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Thus, students are likely to enjoy and most engage in learning when assignments are exciting, interesting and relevant and where feedback is of high quality. They are also more likely to engage if they are not overworked by the extent of summative assessment. Non-traditional forms, along with traditional methods and techniques for assessing knowledge, abilities, skills, significantly increase the level of knowledge possession, as they give the student a motivation for learning.
References / Список литературы
1. Alimova Sh.M., Alaberdieva G.B., Tashmatova M.A. Challenges in teaching english language learners. // Vestnik nauki i obrazovaniya. 2019. 34-36. № 19-3 (73). URL: https://cyberleninka.ru/article/n/challenges-in-teaching-english-language-learners/ (date of access: 06.11.2019).
2. Burkhonova G.G. Natsional'nyye reformy vysshego obrazovaniya Uzbekistana // Voprosy nauki i obrazovaniya, 2019. №5 (50). S. 160-163. URL: https://cyberleninka.ru/article/n/natsionalnye-reformy-vysshego-obrazovaniya-uzbekistana/ (date of access: 06.11.2019).
3. Zokirova Z.T., Khamidova S.N., Okhunova Sh.K. Actual problems encountered in teaching foreign languages. // Vestnik nauki i obrazovaniya, 2019. № 19-3 (73). S. 37-39. URL: https://cyberleninka.ru/ar-problems ticle/n/actual-problems-encountered-in-teaching-foreign-languages/ (date of access: 06.11.2019).
РАЗВИТИЕ ПИСЬМЕННОЙ РЕЧИ В ОБУЧЕНИИ
ИНОСТРАННОМУ ЯЗЫКУ Охунова Ш.К. Email: [email protected]
Охунова Шахноза Кодировка — преподаватель английского языка, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья раскрывает вопросы развития письменной речи в обучении иностранному языку. Автор статьи считает, что в настоящее время нельзя переоценить значение иностранного языка в современном обществе. В наше время, когда владение иностранным языком становится нормой, и мы говорим об английском языке как о языке международного общения, целью изучения языка становится формирование коммуникативной компетенции. Так как сегодня процесс обучения направлен на практическое владение иностранным языком, то хочется отметить огромное значение такого речевого вида деятельности, как письмо или письменная речь. Владение письменной речью позволяет реально использовать знание иностранного языка, находясь вне языковой среды, общаясь с носителями языка при помощи современных средств коммуникации.
Ключевые слова: письмо, обучение, письменный, практический, язык, современный, средства коммуникации, развитие, иностранный, международный.
DEVELOPMENT OF WRITTEN SPEECH IN TEACHING A FOREIGN LANGUAGE Okhunova Sh.K.
Okhunova Shakhnoza Kodirovna - Teacher of the English language, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: this article reveals the issues of written language development in foreign language teaching. The author of the article believes that at present it is impossible to overestimate the importance of a foreign language in modern society. Nowadays, when mastering a foreign language is becoming the norm and we speak English as the language of international communication, the goal of language learning is to form a communicative competence. As today the learning process is aimed at the practical mastery of a foreign language, we would like to note the great importance of such a speech activity as writing. Written language skills make it possible to use really the knowledge of a foreign
language, being outside the language environment, communicating with the native speakers with the help of modern means of communication.
Keywords: writing, training, written, practical, language, modern, communication, development, foreign, international.
УДК 372.881.1
Nowadays it is impossible to overestimate the importance of foreign language in modem society. At present, when mastery of a foreign language is becoming the norm, and we talk about English as the language of international communication, the goal of language learning is the formation of communicative competence. In essence, it is integrative and includes several main components:
• Communication skills in speaking, listening, reading and writing;
• Language knowledge and language skills to create and recognize information;
• Linguistic and country studies knowledge to ensure socio-cultural education, without which it is impossible to fully develop communication competence.
Since today the learning process is aimed at the practical mastery of a foreign language, we would like to note the great importance of such a speech activity as writing. Written language skills allow us to use our knowledge of a foreign language, being out of the language environment, communicating with the native speakers by means of modern means of communication: internet, e-mail, messaging etc. The possibility to write personal and official letters, the need to fill in questionnaires and forms motivates students to master actively written communication in the language.
