Part I. Theoretical and historical issues of foreign language teaching
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- Tasks
- Think about scanning and skimming readings.
- What other strategies of reading do you know Independent work
- Teaching writing in English Questions to be discussed
- 4.1. Writing as a goal and means of EL teaching and learning
- Writing to learn
- Content of teaching writing in the EL at school, lyceum and college
- Developing writing competence at school, lyceum and college
- Phases
- Approaches to teaching writing in the EL
- Text-based approach/The product approach
- Prewriting
- Editing
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Questions:
Tasks:
197
Scanning - speedy reading to extract specific bits of information Skimming - reading to get the general picture, without paying attention to details. What other strategies of reading do you know? Independent work:
Prepare the report about these criteria of selection.
Key terms: writing as a means of teaching, writing is a goal of teaching, encode, graphics, handwriting, spelling, text format, genre, layout, paragraph writing, text-sample, writing activities, stages of writing, three-phase framework, pattern power, meaning, mastery, dictionary skills, word building, writing activities, proofreading activities, challenge word, text-based approach, process approach, genre approach, communicative approach, spelling, writing 198 4.1. 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».102 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). |<|гMillrood R.P. English Teaching Methodology. -М.: Drofa, 2007. -P.I82, 199
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. «Аtask 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.»103 103 Balan R., Cehan A. & et.al. . In-service Distance Training Course for Teachers of English. Romania: Poitrom, 2003. - P. 185. 200 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.
At the beginning level (2-4 classes) we teach graphics in EL (handwriting), i.e. teaching to write letters (alphabet) which interrelates with teaching reading as graphic-phonemic correspondence. Pupils must acquire print hand letters. At the same time we form elementary writing skills for conducting communicative-cognitive objectives in the written form. On the material of sentences and not complicated texts pupils must write:
The second stage (5-9 classes) at school must provide more intensive development of writing skills in different situations of communication. Topics and capacity of writing messages is broaden; the quality of produced text in the written form is improved. The content of writing teaching within this stage differs in its informativeness and is built on the authentic material. The samples of an epistolary type as letters, cards, articles from newspapers and magazines are used for developing teenagers’ writing skills:
201 At an academic lyceum and vocational college the level of the language proficiency in writing must provide more effective using it as a means of teaching, self-learning and academic study. It demands involving the variety of official and unofficial situations, complicity of the produced texts, and high degree of autonomous activity. The lyceum and college students must obtain the following skills: j) to describe events or facts; k) to send and ask an information in the extended form;
m) to comment events and facts using argumentative statements and emotional-estimation means; n)to write a plan and notes for an oral message; o)to fix a factual information during reception of oral and printed text; p) to write a summary, synopsis, annotation. q)to write a composition and essay.
college The success of writing as a communicative skill is a long-term process which is difficult and demands a lot of efforts from the teacher and students. Subskills of EL teaching to write for the beginning stage: handwriting and spelling. There are difficulties related to: 1) interlanguage interference: similar letters of the Uzbek/Russian/English languages so the native can get confused. E.g.: Tr-Tt; Pp -Rr: 2) intra-language interference: the letters which are similar in the EL are difficult. E.g.: b-d, p-q, t-f-1. It is a very difficult process developing spelling skills in the EL. The process of developing writing subskills (handwriting and spelling) and skills (communicative) at the beginning stage includes a set of activities104: . Pattern power: Write the spelling words in which [a] is spelled these ways a ; ey ea ay ai a-e . Meaning mastery: Write the spelling of words that complete these sentences.
. Word building: A) If you change the underlined vowel in the word, you can make a new word: blend +o = blond; B) The same sounds are often spelled in different ways. Write the spelling of words that rhymes with these words. See sample. Made - aid.
The girl had a dream about becoming a great athlete.
(J The name of these activities were taken from the Coursebook: Cook G.E., Esposito М., Gabrielson Т., Turner G.R. Spelling for Word Mastery. -Toronto, London, Sydney: Charles E. Merrill Publishing Co, 1984. 203
m See activities in the book. Cook G.E., Esposito М., Gabrielson Т., Turner G.R. Spelling for Word Mastery. -Toronto, London, Sydney: Charles E. Merrill Publishing Co, 1984. 205
107See: Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. Лингводидактикаиметодика. -М.: Академия, 2007. -С.258-259. 207 As we see, this system of speech exercises for developing writing skills is built on the basis of two principles: 1) from reproduction to production of the texts; 2) from verbal and visual supports to production without supports.
There are three main approaches to teach writing in the EL: 1) Text-based approach; 2) Writer-based approach, 3) Genre approach;
The procedure of this approach may be presented as a schema: presentation of a text-sample for imitation or adaptation -> writing variations of the first sentences, then paragraphs, then the whole text checking the language correction in the text correction of the text. The main criteria of evaluation are structural and language correction. So, this approach emphasizes accuracy rather than fluency or originality. Writing techniques and activities can be characterized as controlled (for providing the content and form), guided (as free but a form is given) and free. (Controlled writing proposes using the following activities: coping, gap-fdling, re-ordering words, substituting, correcting the facts and dictation, or dictocom (a combination of dictation and composition). 208
209 answering questions. language correctness in using forms. and checking relevance of information, the order in which this is presented, the layout. Within the Process approach, students explore a topic given by a teacher through writing, showing the teacher and each other their drafts, and using what they write to read over, think about, and move them on to new ideas. According to A. Raimes, this approach gives «two crucial supports: time for the students to try out their ideas and feedback on the content of what they write in their drafts ... writing process becomes a process of discovery .... new ideas and new language forms to express those ideas»108. L. Marshal and F. Rowland single out two phases in the process of writing: 1) creative or generative phase - thinking, reflecting and imagining and 2) critical or editing phase - analysis and editing simultaneously109. In this case the creative and critical writing is emphasized.
