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61(например, проектной); в качестве занятия или его части (введения, объяснения, закрепления, упражнения, контроля); как технология внеаудиторной работы [1, ^ 47].
Игра по своей природе и структуре синтетична, объединяя в себе практически все методы активного обучения и имея возможности интеграции с ними (проектные, исследовательские, информационные технологии, метод проблемного обучения и др.). Однако важно отметить, что не следует преувеличивать образовательного значения игровых технологий в иноязычном обучения: они не могут выступать единственным источником систематических знаний и должны применяться в высшей школе в системе с другими методами, технологиями и формами организации учебного процесса.
Список литературы
1. Эльконин Д.Б. Психология игры. М.: Владос, 2015. 360 с.
INTERACTIVE METHODS OF TEACHING WRITING AT ACADEMIC
LYCEUMS Imomov O.F.
Imomov Oybek Fayzullayevich — teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: language teaching process in our country, is facing with lots of reforms under the influence of recent changes happened in educational system. There are several factors for that, including expanding communication with the world after gaining the independence and increasing scope of information exchange in the global village. Writing has been a neglected area of English language teaching for some years. Keywords: fostering tool, interactive way, communicating ideas, linguistic system.
One only has to look at the large numbers of books available to the ELT profession on reading, and the scarcity of books on writing to see the imbalance. It is only recently, however, that research into writing has offered thought- provoking ideas about what good writers do, ideas which hold implications for teachers who wish to help their students to become good writers. In the absence of a well established or widely recognized model of writing, teachers tend to have very varying ideas about the role of writing in the classroom, what writing involves, and the possible roles of teachers and students in developing writing activities. For a long time writing has been seen only as a fostering tool for teaching grammar and vocabulary. It is also worth mentioning that many exams are taken in written for and consequently students are evaluated according their written performance. According to Brown, writing is considered as a tool for the creation of ideas and the consolidation of the linguistic system by using it for communicative objectives in an interactive way. From this perspective, writing implies successful transmission of ideas from an addresser to an addressee via a text and this exchange of information becomes a powerful means to motivate and encourage the development of the language skills [1, 290].
There have been documented three methods of teaching which emphasize the role of writing in the foreign language learning. Firstly, there has been the Grammar-Translation Method by whichprimarily grammar; vocabulary, reading and writing are paid the most attention to. Secondly, it was mentioned the Communicative Language Teaching approach, which fosters developing of all four language skills. By this approach students are seen as real writers and consequently they try to imagine themselves in the position of a reader in order to adapt their writing to thoughtsthey want to express explicitly. Finally, the Language Experience Approach using the principles of Whole Language Approachstresses the importance of writing as a part of the learning process [3, 410].
Interactive writing is a writing process used to teach (usually younger) students how to write. The process involves the sharing of a pen between the teacher and students. It can be done in a one-on-one private lesson with a student, or with a small group of students. The purpose or the procedure is to teach children how to write well by allowing them to directly copy the demonstration of the teacher. Interactive writing helps students advance their writing skills as using the same pen as the teacher, immediately after their example, creates the right mindset for the child to copy the technique of the teacher correctly. By directly following the guide of the teacher the child advances far more than if they were to use their own pen and paper.Children are
generally encouraged to take main control of the writing session, with the continuous aid of the teacher. This not only progresses writing, by practicing forming and connecting letters, but it improves their spelling. It also begins to set them up for independent learning later in life.
Choosing different techniques is the day-to-day business of every writing teacher. The variety of techniques available to teachers nowadays in textbooks and training courses can be confusing. Examining them with some basic questions in mind will help us sort out which ones suit our class, our students' level and approach that underlies our own curriculum and our own teaching. When students complain, as they often do, about how difficult it is to write in a second language, they are talking not only about the difficulty of "finding" the right words and using the correct grammar but also the difficulty of finding and expressing ideas in a new language. For them the problem is with communicating and not just writing [2, 35].
Nowadays it is required from every educated person to know English language as it is lingua franca around the world. They should be aware of reading, listening, speaking and of course writing as well. Writing among these four essential skills has an important role hence it is a written evidence of a learner's knowledge. Therefore, every teacher should pay attention on improvements of this skill.
We do not believe that there is a "right way" to teach writing and we do believe that every teacher should be allowed the freedom of making their own decisions. Nevertheless, there are certain ideas and techniques, methods or strategies taken from professionals' experience which are always useful to be practiced by other specialists.
References
1. Brown Roger S. "Teaching Writing, or Cooking with Gas on the Back Burner." Die Unterrichtspraxis
15.2 (1982): 289-292.
2. Greenia George D. "Why Johnny Can't Escribir: Composition and the Foreign Language Curriculum." ADFL Bulletin 24.1 (1992): 30-37.
3. Raimes Ann. "Out of the Woods: Emerging Traditions in the Teaching of Writing." TESOL Quarterly
25.3 (1991): 407-430.
