0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
DEVELOPMENT OF A COMPARATIVE ANALYSIS OF THE USE OF DIDACTIC AND DIDACTIC METHODS IN THE DEVELOPMENT OF
WRITING SKILLS
Shodiyona Kodirjon kizi Tovaldiyeva
Student of Chirchik State Pedagogical University Email: shodiyonatovoldiyeva@gmail .com
Gulsevar Abdulaziz kizi Usmonova
Scientific adviser: Chirchik State Pedagogical University E-mail: gulsevardesigner@gmail.com
ABSTRACT
This study presents a theoretical approach to the area of English language didactics that addresses writing practice for engineering students within the framework of an English class. In addition, the paper offers several exercises, approaches, and techniques that a language teacher could employ in the classroom to sufficiently meet the learning goals of a writing-focused lesson.
Keywords: English language, didactics, writing skills, methods, analysis, comparative, languages, class.
A modified strategy is necessary while practicing writing skills in the setting of a technical university. A language instructor must take into consideration the specific requirements of the study of engineering while adhering to all theoretical conventions and practical recommendations imposed by the methodology of teaching foreign languages outside of the framework of specialized languages. This study addresses the aspect of English language didactics that pertains to engineering students' writing practice within the framework of an English language class. Regardless of the student's specific subject of study, one of the elements of any language teaching curriculum is the development of writing skills. It doesn't matter what kind of language pupils need to learn—general or specialized—when designing a program. Writing was once prioritized over speaking in English schools, but the post-communicative turn in English methodology has made a reconsideration of the value of writing for language learning. Writing abilities are just as important for preparing future engineers, even though there is no doubting the significance of oral communication exercises in the educational process.
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April 23-24, 2024
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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Although engineering is mostly a practical field, engineers nonetheless have to complete a wide range of writing assignments, many of which are in English. Product descriptions, catalogs, operating manuals, technical reports, instructions, and site material must all be written by them. If they collaborate with others in a team, they must become proficient in functional writing since they will need to send memos, emails, and letters to clients, managers, colleagues, and superiors. Students must produce project summaries, infographics, and other visual components specifically related to engineering careers. Therefore, they must participate in writing exercises regularly, since this will help them develop the abilities and qualities needed to function well at work.
Language learning approaches that emphasize communicative and, in particular, post-communicative didactics agree that language instruction should be comprehensive. This new approach began to challenge the previously accepted methods, which either disregarded specific linguistic components entirely or divided language instruction from the learning, application, and practice of linguistically unrelated abilities and characteristics. This innovative approach to teaching languages is in line with the realities of language use: learning a language requires listening as well as speaking it; writing well requires reading written materials. Languages are not practiced in isolation. Widdowson was the first to apply this pragmatic perspective of languages as tools for human communication to support an integrated approach to language skills in the curriculum for English for Specific Purposes in Universities.[6] Rather than using fake language creations, he contended that an integrated approach to language skills is the most appropriate method of producing meaningful discourse in a foreign language. Additionally, he believed that the social context of language acquisition—that is, the discourse community that the acquired language serves— plays a significant role in determining the necessity of a skill-based learning process that emulates real communicative demands. Such communicative requirements imposed by unique social settings hold that language production and comprehension do not occur in "discrete units" or in isolation.
Therefore, in what is known as content-based instruction, the language teacher may decide to incorporate the practice of the fundamental skills (reading, writing, speaking, and listening) into highly integrated activities while the students study content based on particular technical subjects. The teacher may select a range of linguistic components to be practiced or reinforced in addition to skill practice, based on the assessment of the students' requirements. Writing exercises in this context can never take place in a writing-only setting or during writing sessions; rather, they must be part of an integrated strategy that incorporates a range of language aims. This
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
approach to skill practice makes learning language structures more organic and is also likely to boost students' enthusiasm for learning.
In addition to the obvious benefits of practicing writing with engineering students, there are certain difficulties that the language teacher will need to overcome. First, the difficulties are the same as those faced by writing assignments in any English language class, not just ESP ones. Jeremy Harmer identified several common difficulties, which we will only highlight here: the increased demand for written precision, the drawback of delaying feedback, the increased necessity for logical structure, and spelling and handwriting errors. [3]
The language teacher who is instructing ESP also has a list of additional potential issues to address. One of the challenges is that foreign languages are taught in Romanian institutions only in the first year or two of study for students who are not majoring in philology. Students occasionally struggle to write paragraphs or texts on subjects they are not entirely familiar with because they do not fully grasp the scientific content of those materials. One such possible issue is the group's diversity in terms of linguistic awareness and expertise. The instructor's job is made harder in groups when some students are A1 or A2, but some students are B2 and above. Differentiated tasks and individual work would be one method to solve the issue of level differences.