Written speech is defined as the process of written expression of thoughts and as a speech activity associated with visible speech. For us, learning to write is the ability to use graphic and spelling systems of the language to record individual words, phrases and sentences, and to record oral speech using graphic signs. Writing instruction is the acquisition of the ability to combine words in writing in order to express one's thoughts in accordance with the needs of communication, to communicate in writing by means of a specific language.
Psychology shows that the basis for written speech is oral communication. Oral speech, and speech in particular, is linked by writing to mechanisms of generating speech. This can be traced from the idea to the selection of the necessary means of language (how to express it, what words are needed and how to combine them in the statement) and to the realization of the idea by means of language means orally - in speaking or writing - in writing [1].
Writing is important and influences the way we think and learn, as well as our individual development and our relationships with others. There are different reasons why we need to learn this type of activity:
• Writing influences the way people think. It helps us to be organized, helps us to be logical in our thinking activities.
• It helps us to learn. It helps us to select, sort, and highlight the most important things and to make them more specific. Writing helps us remember what we learn.
• Writing is successful because it teaches us to think and learn.
• Writing contributes to personal development. Through writing, we learn to think, to reflect more deeply on our personal experiences.
• Writing is a means of communication with the world.
Writing should be seen both as a means of learning a foreign language and as a goal. Writing should be taught on purpose. Writing should also be used as a means of control. It allows to reveal knowledge of meaning of words, grammatical forms, formation of lexical and grammatical skills. As we know, systematic teaching of writing allows a teacher to solve not only educational, but also developmental and educational problems. In particular, writing serves as a good means of forming the skills of self-checking, so necessary for successful learning activities.
It should be kept in mind that when we talk about writing as an independent activity, we are talking about writing. The purpose of writing here is to teach students to write the same texts that any educated person can write in his or her native language. It can be: filling out questionnaires; writing and responding to letters of all kinds, including both official and personal CVs, biographies, autobiographies; miscellaneous statements; review writing; writing annotations; report writing; writing essays, essays, essays; greeting card writing; writing notes, etc.[2]
Such texts pay special attention to the content and structural organization. When learning vocabulary, grammar, phonetics, it is impossible to do without writing words, writing off structures, rules, etc. When forming the skills of listening, writing is used to record key information, fill in gaps, and prepare for the perception of information. Writing takes place at all stages of learning a foreign language. Written independent and control works are widely used in vocabulary and grammar mastering.
Thus, written speech is not just a speech, which is translated into graphic symbols, but also an independent, with its own rules of grammar and written text, written process, the product of which we are interested in. In a communicative approach, written speech is perceived as a social action. The final requirements for teaching written language include the development of students' practical ability to use foreign-language writing as a means of communication, cognition and creativity.
Now, in the age of telecommunication, people are writing real letters less often, but the focus is done on SMS communication and communication on the Internet. Hundreds of words have SMS equivalent, SMS language has become the second language for millions of people, especially for English-speaking users. Today, this method of communication is one of the most common. This phenomenon is observed in almost all countries, national languages. Despite the fact that there are quite numerous studies devoted to the problems of SMS abbreviations in English, the abbreviated lexical units of this type have to be considered as the problem of the structure of the word and its meaning, the problem of morphine, etc. All this also requires certain knowledge and skills related to writing [3].
Список литературы / References
1. Galiakberova A.R., Nigmatullina A.Sh., Akramova N.M. Using information and communication technologies to develop writing competence of students at the lessons of the English language // Вестник науки и образования, 2019. № 20-3 (74). C. 8-10. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/using-information-and-communication-technologies-to-develop-writing-competence-of-students-at-the-lessons-of-the-english-language/ (дата обращения: 15.11.2019).
2. Alimova Sh.M., Alaberdieva G.B., Tashmatova M.A. Challenges in teaching English language learners // Вестник науки и образования, 2019. № 19-3 (73). C. 34-36. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/nchallenges-in-teaching-english-language-learners/ (дата обращения: 15.11.2019).
