SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
71
BACKGROUND OF TEACHING WRITING TO A2 LEVEL LEARNERS
Sh.A.Kurbanova
Qo‘qon universiteti Andijon filiali.
Pedogogika psixologiya
va filologiya kafedrasi v.b dotsenti.
Abdumannobova Rayyona Rustamjon qizi
FTO 24_02
abdumannopovarayyona16@gmail.com
https://doi.org/10.5281/zenodo.14512018
Annotation:
In this article, we focus on how to teach writing to A2 level
learners and engage them. Besides that, A2 level learners might encounter
challenges in organizing their thoughts in a logical sequence. They may struggle
to determine the most effective order of presenting their ideas, resulting in
paragraphs that lack coherence and clarity.
Key words:
paragraph, Engaging, A2 level learners, coherence, explicit
instruction, modeling, collaborative activities, educators
Teaching writing to A2 level learners encompasses a significant aspect of
language instruction, as it enables learners to express their thoughts, opinions,
and ideas effectively in written form. A2 level learners, typically at the pre-
intermediate stage, possess a foundational understanding of the target language
but still face various challenges when it comes to constructing coherent
paragraphs and composing concise yet meaningful pieces of writing.
One of the primary challenges faced by A2 level learners in writing is their
ability to organize their ideas into cohesive paragraphs. A2 level learners often
struggle with the skill of linking sentences and developing paragraphs that
convey a clear and logical message. Their writing may lack coherence, as they
find it challenging to establish connections between ideas and maintain a
smooth flow throughout their compositions. As an example, when tasked with
writing a paragraph about their favorite holiday destination, A2 level learners
might face difficulties in structuring their ideas. They may write disjointed
sentences without proper transitions or fail to provide supporting details that
contribute to the overall coherence of the paragraph. As Hedge highlights, "A2
level learners may struggle to use appropriate cohesive devices, such as linking
words and phrases, to connect their ideas within and between paragraphs."
Additionally, A2 level learners might encounter challenges in organizing their
thoughts in a logical sequence. They may struggle to determine the most
effective order of presenting their ideas, resulting in paragraphs that lack
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
72
coherence and clarity. As Murray and Christison state, "A2 level learners often
find it challenging to create a logical structure for their paragraphs, leading to a
lack of coherence and coherence in their writing." To solve this challenge,
educators can employ various strategies to support A2 level learners in
organizing their ideas into cohesive paragraphs. One effective approach is
providing explicit instruction on paragraph structure. By teaching learners the
components of a well-structured paragraph, such as a clear topic sentence,
supporting details, and a concluding sentence, educators can guide A2 level
learners in organizing their thoughts effectively.
Additionally, modeling and providing examples of well-organized paragraphs
can help A2 level learners understand the principles of cohesion and logical
progression. By analyzing sample paragraphs and identifying the transitions and
cohesive devices used, learners can gain insights into effective paragraph
organization and apply these strategies in their own writing. Engaging A2 level
learners in collaborative activities, such as peer editing and group discussions,
can foster their understanding of paragraph coherence. Through these activities,
learners can provide feedback to their peers, identifying areas where ideas could
be better connected or suggesting improvements to enhance the overall
coherence of their paragraphs.
In conclusion, the ability to organize ideas into cohesive paragraphs poses a
significant challenge for A2 level learners in their writing development. By
addressing this challenge through explicit instruction, modeling, and
collaborative activities, educators can support A2 level learners in developing
their paragraphing skills and improving the coherence of their writing.
References:
1. Hedge, T. Writing. Oxford University Press. 2015.
2. Murray, D. E., & Christison, M. A. What English Language Teachers Need to
Know Volume II: Facilitating Learning. 2011.
3. Hedge, T. Teaching and Learning in the Language Classroom. Oxford
University Press. 2000.
4. Murray, D. E., & Christison, M. A. What English Language Teachers Need to
Know Volume II: Facilitating Learning. 2011.
