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76TEACHING WRITING AS A TYPE OF COMMUNICATION
Akamova N.M.
Akamova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT OF PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts methods of teaching writing in teaching foreign languages. The author of the article suggests several interesting activities which facilitate and motivate learning of foreign languages.
Keywords: teaching, activities, content, writing, readers, communicate, variety, technique, process, interactive, traditional.
Within the communicative framework of language teaching, the skill of writing enjoys special status - it is via writing that a person can communicate a variety of messages to a close or distant, known or unknown reader or readers. Such communication is extremely important in the modern world, whether the interaction takes the form of traditional paper-and-pencil writing or the most advanced electronic mail. Writing as a communicative activity needs to be encouraged and nurtured during the language learner's course of study, and this work will attempt to deal the early stages of EFL writing. The view of writing as an act of communication suggests an interactive process which takes place between the writer and the reader via the text. Such an approach places value on the goal of writing as well as on the perceived reader audience.
The writing process, in comparison to spoken interaction, imposes greater demands on the text, since written interaction lacks immediate feedback as a guide.
Main techniques for getting started writing process
Regardless of the type of writing tasks the teacher might favor assigning, a good place to begin classwork is to explore the prewriting stage, the stage prior to actual production of a working text. The teacher should be to expose students to a variety of strategies for getting started with a writing task and to encourage each student to try to discover which strategies work best for him or her. Several techniques for generating ideas are the following:
1. Brainstorming. This is often a group exercise in which all of the students in the class are encouraged to participate by sharing their collective knowledge about subject. One way to structure teacher to suggest a broad topic, such as for choosing a particular academic major, and have students call out as many associations as possible which the teacher can then write on the board. The result would be far more material generated than any student is likely to think of on his/her and then all students can utilize any or all of the information when turning to the preparation of their first drafts.
2. Listing. Unlike brainstorming, as described above, listing can be a quiet essentially individual activity. Again, as a first step in finding an approach to a particular subject area (such as the use and abuse of power, to cite an example), the students are encouraged to produce as lengthy a list as possible of all the subcategories that come to mind as they think about the topic at hand. This is an especially useful activity for students who might be constrained by undue concern for expressing their thoughts grammatically correct sentences, because lists do not require complete sentence
3. Free writing. Suggested by Elbow for helping native speakers break through the difficulty of getting started, free writing is also known by various other terms, such as "wet ink" writing and "quick-writing". The main idea of this technique for students to write for a specified period of time (usually about 5 minutes) without taking their pen from the page. As Rico puts it, "Don't stop for anything. . . . Never stop to look back, to cross something out,. . . to wonder what word or thought to use ... If you get stuck it's fine to write 'I can't think what to say. . . as many times as you like [1, p. 23]. "Be free from the necessity of worrying about grammar and format, students can often generate a great deal of prose which provides useful raw material to use in addressing the writing assignment at hand. For EFL students, this technique often works best if the teacher provides an opening clause or sentence for the students to start with. The free writing generated after the students copy this sentence and continue to write down whatever comes into their heads can be kept private or shared with other students.
4. Clustering. Another technique for getting many ideas down quickly, clustering begins with a key word or central idea placed in the center of a page (or on the blackboard) around which the student (or teacher using student-generated suggestions) jots down in a few minutes all of the free associations triggered by the subject matter—using simply words or short phrases. Unlike listing, the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges. Completed clusters can look like spokes on a wheel or any other pattern of connected lines, depending on how the individual associations are drawn to relate to each other. By having students share their cluster patterns with other students in the class, teachers allow students to be exposed to a wide variety of approaches to the subject matter, which might further generate material for writing [2, c. 54-60].
References
1. Rico G.L. Clustering: Pre-writing process. Sacramento. California State Department of
Education. 1996. Pp. 23-29.
2. Hughey,J. B., Wormuth D.R. Teaching ESL Composition: Principals and techniques.
New York; Newbury House. 2005. Pp. 54-60.
BENEFITS OF PROJECT WORK IN TEACHING FOREIGN
LANGUAGES Akamova N.M.
Akamova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT OF PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts benefits of project work in teaching foreign languages. The author of the article discusses several advantages of using project work in teaching which makes learning process of foreign languages interesting. Keywords: teaching, activities, multi-skill, common purpose, outcome, project work, collaboratively, target language, connected, displays.
Project work in teaching foreign languages involves multi-skill activities which focus on a theme of interest rather than specific language tasks. In project work, students work together to achieve a common purpose, a concrete outcome (e.g., a brochure, a written report, a bulletin board display, a video, an article for a school newspaper, etc). There are four types of projects:
