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CONCLUSION:
In conclusion, this study has demonstrated the significant benefits of
integrating authentic materials into the language teaching process. Through qualitative analysis, it
was evident that authentic materials enhance learner motivation, engagement, and cultural
understanding. Despite challenges such as material selection and instructional support, the findings
underscore the importance of leveraging authentic materials to promote language proficiency and
intercultural competence. Moving forward, future research should focus on exploring innovative
approaches, leveraging technology, and supporting teacher professional development to maximize
the potential of authentic materials in language education. Overall, this study contributes to the
growing div of literature advocating for the integration of authentic materials to enrich language
teaching and learning experiences.
REFERENCES:
1.
Alexandra-Monica Toma “HOW TO GET REAL IN THE CLASSROOM: USING
AUTHENTIC MATERIALS IN LANGUAGE TEACHING” Edulearn 2022 Conference, (2022).
pp:2-6.
2.
Elena Kozhevnikova “Exposing Students to Authentic Materials as a Way to Increase
Students’ Language Proficiency and Cultural Awareness.” Procedia – Social and Behavioral Sciences,
Vol.116, (2014). pp:4462-4466.
3.
Alex Gilmore. “Authentic materials and authenticity in foreign language learning.”
Language Teaching, Vol.40, No.2, (2007). pp:97 – 118.
4.
Jana Bérešová “Authentic Materials – Enhancing Language Acquisition and Cultural
Awareness.” Procedia – Social and Behavioral Sciences, Vol.192, (2015). pp:195-204.
5.
Mark Treve. “Examining The Impact Of Using Authentic Materials On Esl/Efl Learners.”
International Journal of Empirical Research Methods, Vol.1, No.1, (2023). pp:40-50
6.
Jevera Cawilan Domogen. “Authenticity in Language Learning: A Study of Language
Materials in Public High Schools.” Jurnal Bahasa dan Sastra Vol.17, No.2, (2023). pp:193-211.
COMPONENTS AND STAGES OF WRITING SKILLS FORMATION IN A
FOREIGN LANGUAGE
Beibytkyzy Aizhan
2-year master’s student of English and German Languages Department,
Aidyn Aldaberdikyzy
, PhD, assistant-professor
NJSC “Astana IT University”, Astana, Kazakhstan
Writing is a special form of speech in which orally spoken content is fixed on paper by drawing
graphic symbols corresponding to that content.
Writing is one of the most complex skills formed in the learning process. The most important
element in learning to write is the formation of the ability to write figures, which includes the
formation of the ability to spell.
Foreign language education is one of the most important educational processes in our country.
Writing is considered the most important aspect of foreign language teaching. The utility of this work
lies in its creative approach to the study and teaching of writing. It includes a detailed review of ways
and means of teaching writing and improving writing skills.
Knowledge of a foreign language is assessed in four major language skills: speaking, writing,
reading, and listening. All of these skills complement each other and are of value.
Writing is a fairly serious task, requiring beautiful handwriting, correct spelling, proper
grammar, and valuable logical meaning. As such, it creates more difficulties than other language
skills. Therefore, it is more difficult than other language skills. In order to write properly, students
must master not only grammar, but also vocabulary and logical meaning. Students must master not
only grammar, but also vocabulary, syntax, and logic.
The writing process is an important concept in writing education, as well as an important
research concept in the field of composition research. The writing process is generally considered to
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consist of five stages. Necessary elements include the ability to spell and transcribe, the ability to
compose sentences, and the ability to arrange sentences. Necessary elements include the ability to
spell and transcribe, the ability to locate and compose sentences, speech work consisting of internal
expressions, and the ability to select appropriate vocabulary [1, p.9].
The teaching of writing includes different types of speech exercises. They are speech exercises
for teaching writing, speech exercises for working with printed texts, and speech exercises,
Steps in the Writing Process:
1. Prewriting: In this phase, students brainstorm, research, gather, and outline ideas. Often, ideas
are written out on a diagram.
