CC BY
12между ними. Иногда ему удается получить правильный ответ, но объяснить каким образом он получил его не может.
Это же касается и заучивания, и доказательства теорем. Ученик не вникает в суть теоремы, не понимает ее содержание. Часто он даже не может связно передать ее содержание, поскольку при чтении он не может сосредоточиться на отдельных словах, установить между ними причинно-следственную связь.
С нашей точки зрения клиповое мышление и как его следствие многозадачность явления отрицательные. И хотя многие исследователи пишут, что оно помогает лучше ориентироваться в поступающем потоке информации, оно никак не способствует решению поставленных конкретных задач. Поэтому необходимо переключать учащихся с клипового мышления на традиционное понятийно-логическое. И первое что надо сделать - привить привычку к чтению достаточно длинных текстов с последующей передачей их содержания. Конечно, это не задача математики. Но научив школьника вдумчиво вчитываться в читаемый текст, запоминать и воспроизводить прочитанное, он постепенно приучится вникать в любой длинный или короткий текстовой материал, устанавливать логическую связь между явлениями, а, следовательно, столкнувшись с доказательством теоремы или с решением задачи, он будет искать логическую связь между производимыми действиями.
Список литературы
1. Семеновских Т.В. "Клиповое мышление" -феномен современности. 2013. http://jarki.ru/wpress/2013/02/18/3208/
2. Фрумкин К.Г. Клиповое мышление и судьба линейного текста 2010г. http://nounivers.narod.ru/ofirs/kf_clip.htm
3. Колобаев В.К., Синицына Т.А. Понятийно-логическое мышление vs клиповое мышление // Инновации. Наука. Образование. 2021. - №26. -С. 1159-1164.
4. Larry D. Rosen. Me, MeSpace and I: Parenting the net generation. UK: St. Martin's Publishing Group, 2007 - 272c.
5. https://iklife.ru/samorazvitie/chto-takoe-mnogozadachnost.html
6. Бердникова А. Г., Мазур М.И. Возможности развития системного мышления на уроках математики // Universum: психология и образование. -2015. - №8(18). http://cyberleninka.ru/article/n/vozmozhnosti-razvitiya-sistemnogo-myshleniya-uchenika-na-urokah-matematiki
7. Левинтова Н., Калинина Е., Компетенции слабого звена // Математика Методический журнал для учителей математики. - 2012. -№2. https://view.1sept.ru/periodicals/full/mat/2012/m at-2012-02-f/index.html
РАЗВИТИЕ У СТУДЕНТОВ НАВЫКОВ НАПИСАНИЯ ОФИЦИАЛЬНЫХ И ПОЛУОФИЦИАЛЬНЫХ ПИСЕМ-ЗАПРОСОВ
Липина А.А.
Кандидат филологических наук, доцент Федеральное государственное бюджетное образовательное учреждение высшего образования «Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации»
DEVELOPING LEARNERS' SKILLS IN WRITING FORMAL / SEMI-FORMAL EMAILS OF
ENQUIRY
Lipina A.
PhD, associate professor Russian Academy of National Economy and Public Administration
Аннотация
Данная работа направлена на развитие навыков делового письма у изучающих английский язык. Выбор данной темы обусловлен тем, что многие, изучающие язык во взрослом возрасте, хотели бы работать в международной компании или переехать в англоговорящую страну в связи с получением предложения о работе. В связи с этим, следует подготовиться к выполнению ряда рабочих задач. Процесс подготовки к написанию деловых писем может помочь обучающимся развить соответствующие навыки для того, чтобы без затруднений справляться с данной задачей на рабочем месте. Более того, те, кто пишут на продвинутом уровне, должны знать, что существуют социокультурные различия, которые могут оказывать влияние на целевую аудиторию и на коммуникативные цели. Таким образом, важно понимать специфические потребности изучающих английский язык и решать их наиболее эффективным способом для того, чтобы помочь им добиться желаемого результата.
