Tashkent regional public school teachers professional development and retraining center the department of language teaching methodology
Download 450.82 Kb.
|
Islamov Olimjon Mamurjanovich
- Bu sahifa navigatsiya:
- QUALIFICATION PAPER THEME: PECULIARITIES OF WRITING IN FOREIGN (ENGLISH) LANGUAGE CLASSES Participant
- Head of the department
- II.1. The significance of writing skill in teaching a foreign language
- II.2. Developing writing skills in teaching English
- II.3. Peculiarities of writing in foreign (English) language classes
- III. Conclusion and recommendation
- Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 1-yil
- Rejalashtirilgan ishlar mazmuni Amalga oshirish muddatlari Kutiladigan natijalar
- Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 2-yil
- Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 3-yil
- Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 4-yil
- Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 5-yil
MINISTRY OF PUBLIC EDUCATION OF THE REPUBLIC OF UZBEKISTAN TASHKENT REGIONAL PUBLIC SCHOOL TEACHERS PROFESSIONAL DEVELOPMENT AND RETRAINING CENTER THE DEPARTMENT OF LANGUAGE TEACHING METHODOLOGY QUALIFICATION PAPER THEME: PECULIARITIES OF WRITING IN FOREIGN (ENGLISH) LANGUAGE CLASSES Participant: Islamov Olimjon Mamurjanovich Group: English language group 18 Place of work: Secondary school № 3, Tashkent district, Tashkent region Telephone #: +998 983626667 Reviewer: S. Djumayeva Head of the department: S. Djumayeva Group coordinator: Sh. Yuldosheva Tashkent 2020 Annotation The qualification paper involves of 22 pages, the introduction, the main part, conclusions and recommendations, a list of references and an appendix used in writing the work. The paper deals with the issues on teaching writing. As to the article, assessment is a part of the lesson during which the teacher evaluates how students have mastered the material and use it in reception and production of texts in the oral and written forms. Also, author studies theoretically the specific features of teaching writing, characteristics of writing technique and types of errors and working with during the lesson. CONTENTS I. Introduction……………………………………………………………………...4 II. Main part: 1. The significance of writing skill in teaching a foreign language…………. ……6 2. Developing writing skills in teaching English………… …………..………….10 3 Peculiarities of writing in foreign (English) language classes …………...…….14 III. Conclusion and suggestions ……….……………………………………........21 IV. Bibliography…………………………………………………………..…........22 Introduction Learning a foreign language involves the mastery of such kinds of speech activities as listening, speaking, reading and writing.In the programs of secondary school writing has a major educational goal, being considered as a means of learning, contributing to the development of oral communication skills and reading, as well as the acquisition of linguistic material. When learning a foreign language, students must master writing to such extent that is necessary in order to assist them in mastering its vocabulary, grammar, essential for the development and improvement of speech and reading.Forming these skills in students makes easier to use writing as a tool for language learning assistant in the mastery of speaking and reading.From simple tasks students go to assignments of varying difficulty, requiring a creative move to solve problems such as: headline meaningful segments of text, written questions to the text, a written reply to questions, making a plan, etc. Writing is a skill that is highly required nowadays. Written communication, for example, is the most common form of business communication. Emails and formal letters fulfill conversational-like purposes that the students have to master if they were to integrate today’s job market. Writing serves not only communicative purposes in professional activities but also in social ones. In our every day lives, we write or reply to invitation letters, thank-you letters, text messages, etc. Even journals carry a social communicative load. Journal writers try to communicate their thoughts and feelings to themselves. As a communicative skill, sometimes we initiate the need to write. Other times, we respond to someone else’s initiation. When you write an invitation letter, you are the initiators of the conversation. Replying to the invitation, by accepting or declining it, is the response to the initiator.
