Written speech

The purpose of teaching written speech is to develop students' written communicative competence, which includes the possession of written signs, the content and form of a written work of speech. Writing as a learning goal is provided for in the programs of schools of various types at all stages of education. As final requirements, the development of the ability to express one's thoughts in writing, that is, to use writing as a means of communication, is put forward.
The tasks to be solved in teaching written speech are related to the creation of conditions for mastering the content of teaching written speech. They include the formation in students of the necessary graphic automatisms, speech-thinking skills and the ability to formulate a thought in accordance with the written style, expanding knowledge and horizons, mastering the culture and intellectual readiness to create the content of a written work of speech, the formation of authentic ideas about the subject content, speech style and graphic form of written text.
The purpose of the study of this work is to study the methodology of teaching written speech at the middle stage of a comprehensive school and develop a set of tasks.
Tasks:
1. Describe the concept of "written speech";
2. Reveal the features of written speech as a type of speech activity;
3. Determine the characteristics of written speech at the middle stage of a comprehensive school.

CHAPTER 1. CHARACTERISTICS OF THE CONCEPT OF "WRITING" AND "WRITTEN SPEECH"
1.1 Written speech and other types of speech activity
Before considering the issue of teaching writing, it is necessary to distinguish between the concepts of writing and written speech. Written speech is one of the types of speech, along with oral and internal, and includes writing in its composition. In linguistics, writing is understood as a graphic system as one of the forms of the expression plan. Under written speech - bookish style of speech. In psychology, writing is considered as a complex process in which there is a correlation between speech sounds, letters and speech movements produced by a person. In the methodology, writing is understood as the mastering by students of the graphic and spelling systems of a foreign language in order to fix the language and speech material in order to better memorize it. Teaching written speech can be both a goal and a means of learning, since this process helps to master monologue speech,
Written speech is the process of expressing thoughts in graphic form. This is a productive type of speech activity. The basis of written speech is oral speech, in particular speaking, associated with writing by the very mechanisms of generating statements:
• intention (what to say);
• selection of the necessary means of language (how to say, selection of words, their combination in a statement);
Often in the methodology the terms "writing" and "written speech" are not opposed. The term "writing" is a broader concept than written speech, it can include both writing as such and written speech. Teaching writing and written speech forms one thing: in order to learn written speech, it is necessary to master the technique of writing, i.e. writing, and vice versa, teaching a foreign language cannot be limited only to teaching the technique of writing.
The letter suggests:
graphics - a system of signs-graphemes;
Spelling - spelling, a system of rules for the use of signs;
record - written fixation of language units of different lengths;
Written speech - a written fixation of an oral statement to solve a specific communicative task.
In the practice of teaching, writing is understood as a technological or procedural aspect, and written speech is a complex creative activity aimed at expressing thoughts in writing. To do this, one must have spelling and calligraphic skills, the ability to compose and arrange in writing a speech work composed in inner speech, as well as the ability to choose adequate lexical and grammatical units. When they talk about writing as an independent form of speech activity, they mean written speech. The purpose of teaching writing in this context is to teach students to write in a foreign language the same texts that an educated person can write in their native language. Any text written by the author is an expression of thoughts in graphic form.
According to E.I. Passov, writing should be considered as one of the main independent types of speech activity, which can be carried out at two levels:
1) Reproductive level - fixing one's own statements while maintaining all the features of the oral form of communication. This level usually functions in those cases when we make notes for our statements, write a personal letter;
2) Productive level - the production of written speech itself with all its inherent features (completeness, syntactic complexity, deployment, grammatical normativity). This level functions in those cases when articles, scientific abstracts, books are written and is an expression of thought in writing [c105-106].
Thus, the letter in the definition of E.I. Passova is not just a fixation of speech. It is one of the types of speech activity (along with speaking, listening and reading) and provides communication between people. The concept of “writing” for this researcher covers the concept of “written speech” and written speech, in his opinion, is included in teaching writing as its main part [4, p.26-28]
Galskova I.D. gives the following definition of the concept of "writing". Writing is a productive analytical and synthetic activity associated with the generation and fixation of a written text [4, p.26-29].
Babinskaya P.K. brings to our attention one more definition of the concept of "written speech". So, written speech is a type of speech activity, the purpose of which is the presentation of thoughts in writing (writing, composition, etc.) [1, p.126].
And Milrud R.P. gives the following characteristics:
• written speech activity - purposeful and creative execution of thoughts in the written word;
• written speech is a way of forming and formulating thoughts in written language knowledge [13, p.4].
A.A. Utrobina gives the following definitions of concepts:
• writing - an activity aimed at graphic fixation of speech and its elements;
• written speech - a type of speech activity, which is associated with the ability to present information in writing [20, p.77].
It is hard not to agree with ID Galskova that writing arose on the basis of sounding speech as a way of preserving speech works in time, as a repository of human knowledge and accumulated experience [5, p.247]. When constructing a written text, the compiler usually follows a certain logical chain: motive, purpose, subject, addressee.
Galkova I.D. gives the following features of the text as a product of writing:
• compositional and structural completeness and logical and semantic structure;
• the unity of the beginning, the central communicative block and the final part;
• correlation of the title with the content;
• subject content;
• communicative qualities [5, p.249].