Abstract
The following paper is aimed at developing students' business English writing skills. The choice of this topic is conditioned by the fact that many adult learners would like to work for an international company or relocate
somewhere for business reasons, which means real purpose tasks should be given an importance. Writing may help proficient language users exercise control when planning, drafting, reading, revising and editing. Moreover, competent writers should know that there may be sociocultural differences that can have an impact on the target audience and on the communicative goals. Thus, it is important to understand the students' specific needs and address them in the most effective way in order to help them make progress.
Ключевые слова: официальные/полуофициальные письма, запрос, письмо как процесс, планирование, составление, чтение, пересмотр, редактирование, социокультурные различия, жанровые особенности, стилистические средства для выражения мыслей, когнитивные процессы, социокультурные различия
Keywords: formal / semi-formal emails, enquiry, process writing, planning, drafting, reading, revising, editing, sociocultural differences, genre features, discursive stylistic devices, cognitive processes
Learning how to write formal or semi-formal emails of enquiry will have a valuable practical use for the adult learners in Pre-Advanced multi-lingual class, as many of them already live in England or would like to live an English-speaking country, which means real purpose tasks should be given an importance. [5, p. 40]
Several cases from the teaching experience show that learners lack the knowledge of some of the features of this genre, such as the choice of appropriate language or discursive devices. Moreover, learners may have little understanding of the reader, which can be due to so-ciocultural or rhetorical differences.
Analysis
Processes and sub-skills
Writing is a process over which proficient language users will exercise control when planning, drafting, reading, revising and editing [6, p. 302] and then producing a final copy. Competent writers do not organize these stages in a clear-cut sequence of steps in a linear process. Instead, they go back and forth through the text while thinking, re-writing and assessing their work. [6, p. 303].
Proficient writers
As mentioned before, expert writers can skilfully and correctly apply a number of cognitive processes, such as planning, drafting or editing. These do not, however, take place in a linear manner, but a recursive way [5, pp. 4-6]. The more proficient the writers, the more likely it is those processes will take place without the learners even noticing.
They also rely on knowledge relevant to the genre, such as what language should be used or what the conventional organization of an email is. Furthermore, they have an accurate understanding of the reader and, as a result, they will be able to craft a text that will be clear, audience-friendly and effective in its communicative aim(s).
The semi-formal email of enquiry in Appendix 1 exemplifies what proficient writers know about this genre and what they do when writing:
- Genre features
An appropriate choice of language is key when writing a formal or semi-formal email. This choice will depend on an accurate identification of the reader and the context. In Appendix 1, the writer and the addressee do not know each other, which is why the writer has used language that would keep a formal tone. [5, p. 16]
Some examples are:
"I would be grateful if you could send me ..."
Formal functional exponent to request for information:
"... I would like to know what breeds of dogs are accepted."
Use of indirect questions ".when it will commence..." Formal lexis
Discursive stylistic devices also play an important role in defining the tone of the writing piece as a whole. In Appendix 1, the writer has avoided contractions, or abbreviations, which would have introduced a more colloquial tone in the email.
Let us consider the following: What the proficient writer does based on understanding context and audience: Semi-formal - formal Informal
Keeping a colloquial tone
"I'm writing to enquire."
"I am interested." "I'm interested."
".about your
advertisement."
Keeping a distant tone
"I am writing to enquire.'
'.about your ad.'
Knowledge of how to effectively structure and organize the information into sentences and paragraphs within the frame of this particular genre is necessary as well. In other words, a skilled writer will be well-acquainted with the layout of a semi-formal or formal email of enquiry and the overall organization of content.
In Appendix 1, the writer follows a clear logical structure, which is the conventional layout of an email. And, because it is conventional, it is assumed that the reader (taking for granted that he/she shares the same sociocultural background and the reader) will, thus, expect such a structure for the genre produced:
Structure Sample email
Formal Salutation Dear Sir / Madam, Reason for writing I am writing to. Introducing first Firstly, I would like to request know.
