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APPROACHES TO THE FORMATION OF WRITING SKILLS AMONG
FOREIGN NON-PHILOLOGICAL STUDENTS
Mukaddas Tursunova
Denov District 14th school, English teacher
https://doi.org/10.5281/zenodo.12770508
Annotation:
The article describes some methodological issues of teaching
foreign students to write and substantiates the relevance of the formation of
writing skills at the initial stage of education. The aspects of the formation of the
ability to correctly write individual words, terms, phrases, sentences, etc. are
considered, which contributes to meeting the communicative needs of students
in terms of educational and professional communication and organizing further
independent work to improve writing skills.
Keywords:
oral speech, written speech, types of writing, skills and abilities,
learning goals, writing technique.
The aim of the work was to identify the problems of teaching writing in
Russian as a non-native language in groups with English as the language of
instruction, as well as to describe the communicative needs of this contingent of
students in terms of educational and professional communication. When
creating a written message, the key role belongs to the exercise, i.e. creating
ideas about what will be written before the moment of writing. These are the
levels of inner speech, which manifests itself in the form of hidden speech-motor
reactions, they are accompanied by auditory and
visual representations of words. Internal speech is not accompanied by
vocalization, but has its own grammatical and stylistic structure, as well as a
specific speech technique. The level of external written speech is a form of
graphic fixation of internal speech. The complex phenomenon of writing
includes the skills of: writing letter signs (calligraphy); correct transcoding of
speech sounds into adequate writing signs (spelling); construction and design of
a written statement (composition); lexical and grammatical skills. All of the
above indicates the specifics of the goals and objectives of teaching writing.
The goals of teaching writing are closely related to the overall purpose and
objectives of the process of learning a new language. However, in the field of
only one type of speech activity – writing – there may be quite a lot of such tasks
and it is not always possible to specify the tasks that language learners will have
to solve in real life. Therefore, for example, in the educational field, it is more
useful to identify tasks that: language learners should learn to perform as
language users (correctly write their name, addressee's name, date, address;
write congratulations, a personal letter having a scheme for building "Russian
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writing"; to provide information about yourself, your family, city, interests, to
request the same information from your addressee, to provide basic personal
information in the questionnaire, form (at the hotel); to make personal notes
during reading, listening (extracts, records); to describe events facts,
phenomena and comment on them; write a job application and perform other
formalities in writing, etc .); are an immediate part of the educational process
(drawing up a plan, talking points, recording the collection of educational and
subject information, the compilation of "educational records, the creation of
annotations, summaries, abstracts, writing out information from reference
literature, etc.). The set of goals and objectives allows you to choose
an adequate approach to teaching writing. There are at least two
approaches in the methodology of teaching foreign languages related to the
teaching of productive (also called expressive) written speech. One of them is
based on the psychological
characteristics of the generation of a written statement. In this case, the
creative process of speech generation, the personality of the writer, his
communicative and
cognitive needs, target settings for the upcoming types of written messages,
analysis of the audience to which the written speech is addressed occupy a
central place in the organization of writing training. A writing learning model
based on the psycholinguistic theory of the generation of written statements
includes three stages: 1) training in planning, programming the content of a
written message;
2) training in the implementation of the ide of a written statement: training
in structuring a written message, mastering the rhetorical
organization and composition of the text;
3) training in self-control, editing written.
The second approach focuses on the product of speech activity – a written
statement, a text, a speech work, while the object of mastery is the form and
organization of written discourse. A distinctive feature of this approach is that
the development of productive (expressive) written speech is closely related to
the receptive form of written communication – reading. As a result, writing skills
are correlated with different types of reading by:
a) writing out certain information, judgments, arguments, conclusions;
b) writing the main facts of the text;
c) making a summary;
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d) writing down your own opinion about what you read . In the process of
interconnected learning, the following skills are formed:
1) the ability to convey the basic information of the read / listened text;
2) the ability to convey the main idea;
3) the ability to briefly / in detail compare,
compare the described facts;
4) the ability to provide illustrative examples, arguments;
5) the ability to review, combine, combine information;
6) the ability to characterize, express an assessment, own attitude to what
is being stated (agreement – disagreement, approval – disapproval, censure,
surprise, etc.);
7) the ability to present information abstractly, annotate and summarize it,
etc.
This approach to teaching writing is conventionally called textual, it is well
developed in the methodology of teaching both native and foreign languages. A
typical scheme of work in teaching coherent productive writing is as follows:
from analyzing the sample text (with a gradual decrease in reliance on the
sample) to creating an independent written message. In the textual approach,
writing training includes several stages: reading, comprehension and analysis of
texts. Depending on the didactic task separately or a comprehensive linguistic,
semantic stylistic, compositional analysis of the text is carried out; the
construction of an utterance by analogy with the sample text; the writing of
independent written messages. In teaching Russian as a foreign language, it is
possible to combine the possibilities of these approaches in a balanced way,
depending on the level of language proficiency and the needs of students. The
method of teaching writing is differentiated depending on the stage of learning a
non-native, new language. Russian Russian alphabet, to master the rules of
Russian graphics, spelling, etc. In order to form skills and abilities in the field of
reproductive and productive writing, the student needs to master the technique
of writing, i.e. get acquainted with the Russian alphabet, master the rules of
Russian graphics, spelling, punctuation. Thus, learning the writing technique is
the initial stage of learning to write, and step –by-step mastering it, as evidenced
by the experience of working in groups with the English language of instruction,
is the key to the successful formation of writing skills. The introduction to the
Russian alphabet takes place within the framework of an introductory phonetic
and grammatical course.