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 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-filling, re-ordering words, substituting, correcting the facts and dictation. Writing involves content, organization, style, syntax, mechanics, grammar and spelling. It was pointed out that "If we limit our feedback to pointing out or correcting errors, our pupils will concentrate on producing error-free writing, neglecting the interest or even the meaning of the content. The equation teaching writing - error elimination is counterproductive". So it is necessary to conduct feedback in fair balance of content feedback and form feedback. There are different types of writing performance in English which should be assessed. Imitative: at this stage, form is the primary concern to assess learner's skills in the fundamental and basic tasks of writing letters, words, punctuation, and very brief sentences. This category also includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. Intensive: this refers to producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence. Responsive: assessment tasks here require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning. Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. Students focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product. The experienced teachers consider that teachers should ignore the language mistakes that do not hinder learning, so teachers may correct only those mistakes which are very basic and those which affect meaning Helping he students to concentrate on particular aspects of language, we can tell them that a piece of work will be corrected for only one thing, the use of tenses, for instance. By doing this, we ensure that their work will not be covered by red marks, and we encourage them to focus on particular aspects of written language. We can individualize language work by identifying for each student a few kinds of errors and assigning that focus on these. Where a piece of writing contains a number of common errors, we may photocopy the work (erasing the writer's name) and show it to the whole class, asking them to identify problems. In this way the attention of the class can be drawn to common mistakes and photocopied document can form the basis for remedial work. We will learn about our pupils' errors if we give them the opportunity to make them, fix them, and discuss them. We can ask our pupils to discuss where they think their mistakes come from and why they make them. This will help us to realize which mistakes the pupils can recognize and which ones they cannot. Asking the pupils to discuss their mistakes may provide us with wide information about interference, typical mistakes, usage of skills and give us clear evidence of language learning. Writing as a skill is very important in teaching and learning a foreign language; it 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. 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. That is why the school syllabus reads: "Writing is a mighty means of teaching a foreign language". Writing includes penmanship, spelling, and composition. The skills-based approach views writing as a collection of separate skills, including letter formation, spelling, punctuation, grammar, organization, and the the like. This approach also views writing as a product-oriented task. In this respect, McLaughlin state that writing, like many other complex tasks, requires ''learners organize a set of related subtasks and their components''. In contrast, the whole-language approach views writing as a meaning-making process which is governed by purpose and audience rather than by compositional rules. From the author's point of view, a thorough definition of writing should involve both skills and meaning. This is precisely the perspective taken by Krashen who states: Writing competence is necessary, but is not sufficient. Writers who are competent, who have acquired the code, may still be unable to display their competence because of inefficient composing processes. Efficient composing processes, writing ''performance", can be developed via sheer practice as well as instruction. In the area of EFL, writing has many uses and functions. To begin with, the ability to write acceptable scientific English is essential for post-graduate students who must write their dissertations in English. Moreover, writing EFL allows for communication to large numbers of people all over the world. It also provides students with physical evidence of their achievement. This in turn helps them to determine what they know and what they don't know. As Irmscher notes, "In our minds, we can fool ourselves. Not on paper. If no thought is in our minds, nothing comes out. Mental fuzziness translates into words only as fuzziness or meaninglessness". Writing can also enhance students' thinking skills. As Irmscher notes, "Writing stimulates thinking, chiefly because it forces us to concentrate and organize. Talking does, too, but writing allows more time for introspection and deliberation" (loc. cit.). Additionally, writing can enhance students' vocabulary, spelling, and grammar. Finally, writing skills often needed for formal and informal testing. The skills-oriented teachers teach writing in fragmented pieces with the assumption that students cannot compose until they master the subskills that stem from writing. These subskills