Education of the republic of uzbekistani samarkand state institute of foreign languages

Importance of implementing methodology on improvement students’ academic writing skills

Of all the English language skills, writing is the greatest problem for students because of the requirements for style, structure and vocabulary. Even if those who study a second language (L2 learners) can speak it well enough for everyday activities - shopping, traveling, and so on, preparing an academic article that would be precise, accurate, objective and with a full set of references is still not an easy task.
It is known that offsprings acquire their native language by listening. This language acquisition is relatively easy as it is their mothers' language or mother tongue. They learn to understand a language based on context. A two-year-old child understands that actions are synonymous with certain words that he hears - eating, sleeping, drinking, and so on. The same context is observed when they begin to understand the language in a deeper context. Similarly, young people learning their native language (L1) become familiar with the manners and norms of society and gain a deeper understanding of the use of idioms and proverbs. This is a relatively simple process. The first language (L1) is acquired here.
The same level of ease is not associated with language learning for second language learners (L2). L2 level students must complete a number of stages in order to successfully use their chosen language. • The silent stage: While many researchers believe that the silent stage is, in fact, the stage of understanding, others believe that it plays its own role in language learning. First, like young L1 learners, L2 learners listen to how the desired L2 language is spoken. They listen without trying to speak. Listening, they pick up words that would make up the essence of their early vocabulary or speech. • Formulaic stage: Starting from the stage of silence, many language learners are encouraged to speak, even if they pronounce the wrong sentences. Failure is good for success. At this stage, the L2 student begins to speak, saying only a few words at a time. This stage has its own unique pattern:

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  The L2 student utters only a few words at a time;
  
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  And this is done from time to time.
  
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  Utterances could be pre-memorized, as in the case of greetings: “Good morning”, “Good afternoon", “How are you?” and so on.
  
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  These few words can also be partially memorized statements: “Can I ___________”. They learn to use it often enough and fill in the gap with suitable words.
  

Input Stage: At the input stage, the L2 level student has advanced to become a native speaker, although not fluent. However, a characteristic feature of this stage is that the L2 dynamics still lack confidence. An L2 native speaker also needs to increase their vocabulary to make the most of the language. Here, the speaker also appreciates feedback and learns to use it in the future. Behaviorists believe that this feedback turns the L2 speaker into a full-fledged user of the language.
Output stage: The speaker has passed the alarm stage. Now he speaks the language successfully with some level of confidence. Going through the previous stages to get to this stage could take months or even years. The language learner does not give up. Nevertheless, he continues to replenish his vocabulary and use the language at every opportunity. Vocabulary is the essence of language learning for L2 level students. The order of language acquisition does not correspond to a single scheme. They are influenced by various phenomena:
Frequency of contact with particular utterances: The L2 student acquires a special vocabulary depending on what he encounters. While phrases like “Good morning”, “How are you?” are used everywhere, the environment in which the student finds himself determines the secondary vocabulary that he acquires. A student in an academic environment will get acquainted with dictionaries in their field of study. Over time, he would learn to use this set of dictionaries before acquiring dictionaries not related to his field of study. The same applies to a new doctor in another country.
Frequency of use: With failure comes success. Students should really make an effort. Language is acquired not only by listening, but also by trying to speak and using positive feedback. This is a "use it" or "lose it" technique. The ability to learn a language positively correlates with the frequency of language use.
Of all the English language skills, writing is the greatest challenge for academic students due to the requirements for style, structure and vocabulary. Even if students can speak the language well enough for everyday activities - shopping, traveling, and so on, writing an academic written paper that would be accurate, error-free, objective and with many references is still not an easy task. Formal vocabulary differs from everyday speech. It is clearly different from the structure of novels and newspapers. Students perceive writing as a difficult task because academic writing does not have a specific structure. This varies depending on the task. Punctuation is also a problem, as the full dot, inverted comma, and inverted question mark are the only well-known punctuation marks. The lack of punctuation means that academic texts remain unclear. No matter how important academic writing is for the success of an academic career, it is English language proficiency that poses the greatest threat to L2 level students.
Academic writing does not have a real structure, it is a wide range. The success of a L2-level student in writing a text depends on his ability to determine the requirements of the task. The complex nature of academic writing seems to make it difficult for students to succeed in writing. Many L2 students are also unfamiliar with the writing strategies required for each writing assignment. Students are often required to write the following:
• Notes;
• Essay;
• Term paper;
• Research paper;
• Undergraduate project report;
• Master’s thesis; and so on
• Research paper;
• Undergraduate project report;
• Master’s thesis; and so on
• Research paper;
• Undergraduate project report;
• Master’s thesis; and so on.
If L2 learners can identify each of these and their required style of writing, they would have taken one step towards achieving their writing goal.
Essays: Academic essays are basically a presentation of the writer’s idea. It is short in length with an average of 5 paragraphs. Essays in classrooms are assigned for amateur writing practice. L2 writers learn to hone their writing skills by presenting ideas in a thoughtful and logical manner. This writing type incorporates a literature review. A literature review is an evaluation of the information that has been read on a topic. The L2 learner is expected to use such strategies as summarization, evaluation, description and clarification. There are no specified blocks of or sub-headings, the writer categorizes the write-up as he deems fit.