2. Drafting: students create an initial composition by organizing and writing down all ideas to
communicate a particular idea or present an argument.
3. Re-examination: students review, revise, and reorganize their work by rearranging, adding,
and deleting content.
4. Editing. During this stage of the writing process, writers proofread and edit to correct errors
in grammar and mechanics and improve style and clarity.
5. Publishing. At the end of the writing process, the final work is shared with the group. There
are many ways to share, and computers can be used to print and publish.
There are several types of academic writing:
1. Oral writing. Oral writing also falls into this category.
2. Intensive (controlled) writing - usually dictation for controlled grammar practice. Writing
assignments such as essays, compositions, and summaries are also included in intensive writing.
3. Self-writing - This type of writing involves writing with oneself as the only reader.
The most vivid example of this type of writing is note-taking during lectures for later recall.
4. Display writing - Short answer exercises, essay exams, and research reports are examples of
display writing, in which students must demonstrate their language knowledge and academic skills.
5. Real writing - this type of writing is not intended to be graded or checked by the teacher. The
goal is true communication. Informal writing includes diaries, letters, postcards, memos, and personal
messages. In the initial stages of learning to write, the student must learn the concept of the graphic
symbol of a letter and how to write all graphic elements correctly, clearly, and fast enough while
observing correct posture, correct hand movement, and correct movement trajectory.
Objective difficulties in learning to write are reduced when the skill is an act formed by
repetition, characterized by a high degree of proficiency and the absence of piecemeal conscious
regulation or control.
There are three main stages in the formation of writing skills.
- The first stage is analytical, its main component being the identification, acquisition, and
understanding of the content of individual elements of behavior.
- The second stage is what has traditionally been called synthesis. This is the stage in which the
individual elements are combined into a comprehensive behavior.
- The third stage is automation, the stage of skill formation as behavior characterized by a high
degree of assimilation and control. Skill automation is characterized by speed, smoothness, and
lightness.
The key to skill formation is practice and training. While it is impossible to form skills without
practice and repetition, repetition is most appropriate and effective in the third stage of skill formation,
whereas the first two stages are conscious activities. The child must know and understand what to do.
The ability to understand and distinguish the elements of a letter, the proportions of its parts,
and how and in what combination and order these elements must be placed on the line is the first step
in learning.
The next step is to explain how the basic elements move through the writing process.
Mindfulness is paramount in learning.
The formation of writing skills during training is a long process, and the structure of the act of
writing itself, the structure of skill formation, and the underlying psychophysiological mechanisms
are complex.
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1. Letter preparation
Letter preparation involves steps 1, 2, 3, 4, and 5.
1 - Stand or stand straight on the floor with both feet together;
2 - Lean over the back of a chair and check the distance between the edge of the desk and your
chest with your fist;
3 - Tilt your head back. Place right elbow on table, fingertips touching temples;
4 - Hold the pen correctly. The distance from the index finger to the metal part of the stick is
one finger;
5 - Tilt the notebook. The lower left edge of the notebook should be in the middle of your chest.
Hold the notebook with your left hand. If you write straight, the notebook will tilt and slant.
Stages of Skill Formation
1.
Incubation
Hatching is the development of muscle memory. This stage determines the success of the entire
training. Children stroke what they have drawn or made using a rolled ruler (pattern) with geometric
shapes engraved on it. The challenge: to stroke only in the specified direction, not to extend beyond
the outline of the drawing, and to keep the distance between the lines (strokes) the same. Children
accept the conditions quickly and easily, as in a game. Top to bottom, bottom to top, left to right.
2.
Development of tactile memory
Students' concepts are formed when senses are formed. It is desirable to teach letter concepts
and images through the sense of touch. Here is how to do it. Paste the letters on cardboard. Make
letters out of velvet paper. While touching the letters, the student describes to himself the entire path
of his fingers. The students close their eyes, find the beginning of the letter, and say the name of the
letter.