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Students get acquainted with the sounds of the Russian language and the
letters denoting these sounds (printed and handwritten, uppercase and
lowercase). In printed form, uppercase letters, as you know, differ from
lowercase letters in height, and in handwritten form they differ both in size and
in outline, which may pose a certain difficulty for a person who has started
learning a new language for him. Sequence
The study of Russian letters depends, on the one hand, on the difficulty of
the sound they denote; on the other, on the difficulty of spelling the letter itself
for students of a certain nationality. For example, those students who speak
Cyrillic or Latin writing in their native language can easily master the spelling of
Russian letters. Hindus, Arabs and representatives of other nationalities who use
Indian, Arabic, and hieroglyphic writing in their writing face significant
difficulties in such cases. Deviations may occur. They may be associated with an
increase in the size of lowercase letters and a decrease in the height of
uppercase letters, with the writing of the letters "k", "l" above the line (the
interfering influence of the Latin alphabet: k, l), with disregard for the
inclination characteristic of Russian writing. At the same time, some violations,
according to the methodologists, are quite acceptable, since they do not impede
written communication. The formation of skills in graphic and calligraphic
design of a written text consists of a number of interrelated operations: sound
representation, sound and visual perception, association of sounds with
corresponding graphemes, hand-motor activity combined with internal speech.
Difficulties associated with mastering graphics and calligraphy are
explained, in addition to the mismatches of alphabets in the native and Russian
languages, by a number of reasons: the discrepancy in all languages of sounds
and letters: in many cases Russian Russian is also characterized by the
designation of a number of sounds with one letter (good) and several letters of
one sound (laugh); the so–called polysemy of graphemes (mushroom flu); the
presence of synonymous letter designations: ts-ts-ts; the presence in the native
and Russian languages of the same the spelling of letters that convey different
sounds: c,n, p,m; the presence in the Russian language of letters with superscript
and subscript elements, the spelling of which is mixed: v-u, e-V. It has been
established that at the initial stage of learning to write, more than half of the
errors are the result of poor assimilation of Russian phonetics, therefore,
sufficient attention should be paid to letter-to-letter correspondences, since the
writer always starts from the audible word and its pronunciation. In our
opinion, exercises of the following nature are especially effective in groups with
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the English language of instruction: sound-letter and syllabic analysis of words;
auditory exercises; cheating with simultaneous execution of additional tasks
(underlining of certain graphemes, by restoring letters missing in a word);
grouping words according to certain characteristics (two- and three-syllable
words with emphasis on a certain syllable; writing numbers in words; writing
out words from the text related to the same topic, etc.); constructing words from
letters and syllables. The basic principle of Russian spelling is morphological;
which means that each morpheme (prefix, root, suffix) is written the same way,
although depending on phonetic conditions it is pronounced differently (water –
water). Based on this, in groups with English. The language of instruction
justifies the use of exercises of various word-formation analysis, especially
medical terms, which students will encounter during practice in clinical settings.
In our opinion, when working with this category of students, it is possible not to
take into account that the spelling of some words is subject to the phonetic
principle (they are written as they are pronounced: without a name, arose,
restore), and in writing other words, the law of tradition sometimes wins (as it
was written before; this concerns the letter "g" in the endings of adjectives
(new), the letters "b" at the end of the verbs (do), the letters "a" and "o" in the
same root morpheme (to sunbathe, but tan)). In other languages, there are also
principles of writing words. So, the historical principle of writing is typical for
English and French, which makes it difficult to form spelling skills, requires
memorizing words by heart. In German, as in Russian, a number of principles
are combined: phonetic, semantic (hieroglyphic) with the dominance of
morphological. The rules of Russian spelling are given as you become familiar
with the corresponding word or grammatical form. Overcoming difficulties is
facilitated by working on the composition of the word, various kinds of spelling
dictation, self-dictation, as well as special exercises: a) copying the text
(copying) in order to learn
the rules of spelling; b) copying, complicated by additional tasks (filling in
gaps,
underlining certain letters, etc.); c) grouping words (homographs,
thematically related Words, words similar in composition, etc.); d) writing
dictation against the background of noise or other interference, etc. Written
speech differs from oral speech in its completeness, extreme clarity, and fullness.
These characteristic differences are especially noticeable in the speech of native
speakers or students at an advanced stage of education. In the practice of
learning Russian as a foreign language, one of the most important tasks is to
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teach foreign students the perception and recording of speech by ear – in terms
of preparing students for listening and recording lectures. Recording speech
perceived by ear refers to secondary types of communication activities. It is a
rather complicated process even in the field of the native language. When
teaching foreign students in groups with the English language of learning to
perceive and record speech by ear, we are faced with the need for special
selection and organization of educational material, special organization of the
educational process. The most common exercises in teaching writing are
dictation, exposition, and essays. In our work in groups with English as the
language of instruction, based on the limited amount of study time and the
Russian language program, we pay attention to one of the types of written work,
namely dictation. Dictation in all its variety of forms (vocabulary, selective,
phrasal, free, creative, self-dictation) makes it possible for foreign students to
develop, in addition to graphic, spelling and grammatical skills, also a set of
additional skills necessary for writing lectures on the specialty: a) fluent writing
skills; b) the skill of using linguistic means of speech, perceived by ear; c) the
skill of quickly recording the main content of the listened segment of speech; d)
the skill of shortening words and sentences (syntactic condensation); e) the skill
of independently constructing
a phrase, a small finished statement.
Conclusion
The material for dictation is educational texts from textbooks on the
specialty and popular science texts, the choice of which is determined by the
goals and objectives facing students and teachers in each case. Positive results
are achieved by observing the conditions of systematic dictation with a gradual
complication of lexical and grammatical material, an increase in the volume of
dictation and the pace of speech, creating at each stage of the development of the
skill of recording speech from hearing an optimal mode in which the pace of
speech of the speaker and listeners would coincide.
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