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PEDAGOGICAL SCIENCES / <<ШУШМиМ~^©и©Ма1>#9(Ш,2©2©
PEDAGOGICAL SCIENCES
УДК: 372.881.111.1
Yakovleva G.P.
Plekhanov Russian University of Economics DOI: 10.24411/2520- 6990-2020-11608 SOME ASPECTS OF WRITING TEACHING IN THE ENGLISH LANGUAGE LEARNING PROCESS
Яковлева Г.П.
Российский экономический университет им. Плеханова
НЕКОТОРЫЕ АСПЕКТЫ ОБУЧЕНИЯ ПИСЬМЕННОЙ РЕЧИ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ
АНГЛИЙСКОГО ЯЗЫКА
Abstract
The article points out the importance of writing skills for a young specialist in order to be successful in his future career. There are certain difficulties in teaching written speech in non-linguistic universities. The author considers various methods and approaches how to achieve the writing teaching aims.
Аннотация
В статье подчёркивается важность навыков письменной речи на иностранном языке для молодых специалистов, которые хотят быть успешными в своей профессии. При обучении письменной речи в неязыковых вузах преподаватели сталкиваются с некоторыми трудностями. Автор данной статьи рассматривает различные методы и подходы при обучении иноязычной письменной речи, которые помогут достичь поставленных целей.
Keywords: foreign language, written speech, written text, aspects of written speech, essays.
Ключевые слова: иностранный язык, письменная речь, письменные текст, аспекты письменной речи, сочинения.
In the modern world, the ability to write fluently and correctly is often underestimated. Numerous technical means of communication, such as telephone communication, reduce the importance of this problem. There are two groups of objectives which achievement requires the correct use of written language both practical and humanitarian.
Practical objectives are understood as follows:
1. the ability to clearly and competently compose written documents distinguishes professionals from lower-level employees. It is not enough to write an application and resume to get a job that requires high qualifications. It is also necessary to be able to make text reports, instructions, recommendations, memos, conduct business and personal correspondence, etc. Higher education also includes writing term papers and theses. [2, C.58]
2. written speech as a means of communication has a number of advantages over oral speech: written texts are easily saved, viewed, edited, updated, etc.
3. a person who is able to use written speech freely and effectively has a number of advantages: he has a tool to influence life circumstances, for example, a convincingly written document can solve a controversial issue in his favor.
Humanitarian goals concerning the writing aspects are directly related to thinking:
1. to write clearly and convincingly must think clearly and convincingly. Creating a written text usually forces the authors to explore, explain, and integrate their thoughts.
2. in the process of writing a text you must also be able to organize ideas correctly and internal connections between them. By the time the text has been written and verified, the author comes to a better understanding of what is being described. Writing is a
thought process that involves constantly solving problems. This is why term papers, theses and all kinds of written tests (essays) are part of various educational programs.
3. to write effectively you must have a sense of the audience. Since not all readers are the same the same meaning can be expressed differently for different readership groups.
4. to write honestly the author must understand himself well. The style of the written text, as well as the tone of the speaker's voice, inevitably conveys to the reader a certain idea of the author's personality.
It is relatively easy to master certain types of writing - for example, correctly writing business letters, technical reports, or memos - by applying established rules and following certain templates. However, creative writing requires more from the author than technical skills.
Let's consider some aspects of teaching writing as a type of speech activity in the process of learning English. When teaching a foreign language, you must strive to get as close as possible to achieving the goals and objectives mentioned above. The degree of their implementation will depend on the stage of training, the intensity of the course, the readiness of students and other factors. [6, C.135]
Speaking about the goals of teaching writing, it should be noted that the teaching methodology distinguishes writing as a goal and as a means of learning. In addition, it is impossible to separate the teaching of writing from other aspects of language learning - speaking, listening, reading. It also naturally involves learning vocabulary, grammar and syntax.
The selection of exercises and tasks aimed at training writing skills depends on the stage of language learning. [3, C.99] There are three stages: elementary,
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99
intermediate, and advanced. At each stage, certain types of exercises prevail.
At the first stage, the main focus is on tasks that form graphic skills and basic spelling skills. In the middle stage, the main focus is on writing exercises aimed at training lexical and grammatical material and making various kinds of records: plans, keywords, notes during listening, etc.[5, C.196] In the advanced stage, the central place is occupied by the preparation of various kinds of written documents or writing essays, reviews and articles.
The abundance and variety of educational and methodological complexes for teaching English saves the teacher from having to make their own assignments, but when choosing a particular educational complex you need to evaluate their effectiveness in terms of achieving the goals and objectives of teaching writing.
Let's look at some types of exercises that are used at different stages of training. At the initial stage, the main attention is paid to the formation of the correct relations between the sound and the letter. To do this, the first thing you need to learn the alphabet, learn how to print the letters. As you know, learning spelling is a particular challenge. There are the following exercises: fill in the missing letters; to rewrite or end of the word; to find the errors and fix them, etc. [4, C.220] At the middle and advanced stages of training, a significant place is taken by exercises that teach you to make various kinds of notes and compose short texts. You can give the following tasks:
1. rewriting sentences with an additional grammatical or lexical task (use verbs in the right time, replace words with synonyms or antonyms, etc.);
2. keeping records while reading or listening (writing out keywords, answers to questions about the text, arguments " for " and "against" , etc.);
3. exercises for sentence transformation, when the same meaning is transmitted by different language means; making sentences or short texts using specified elements (relative pronouns, word-bundles, etc.)
4. exercises that require logical operations: arrange sentences or paragraphs in the desired sequence, write only the beginning or end of the story and so on.
5. training in writing various types of texts and documents such as: letters, summaries, instructions, recommendations, tips, reports, life stories, news reports, essays.
The most effective way to get the best results is to improve the writing process itself. In other words, the quality of the written work depends on the quality of the creative process, which is quite complex, multi-faceted and consists of a number of stages. Taking into account the specifics of the work at each stage gives the author the opportunity to choose the most effective ways to solve problems that constantly arise in the process of work.
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