“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
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INTEGRATION OF READING AND WRITING IN ENGLISH
TEACHING (ADAPTATION)
Nazaralieva Matlyubakhon Anarjanovna
Fergana Polytechnic Institute
Teacher of the “Uzbek and Language Teaching” department
ANNOTATION
This article discusses strategies that are helpful in developing reading and
writing skills. The need to take into account the age characteristics of students in the
development of reading and writing skills is explained on the basis of important
evidence. Rather, the activities' integration and this is a crucial word reinforces these
languages' inherent interconnectedness. What distinguishes integration is a common
objective that forms the basis of all actions. All activities listening, speaking,
reading, writing, or any combination of these help an integrated classroom
effectively accomplishes its objectives.
Key words and phrases:
Young Learners, Adult Learners, Critical Process,
Include, Identify, Language Learning, Vocabulary Check, Comprehension, Critical
Approach to Reading Comprehension, Demand Response giving
INTRODUCTION
Obviously, it usually requires a separation of language components, and this is
divided into separate reading, writing, literature and communication courses.
Incorporating these four areas into every course is the first step toward integration,
and how listening, speaking, and reading activities are done in the classroom
determines their effectiveness. It is not enough to provide separate activities for
diversity; The only thing that these activities have in common is that they all take
place in the same room. Instead, the integration of activities (and integration is the
key word here) reinforces the natural interdependence of these languages. A unifying
goal that underlies all activities is what sets integration apart. In an integrated
classroom, all activities listening, speaking, reading, writing, or any combination of
these help to achieve the goal effectively. One way to organize the curriculum like
the goals designed for the integrated approach is a thematically based course.
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THEORY AND RESEARCH
The above definition examines from a theoretical and research point of view
what is meant by an integrated approach to the activities of listening, speaking,
reading and writing in the classroom. Now, on the topic of “What is Integration?”
the question “Why is it necessary to combine itself?” changes to the question.
In general, the discussion for the integration approach in the English classroom
focuses on how children learn language. Much of the research on language
development involves language skills in young children. In Psycholinguistics: A
Cognitive View of Language, Helen and Charles Cairns describe the stages of
linguistic development from babbling, one word, two They explain the types of
sentences, now developing grammar, from almost adult grammar to full proficiency.
They further generalize language development into the general domain of Piagetian
cognitive development. Cairns, however, does not base his argument on a theory of
oral language learning.
Bradford Arthur Teaching English to English Speakers
explains the teacher-
oriented principles of “Natural Language Learning” in his book ; By this he also
means “natural language learning” and “natural” rather than artificial or mechanical
methods of natural language learning. Arthur says that language learning is natural
for all children, so teaching methods should foster each student's natural language
learning tendency. It describes the process of learning several aspects of a language
step by step, as part of a developmental process. In the case of natural language
learning, the child covers many areas of the language at the same time. For this
reason, no one should teach in isolation.[1]
Bradford Arthur's views are similar to Constance Weaver's parallels of
speaking and reading in the natural processes of learning. In Psycholinguistics and
the Reading Process: From Process to Practice, Weaver argues that a process cannot
be directly “taught”; Instead, children need to learn how the language system works.
Arthur and Weaver argue that teachers must have the ability to learn language in a
natural language environment. Weaver also parallels the theme of deeply structured
written language. For example, he cites the example of “Mommy sock” in which
“Mommy sock” has multiple meanings based on the spoken surface structure. This
example from spoken language forces children to focus on the meanings of young
readers while misinterpreting reading for the first time. A final parallel that Weaver
draws involves errors in verbal generalization and reading for meaning. Weaver
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
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ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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concludes his remarks with the simple statement that people “learn by trying to hear
and use language themselves in natural and meaningful contexts.”
The work of Mark Aulls and Marilyn Wilson outlines the current state of
literacy integration. In his “Recent Research Paper on Reading and Writing
Connections,” Wilson makes a strong case for active coupling between the two
processes. The conclusion of this study is that when reading and writing are
combined in the classroom, they complement each other. Aulls explains his findings
in Realizing Reading Comprehension and Writing based on informal classroom
observations. He raved about how the exercises in the combination of reading and
writing helped his students, both passive and excellent readers.[2]
THE PROCESS
Although articles or books on integration explore the interrelated processes in
the elementary school, James Moffitt articulates this theory more broadly in his 13th
grade book for teachers. Moffett discusses pitfalls and gaps in classroom
management skills and provides a theoretically integrated curriculum through the
thirteenth grade. Based on student-centered classroom design, Moffett focuses on
engaging in a variety of listening, speaking, reading, and writing exercises. It
describes extensive training, explains how to use it in the classroom, and gives
examples. In other words, he skillfully tackles the idea of the curriculum, but he
ignores the learning skills that integrate these ideas in the course.
