can, of course,
not use any graphics, but when the lists and numbers are next to each other, the comparison goes
faster. Most graphic organizers present information as a convincing visual picture and allow the mind
to “see” hidden patterns and relationships. The most effective active methods in the lessons of all
language and literature are graphic organizers, which we will well on in more detail, helps to organize
information on a sheet of paper (or computer screen) in order to improve its memorization,
assimilation, analysis or application. In the process of visualizing information, the student thinks,
comprehends, and skips information through itself, presenting it in a visual-conceptual way.
The most well-known methods of organizing reasoning are: SWOT analysis, PEST analysis,
RAFT table, ZHU, "Logbook", "Wheel of Ideas". These organizers are the result of activity or
reasoning, but can be used for planning; designing research to create it, the phenomenon under
consideration must be studied deeply and in relation to other objects. Building denotative graphs and
communication diagrams through visualizations: Spider web, Mental map, Causal map, Ladoshka,
Concept map requires deeper analytical thinking. These organizers help to identify logical
connections between the main idea and various factors of influence, causality and phased branching.
Key questions: “Which category is being considered?”, “What are the subcategories, how are they
interconnected?”, “What are the characteristics of the main idea?” subject?” Thus, practice proves the
expediency of using graphic organizers. This is especially true in the transition to the updated content
of education, in which great importance is attached to instilling in students the skills of critical
thinking, research, communication, the ability to solve problems and creatively apply knowledge,
work in a group. In order to choose the right scheme for working with material, you need to know:
- the material covers only one topic or several
- how complex is the topic
