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ISSUE OF WRITING AND WRITING IN THE TEACHING OF A
FOREIGN LANGUAGE
Nasirova R.A.
Senior teacher of SamSIFL
Key words
: writing activities, reading activities, writing in teaching, written speech,
feedback.
The letter in the methodical plan for a
long time was considered a "Cinderella
method"
and
was
almost
completely
eliminated from the learning process, which,
according to E.I. Passov, was a strategic
miscalculation [3,12]. In recent years, the role
of writing in learning a foreign language is
gradually increasing, and, in a sense, the letter
is beginning to be seen as a reserve in
improving the effectiveness of teaching a
foreign language. One cannot ignore the
practical importance of written speech
communication in the light of modern means
of communication, such as e-mail, the
Internet, etc. In the latter case, the letter as a
type of speech communication develops on
the basis of only authentic material. Foreign
internships for students, graduate students and
young scientists assume the ability to record
in a foreign language, compose and complete
a
questionnaire,
answer
questionnaire
questions, write an application for admission
to study or work, write a short or expanded
autobiography, write personal or business
letters using the form speech etiquette of
native speakers, including the form of
business etiquette.
Writing
and
writing
in
the
methodology of teaching a foreign language
are not only a means of teaching, but more
and more as a goal of teaching a foreign
language. A letter is a technical component of
written speech. Written speech along with
speaking
is
the
so-called
productive
(expressive) type of speech activity and is
expressed in the fixation of certain content by
graphic signs. The psychophysical basis of
written speech is the interaction of the motor,
visual and auditory-analytical analyzers. The
reliance on all analyzers in training gives a
much
greater
effect.
According
to
psychologists,
the
material
heard
is
assimilated by 10%, seen by 20%, heard and
seen by 30%, recorded by 50%, pronouncing
by 70%, while learning another by 90%.
Psychologists believe that oral speech is the
basis of written speech. Both speaking and
writing can be traced from the intention (what
to say) to the selection of the necessary means
(what words are necessary, how to combine
them in the utterance), and before the
realization of the idea by means of language
orally or in writing.As you know, the letter is
closely connected with reading. In their
system there is one graphical system of
language. When writing, the coding or
encryption of thought is carried out with the
help of graphic symbols, while reading - their
coding or decoding. If you correctly
determine the goals of writing, consider the
role of writing in the development of other
skills, use exercises that are completely
appropriate for the purpose, perform these
exercises at the appropriate stage of training,
then oral speech gradually becomes richer and
more logical.The letter plays an auxiliary role
in developing a grammatical skill, when
performing written tasks from simple copying
to tasks that require a creative approach,
which creates the necessary conditions for
memorization. Without reliance on the letter,
it is difficult for students to retain in their
memory lexical and grammatical material.
Written speech is regarded as a creative
communicative skill, understood as the ability
to present in writing their thoughts. To do
this, one must have spelling and calligraphic
skills, the ability to construct and arrange in
writing a speech work composed in internal
speech, as well as the ability to choose
adequate lexical and grammatical units. The
teaching of written speech includes various
kinds of speech exercises: speech exercises
for teaching writing; writing and speech
exercises for working with printed text;
writing and speech exercises, conditioned by
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the process of reading, listening and speaking.
Written speech exercises for working with
printed text, in addition to the exercises
known to all, can contain, as E.A. Maslyko
[2,26] thinks, the following:
- rewrite the text, excluding from it
minor words and sentences;
- write a written message to a potential,
real or imaginary addressee, using the content
of the letter;
- prepare a plan-summary of the oral
presentation, using a selection of texts on the
topic or problem.
In reading (viewing, familiarizing,
studying) interest is, in the opinion of E.A.
Maslyko, written exercises like:
- find in the text and write out the
necessary information;
- make a written review of the topic or
problem, using different sources in a foreign
language;
- make annotations for the articles of the
special journal (collection);
- by analogy with the article (its
structure), prepare material for the intended
publication in a special journal;
- in the process of reading the literature
(texts), make written notes for subsequent
work with the material.
In the perception of foreign speech by
ear (listening), students can make notes: 1)
compose a summary of the audio text
according
to
a
preplanned
plan
(for
keywords); 2) make notes to the printed
reference signals while listening to the audio
text; 3) in accordance with the given
communicative
situation
(task),
extract
information from the audio text and write it
down.
The ability to present your thoughts in
a written language in a foreign language
should
be
developed
consistently
and
constantly. To solve this problem, there are
number of reproductive and productive
exercises. Exercises offered, for example, by
the German methodologist Gerhard Neiner
[4,21], are composed in a certain sequence
from simple to complex, from reproduction to
drawing up one's own opinion, position. All
exercises are performed in writing. Interest, in
our opinion, is, for example, such tasks:
- restore the beginning and end of
history;
- restore the dialogue on individual
"guiding" replicas;
- change the appearance of the text
(message to the conversation, dialogue to the
description);
- describe the ambiguous situation in
different texts and dialogues;
- explain the contradiction between
textual and illustrative information;
- answer the letter with a letter,
telephone conversation, conversation, etc.;
- choose keywords that lead to a certain
pre-known result, and others.
G. Neiner believes that for creative
writing, business texts of an informational
nature can be used. Students are asked
questions of a personal nature, for example:
How important is the information received for
me? How does my world differ from the world
of my peer abroad? Why do these differences
exist?
Do not forget the three most important
conditions for the introduction of creative
writing: the purpose of learning, principles,
methods and methods of teaching, as well as
educational control. Thus, to teach to record
oral speech, including how to write personal
and business letters, fill out questionnaires,
write a short and expanded autobiography,
application for employment or study, etc. - all
this is the main purpose of teaching a letter
that also plays a supporting role in teaching
reading, speaking, grammar, vocabulary.
Where can I get time? As E.I. Passov [3,35],
one should remember about such a reserve as
a homework, which, regardless of the goal,
the trainees perform first of all in writing,
beginning with the recording of words and
ending with a retelling or a message on the
topic. All that must be said in the lesson must
first be recorded in writing; letter, believes
E.I. Passov, it is worth doing, because the
time is paid off.
References
1.
Бим И.Л., Пассов Е.И. Книга для учителя (10 класс). – М., 1996.
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2.
Маслыко Е.А. Настольная книга преподавателя иностранного языка. – Минск, 2004.
3.
Пассов Е.И. Беседы об уроке иностранного языка. – СПб., 1991.
4.
Neuner G. Methoden des fremdsprachlichen Deutschunterrichts. – Kassel, 1992.
Насирова Р. Письмо и роль письма в процессе обучения иностранному языку.
В
данной статье рассматривается проблема развития и повышения преподавания практики
письма студентам на уроках английского языка. Подчеркивается, что преподаватель
предлагает методы и стратегии по развитию компетенций учащихся по развитию
письменных навыков на уроках английского языка.
Nosirova R.
Yozish san‟ati va chet tilini o„qitishda yozishning o„rni
.
Usbu maqolada ingliz
tili darslarida yozma nutqni rivojlantirish uchun muhim sanalgan uslublar ko‟rib chiqiladi.
O‟qituvchilarning qo‟llaydigan metodikasidan kelib chiqqan holda talabalarning vazifalarni
bajarish masalalari keng yoritib berilgan.
