Assessment tool for developing young learner’s language skills contents introduction chapter I. Teaching reading and writing skills to young learners

ASSESSMENT TOOL FOR DEVELOPING YOUNG LEARNER’S LANGUAGE SKILLS

CONTENTS

INTRODUCTION………………………………………………………………...3
CHAPTER I. TEACHING READING AND WRITING SKILLS TO YOUNG LEARNERS ……………………………………………….………………………6

1. 
   Basics of developing reading and writing skills …………………………….6
   
2. 
   Ways to improve reading and writing skills ………………………………20
   

CHAPTER II. GUIDE TO TEACH AND TEST READING AND WRITING SKILLS AT B1 LEVEL STUDENTS…………………………………………...23
2.1. Effective ways of teaching writing skill for B1 learners in Uzbek educational system …………….................................................................................................23
2.2. Integrating reading and writing in EFL language learners ………………27
CONCLUSION…………………………………………………………………..29
REFERENCES…………………………………………………………………..31


INTRODUCTION
As a means of communication, language is seen as a bridge between the transmission of information, ideas or feelings from one person to another. There are many foreign languages that allow people to interact and communicate in any part of the world using them. Among them, English is one of the most important languages that allows us to easily and instantly interact with our compatriots around the world. The position and status of the English language in Uzbekistan is now higher than ever, as it is a medium of instruction and curriculum in educational institutions.
Actuality of this course work. This study focused on developing the reading and writing skills of a group of English language learners at B1 level at a private language institute in Athens, Greece, using blogs (a web-based tool) as computer-assisted language learning (CALL) improves foreign language. language learning. For this purpose, two groups of young students were formed; a control group that was taught with a traditional textbook, and an experimental group that was trained with a differentiated approach to language learning. The differentiated approach used included eight training sessions at a private language institute. Pre- and post-tests were conducted for both groups to evaluate the use of CALL to improve literacy skills. Pre- and post-semi-structured interviews were also conducted with students in the experimental group to assess their attitudes and feelings before and after the training. The purpose of using blogs as a web tool was to improve collaborative learning and social interaction. In this study, an attempt was made to prove that blogs create social interaction between students, as well as between students and the teacher. For the purposes of this study, students were involved in the writing process by drafting and writing their posts, as well as active reading as they read other posts and texts from other websites.