OBJECTIVES AND DUTIES
In the Teacher's Guide, Stephen and Susan Judy recommend instructional
essentials to help plan voice courses. The following list of initial goals and objectives
should help design courses that are aligned in terms of structure, materials, and
learner engagement.
Also, all combined activities ensure the development of the student's language
learning.
Second, courses and topics should be based on a variety of issues, such as
family, men and women, aging, human dignity, cities, and heroism. Additionally, a
unique feature of the thematic framework is that it ensures that true alignment
occurs. A variety of listening, speaking, reading and writing exercises without a
common goal will lead nowhere. Also, the variety of choices and exercises increases
the student's knowledge.
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Third, the variety of textbooks and materials is an important part of English
language teaching. Diversity should not be a mistake because it is a means to achieve
the goal of the lesson. It is important to provide students with more resources and
experiences in showing the full potential of the subject. In addition, many materials
better familiarize the reader with the topic. As a result, student identification
increases personal relevance that increases interest and engages them in the lesson.
Fourth, writing theory as a structural process should be developed as an
important part of the course. Emphasis should be placed on planning, proofreading,
revision, editing, and publishing. Traditionally, writing has been isolated as an
extracurricular activity. Also, writing skills interact with other language skills. For
example, a whole class or small group can use listening and speaking to help develop
writing. In the draft, students work alone, but they are especially enthusiastic when
they are working on the same task as a group. The stages of review, editing, and
publication directly integrate language processes. During the final stages of writing,
they read their own and their friends' papers, explain them through oral and written
responses, and prepare their writing for their peers as potential reading material.
Therefore, writing skills should not be overlooked.[3]
Finally, free or instructor-sponsored private reading, writing, and exchange
should be incorporated into the course design. With study sessions devoted to
individually selected study materials and open time for journaling, students can
explore topics and subtopics that interest them. We hope that due attention to the
periods of reading and writing will create the most important harmonious equality
in the minds of students. Students can write a song, lyric poem, short story, joke,
caricature, or personal experience that fits the theme of the topic or lesson. Thus,
students verbally express interest in themselves and the lesson, other students listen
and share experiences. The intention of reading, writing and sharing in terms of
somewhat limited freedom is quite simple: that is, to ensure that individual students
'dominate' rather than whole-class assignments with a flow of ideas in all interactive
language processes.
With the principles of a comprehensive approach defined as understanding,
theory, research and principles, the stage is set to depict a course that combines
listening, speaking, reading and writing with daily activities. The course revolves
around the theme of the central character. The development of the character comes
mainly from the point of view of the chronological sequence of the literature.
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
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Nevertheless, the unifying quality of the thematic base protects this direction from
deviating into irrelevant parts. In addition, within the overall content of the lesson,
the units can be reorganized with special emphasis on tracing different aspects of the
character's development. In other words, the order of the units presented does not
matter; if the chosen order corresponds to the development tendency of the character,
the pursuit of the goal will be stable. A brief description of all selected classroom
activities is provided below.
After students finish reading, they participate in a “written interview.” In this
second event. readers write responses that range from personal reactions to more
analytical insights into the presentation style, the characters, the “Everyman”
heroism, the antiquity, and the relevance of the play to the modern world. The
informality of the “written discussion” class notes emphasize thoughtful reaction
rather than vociferous output. Armed with their personal notes, students briefly
discuss the short but powerful answers.[4]
Each student should be prepared for activity number three after participating
and through written and oral discussion of the two activities, along with the teacher's
responses. This activity involves breaking the group into small groups to practice an
'everyman' game that can be performed by their peers in the school auditorium. Each
group decides on a voice recorder to prepare the current version of “Everyman” for
their thoughts and decisions. When the groups are finished, have each representative
quickly present the group's ideas to the whole class.
The fourth activity depends on the students deciding what to do next. They vote
for one of three options:
(1) each group produces and manages its own class for other classes or for other
classes;
(2) a class classically produces and controls one of the subgroups and executes
for other classes ;
(3) the two things listed above should not carry over to the next. If students are
interested enough, they will choose the first or second option. Once it is known
which version and which audience have been identified, the task is now to put them
into practice.
Chapter “An Ancient Mariner's Rime”.
The overall purpose of The Ancient Mariner is to engage students in an
experience that allows them to determine whether the Mariner is a hero in their eyes
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and in Coleridge's eyes. The specific goals of the first two activities are to engage
students more in literature, to engage students actively and creatively in forecasting,
to encourage them to identify and adhere to specific elements and themes, and to
encourage students to engage in what some students call “boring stuff.” bringing
something to life. This unit provides responsive solutions that reflect literature,
reinforces that literature has some subject matter, but is always influenced by the
author's creativity, and encourages students to see themselves as writers and readers.