Having exploring different genres students get acquisition of structure and form for production the different types of texts. The model of genre writing has a three-phase organization: 1) the target genre is modeled for students; 2) a text is jointly constructed by the teacher and students; 3) a text is independently constructed by each student. The main attention on the first stage 10,1 Rimes A. Techniques in Teaching Writing. -Oxford: OUP, 1983. -P.10-11 109Matshal L.„ Rowland F. Learning Independently. - Glasgow: Bell and Bain Ltd., 2003. - P. 184. 110 Nunan D. Second Language Teaching and Learning. - Boston: Heinle and Heinle Publishers, 1999. 210 focuses on the function of the text-genre, its structure and content. Within the second stage the following activities are used: research and analysis of the text, note-taking, discussion, role-play. In the third stage students construct their own text on the basis of experience acquired in the previous stages. The approach acknowledges that writing takes place in social situations and reflects a particular purpose, and that learning can happen consciously through imitation and analysis, which facilitates explicit instruction111. For writing a composition within the process approach the writer fulfills the role of 1) a creator whose cognitive process is focus on the structure and content; 2) an inter-actor, who dialogues with a reader, 3) a user of a text/literature. This approach can be used at academic lyceums and vocational colleges or at the advanced level of teaching EL.
This approach emphasizes task-based activities that involve the exchange of information, with the focus on fluency. This approach practices a good deal of modeling and controlled practice, and also pays great attention to motivation and self-expressing. The activities used under this approach: writing instructions, cards, letters, messages, articles, job applications, reports, advertisements, projects, etc. Questions:
111 Badger R.G., White G. A process genre approach to language pedagogy. // J. ELT 54 (2), 2000- P.163-160. 211
Tasks:
Imitative writing - at the beginning level of learning to write, students will simply «write down» English letters, and possibly sentences in order to learn the conventions of the orthographic code. Some forms of dictation fall into this category although dictations can serve to teach and test higher order processing as well. Intensive (controlled) writing - usually arrears in controlled written grammar exercises. Some written tasks as essays, compositions, summary are also included into intensive writing. Self- writing - this type means writing with only the self in mind as an audience. The most vivid example of this type of writing is note-taking where students take notes during a lecture for the purpose of later recall. Display writing - short answer exercises, essay examinations, research reports are display writing examples, when students have to display their knowledge of language and academic skills. Real writing - this type is done not for marks or checking by teachers. Its aim is genuine communication. Writing diaries, letters, post cards, notes, personal messages or other informal writing can take place. 212
Spoken errors: When students are doing controlled practice, we are usually concerned with accuracy; so we need to correct important errors as they occur. When students are involved in a free activity (e.g. discussion, role play), we want them to develop fluency; so it is better not to interrupt by correcting too often, but to remember common errors and deal with them afterwards. Possible techniques for correction errors:
To help students develop a positive attitude to errors; encourage them, focusing on what they have got right, and praise them for correct and partly correct answers, so they feel they are making progress. Written errors: to avoid too much correction of written work, give simple writing tasks which will not lead to many mistakes and which can be corrected in class. Correcting work in class:
Independent work:
112 Doff A. Teach English. A training course for teachers. -CUP, 1988. - P.78. 213
Using a picture as a topic for several writing classes gives you an opportunity to develop not merely a wide variety of tasks but also a sequence of tasks, carefully selected so that students move from one level of difficulty to another, gathering more vocabulary, knowledge of idioms and sentence structures, and organizational skills as they proceed. The picture can be used as a reference point for students to discuss a cultural phenomenon and their own experience related to it. The picture can be used as the basis for a variety of sequential tasks. Example: In the small groups students discuss the questions related to the content of the picture «Wedding». They write down words and phrases that they can use. Then they compare the results. The teacher asks students to describe the picture in the written form using these words. Then, the teacher gives a task «Write a letter to a friend abroad about the wedding in the picture».
Commeats on contcnt and organization \ ЛN#h * V Aside form any question, education considered a wonderful aspect of anyone personality, Il separate you from other in the universe, Education make a person io be better used in society. It gives you knowledgeable about other people. Artfalso it keep you open mind to another point of /l/ift )d AuvI'K ЬWmk: U view. Education helps you to take a correct decision? 1 reiritmber a time when I was a little girl, my father told me about a rich man, his father was a business men and lie had one child he bought him everything. But he did not let him attend school because he had already all that he needs: big houses and lots of fancy clothes. So he think if his son go to school it will waste his time. But after his father’s death the son did not know how to lake care of himself. In my opinion, it would have help him ifhe had a high education./ I'$( • Jh/i ^ J ■ i ( I. fS t | ^ W /W Шкm i щ1 YJ X Download 0,65 Mb. Do'stlaringiz bilan baham: 
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