ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
17
MODERN APPROACHES TO TEACH WRITING IN A FOREIGN LANGUAGE
Urinov Rustambek Ravshanovich
English teacher at school number 42 in Fergana city
https://doi.org/10.5281/zenodo.16759571
Key words
: key competencies, future English teacher, writing strategy, slang vocabulary.
Kalit so'zlar
: asosiy kompetensiyalar, boʻlajak ingliz tili o'qituvchisi, yozish mahorati,
jargon lug'ati.
Introduction
. Approaches to teaching writing in a foreign language are closely related to
research in the field of discourse since discourse competence is an integral part of
communicative competence. It is logical to assume that the understanding of discourse as a
result in the form of text and as a cognitive process of creating meaning is interconnected with
the terms "product" and "process" in the theory of teaching foreign languages. These two
opposing terms have been implemented in approaches to teaching writing known as the
modern-rhetorical (product-oriented) and process-based approaches. 405 is Theoretical
background. Both approaches have developed since the 60s and 70s. in the 20th century,
finding its supporters and opponents. In recent decades, in relation to teaching writing, another
term "post-process" has appeared, which understood as a reflection of the social context in the
discursive construction of reality in the writing process (Trimbur, Atkinson) [4]. This approach
to writing attempts to synthesize and overcome the shortcomings of previous approaches, but
it is primarily a continuation of the process approach. The post-processual approach, according
to its supporters, opens new opportunities in understanding writing as a multicomponent
activity in teaching writing in a foreign language. The modern thetorical approach to teaching
writing took shape in a coherent theory earlier than the procedural approach. Even thoughthe
term "procedural" is often found in the methodological literature on the problem of teaching
writing in a foreign language and is the subject of many foreign studies, the procedural
approach is still not a coherent methodological theory. In addition, it is fair to note that the
distinction between "productive" and "processual" approaches to teaching writing is quite
arbitrary, because in practice they use elements of each other. Firstly, this is reflected in the fact
that not the entire community of English language teachers is familiar with the ideas of the
process approach and shares them. Secondly, most educational and methodological complexes
in the English language contain tasks of a mixed type, which involve both writing texts based
on samples and creative work. as The modern rhetorical approach to teaching foreign language
writing served a steppingstone for the beginning of research in the field of writing as a process.
The term was coined by D Fogarty and R Young in the 70s to describe the traditional ways that
were used to develop writing and rhetorical skills. In other words, the term described research
into writing instruction that focused more on the outcome than the process of writing. The
emphasis in teaching written discourse shifted to words, individual sentences and paragraphs
connected syntactically, spelling, punctuation and style (Berlin, Crowley) [4]. Methodology.
Since the emergence of the term "modern thetorical," the method of teaching writing has
consisted of performing controlled tasks containing instructions on the genre and purpose of
the written work, the volume of the statement and the plan for constructing the text (Silva,
Connor, Leckie, Grabe and Kaplan) [3]. The most rigorous form of manifestation of this
approach in teaching was tasks, usually consisting offive paragraphs, within which students
must build sentences in the correct logical sequence and use language noms typical of native
ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
18
speakers in tasks of the specified genre, that is, fill the template with new meaning. Students
are expected to analyze and copy samples, identifying the general theme of the text, the main
sentence in each paragraph, and the sentences that detail it. A distinctive feature of the modem
rhetorical approach is that the formation of writing skills is practiced not so much at the
sentence level as at the paragraph and text level. Within this approach, much attention is paid
to the organizational units of the text: introduction, main part and conclusion, as well as genres:
description, narration, and argumentation. Teaching techniques include analyzing samples of
written discourse, developing main content ideas, and drawing up a plan. 406 However, the
topic of the written work is determined by the teacher, not the students, and the final text is not
usually reviewed jointly with students. This technique made it possible to classify this approach
as a teacher-centered approach. At one time, this teaching method was also called prescriptive
and static, which did not allow it to fully realize its potential [3]. In our opinion, the potential of
this method is obvious in the early stages of learning to write in a foreign language, because it
helps to understand the organization, semantic structure of the text and its linguistic features.
Sample tasks of this kind are irreplaceable, because before performing creative tasks with an
open answer in a foreign language, the student must understand how this can be done. Teaching
with the help of sample tests does not detract from or hinder the development of students'
creative abilities. After all, there is still insufficient experimental evidence to support Hyland's
thesis that writing is learned, not taught [3]. This is the main disagreement between adherents
of results-oriented and process oriented approaches. The traditional approach has been
repeatedly criticized for not allowing students to develop individuality and creative writing
skills. However, we find confirmation of its prevalence and effectiveness from an assessment
point of view in tasks of a similar format in Part C of the Unified State Examination in English.
In task C2 the student must write a 5-paragraph essay on a formulated problem. Despite the
fact that the task is classified as creative, and the student is required to express his opinion, its
scope is quite strict, since each of the paragraphs fulfills a certain point of the plan: reformulate
the problem, express your opinion, give 2-3 arguments, present the opposite point of view with
1-2 arguments, give counterarguments, draw conclusion. In addition, compliance with
politeness norms characteristic of native English speakers, the use of vocabulary appropriate
to the content, and the use linking words within the text are assessed. It is clear that the
formulation of the brief contains both elements of a traditional product-oriented approach and
some degree of creativity. a of The modern rhetorical approach became a steppingstone on the
path from tasks that were completely controlled by the teacher to so-called "free" or
uncontrolled writing. Alternative trends appeared simultaneously with the growing interest of
methodologists in the problem of teaching composite on in a foreign language. It was assumed
that they would all ow considering the individuality and needs of the writing student, as well as
giving him greater freedom in choosing the topic, structure, form and content of the written
work. One of the most well-known terms for writing these tendencies has become the "process
approach" in teaching writing, reflecting humanistic tendencies (Taylor, Sammel, Krol, Sasser,
Tobin, Appleby) [4]. a Characteristic teaching methods for the process approach are work in
small groups, which promotes closer interaction between students and the teacher, a variety of
tasks, revision of assessment criteria, a mandatory preliminary stage of writing a draft and its
analysis. These techniques are also typical for modern teaching aids in the English language.
However, the term "procedural" does not at all mean a rejection of traditional tasks of
ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
19
substitution, transformation, construction of sentences and paragraphs. Changing the approach
to teaching writing to a procedural one did not mean an abandonment of traditional methods
of teaching rhetoric, but its proponents advocated that 407 students be able to make purposeful
choices when completing written tasks and reflect their social, cultural and personal
experiences in them (Arapof, Lawrence) [4]. In other words, writing in teaching a foreign
language should not only be a completed and assessed task, but should fulfill a communicative
task that is significant for the learner.
In conclusion
, speaking about the feasibility of a mixed approach to teaching writing in a
foreign language, we believe that the procedural component should be realized in the
development of discursive meaning during the interaction between the student and the teacher.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Clee-Murcia, M., E. Olshtein. Discourse and Context in Language teaching: Guide for
Language Teachers. CUP. 2000. A
2.
Klein, P.D. Reopening Inquiry into Cognitive Processes in Writing-to-Learn // Educational
Psychology Review. 1999. Vo 13. Р. 203-270.
3.
Matsuda P. K. Contrastive rhetoric in context: A Dynamic Model of L2 writing // Journal
of Second Language Writing. 1997. № 6. Р. 45-60.
4.
Matsuda P. K. Process and post-process: A discursive history // Journal of Second
Language writing. 2003. № 12. Р. 65-83. Teaching ESL Composition: purpose, process, and
practice. ed. by Ferris, D., J. S. Hedgcock. 2nd ed. De Lawrence Erlbaum Associates. 2005.