The next step is to draw parallel lines. All strokes being parallel gives clarity and accuracy to
the letters (handwriting), making them easier to recognize and read. It should be noted that non-
parallel strokes are the most common symptom of handwriting disorders. Before learning how to
write letters, the student should be taught to write vertical, horizontal, and sloping lines parallel to
each other.
The next step is to write vertical and horizontal half-oval shapes in different directions of
motion. To write a half-oval shape, attention should be paid to the correct position of the hand,
especially the support of the hand (pinky only).
Attention should be paid to the difference between an ellipse and a circle, so that the ellipse can
be applied to a rectangle. At this stage, the following graphic tasks are effective and quite feasible the
student can feel new options for free hand movements with pencil and pen.
At this preparatory stage, the student is already approaching writing letters. Writing letters
means that there are fairly strict restrictions on the height and width of each graphic element, and the
student writes on a lined sheet when learning. Therefore, it is necessary to explain what a string is,
how the elements are arranged, where the middle of the line is, where the line above the working line
is, and where the line below is.
Of course, it is easier to draw and write only vertical lines than to place them on top of the lines,
observing a certain height and length (width). If they have already learned how to start a movement
at a certain point, they need to learn how to end the movement in the same exact manner. Since this
is a new task, it needs to be explained, demonstrated, and made clear to the student what he or she
understands.
The final step in the preparation for writing is to master the elements of the written word.
In order to properly explain how the graphic elements (letters) are written, it is important to
consider several rules
1. Explain how the graphic element is written - at what point the movement begins, the direction
of the movement, the change in trajectory, the end of the movement.
2. There must not be a single word in the description that is incomplete or unfamiliar.
3. In addition to the verbal description, the movement must be indicated
4. Slow motion "under dictation".
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5. Repetition of instructions.
6. Self-execution of movements.
Other informal writing can also be done.
In conclusion, we must remember the following effective advice to improve our writing skills
- Use plain English writing style.
- Pay attention to the length of sentences and paragraphs.
- Use parentheses sparingly
- Use bullet points and enumerated lists.
- Use simple words and expressions whenever possible;
- Replace difficult words and phrases with simple ones;
- Avoid legalese and pompous expressions;
- Avoid jargon;
- Avoid unnecessary words and repetitions;
- Use verbs instead of nouns;
- Explain new ideas clearly;
- The same thing;
- Use a unified name [2, p.94].
Writing is a critical skill for students. All students need to constantly improve their academic
writing. Regardless of whether they are in high school or college, students need to develop good
writing skills to succeed in academic or professional life. Here are some tips for improving writing
skills, especially for schoolchildren:
Encourage reading: Encourage students to read regularly. Reading can improve vocabulary,
sentence structure, and sentence style.
Teach grammar. Teach grammar rules and help students practice them regularly. Good
grammar is essential for good writing.
Provide feedback: Give students feedback about their writing. Identify their strengths and
weaknesses and suggest ways to improve them.
Use character hints. Use writing tips to help students practice writing. Writing a hint can be
anything from a quote to an image. They help students develop their creativity and writing skills.
Make writing fun: Writing should be fun. Encourage students to write about topics of interest
and give them freedom of expression.
Students studying English as a second language (ESL) also face unique challenges when it
comes to writing. Student writing skills are essential in such situations as well. Students need to learn
a new language and new writing rules. Here are some tips for ESL students to improve their writing
skills:
Practice reading. Reading helps these students improve their vocabulary and writing skills.
They need to read books, newspapers and articles on the Internet in English.
Focus on grammar. Grammar is essential for good writing. ESL students should focus on
grammar rules and practice them regularly.
Use online tools. There are many online tools to help these students improve their writing skills.
They can use grammar checkers, spelling checkers, and written hints.
Writing every Day: ESL students need to practice writing every day. They can write about what
they are interested in, such as their hobbies and experiences.
Get feedback: Feedback is important to improve your writing skills. Students should ask a
trusted person to read the letter and give feedback.