are taught explicity through the use of techniques such as the following: -Copying model compositions; -Organizing a set of disorganized notes into topic areas with topic sentences and secondary points; -Rearranging scrambled sentences to make up a paragraph; -Predicting the method(s) of developing a topic sentence; -Analyzing a passage with the help of questions such as the following: -Which sentence states the main idea? -What sentences directly support the main idea? -What method did the writer use to develop the main idea? -Filling in the missing connectives in a composition; -Filling in the missing words or sentences in a composition; -Combining a set of sentences to make up a composition; -Writing topic sentences to given paragraphs; -Reading a passage and answering the questions about it in complete sentences to make up a paragraph; -Making a summary of a reading or listening passage using one's own words as far as possible; -Rewriting a passage from another person's point of view; -Changing a narrative into a dialog; -Changing a dialog into a II.2. Developing writing skills in teaching English Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. If you can understand the message or even part of it, your student has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills will not be used much outside your class. This doesn't mean that they shouldn't be challenged to write, but you should consider their needs and balance your class time appropriately. Many adults who do not need to write will enjoy it for the purpose of sharing their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally. Two writing strategies you may want to use in your lessons are free writing and revised writing. Free writing directs students to simply get their ideas onto paper without worrying much about grammar, spelling, or other English mechanics. In fact, the teacher can choose not to even look at free writing pieces. To practice free writing, give students 5 minutes in class to write about a certain topic, or ask them to write weekly in a journal. You can try a dialog journal where students write a journal entry and then give the journal to a partner or the teacher, who writes another entry in response. The journals may be exchanged during class, but journal writing usually is done at home. The main characteristic of free writing is that few errors are corrected by the teacher, which relieves students of the pressure to perform and allows them to express themselves more freely. Revised writing, also called extended or process writing is a more formal activity in which students must write a first draft, then revise and edit it to a final polished version, and often the finished product is shared publicly. You may need several class sessions to accomplish this. Begin with a pre-writing task such as free writing, brainstorming, discussion of a topic, making a timeline, or making an outline. Pairs or small groups often work well for pre-writing tasks. Then give the students clear instructions and ample time to write the assignment. In a class, you can circulate from person to person asking, "Do you have any questions?" Many students will ask a question when approached but otherwise would not have raised a hand to call your attention. Make yourself available during the writing activity; don't sit at a desk working on your next lesson plan. Once a rough draft is completed, the students can hand in their papers for written comment, discuss them with you face to face, or share them with a partner, all for the purpose of receiving constructive feedback. Make sure ideas and content are addressed first; correcting the English should be secondary. Finally, ask students to rewrite the piece. They should use the feedback they received to revise and edit it into a piece they feel good about. Such finished pieces are often shared with the class or posted publicly, and depending on the assignment, you may even choose to 'publish' everyone's writing into a class booklet. Writing, though, should not be viewed as an activity that happens only within a classroom’s walls. Teachers need to support students in the development of writing lives, habits, and preferences for life outside school. We already know that many students do extensive amounts of self-sponsored writing: emailing, keeping journals or doing creative projects, instant messaging, making Web sites, blogging and so on. As much as possible, instruction should be geared toward making sense in a 108 life outside of school, so that writing has ample room to grow in individuals’ lives. It is useful for teachers to consider what elements of their curriculum they could imagine students selfsponsoring outside of school. Ultimately, those are the activities that will produce more writing. Writing and reading are related. People who read a lot have a much easier time getting better at writing. In order to write a particular kind of text, it helps if the writer has read that kind of text. In order to take on a particular style of language, the writer needs to have read that language, to have heard it in her mind, so that she can hear it again in order to compose it. Writing can also help people become better readers. In their earliest writing experiences, children listen for the relationships of sounds to letters, which contributes greatly to their phonemic awareness and phonics knowledge. Writers