Introducing second I also require request information.
Closing remark I look forward to receiv-
ing.
Formal signing-off Yours faithfully,
[4, pp. 59-60]
Coherence is not as central a point for this genre, since writing an email does not involve argumentative skills. However, mastering basic coherent devices, such as anaphoric or cataphoric references or substitution,
just to name a few, will help clarity, and thus, make the text more reader-friendly. [14, pp. 23-24]
The linkers as means to achieve coherence can be considered [5, p. 24]. In Appendix 1, the writer makes use of them to signpost her two requests: Examples from Appendix 1: Writer's Possible effect on the
signposting reader
"Firstly, I would like I expect to read the writer's to know. " first enquiry
"I also require infor- I expect to read the writer's mation on." second (or last?) enquiry
the appropriate tone throughout the text as well as organizing the overall message in a logical and expected way which respects the conventional structure of the genre (within a sociocultural context and respecting certain rhetorical conventions).
It is relevant to remember how Thornbury defines genre:
"...any type of spoken or written discourse which is used and recognized by members of a particular culture or subculture. As a genre becomes established, it acquires a conventionalized structure and often a characteristic vocabulary and grammar". [15, p. 91]
The use of functional phrases such as "I am writing to." also serve as a way of signposting the type information which is coming: Writer's functional phrases
"I am writing to."
"I look forward to receiving details ."
- Awareness of sociocultural differences
A competent writer has to bear in mind that there may be sociocultural differences that could have an impact on the target audience and on the communicative goals. The features of a given genre may very well vary across cultures. In the sample included in Appendix 1, it can be seen how the writer is aware of the importance of distancing and politeness, which, as explained earlier on, she achieves through the use of indirect questions, formal style functional exponents, and semi-formal stylistic devices to keep the tone she thinks appropriate for the context.
- In conclusion, proficient writers have an accurate understanding of the reader as well as of the expected and shared features of the genre. They succeed in using Suggestion:
Aim: to raise awareness of genre features of content and Procedure:
This table summarises the tools an expert writer relies on:
Planning, drafting, reading, revising, editing +
Knowledge of Genre features (proceduralised)* +
Understanding of Sociocultural & rhetorical differences
Proficient writer
* [1, pp. 121-126]
Learner Problems and Teaching Solutions
Issue 1: genre features of structure and content
Russian adult learners in a B1 Business English class level found it difficult to produce a formal email following the expected genre structure and organizing the information in a logical pattern. They were unaware of how leaving out certain elements, such as the first paragraph stating the reason for writing, and the closing line before signing off, would risk confusing the reader, or even offending him/her. The reason behind this was connected with sociocultural or rhetorical differences. [13]
structure
Possible effect on the reader
I expect to know about her reason for writing I expect this email to finish or / and I
am expected to reply this
Level: B1
Activities: noticing and practising features of organisation and content
Procedure
Small groups
Each group is given two emails which they compare to notice the differences. Learners decide which one is
clearer, and how content / structure differ.
(See Appendix 2)
Checking answers. OHP
Elicitation of differences
Small groups. Controlled Practice
Learners have to put the paragraphs in the right order. (See Appendix 3) Checking together.
Reflection (How did you know what the right order was?) Pair work.
Learners have to classify sentences or short phrases from random emails into openings and endings. (See
Appendix 4)
Feedback
Learners can create a checklist to use when writing their future emails.
Evaluation:
The first stage helps learners become aware of the impact on readers of an ill-structured text. Becoming aware of the language gaps is what enables learning [9, pp. 44-45]. Collaborative work through pair work and group work also helps the learning process, since strong learners can help weaker ones. The unjumble activity allows learners to check on their understanding of the genre structure. Instead, the "openings and endings exercise" will provide them with a variety of chunks of language for the parts of the genre structure which they would normally leave out. The crafting of a checklist
Suggestion:
Aim: to help learners notice and use indirect questions ; Procedure:
[5, p. 12] promotes learners' autonomy and allows for an efficient editing process.