Writing as a means and purpose of learning is introduced into the educational process in parallel, allowing communication without rich language tools. Sysoeva E.E. convincingly shows that the ability to produce communicative messages in clear, generally accepted forms facilitates the correct perception and understanding of information outside the communication situation [19, p.6]. In the book “Methods of Teaching Foreign Languages ​​in Secondary School”, the authors write: “Writing is a complex speech skill. It allows using a system of graphic signs to ensure communication between people. This is a productive type of speech activity in which a person records speech for transmission to others. The product of this activity is a speech work or a text intended for reading. It is clear that writing as a type of speech activity, and not just as a fixation of oral speech, and include in the concept of "writing" the concept of "written speech" (Rogova, Vereshchagin). This confirms that the linguistic content of teaching writing, according to the authors of the book, includes graphics, spelling, recording (speech fixation) and written speech (expression of thoughts in writing).
Speech activity is defined as the realization of the social and communicative activity of people in the process of their verbal communication.
The main types of speech activity include:
speaking (oral expression of thought);
listening (listening to speech and understanding it);
writing (graphic, written expression of thought);
reading (i.e. perception and understanding of someone else's recorded speech); Distinguish between reading aloud and silent reading - reading to oneself.
All these types of speech activity underlie the process of speech communication. The effectiveness and success of verbal communication depends on how well a person has formed the skills of these types of speech activity. In whatever conditions verbal communication is carried out, by whatever means information is transmitted, it is based on a single model of verbal communication. The elements of this model are:
– The sender of information or the addressee is a speaking or writing person.
– The recipient of the information or the addressee is the person reading or listening.
– Message - a text in oral or written form. Without text, without information, speech communication, the process of communication itself, is impossible.
Listening , which is also called listening in the methodological literature, is a receptive type of speech activity associated with the auditory perception of sounding speech. This process consists of two main steps:
1) primary analysis of the speech signal and its "mechanical" processing;
2) interpretation.
Listening makes it easier to master speaking, reading and writing. If the student understands the sounding speech, it is easier for him to understand the graphic speech, i.e. change what he sees to how it should sound.
Speaking is the process of forming and formulating thoughts at the moment of pronouncing the utterance. The product of speaking is an oral spontaneous text. The main instrument of speaking is the voice.
Reading is the semantic perception of a written text, the result of which is understanding.
In a series of generally accepted sequence of work on the formation of types of speech activity, writing is in last place: listening - speaking - reading - writing. This is due to both pedagogical and psychological patterns of learning, but as the British say "Last but not the least" (Last in a row, but not in importance).
What is a "letter"? In linguistics, writing is understood as a graphic system as one of the forms of the expression plan. In the methodology, writing is understood as the mastery of the graphic and spelling systems of a foreign language by students in order to fix speech and language material in order to better remember it and as an aid in mastering reading and speaking, since writing is closely connected with them. When we talk about writing as an independent form of speech activity, we are talking about written speech.
The term "written speech" both in linguistics and in methodology is considered as a process of expressing thoughts in a graphic form. According to observations, in the methodological literature the terms "writing" and "written speech" are not opposed. The term "writing" can include both writing as such and written language. In the English-language methodological literature, these two concepts are also not opposed: "writing as a means" and "writing as an end". Writing, like speaking, refers to productive types of speech activity (productive skills), has a pronounced communicative orientation and implies, when creating a written message, more free handling of the language than receptive types of speech activity (receptive skills) - listening and reading.
Written speech is characterized by a very complex compositional and structural organization, which must be specially mastered, and hence the special task of teaching written speech at school.
When teaching written speech, the teacher has to solve several problems: to teach students to remember while writing about its communicative purpose (what, to whom and why I am writing), to keep in focus the grammatical, lexical and spelling correctness of the created text and to clearly observe the structural sequence and connections of each part written text. When teaching written speech, the teacher not only forms special skills and abilities within the framework of linguistic and sociocultural competence, but also develops the creative potential of students, teaches them to work in different organizational modes, use various sources of information, teaches speech etiquette, instills the skills of self-correction and introspection - all this appeals to the general educational skills of students and improves the overall quality of education.
Written speech has always been and remains a complex type of speech activity. Writing contributes, directly or indirectly, to the development of skills in all types of speech activity and, above all, oral speech. The close relationship between them is manifested not only in the proximity of generation models, but also in the correlation of psychological mechanisms - speech hearing, prediction, memory, attention, as well as in the use of such analyzers as visual, speech motor and auditory.
Reading and writing are mediated by graphics and are related to this. The condition for writing is the writing technique - the ability to correlate sound with a graphic symbol, this is a complex psychological and psycholinguistic process that is associated with general speech mechanisms:
1. Mechanism of comprehension (establishment of semantic connections). At the first level, its action is expressed in the establishment of semantic links between concepts; on the second - the connection between the members of the sentence, which is determined both by the logic of the described events and the form of connection between words; the third level is the connection between theme and rheme.
2. Preemptive synthesis mechanism. Thanks to the operation of this mechanism, the writer pronounces in inner speech each word that he is going to write, pronouncing the word, "anticipates" subsequent words and forms of connection between them; imagines further disclosure of the intention.
3. Mechanism of memory. Working memory plays a particularly important role in writing, because. when writing sentences and text, the subject of the utterance must be constantly kept in memory. Working memory serves as a means of organizing and retaining material.
Unlike speaking or listening, writing is a slower process, since when generating a text, the writer can change the original intention, correct the content, supplement or modify it. Due to the possibility of returning to the text in order to control and correct what is written, many authors consider writing an easier speech activity and recommend moving from listening and speaking not to reading, but to writing, seeing in the latter a reliable means for improving the forms of oral learning.