also must learn how texts are structured, because they have to create them. The experience of plotting a short story, organizing a research report, or making line breaks in a poem permits the writer, as a reader, to approach new reading experiences with more informed eyes. Additionally, reading is a vital source of information and ideas. For writers fully to contribute to a given topic or to be effective in a given situation, they must be familiar with what previous writers have said. Reading also creates a sense of what one's audience knows or expects on a topic. The ability to write is may be one of the greatest human abilities after the ability to speak. That’s why the English teacher should pay a great attention to its developing. Writing in the foreign language teaching is a means of learning a foreign language: graphics, spelling, written using exercises to help you better grasp of language materials and acquire spoken language and reading [1, p.24]. Thus, successful teaching writing at an early stage contributes to the improvement of writing skills, the end result of which is the written part, consisting of writing essays and personal letters. The special features of the sociocultural component of written speech include: rules for writing dates, addresses, addresses, conclusions, summaries, business letters, reports, etc. In some cases, a lack of knowledge of socio-communications can lead to misunderstandings or cultural conflicts. Writing and written language in the way of language learning is not only a learning tool, but more as a goal of foreign language teaching [4, p.81].Letter – this is a technical component of writing.Written speech by talking together with a so-called productive (expressive) is a kind of verbal activity and is expressed in the fixation of certain content graphic signs.Written presentation, essays, creative dictations, drafting plans and talking points for posts on a given topic, writing a personal or business letters, that is, stories written on a given situation, refer to the communicative writing [6, p.16]. Writing a letter, for example, is a very successful form of exercise, wearing multifunctional character. Thus, successful teaching writing at an early stage contributes to the improvement of writing skills, the end result of which is the written part of learning English, consisting of writing essays and personal letters [3, p.10]. According to psychologists, heard the material is absorbed by 10%, seen by 20%, heard and seen by 30%, recorded at 50%, with pronunciation of 70% in the training of another 90%.Psychologists believe that the basis of the written language is spoken language.And speaking, and writing can be seen from a plan (what to say) to the selection of the necessary funds (which are necessary words, as they combine in an utterance) and to implement the plan by means of language orally or in writing. If you correctly identify the purpose of learning to write and writing, consider the role of letters in the development of other skills to use exercises that fully cover the objectives, do these exercises at the appropriate stage of training, the spoken language gradually becomes richer and more logical [2, p.46]. Written speech is regarded as a creative communication skills, understood as the ability to express in writing their thoughts.For this we need to own spelling and calligraphic skills, ability to build and place of composition in writing, voice work, composed of inner speech and the ability to select appropriate lexical and grammatical units. There are several steps in writing process, each of them is very important: 1. Pre-writing: This is the planning phase of the writing process, when students brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts. Audience and purpose should be considered at this point, and for the older students, a working thesis statement needs to be started. 2. Drafting: Students create their initial composition by writing down all their ideas in an organized way to convey a particular idea or present an argument. Audience and purpose need to be finalized. 3. Revising: Students review, modify, and reorganize their work by rearranging, adding, or deleting content, and by making the tone, style, and content appropriate for the intended audience. The goal of this phase of the writing process is to improve the draft. 4. Editing: At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writer’s feedback in this stage is helpful. 5. Publishing: In this last step of the writing process, the final writing is shared with the group. Sharing can be accomplished in a variety of ways, and with the help of computers, it can even be printed or published [4, p.85].