Issue 2: Appropriacy of grammar Pre-Intermediate young adult learners in Italy can give the impression of being rude or authoritarian when writing semi-formal emails of enquiry. They tend to forget the differences in the use of language to express a certain degree of formality. This mainly happens for cultural differences. While in English it is expected a set of grammar structures that will help express distancing and politeness (indirect questions, modals...), Italians tend to use the imperative form and more straightforward language (e.g. I want) [10].
modals to express politeness
Level: Pre-Intermediate
Activities: noticing and practising language (indirect questions and modals) for being polite
Procedure
Small groups
Each group is given one email (same for everyone)
Reading for gist: What does the writer want to know? Do you think the writer will get a reply? Why? (See Appendix 5)
Small groups
Learners read it and underline the phrase where the request is. Checking answers. OHP
Noticing functional exponents. Form / meaning / use Open class
T writes on the board requests from the email but rephrased in a more direct way. (See Appendix 6) Raising-awareness by eliciting differences from learners
Pair work.
Controlled written practice. Checking together. (See Appendix 7)
Evaluation:
The learners are encouraged to infer why the writer will succeed in having a positive impact on the reader. Through an inductive approach, they are able to relate the use of the target language in context to the tone of the email. Cognitive processes that entail active thinking will increase the possibility for students to memorise language. A focus on form, meaning and use is necessary in the case of indirect questions, as the sentence beginnings can have an impact on the word order that follows. In other cases, presenting lexis as prefabricated chunks of language [7] will be more effective. Learners are exposed to more "direct" requests so as to become aware of the differences in register. However,
a more meaningful and personalised alternative to this stage could be using the learners' own emails to work on self or peer-correction.
Issue 3: Surface-level focus during composition process
Russian teenage learners of Intermediate level find it difficult to complete a semi-formal email-writing task in the allotted time or in a reasonable amount of time and they feel frustrated. Their composition process is disrupted by surface level questions and they lose track of the content. [6, p. 304].This leads up to a lot of time being spent on re-reading not only their own text, but the rubric as well.
Suggestion:
Aim: To help learners develop strategies for planning and drafting by doing raising-schemata activities on context and genre features, drawing a framework, and doing instant writing.
Procedure:_
Level: Intermediate
Activities: raising schemata on genre features and context / instant writing / reflecting on the process of writing
Procedure
Open class
T projects a writing task on the board. OHP (See Appendix 8) T elicits from learners information on the type of genre, the features and context. WhiteBoard: the T will write a framework with the points the learners mention to structure the text. (See Appendix 9)
Individual work
Instant-writing (explicit comment on not focusing on language, just writing)
Pair work
Reflection
(Flexi-stage) Pair work.
Learners can work on surface-level changes together.
Evaluation:
The need to recognize the genre to produce, its features and the context is key for learners during the pre-writing phase. The use of a framework will help them focus on the composition process. Instant -writing [5, p. 63] is expected to stop learners from paying too much attention to surface-level information so that the focus is the message itself. An efficient genre and topic activating lead-in stage and a brief framework for planning should allow learners to significantly reduce the time involved in writing. The reflection moment will help learners become aware of the strategies employed when coping with "distractions" while writing. Sharing
Suggestion:
Aim: to help the learner widen the variety of lexis Procedure:
Evaluation:
Asking the learner to make the selection of language gives him the possibility to have a more active role [6, pp. 34-36], and makes for a more learner-centred class. The classification of lexis is intellectually engaging and requires the learner to make up his own categories. This cognitive effort is likely to aid memorisation. Keeping a written record based on the personal criteria chosen and working on it through the course can
these strategies will provide them with even a wider variety of tools. Learners will feel more confident when dealing with writing and this will allow them to lower their affective filter. [9, p. 37]
Issue 4: Range of functional exponents One of the B2+ one-to-one Russian teenage student struggles to be able to make use of a wider variety of lexis chunks when writing semi-formal emails. This leads to a lot of repetition through the text as well as to a lack of language development. This may happen due to the fact that the learner has reached a point at which communication takes place, and the actual process of enriching his lexis seems to be unnecessary from a communicative point of view.