[5]
The first activity involves students silently reading the first five chapters of The
Ancient Mariner's Rime. For this activity to be successful, students must stop
reading after completing the fifth chapter. lib participate in an informal discussion
in which their attitude toward the Mariner and his actions must be consistent with
the narrator's plot. [6]
In the second activity, students participate in creating their own version of how
the Mariner's story ended. Students don't have to keep the rhythm and rhyme, but
they do have to keep the ideas consistent with the Mariner's point of view. If students
create open-ended questions about the Mariner's repentance, finality, and heroic
qualities, along with questions about the role of spirits and the fate of the crew, they
remove obstacles to the writing process. Students mark their conclusions as “good”
or “not good” and the teacher reads them to the whole class.
The third activity closes the unit. Students read passages of poetry and then
respond to what they have written, the object being to reflect on the relationship
between themselves and Coleridge's connections. The discussion concludes by
exploring the similarities and differences in each ending and discussing how and
why the Mariner's life is portrayed differently.
The main purpose of the comic book is to convey emotional, reflective and
creative feelings to the comic book superhero. In the first session, students read a
book of their choice. After about thirty minutes, students stop reading the textbook
to think through the book with their characters as literature. Later, the content and
composition of this type will be discussed in class. [7]
For example, content may deal with fantasy, action, illustration, anti-hero, anti-
villain, anti-villain, and right and wrong behavior. Descriptions of structure may
include short sentences, simple language, rapid transitions, and a general formula of
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general heroism, conflict, structure, closure, and clarity. After a general discussion,
students should think about a superhero they have created and want to write about.
Second, students try to develop a unique superhero, write a comic book, and
work collaboratively and effectively in a small group. There are five groups, and the
work is divided according to the following positions: Editor-in-chief, Script
consultant, Author, illustrator, cover artist. Although each group member develops
the comic book as a whole, each person responds at a separate stage.
After the groups have finished their comics, the whole class comes back
together to express their reactions to the creation of literature and participate in the
creations of other peer writers.
CONCLUSION
Here are the main section activities that work; that is, students treat them well.
Students are attracted to the variety of daily activities; continuous research of the
subject of the lesson maintains high interest and enthusiasm; attention to the
interrelationship of listening, speaking, reading, and writing is devoted entirely to
language. The character units in this course are only examples of an integrated
approach to English language teaching. In fact, the integrated approach is a
methodology that assimilates the results of recent research on the interdependence
of language learning. The success of the lesson depends on the teacher's goal of the
lessons and the integration of activities aimed at long-term language development.
LITERATURE AND INTERNET SITES USED:
1.
Arthur Bradford. “Natural Language Learning”. In Teaching English to
English teachers. New York: Harcourt, Brace, Jovanovich, (1973): 15-29.
2.
Aulls Mark. “Relating to Reading and Comprehension” Record of
Competence. Language Arts 52 (1975): 808-812.
3.
Cairns, Helen and Charles Cairns. Psycholinguists: A. Cognitive view of
language. New York: Holt, Rinehart and Winston, (1976): 78-85.
4.
Carlsen, G. Robert. “Literary Studies”. Journal of the English Language
63(1974): 23-27.
5.
Nazaralieva MA “Technology of formation of integrated reading competence
in English” ACADEMICIA- An International Multidisciplinary R esearch J ournal
ISSN: 2249-7137 Vol. 11, Issue 3, March 2021Impact Factor: SJIF 2021 = 7.492
https://saarj.com India.
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UZBEKISTAN” JURNALI
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6.
Abdukadirov U. N. BEST PRACTICE OF MOTIVATING SPEAKING
ACTIVITIES FOR LOWER LEVELS //Экономика и социум. – 2022. – №. 12-1
(103). – С. 24-27.
7.
Nazirovich A. U. et al. MODERN METHODS OF TEACHING ENGLISH
IN HIGHER EDUCATION //ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ
ИДЕИ В МИРЕ. – 2023. – Т. 20. – №. 2. – С. 45-47.
8.
Nazirovich A. U. FEATURES OF THE TRANSLATION OF TECHNICAL
TEXTS //Academia Science Repository. – 2023. – Т. 4. – №. 05. – С. 58-63.
9.
Nazirovich
A.
U.
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LINGVOKULTUROLOGIK XUSUSIYATLARI //Conferencea. – 2022. – С. 256-
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http://www.articlesbase.com/languages-articles/teaching-listening-as-an-
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