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FEATURES OF REFLECTIVE WRITING AND ITS EFFECTS ON STUDENTS" LANGUAGE LEARNING Kadirova N.K.
Kadirova Nodira Kamilovna - Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGE UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: one of the most important spheres of teaching English is developing writing skills. In recent years language researchers and practitioners have shifted their focus from developing individual linguistic skills to the use of language to achieve the speaker's objectives. This new area of focus, known as communicative competence, leads language teachers to seek task-oriented activities that engage their students in creative language use. Keywords: communicative competence, reflection, generalization, concept, analytical practice, synthesis, self-awareness, summative assessment.
UDC 81-139
Introduction. In recent years language researchers and practitioners have shifted their focus from developing individual linguistic skills to the use of language to achieve the speaker's objectives. This new area of focus, known as communicative competence, leads language teachers to seek task-oriented activities that engage their students in creative language use [1]. In the process of learning English as a foreign language, writing is considered as one of the most essential skills. In our research we used the ideas of Uzbek, Russian and foreign methodologies who worked in the sphere of foreign language teaching methodology and language learning. We addressed to works of J. Jalolov, G. Rogova, Spack R, G.L. Rico, J. Arnold, M. Boden and others for theoretical part of our work.
Methodology. Reflection is always a worthwhile activity, and should be a regular part of your life. Reflection is a type of critical thinking. Reflection is a way of keeping track of the skills you are learning and the knowledge you acquire, as well as the gaps you are finding in your skills and knowledge. Reflection is a learning process that helps you find connections between topics and between theories [3].
Reflection is a professional tool to help you grow and improve. Reflection is a way to make sense of your own thoughts and feelings. Sometimes at university you'll be asked to write reflectively to demonstrate what you've learned about a topic, or you might have to keep a journal during a practice (practicum or practical experience placement), or build a learning portfolio of the skills you're acquiring. Successful people learn from their mistakes, and reflection helps you do that. Reflection makes you an active learner, in control of your life, your actions, and your emotions. The purpose of reflective writing is to help you learn from a particular practical experience. It will help you to make connections between what you are taught in theory and what you need to do in practice. Reflective writing gives you the chance think about what you are doing more deeply and to learn from your experience [3]. You have the opportunity to discover how what you are taught in class helps you with your real-world or academic tasks. Writing your thoughts down makes it easier for you to think about them and make connections between what you are thinking, what you are being taught and what you are doing. Your written reflection will also serve as a source of reference and evidence in the future. It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated. The need for teacher candidates to develop their understanding of reflective writing practices became even more high stakes with the implementation of the various summative assessments that teacher education programs are now required to adopt. Aside from all the mercenary reasons for wanting the teacher
candidates in our two university teacher education programs to do well on such high stakes assessments, the authors of this paper wanted the teacher candidates in our programs, located at a large, public urban university in Wisconsin, to use their writing to act as a —bridge between thinking and doing!. Writing reflectively about one's teaching practices provides a way of approaching teaching that moves theory into practice and develops a more democratic way of thinking about education. reflective writing is an analytical practice in which the writer describes a real or imaginary scene, event, interaction, passing thought, memory, form, adding a personal reflection on the meaning of the item or incident, thought, feeling, emotion, or situation in his or her life [5]. Many reflective writers keep in mind questions, such as "What did I notice?", "How has this changed me?" or "What might I have done differently?".Thus, the focus is on writing that is not merely descriptive. The writer revisits the scene to note details and emotions, reflect on meaning, examine what went well or revealed a need for additional learning, and relate what transpired to the rest of life. Reflective writing is also analyzing the event or idea. Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their classroom [4]. This kind of self-awareness is a powerful ally for a teacher, especially when so much of what and how they teach can change in the moment. As teachers, we ask students to reflect so that they can practice critical thinking, see connections between different lessons, and synthesize information with their futures after college [2].
Conclusion. Reflective writing (about lessons, experiences, and assignments) fosters students'awareness of their habits of thinking and helps them to develop and solidify productive ways of approaching problems (in school and beyond). Students are typically able to describe their experiences, but they need guidance from experienced thinkers — their teachers — to achieve deeper reflection. Reflective writing is common to many courses that involve practical placement-based activities such as teaching, social work and nursing. Reflective writing often benefits from using an appropriate reflective cycle to structure how to write about the situation and what was learnt.
References
1. Freeman D., 2013. Teacher thinking, learning, and identity in the process of educational change. In: K. Hyland & L.L.C. Wong (Eds.), Innovation and change in English language education. London: Routledge. Pp. 123-136.
2. Gardner D. & Miller L., 2011. Managing self-access language learning: Principles and practice. System. 39, 78-89.
3. Sinclair B., 2008. Multiple voices: Negotiating pathways towards teacher and learner autonomy. In T.E. Lamb & H. Reinders (Eds.). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam: John Benjamins. Pp. 237-267.
4. Bryan L.H., 1996. Cooperative writing groups in community college. Journal of Adolescent & Adult Literacy. 40 (3), 188-193.
5. Bardine B.A., 1996. Using writing journals with adult literacy students: Some options. Adult Learning. 7 (4). 13-15.