We are going to be presenting a number of writing assignments that have been utilized in engineering students' ESP classes. Adriana Vizental's taxonomy of writing tasks is followed when grouping the tasks: guided writing tasks controlled writing tasks, and free writing tasks. It should be noted that pupils do not necessarily need to produce whole texts to practice writing abilities. For two reasons, this assignment is only appropriate for more advanced levels.
First, writing tasks present a complicated linguistic challenge that calls for more advanced understanding in the areas of text structure and coherence, spelling and grammar, word choice, and register.
Second, the problem is not just linguistic but also more technological in the particular instance of functional writing, which Vizental defines as "writing tasks that have a specific purpose behind their production" and which includes ESP writings. Because of this, the teacher's expectations shouldn't be higher than the students' actual abilities, either in terms of language proficiency or specialized knowledge. [5]
Tasks involving controlled writing help students understand particular language structures. Controlled writing exercises are appropriate for lower-level students as well, especially when the goal of the lesson is for the students to practice
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
a particular language structure or element in a technical setting. The following are some examples of writing assignments that go under this category:
One of the most flexible types of exercises is filling in the blanks in a text; it can be used to reinforce a wide range of structures, including grammar, vocabulary, language functions, text cohesion, and coherence, etc.; another is dictation, in which students are given graphic representations of common engineering products, equipment, and processes. Dictatoglos (dictation). If the text and the assignment are tailored to the student's interests, dictation is a useful tool for improving students' writing abilities. A method called dictoglos combines standard dictation with notetaking skills, which are crucial in an ESP course. While the pupils take notes on the pertinent information in a specifically chosen text, the teacher reads it aloud to them. Later, using their notes as a guide, the students must compose the original text again.
- Use the proper tense and voice for the verbs in the text;
- Connect two sentences with the right connectors, etc.
Free writing assignments require students to actively investigate ideas and material and generate original works of writing, implying both a better proficiency in English and a certain amount of subject matter experience. The kind of writing assignments that are expected of the students still fall into the category of functional writing; that is, they are certain kinds of writings that have a use in the fields of interest of the students. So, the writing assignment could include everything from technical reports to safety instructions, product manuals, or descriptive paragraphs outlining the specifications of the product. Students should be reminded of the elements that give a document its technical character when they are writing [4]: technical accuracy, usefulness, conciseness, completeness, clarity, consistency, proper spelling, grammar, and punctuation, as well as a targeted audience. The following general stages of the writing process should also be explained to students, as outlined, among others, by Roger Gower et al. [6]: an introduction prepared by the teacher to pique students' interest in the writing task (a speaking activity, a visual, etc.); brainstorming for ideas (jotting ideas down, developing ideas, selecting essential ideas, ordering ideas); planning (paying attention to the layout of the writing task, adequate register and structure); drafting (following notes or a plan); reviewing / editing (content, language accuracy, organization, style); rewriting and word processing if required.
Tony Dudley-Evans and Maggie Jo St John's classification of free writing assignments is an intriguing one that emphasizes the function that students play in the production of specialized discourse [1]. They distinguish between three approaches: the product approach, which involves presenting a model text, analyzing it, and then
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
writing a model, parallel text; the process approach, which is separated into thinking and productive stages; and the social constructionist approach, which they support and which views writing as a social act in which writers must respect the established writing practices within a particular discourse community and be aware of the social context in which they write.
In conclusion, if certain requirements are satisfied, practicing writing skills in foreign language lessons for engineering students can become a fulfilling endeavor for both the teacher and the students. First and foremost, attention and respect must be paid to the unique needs of engineering students. Writing assignments that encourage students to generate texts that are unique to the engineering field are likely to be effective since they inspire and retain students' interest. Second, while giving writing assignments, the group's qualities matter. A successful activity should have a thorough evaluation of the student's proficiency, as well as an accurate assessment of their areas of professional and personal interest as members of the engineering discourse community and a precise linguistic goal adjustment.
Ultimately, a good language experience will be ensured by the instructor's careful selection of didactic tools, materials, and resources in addition to their in-depth understanding of the ESP approach.
REFERENCES
1. Dudley-Evans, Tony, Maggie Jo St John. Developments in ESP. A Multi-disciplinary Approach. Cambridge: Cambridge UP, 1998. Pp. 114-120.
2. Gower, Roger, D. Phillips, S.Walters. Teaching Practice Handbook. Oxford: Heinemann, 1995. pp. 116-7.
3. Harmer, Jeremy. The Practice of English Language Teaching. London: Longman, 1991. p. 53
4. Usmonova G.A. (2024). Exploring the Conceptual Framework of Mobile Learning Technology. Texas Journal of Philology, Culture and History, 28, 18-20.
5. Vizental, Adriana. Metodica predarii limbii engleze. Strategies of teaching and testing English as a Foreign Language. Iasi: Polirom, 2007. p. 238
6. Widdowson, H.G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
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