A piece of writing (for instance, essay) as a final work at advanced level can be evaluated on the basis of criteria: 1) Task achievement: relevance and appropriateness of ideas and examples, coverage, variety, suitability of the text, type and length, awareness of a target reader, precision; 2) Organization: cohesion, coherence sequencing, paragraphing, layout and punctuation, length/complexity of sentence, textual fluency; 3) Range: structures, vocabulary, appropriateness, flexibility, detail, avoidance of repetition; 4) Accuracy: grammar, vocabulary, spelling. Students learn to write by writing. They need regular opportunities at school to write in all subjects. A regular and systematic approach to the writing process in all subject areas and precise instructions on the writing process by the teacher is helpful for students to improve their writing skills. A variety of strategies will enable them to cope with all types of writing. The most essential thing for the teachers to consider while teaching writing is to organise the definite steps for developing successful writing skills. The writing process involves generating ideas, developing and organizing the ideas, revising and editing them. Effective writers revisit these stages until they are confident about the purpose they achieve. Students should accumulate as many ideas as it is possible in pairs or in groups to know about the writing task with the help of the supporting questions (5W+H). The audience and purpose is quite essential to determine. As one of the main approaches to teaching writing we have chosen “The 5-Step Writing Process” strategy which is used as in the primary, secondary schools as in high school also. Step 1. Pre-writing “Brainstorming” Brainstorming is a group activities that encourages students to focus on a topic and contribute to generate ideas on the topic of their writing. 1. The teacher may begin a brainstorming part of the lesson by introducing a topic or asking questions. 2. Students answer the questions, share ideas and discuss 3. topic vocabulary. 4. Students contribute into discussion without criticism or judgement, summarise ideas. By expressing ideas and listening to each other, students activate their previous knowledge or understanding, accumulate new information. Here are some basic rules to follow when conducting a brainstorm in the classroom: 1. There are no wrong answers. 2. Get as many ideas as possible. 3. Put down all ideas. 4. Do not express your evaluation on any idea presented. The brainstorm part of the lesson will provide learners with the necessary information for their further writing. The strategies that we use at our lessons rather successfully. “Mind mapping” This is one of our favorite techniques for brainstorming due to its easy way to perform and the quickness with which learners can get ideas out. Students are able to think of various ideas quickly. The idea of mind mapping is not to think too much, but rather to collect as many ideas as possible throughout a short period of time. To use this technique: Step 1: Describe the problem or an idea to be used in 1-3 words and circle it. Step 2: Think of specific vocabulary that is related to the idea. Write all of these words and circle them. Draw a line that connects them to the center. Step 3: Once all ideas are mentioned for the first round, do the same for the chosen words. Do this until you have enough ideas and words to complete the task. Mind map is a great tool to organize students’ thinking and structure their ideas. “SWAT analysis”: Am I ready to write a letter/essay/story…..? Step 2.Planning and Drafting Only some learners can sit down and start writing immediately. Most of them come across problems to begin writing tasks. Each writing task regardless its complexity should be preceded by the effective planning. It is applicable either for a story, a letter or an essay. “Using graphic organizers” Writing focus: Students will organize main ideas, evidence, and analysis before they begin writing. Reasoning: Graphic organizers can help students put their ideas in a logical order and notice where they need more information. By splitting up a whole piece of writing into smaller, clear tasks, graphic organizers are especially useful for students who are unconfident with different types of writing or who struggle with organizing ideas. One of the obstacles in supporting students is providing them with enough independence to express their own opinion in their writing task. Procedure: Select a Graphic Organizer to Use. There are many ways and samples to visually organize any writing task. Here is an example of the Hamburger Graphic Organizer. Such graphic organizer is used to help students structure their ideas: • Main idea (argument) • Evidence that supports that main idea • Analysis to explain how the evidence proves the main idea • Link between the argument and the thesis statement Model How to Complete It: You might show students what an organizer looks like that is complete, or you can complete an organizer together with students. Most teachers only require students to write words and phrases on their graphic organizers, not complete sentences. Whatever you decide, be sure to communicate this to students. “Sentence-strip paragraphs” Writing focus: Students will learn to organize their thinking into paragraphs. Key support: Write arguments focused on the content; introduce precise, knowledgeable claims, establish the significance of the claims, distinguish the claims from alternate or opposing claims, and create an organization that logically sequences the claims, counterclaims, reasons and evidence. Reasoning: This strategy can be used to help students organize introductory, body, and concluding paragraphs. Students move around sentences on slips of paper to help them learn how to organize their ideas in a paragraph. It also should remind students of the earlier analysis activities that they used when creating their thesis and organizing their ideas. Procedure: 1. Preparation. Divide students into groups of four or five. Cut strips of paper and give each group at least ten. This activity could also be done with students working individually or in pairs. 2. Write Sentences on Strips of Paper. Students write one sentence on each strip. The type of paragraph you focus on for this activity will determine what you ask groups to write on their slips. For example, if you are using this activity to help students write introductory paragraphs, you would want one group to record possible hooks for the essay, another group to record sentences that would go in the background section, and another group to record possible thesis statements. If you are using this activity to help students write body paragraphs, you might assign a group a particular argument and have them record possible evidence on separate strips of paper. 3. Share Strips. Students can either tape their strips to a large piece of paper or leave them on their table. 4. Build a Paragraph. Individually or in groups, have students go around the room looking for ideas to help build their paragraphs. Sometimes teachers have students tape the selected strips in order to create a paragraph. Students can also record the sentences or ideas they want to use on a graphic organizer. 5. Fill in Gaps. After students build a paragraph with sentence strips, ask them to fill in gaps with new sentences. Gaps might include transition words linking one idea to the next or analysis that explains how evidence connects to the main idea of the paragraph. Sentence starters you might use to help students add analysis statements include: • This evidence shows that . . . • Therefore . . . • These examples demonstrate . . . • Because, then . • Clearly, this suggests that . . . • This evidence is an example of . . . • This reveals that . . . Having practiced all the strategies for planning and organizing students can use their mind maps, graphic organizers and all the ideas, elicited previously, they are to write their first draft writing. Step 3. Revising This stage of writing is aimed at assessing and checking the first draft related to grammar accuracy, word choice, sentence structures, coherence and style. The following examples are helpful to organize learners’ work Peer checking: Students work in pairs. They assess each other’s writing piece utilizing the assessment sheet and provide partners with constructive feedback, which is necessary for improvement. Examples for Revising Positive points: • This work seems well-organised. • I really like the way you wrote.... • Your standpoint is very clear. • Your supporting arguments are very strong in this paragraph. • Your introduction (or conclusion) is precise and comprehensive. • You’ve organized your arguments in a very persuasive way. • Your topic sentences state the main idea of each paragraph very clearly. • You have identified the appropriate words for each sentence. Questions • Your writing needs to be finished. What ideas would be more suitable for completing? • This part makes me confused. What could you do to make it more clear? • What do you mean to express here? • How can you strengthen this argument? • Will you clarify the evidence in this paragraph? • How could you modify your introductory part (or conclusion)? • How could you structure the ideas in this paragraph to make a topic sentence more understandable? • How could you arrange your writing in more academic way? Step 4. Proofreading and Editing Students need individual and group skills to assess their own work and the work of others for content, clarity, form and style, and for errors in grammar, punctuation and spelling. Ultimately, students have individual responsibility for the accuracy of their work, but they need to know how to help each other improve. Ask students to read each other’s paper to make suggestions for improving the writing. Students may ask revising questions such as: - Does it make sense? - Is the topic clear? - Is the main idea clear? - Are there enough reasons/details to support the main idea? - Are there examples to support the reasons/details? - Are there details not connected to the topic and main idea? - Is there a closing sentence or conclusion? Learners should give substantial feedback to their peers in order to improve writing. “Editorial Board” This strategy is aimed at group work, peer assessment for the first draft / round. Students are organized into a group of three. Firstly the members of the group are to listen to each other’s draft writing task and decide whose work extremely needs to be improved. Two of the students, who were assigned to be editors check the draft version and give detailed analysis and recommendations for the improvement, meanwhile the student whose work is defined to be peer checked will perform a role of a writer. All the ideas suggested for the improvement of the written paper can be or cannot be accepted by a writer. He should justify his choice. “A Teacher of the Day” This activity is provided by any student of the group to perform a role of a leader. He directs the discussion with the group in order to analyse their writing. While analyzing the writing task, learners can use the following phrases or ideas: 1. The letters are structured 2. There is a clear reason and a purpose 3. Subject specific vocabulary and 4-5 linking words are use or not 4. The amount of words fits the demands (150-180 words) 5. Grammar structures are used accurately After