In summary, we can say that you can improve your writing skills. Reading here is necessary for
personal and professional growth. If you want to improve your academic writing or writing skills in
English, there are many ways to do this. You need to read, write, practice grammar and receive regular
feedback. Developing good writing skills takes time and effort, but the benefits are worth it [3].
An analysis of the psychophysiological features of the formation of writing skills shows that
the act of writing, which from the outside is perceived as holistic and coherent, is in fact a chain of
discrete movements. And only when the skill is formed does the execution of all the links in this chain
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occur automatically, without awareness or control of direction. But if the initial training phase is
designed in such a way that something is not executed, something is executed incorrectly, etc., then
subsequent training will correct the incorrect execution and the result will not be satisfactory.
REFERENCE:
1.
Ainetdinova, I. G. Features of the mechanisms of written speech in children: a theoretical
aspect [Text] / I. G. Ainetdinova, N. M. Trubnikova // Special education. - 2013. – No. 12. – P. 9-17.
2.
Filippova, S. O. Preparing preschoolers to learn writing: the influence of special physical
exercises on the effectiveness of the formation of graphic skills / S. O. Filippova. – Moscow :Detstvo-
Press, 2014. – P.94.
3.
https://translated.turbopages.org/proxy_u/ru-en.ru.
BENEFITS OF LEARNING A SECOND LANGUAGE AT AN EARLY AGE
Baymuratova Gulzar 3rd year student
Dauletmuratova Kh. Scientific advisor
NSPI, English language and literature
In our society, the focus on advancing education, fostering scientific research, promoting deep
knowledge acquisition among youth and developing proficiency in foreign languages and modern
technologies continues to be a top priority of government policy. This commitment aims to nurture a
new generation of talented individuals and luck the potential of many young children.Nowadays the
ability to speak multiple languages is increasingly valuable. Not only does it facilitate communication
and understanding across different cultures, but it also opens doors to new opportunities that may
have otherwise been out of reach. “Human personality consists of various set of characteristics and
patterns of feelings, emotions and thoughts which can be seen in person’s behavior, attitudes, and
habits of responding in different situations. We are surrounded by calm or extrovert people, generous
or mean, optimistic or pessimistic, flexible or stubborn, friendly or reserved. So are our learners”
[6;3]. Therefore, it is essential to promote early second language acquisition in children to equip them
with this valuable skill.
The Montessori Academy researchershighlights that the early years of a child's life, specifically
between 3 to 4 years old, are optimal for learning a second language This period is crucial as
children's minds are highly receptive to new information, their brain development is rapid and their
memory retention is at its peak. With the rise of technology, young children are exposed to cartoons
and short videos in foreign languages, making it easier for them to learn a second language. As a
result, children can quickly and effortlessly pick up a new language due to their exposure to diverse
media content.
Studied consistently demonstrate that children who begin learning a second language early on
often experience improved cognitive functions. Their brain become more efficient at processing
information, problem-solution and thinking creatively. Acquiring multiple languages enhanced
memory boosts attention span and stronger multitasking abilities. All of which are valuable skills that
benefit individuals across their lifespan. According to the researcher, acquiring a second language not
only expands a student's lexicon but also enhances their ability to communicate effectively. This
improvement in listening, speaking and writing skills in their primary language results in overall
enhanced communication capabilities. Such proficiency is advantageous in fostering connections and
adapting to various settings. As previously, stated, modern technology is playing a significant role in
enhancing the skills of young learners across various domains. Therefore, it has more benefial facts
such as we will explore strategies for teaching young beginner students and addressing their unique
challenges. Francis highlights that young beginners are naturally curious and open-minded, with no
fear of the unknown. They may rely on non-verbal communication to connect with their peers and
can easily translate and relay information between languages [1:365-413].When teaching young
learners a foreign language they may struggle with applying the patterns of their native language.
However, once they learn a few words, they are eager to communicate. Utilizing poems, songs, fairy-
tales, plays, cartoons and visual aids can be effective in engaging young learners. Repetition, such
