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16EFFECTIVE WAYS IN WRITING FOR ELEMENTARY LEVEL
Sitora Yaxshimurod qizi Norboboyeva
Student of Samarkand State Institute of Foreign Languages
ABSTRACT
This article is about reaching skilled levels of accomplishment may be a universal goal for all kids within the elementary room. This objective notably is very difficult for English learners particularly within the domain of writing. Writing has been known joined of the foremost essential skills as a result of the planet has become thus text-oriented. Because of this
transformation, thought academics similarly as ESOL instructors, area
unit in nice demand of effective techniques to boost writing skills of this specific population. The aim of this project is to supply analysis based mostly techniques productive in up the writing skills of ESL students.
Keywords: elementary level, ways, methods, access, ESL students.
INTRODUCTION
There are numerous reasons for writing to be the last acquired domain of learning English, one being that a more detailed and analyzed knowledge of a language is needed to write it than to understand it (Bialystok & Bryan, 1985). Additionally, ESL students do not come to school with the same background knowledge as native English speakers; therefore, it is more difficult for them to write with meaning. Their vocabulary is often limited, and while they can communicate orally and be understood through gestures and so forth, writing proves to be frustrating for them as they attempt to express their ideas without the luxury of using their hands. Additional work time is also a necessity for students who are processing two or more languages and, all too often, they are not given such opportunities. Furthermore, because of how difficult it is for ESL students to write as well as their native English speaking peers, teachers □ responses tend to be negative which can result in them being too familiar with the expectation to fail (Kasper & Petrello, 1998). Fu-Lan (2006) believes this expectation of failure, causes anxiety in writing which can happen due to two scenarios: first, when students are asked to write about a specific topic and second, when students think of writing as a translating activity. Similarly, Elias, Akmaliah, and Mahyuddin (2005) stated that anxiety and frustration in writing may be caused by unnecessary focus on errors in spelling and grammar, instead of content. All of these factors contribute to the ongoing problem of writing successfully as an ESL student. As previously stated, writing is the most difficult area of academics for ESL students, which is evident in their ACCESS scores and their classroom performances. Living in a text oriented society, all students need to be proficient writers, but achieving this goal is particularly daunting students who are
learning English as their second language. Due to this universal area of weakness for ESL students, this research project has been designed to discover and implement effective strategies that will improve the writing skills of ESL students.
LITERATURE REVIEW
Creating an Environment Conducive for ESL Writers Data consistently shows that ESL students on all levels score lower in writing than any other domain. It is the last domain of second language learning to fully develop. Researchers have discovered several reasons for this downside, and a key a part of it's however they feel concerning themselves as writers. Turning into a skilled author of English may be a downside for several ESL students as they believe that they merely cannot write English. This becomes additional distinguished within the higher grade levels of grammar school and on the far side. This feeling of incompetency leads to self-doubt and anxiety in writing and can hinder the process of achieving writing proficiency (Thomas, 1993). Researchers believe that it is not the task of writing that is deemed so intimidating, but more so the feedback and assessment of that writing by instructors and/or peers (Kasper & Petrello, 1998). Before the 1970 Ds, writing instruction focused on rules of grammar (Pour-Mohammadi, Zainol Abidin, & Cheong Lai, 2012). Today research shows that it is more important to create an environment that encourages students to take risks in their writing which means less concentration on conventional rules of writing and more on expression of ideas (Shaughnessy, 7 1998). To do so, means being less critical at the beginning of the writing process in terms of errors, be it grammatical or otherwise. By not being focused on the errors of a writing piece, a student feels permitted to express his thoughts more freely. Overlooking the grammatical errors and focusing on the ideas is a skill to be acquired for certain, but a skill that is essential if educators desire a decrease in student frustration and an increased level of actual writing. Furthermore, when creative ideas are not hindered by concerns of using correct form, ESL students are more likely to progress. This shift of focus is what MacGowan-Gilhooly (1991) calls a Fluency First Approach. She believes that only after students have learned to express themselves can they then move toward correction of grammatical errors. With this approach, MacGowan-Gilhooly (1991) saw higher pass rates among her ESL students. In addition to the Fluency First Approach, Kasper and Petrello (1998) also suggest that the type of feedback teachers provide plays a very significant role in decreasing writing anxiety of ESL students. Mary Beaven (1977) found that teachers who used shared experiences, discussed students □ thoughts, and requested additional information as feedback were most successful in decreasing students □ frustration thus making them feel more confident. Examples of such feedback would be task oriented questions like: Could you give more information? Could you start your writing in a way that relates to your main purpose of the paper? This type of
feedback is meant to encourage and provoke more thought regarding ideas rather than correcting conventional errors. This type of student/teacher conferencing should also include opportunities for students to ask questions regarding the writing process or the product itself (Hyland 2000). Preparing Students to Write Activating prior knowledge is one method in which teachers can assist ESL students before they even begin writing. Making sure students have the opportunity to think about what they already know before the task begins helps ESL students incorporate new information into existing structures of knowledge which activates long-term memory (Watt-Taffe &Truscott, 2000). Several strategies can be used to accomplish this including graphic organizers, cooperative learning, read-alouds, and group discussions. Graphic organizers can be used as visual tools for students to write or draw what they already know about a subject, for example in the genre of informational or persuasive writing. From this activity, teachers can then evaluate whether further instruction is needed. This is where read-alouds, cooperative learning, and group discussions come in to play. If needed, a hand-selected text can be utilized in order to provide additional background information, which can lead to group discussions. Cooperative learning is also a great strategy to help students gain more background knowledge especially for ELLs. This strategy requires students to collect information from books, the internet, or each other as they work together with another student or group of students, preferably students who are native to the English language. Through this strategy, ELLs not only gain additional information needed to complete the writing assignment, but it is also a great opportunity for them to develop language skills through peer led conversations. The next step in preparing ELLs to write is a vocabulary pre-view. Pre-viewing vocabulary is an effective tool when asking an ESL student to attempt any genre of writing. Second language writers have a vastly different linguistic base than native English speakers who can instinctively manipulate the language (Pour-Mohammadi, Zainol Abidin, & Cheong Lai, 2012). Therefore, vocabulary is an enormous obstacle for English learners creating the need for teachers to provide both definitional and contextual information about keywords. Instructors 9 should also allow students to actively elaborate on word meanings (i.e. physically acting out a word), as well as teacher led explanations (Stahl, 1985). Without this preview, most ESL students will not be able to move past the instructions of the writing task.
DISCUSSION AND RESULTS
Summary Writing has always been seen as an important skill in English language acquisition. This importance is due to the fact that it reinforces grammatical structures and vocabulary that educators strive to teach their students. It is the area in which learners need to be offered adequate time to develop their writing skill, therefore more time should be devoted to it in classrooms containing ELLs so that they will be prepared
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 1 I 2021
ISSN: 2181-1601
to effectively communicate in real life as well as academic situations (Ismail, 2007). Exposing them to the writing process itself through various venues is an excellent way to reach this goal. Additionally, writing skills can be developed when the learners' interests are acknowledged and when they are given frequent opportunities to actually practice writing (Ismail, 2007).
CONCLUSION
Because one of the main goals of ESL students is to learn to produce a well-thought-out piece of writing, a specific writing program must be in place in order to meet the needs of these learners. After careful evaluation of the literature, it was found that numerous researchers discovered the need for ESL students to be exposed to a variety of genres, strategies, and methods in order to succeed in the writing of English.
REFERENCES
1. Jenny Cole Jay Feng, □Effective Strategies for Improving Writing Skills of Elementary English Language Learners □, 25-p.
2. MacGowan-Gilhooly, a. (1991) Fluency before correctness: a whole-language experiment in College ESL. College ESL, 1, 37-47.
3. Nesamalar, C., Saratha, S. & Teh, S. (2001). ELT Methodology: Principles and Practice. Selangor: Penerbit Fajar Bakti.
4. Pour-Mohammadi, M., Zainol Abidin, M., & Cheong Lai, F. (2012). The effect of process writing practice on the writing quality of form one students: A Case Study. Asian Social Science, 8(3), 88-99.
5. Read, S. (2010). A model for scaffolding writing instruction: IMSCI. Reading Teacher, 64(1), 47-52. doi:10.1598/RT.64.1.5
