Andijon davlat chet tillar instituti

References

1. 
   Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. “English Language Teaching methodology” -T.: 2015
   
2. 
   Jalolov J.J. “Chet til o’qitish metodikasi.” - T.: 2012.
   
3. 
   Axmedova L.T., Normuratova V.I. “Teaching English practicum” / “Praktikum po metodike prepodavaniya angliyskogo yazika” - T.: 2011.
   
4. 
   Khoshimov O’, Yaqubov I. “Ingliz tli o’qitish metodikasi” – T.: 2003.
   

5.Aхмедова Л.Т. “Роль и место педагогических технологий в
профессиональной подготовке студентов”- T.: 2009.
6.Мильруд Р.П.“Методика преподавания английского языка.”English
language methodology: Учебное пособие для вузов. 2-изд. - Москва.
Дрофа, 2007.
7.Rogers and Richards. “Approaches and methods in Language Teaching.”
Cambridge University press.
8.Harmer Jeremy. “The practice of English language Teaching.” Cambridge,
2007.
9.Makhkamova G.T. “Innovative pedagogical Technologies in the
English Language Teaching.” Tashkent, 2017.

Lecture-9
Teaching writing
Plan
1.Writing and written speech.
2. Aims and tasks of teaching writing.
3.Technology of teaching written speech.
4.Typology of difficulties in teaching writing.


Key words: the role of writing, difficulties, writing proficiency, habits and skills, grapheme, words, sentences, exercises, writing instruction, CEFR requirements.

The aims of instruction in a foreign language includes, besides speaking and reading it, also writing it. Every school graduate must be capable of writing a letter in the foreign language he has studied, to keep up a correspondence in it with friends living abroad. Writing in the foreign language is also a very important means of instruction. As a means of instruction writing serves to consolidate both acquired linguistic knowledge and habits of using the language. Writing helps pupils to assimilate letters and sounds of the English language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking , and reading. So writing is very important skill. The practical value of writing is great because it can fix patterns of all kinds (graphemes, words, phrases and sentences) in pupils’ memory, thus producing a powerful effect on their mind.

Writing includes penmanship, spelling, and composition. The latter is the aim of learning to write. Proficiency in expressing one’s thoughts in written form promotes proficiency in the use of the spoken language. Writing is also a highly effective means of testing the pupils’ knowledge and mastery of the foreign language. Setting test papers enables the teacher to appraise the attainments of the whole class and of each pupils in the acquisition of knowledge, in habit formation and in the development of specific skills. In the English language classroom, writing activities serve two different purposes. On the one hand, they help your classroom pupils to learn the kinds of personal, academic or professional writing which they will use in their daily lives. On the other hand, writing in English has a more purely pedagogical role. It reinforces the learning which goes on through the medium of the listening, speaking and reading skills. Since writing is a complicated skill it should be developed through the formation of habits such as:

1. 
   the habit of writing letters of the English alphabet;
   
2. 
   the habit of converting speech sounds into their symbols-letters and letter combinations;
   
3. 
   the habit of correct spelling of words, phrases and sentences;
   
4. 
   the habit writing various exercises which lead pupils to expressing their thoughts in connection with the task set.
   

In forming writing habits the following factors are of great importance:

1. 
   Auditory perception of a sound, a word, a phrase, or a sentence, i.e., proper heaving of a sound a word, a phrase or a sentence.
   
2. 
   Articulation of a sound and pronunciation of a word, a phrase, and a sentence by the pupil who writes.
   
3. 
   Visual perception of letters or letter combinations which stand for sounds.
   
4. 
   The movements of the muscles of the hand in writing.
   

The ear, the eye, the muscles and nerves of the throat and tongue, the movements of the muscles of the hand participate in writing. And at last, but not the least, factor which determines progress in formation and development of lasting writing habits is pupils’ comprehension of some rules which govern writing in the English language.

Writing as a goal and means of EL teaching and learning

Writing is a complex communicative activity. It helps to communicate in the written form with the help of graphical symbols. Writing is a type of speech activity as «a communicative skill to encode, store and send messages with the help of written symbols». The product of this type of speech activity is a text for reading.
Writing is characterized by the tree-phase structure: 1) inducement-motivation, 2) analytical-syntactical and 2) operation. Under the first phase the motive appears as an intention to communicate. The author’s message has an intention to inform somebody.
In the second phase an utterance is formed and pronounced: the necessary words for producing the utterance are selected, within a set of sentences, subjective area of indicators is distributed, the predicate or a key part of the idea organization between sentences is defined.
The third phase of writing is decoding of the idea/message with the help of graphical symbols.
In the ELT the writing is the goal and means of teaching and learning. The goal of teaching writing is to teach production of written texts which students can write in the mother tongue. To produce the written text students should master mechanics of writing. That’s why, in domestic methodology the two types of writing are distinguished: 1) mechanics of writing (handwriting, spelling, punctuation); 2) process of expressing ideas in a graphical form.
Writing is meant as acquiring graphical and orthographical systems of EL by students for fixation speech and language material to remember it and support acquiring oral speech. Modern approaches to teaching writing recognize its dual purpose: as a means (a support skill) and as an end (communicative skill).
Writing refers to several subskills: putting words on paper, making sentences and linking them in paragraphs, developing essays and many others. So, writing is also a support skill.
At the elementary and intermediate levels it helps to think and to learn. Writing new words and structures help students remember new words; written practice helps students focus their attention on what they are learning. It is important for developing all skills. Writing serves as learning and controlling means.
It needs some forms of instruction and imposes an appropriate use of the language. That’s why the operation and activities are divided into groups: 1) those designed to develop the writing skills and 2) which provided opportunity of practicing English. «А task which provides little or no practice for students to extend their knowledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.»
To understand dual purpose of writing as a subskill and communicative skill in ELT we should examine the content of the Table 12 which summarizes the above-mentioned information.