help him become a more autonomous, efficient and responsible learner too. This is a strategy for choosing and "keeping" interesting or new vocabulary that the learner could use outside the classroom.
Appendices Appendix 1 Dear Sir / Madam,
Level: B2+
Activities: noticing / building up on lexis Procedure
Learner will be given one model email. (Appendix 10) L has to read silently and choose the vocabulary he finds useful. Checking student's answers. Checking on Form / use / meaning
T may draw students' attention to other choices and elicit use.
L has to classify the useful lexis chosen in groups (depending on the purpose, e.g.). He decides on the criteria. Checking learner's answers
T encourages student to keep a written record of the lexis groups
Learner uses his own emails to rephrase repeated lexis. T monitors and helps when needed.
Learner expands on his written record, by adding lexical chunks or categories.
I am writing to enquire about your advertisement in the September issue of Favourite Pets magazine. I am interested in dog obedience classes. I would be grateful if you could send me further details.
Firstly, I would like to know what breeds of dogs are accepted for the classes and whether the dog must be a certain age in order to take part. I have a six-month-old male Cocker Spaniel which I am anxious to train. He is very excitable and especially needs to learn how to walk without pulling on his lead.
I also require information on the cost of the course, when it will commence and how long it is likely to last.
I look forward to receiving details about the dog obedience classes.
Many thanks in advance,
Yours faithfully,
Kristen Miller
[4, p. 63]
Appendix 2
Dear Sir / Madam,
I am writing to ask for information about your language courses. I am especially interested in an intensive course of two or three weeks.
I am 31 years old and I live in Germany. I can read English quite well but I need to improve my listening and speaking. The book I am currently studying is Pre-Intermediate.
I have looked at your website, but there is not information about intensive courses next summer. Could you please send me information about dates and prices? I would also like some information about accomodation. If possible, I would like to stay with a family.
I look forward to hearing from you.
Yours faithfully
Michele Riccardi
Dear Sir / Madam,
I am 55 years old and I live in Paris. I would like to improve my English.
I am writing because I want information about your language courses.
I would like to know about the cost and how long the summer course is. Could you please send me information about dates and prices?
I am a Pre-Intermediate level.
Thanks!
Paul
[11, p. 61]
Appendix 3
Put paragraphs (a-e) in the emails below in the correct order. Section A will help you.
(a) We are Turkish company exporting to the EU, and need a firm of lawyers in France to represent us on some legal matters
(b) In particular, we would like to know your experience in dealing with disputes between companies involved in import/export
(c) I am emailing you off your website, which I found through Google.
(d) An early reply would be greatly appreciated
(e) We would be grateful for some information about the legal services that your firm offers.
Paragraph order:
1..........2..........3..........4..........5..........
[3]
Appendix 4
Beginnings or endings?
1. I am writing to request information about
2. I look forward to hearing from you.
3. Thanks in advance for your kind assistance.
4. I am emailing you in connection to ...
5. I am writing to ask for details on ..
6. I would appreciate it if you could inform me as soon as possible .
7. I am writing to enquire about ...
Appendix 5
Dear Sir / Madam,
I am writing to enquire about your advert of "Countryside Paradise". I am interested in spending a pleasant holiday in your Villa. I would be grateful if you could send me further details.
Firstly, I would like to know if you grant any discount if I rent the cottage for a month.
Furthermore, would it be possible for you to tell me how close the nearest city is and how it would be possible to get there from the Villa?
Finally, I would appreciate if you could provide me with details on the type of facilities. I wonder if you can also send me information about the places of interest in the area.
I look forward to receiving your reply. Best regards, Susan Pendler [4, p. 63]
Appendix 6
1- Send me further details
2- Do you grant any discount if ... ?
3- How close is the nearest city?
4- Give me details on the facilities
5- Send me information about the places ... Appendix 7
Rewrite each sentence with the words in brackets to make them more polite:
1. Can you send me information about prices? (wonder)
2. Tell me when the cottage will be available. (would)
3. I want further information about the tourist attractions in the area. (grateful)
4. Is there a parking area? (appreciate)
Appendix 8
You have seen this advertisement on the school's noticeboard.
British International School
> British international education for students aged 5 to 19
> Academic and personal development
> Foreign languages
> Social, cultural and sporting programmes
For more information, write to: Dr. Paul Gregg,
Headmaster
Budapest, H-1113 Pasa u.8.
You want to write an email to the Headmaster to ask for information about:
- The subjects taught in the school
- Class sizes
- The school uniform
- The fee to pay
Write an email of about 100-120 words in an appropriate style.
[12]
Appendix 9
Dear Mr Gregg,
I am writing to . (reason)
I would like to ask . (subjects?)
I would also appreciate if. ... (class sizes?)
I wonder if.....(school uniform?)
Could I also ask you to send me . ? (fee?)
Your sincerely,
Michael Lers
[12]
Appendix 10
Dear Ms Leitman,
I am writing to request your help following a change in mu circumstances.
As you know, I am enrolled on the Basic Spanish course at your college, which starts in September. However, due to unforeseen family events, I have had to leave the country for a while to assist my parents in Hong Kong.
At present, it is not clear when I will be able to return and unfortunately I will not be able to start the course as planned.
I would like to request a refund for the course fees already paid. I apologise for the short notice and for any inconvenience caused. In the event that a refund is not possible, I would be grateful if you could postpone my enrolment until my return.
Thank you in advance for your help and I hope to be able to update on the situation soon.
Yours sincerely,
Honor Singh [8]
Conclusion:
Writing is a complex process, in which learners put into practice a number of sub-skills and procedur-alized knowledge. To help our students make progress, it is important to understand their specific needs and address them in the most effective way.
References
1. Bygate M., Tonkyn A. & Williams E., 1994. Grammar and the language teacher. Prentice Hall
2. Cambridge dictionary online. Available at: https://dictionary.cambridge.org (Accessed 20.09.2021)
3. Emmerson P., 2003. Email English. Macmil-
lan
4. Evans V., 1998. Successful Writing, Upper-Intermediate. Express Publishing
5. Harmer J., 2004. How to Teach Writing. Pearson
6. Hedge T., 2000. Teaching and Learning in the Language Classroom. Oxford University Press
7. Hill J., 1999. Collocational Competence. Issue Eleven. English Teaching Professional
8. Learn English. British council. Online resource. Available at: https://learnenglish.britishcoun-cil.org/advanced-c1 -writing/email-request (Accessed 20.09.2021)
9. Lightbown P. & Spada N., 2006. How Languages are Learned. 3 rd Edition. Oxford University Press
10. Morgan S., 2007. Getting to Grips with Genre. Issue 53. English Teaching Professional
11. Oxenden C. & Latham-Koenig C., 2006. New English File - Pre-Intermediate Student's Book. 2nd Edition. Oxford University Press
12. Sample Writing. British council. Online resource. Available at: https://www.lancas-ter. ac .uk/fass/projects/examreform/Media/Sam-ple_Writing.pdf (Accessed 20.09.2021)
13. Taylor L., 1997. Teaching Writing - teaching culture. Issue 3. English Teaching Professional
14. Thornbury S., 2005. Beyond the Sentence. Macmillan
15. Thornbury S., 2006. An A-Z of ELT. Macmil-
lan
