MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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PEDAGOGICAL STRATEGIES FOR TEACHING WRITING TO A2
LEVEL LEARNERS
Sh.A.Kurbanova
Qo‘qon universiteti Andijon filiali.
Pedogogika psixologiya
va filologiya kafedrasi v.b dotsenti.
Abduraxmonova Shaxodat Yodgor qizi
FTO‘24_01
https://doi.org/10.5281/zenodo.14744364
Annotation:
Pedagogical strategies play a crucial role in effectively
teaching writing skills to A2 level learners. These strategies provide guidance
and structure, helping learners develop their paragraph and short composition
writing abilities. By employing appropriate pedagogical strategies, educators
can create a supportive learning environment and facilitate learners' progress in
writing.
Key words:
Modeling, grammar, vocabulary usage, organization,
coherence, authentic tasks.
The use of modeling and guided practice is a highly effective pedagogical
strategy for teaching writing skills to A2 level learners. This approach provides
learners with clear examples and step-by-step guidance on how to effectively
construct paragraphs and short compositions. By observing and imitating the
writing process, learners gain a better understanding of the expectations and
develop their own writing abilities.
Modeling involves the teacher demonstrating the thought process,
organization, language use, and overall structure of a well-written paragraph or
composition. By explicitly showing learners how to plan, draft, revise, and edit
their writing, educators provide them with a clear vision of what is expected. As
Graves explains, "Modeling helps learners internalize the writing process by
making it visible and accessible."
During guided practice, learners are supported through structured
activities that gradually lead them towards independent writing. Educators can
provide learners with model paragraphs or compositions and guide them
through the analysis and imitation of the structure, vocabulary, and language
features. For instance, the teacher can present a model paragraph and discuss its
topic sentence, supporting details, and concluding sentence. Then, learners can
work in pairs or small groups to analyze additional model paragraphs, identify
the components, and discuss how they contribute to coherence and cohesion.
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Through this guided practice, learners develop a deeper understanding of the
writing process and gain confidence in their own writing abilities.
By incorporating modeling and guided practice into the writing instruction,
educators provide learners with concrete examples and step-by-step guidance,
which can greatly enhance their writing skills. This approach allows learners to
observe effective writing strategies, understand the organizational structure,
and develop their own voice in writing. As learners become more familiar with
the patterns and conventions of paragraph and short composition writing, they
can gradually apply these skills to their own writing tasks.
Providing focused feedback and revision opportunities is a valuable
strategy for teaching writing to A2 level learners. This approach allows
educators to offer specific guidance and support, helping learners improve their
writing skills through a continuous process of reflection and refinement.
When providing feedback, it is important for educators to focus on specific
areas for improvement, such as grammar, vocabulary usage, organization, or
coherence. By offering targeted feedback, learners can better understand their
strengths and weaknesses in writing and make targeted revisions. As Ferris and
Hedgcock highlight, "Effective feedback provides learners with clear guidance on
how to improve their writing by addressing specific areas of concern."
For example, if a learner struggles with using appropriate verb tenses, the
teacher can provide feedback on specific instances where verb tense errors
occur and offer explanations or examples to clarify the correct usage. By
addressing this specific aspect of writing, learners can revise their work and
enhance their grammatical accuracy.
Revision opportunities are equally important as they allow learners to
actively engage in the writing process and apply the feedback received.
Educators can encourage learners to revise their initial drafts based on the
feedback provided, focusing on areas that require improvement. By revisiting
their writing with a critical eye, learners have the chance to refine their ideas,
reorganize their paragraphs, and strengthen their language use.
Additionally, peer feedback can be incorporated as part of the revision
process. Learners can exchange their written work with a peer and provide
constructive feedback on areas that may need improvement. This peer
collaboration not only reinforces learners' understanding of the writing
principles but also fosters critical thinking and communication skills.
By providing focused feedback and revision opportunities, educators
empower A2 level learners to take ownership of their writing development. This
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process allows learners to reflect on their writing, make necessary adjustments,
and gradually refine their skills. As Ferris and Hedgcock suggest, "Revision
opportunities provide learners with the chance to actively participate in the
writing process, resulting in improved written expression."
Incorporating authentic writing tasks and real-world contexts is a powerful
strategy for teaching writing to A2 level learners. By providing learners with
meaningful and relevant writing experiences, educators can enhance their
motivation, engagement, and overall writing proficiency.
Authentic writing tasks refer to tasks that mirror real-world writing
situations, allowing learners to practice writing in contexts similar to those they
may encounter outside the classroom. For example, learners can be assigned
tasks such as writing emails, letters, reports, or descriptive narratives that
simulate real-life scenarios. By engaging in these authentic tasks, learners can
develop a better understanding of the purpose, audience, and conventions of
different writing genres.
Real-world contexts involve situating writing tasks within meaningful
contexts that are relevant to learners' lives and experiences. This approach
allows learners to see the practical applications of writing and motivates them to
communicate effectively. For example, learners can write about personal
experiences, current events, or topics related to their fields of interest. By
connecting writing tasks to their own lives and interests, learners become more
engaged and invested in the writing process.
By incorporating authentic writing tasks and real-world contexts, educators
provide A2 level learners with purposeful and meaningful writing experiences.
This strategy helps learners see the relevance and practicality of writing, making
it more enjoyable and motivating. As Hamp-Lyons and Heasley suggest,
"Authentic writing tasks and real-world contexts foster learners' engagement, as
they can apply their writing skills in meaningful and relevant ways."
It is important for educators to scaffold instruction based on learners'
needs and gradually increase the complexity of writing tasks. Scaffolding
techniques, such as providing graphic organizers, sentence frames, or
vocabulary lists, can support learners in organizing their ideas, using
appropriate language structures, and expanding their vocabulary.
In conclusion, employing effective pedagogical strategies is essential for
teaching writing to A2 level learners. Modeling and guided practice,
collaborative writing activities, focused feedback and revision opportunities,
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authentic writing tasks, and scaffolding techniques all contribute to learners'
development of paragraph and short composition writing skills.
References:
1. Graves, D. H. Writing: Teachers and Children at Work (20th Anniversary
Edition). Heinemann. 2003.
2. Ferris, D. R., & Hedgcock, J. Teaching L2 Composition: Purpose, Process, and
Practice (3rd ed.). Routledge. 2014.
3.Ferris, D. R., & Hedgcock, J. Teaching L2 Composition: Purpose, Process, and
Practice (3rd ed.). Routledge. 2014.
4.Hamp-Lyons, L., & Heasley, B. Study Writing: A Course in Written English for
Academic and Professional Purposes (2nd ed.). Cambridge University Press.
2006.