the general discussion learners are asked to return to their own writing passages, do self-assessment and appoint strong and weak sides of their own. “Seminar of collaborative editing” Approaches to develop skills in presenting your opinion and taking a different viewpoint. The aim of the work and students’ role are explained (the role of the editor and the role of the author) in accordance with the assessment sheet “Think and answer” Why editing is usually called as "collaborative work" of an editor and an author? Writing tasks are edited with filling in the Assessment Sheet. Students exchange the first version of their work with each other to evaluate and make suggestions for improving the text. Step 5. Publishing “Gallery/ Plenary” Once students have finished with their editing stage they place their works on the exhibiting wall so that everybody could come up, read and assess their classmates’ final versions. Each student is to vote for the best on with the help of stickers “stars”, which they can place on the chosen work. III. Conclusion and recommendation Recent studies on the genres of writing have revived interest in some features of the product approach. Genre writing is similar to the product approach in the sense that it also considers writing from a linguistic standpoint. Nevertheless, there is a major difference between the genre and product approaches. The genre approach, unlike the product approach, focuses on the social context in which writing is produced. As mentioned above, texts can be classified into different genres and are normally written for different social purposes. Consequently, each genre (e.g. email, formal letters, storytelling, etc.) has its own common conventional features and the teachers’ role is to raise the students’ awareness of these features and help them learn how to produce texts with the same features. The conventional features of genres include things like layout, diction, style, organization, and content. If these are not analyzed and practiced by the students themselves in different examples, they will not be able to communicate their intents appropriately and their productions will undoubtedly break the expectations of the reader. Consequently, knowing how to teach writing presupposes that teachers should also focus on their students’ awareness and analysis of different genres to help them avoid producing texts that will likely cause a negative reaction. Texts are socially constructed and follow social conventions that the students have to respect. It helps to understand the rationale behind the form of a discourse through examining not only its language but also its social context and purpose. Wedding invitations, for example, share so many characteristics that when we see an example of them, it is immediately apparent from its layout and its language. Practically, the genre approach draws on Vygotsky’s social constructivism which considers language as a consequence of human interaction. The procedure is based on three major stages: awareness raising, appropriation, and autonomy. During the lesson, scaffolding is provided. That is, the teacher provides support for learners as they progress in their linguistic competence and become independent.
1. A decree «On measures to further improve foreign language learning system» signed On December 10, 2012 by the first President of the Republic of Uzbekistan Islam Karimov 2. Sh. Mirziyoyev “We build our free, democratic Uzbek state together” Abrams, E.Essay structure. Writing Center at Harvard University, 2009, 7-13. 2. 3. Teaching Writing: The Journal of Writing Teacher Education: Vol. 3: Iss. 1. Article 1, 2014. P.p. 1-4. 2. 4. Harmer J., 2007. The practice of English language teaching. Cambridge. P.p. 34-59. 5. An article “Developing Writing Skills In Teaching Foreign Languages” Zokirova Z.T. Zulfiya Tursunovna - Senior Teacher of English, Department Of Teaching Languages, Management In Production Faculty, Fergana Polytechnic Institute, Fergana, Republic Of Uzbekistan 6. Think literacy: Cross-Curricular Approaches, Grades 7-12.Writing strategies. http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Writing.pdf/ (date of acces:10-11.05.18). 7. Sue Watson “How To Brainstorm in the Classroom”2017. [Electronic resource]. URL:https://www.thoughtco.com/brainstorm-in-the-classroom-3111340/ (date of acces: 10.04.18). 8. N. Nasrullaeva, Z. Vafaeva. Methodics of teaching foreign languages. (For master students). – Samarkand: SamSIFL Publishing House, 2012. – 52 p 9. “Study Guides and Strategies”. [Electronic resource]. URL: http://www.studygs.net/writing/roughdrafts.htm/ (date of acces: 4.05.18). 10. Janelle Cox “Teaching Strategies to Implement the Writing Process”. [Electronic resource]. URL: http://www.teachhub.com/teaching-strategies-implement-writing-process/ (date of acces: 12.05.18). 11. Blot D. and Davidson D. M. Starting lines, beginning writing. – Boston: Heinle & Heinle, 1998. – 334 p. 12. Kent T. Post-process theory: Beyond the writing-process paradigm. – Carbondale: Southern Illinois University Press, 1999. – 154 p.
Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 2-yil
Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 3-yil
Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 4-yil
Tinglovchining malaka oshirishdan keyingi 5 yillik istiqbol rejasi 5-yil
Download 450.82 Kb. Do'stlaringiz bilan baham: 
|