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STRUCTURAL AND LEXICAL FEATURES OF LETTER
METHODS
Fedotova Х.А. Email: Fedotova680@scientifictext.ru
Fedotova Kristina Anatolevna - Teacher, DEPARTMENT OF INTENSIVE TEACHING OF SECOND LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the purpose of the article is to provide practical review of research, and theory related to teaching writing techniques in elementary classes to raise learners" awareness of formal writing. The researcher intended to prove the effectiveness of classroom strategies and some techniques in order to develop. Methodology part consists of a study conducted in order to find out how to find out helpful strategies of teaching and improving writing skill. Teaching writing for students has values that extend well beyond those related to developing literacy competency. Through writing one comes close to all communicative skills. Writing is an effective skill for feeding and enriching student's language, adding to their store of vocabulary and sharpening their sense of style.
Keywords: skills, communication, incompetency, approach, assignment, emphasis, reflection, linguistic operation.
СТРУКТУРНЫЕ И ЛЕКСИЧЕСКИЕ ОСОБЕННОСТИ МЕТОДОВ
ПИСЬМА Федотова К.А.
Федотова Кристина Анатольевна - преподаватель, кафедра интенсивного обучения второму иностранному языку, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: целью статьи является предоставление практического обзора исследований и теории, связанной с обучением методам письма в начальных классах, для повышения осведомленности учащихся о формальном письме. Исследователь намеревался доказать эффективность стратегий и некоторых методов для развития. Методологическая часть состоит из исследования, проводимого с целью выяснить, как найти полезные стратегии обучения и улучшения навыков письма. Преподавание письменности для студентов имеет ценности, которые выходят далеко за рамки тех, которые связаны с развитием грамотности. Благодаря письму можно приблизиться ко всем коммуникативным навыкам. Письмо является эффективным навыком для питания и обогащения языка учащихся, пополнения их запаса словарного запаса и обострения их чувства стиля.
Ключевые слова: навыки, общение, некомпетентность, подход, назначение, акцент, рефлексия, лингвистическая операция.
UDC 81-139
Introduction. It is evident, therefore, that formal features of writing and speaking which speakers use when organizing their linguistic operations are quite different from those available to writers. This means that teachers and communicators first and foremost need to understand these differences and to be able to apply the skills correctly and appropriately. Writing as a skill involves a number of complex rhetorical and linguistic operations which must be taught. While speaking can rely on a number of situational factors to help convey meaning and intention, the act of writing is deprived of an immediate context of
communication. Thus, for effective writing, the writer has to use a large number of formal features in order to help his/her readers infer the intended meaning.
Methodology. Becoming a proficient writer of English is a problem for many ESL students as they believe that they simply cannot write English. This becomes more prominent in the upper grade levels of elementary school and beyond. This feeling of incompetency leads to self-doubt and anxiety in writing and can hinder the process of achieving writing proficiency. 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. Before the 1970's, writing instruction focused on rules of grammar [2].
In addition to the Fluency First Approach, Kasper and Petrello also suggest that the type of feedback teachers provide plays a very significant role in decreasing writing anxiety of ESL students. Mary Beaven 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 [1].
There is considerable evidence that teacher comments are not effective in and of themselves. To be effective, teacher comments need to reinforce the main focus of the instruction, providing feedback on matters that have been previously taught or skills that have been previously practiced [5].
In order to help students through the writing process, the American history teacher might do any combination of the following [7]:
• Have the students brainstorm possible ideas for their papers in class and share their ideas aloud so that the teacher can comment on them and clarify what an acceptable paper might look like.
• Ask students to submit plans for the paper ahead of time so that the teacher can see whether the students are on track and give them some brief suggestions on how to improve their basic ideas and the organization of those ideas.
• Once the students have a first draft, divide the class into groups of three or four, and have each group read and comment on each other's papers using an evaluation form or checklist based on the specific goals of the assignment. Such peer review not only gives students a number of varied responses to their writing; it also gives them the opportunity to critically analyze the writing of others and practice the kinds of analysis they need to use with their own papers.
• At every stage, have students reflect aloud or in writing about who they are writing to, the conventions of the genre they are writing, and the contextual factors that might influence how their papers could be understood or misunderstood. Also have them discuss how the elements of the writing process might be different in different situations. If they can, teachers might also draw the students' attention to how the rhetorical situation and the genre of the assignment are similar to and different from other writing the students have done. Such meta-cognitive thinking may be the primary skill necessary for the student to transfer what they learn about writing in American history class to writing outside of school [3].
They must give our students many more opportunities to write, using a pedagogy with the following characteristics [4]:
1. Assignments that provide a rhetorical situation for the writing task: a purpose, a genre, an audience, and a discussion of the contextual factors that may produce effective communication in this particular situation.
2. An emphasis on the process of writing: providing instruction in (and sufficient time for) getting ideas, planning, writing drafts, analyzing their drafts, revising, and editing.
3. Opportunities for students to practice the skills necessary to fulfill the major purpose of the writing task.
4. Focused responses to students' drafts that include comments on how well the draft meets the demands of the assignment, and one or two ways to improve other matters, such as organization or editing.
5. Meta-cognitive reflection on the genre conventions, the audience, and the contextual factors of the rhetorical situation, especially ways in which these factors are similar to and different from other writing that students have done" [6].
Conclusion. Just as important, we must recognize that students cannot get sufficient practice in writing if they only write in English classes. Writing needs to be the responsibility of colleges and universities as a whole. But to teach writing effectively across the curriculum, it is necessary smaller classes and teachers who are trained to teach writing effectively in academic disciplines outside of English.
References / Список литературы
1. Brookes I. and Marshall M. Good writing guide. New York: Harap Publishers Ltd, 2004. Pp. 45.
2. Harmer J., 2004. Just Reading and Writing. Marshal Cavendish.
3. Hyland K. Teaching and Researching Writing. Tubingen: Pearson Press, 2002. Pp. 96-98.
4. Littlejohn A., 2000. Writing 1&2. Cambridge: CUP.
5. Mc Arthur T, 1994. The Written Word Book. Oxford: OUP.
6. StephensM., 1996. Practise Writing. Longman.
7. Peterson J. & Hagen S.A., 1999. Better Writing through Editing. McGraw-Hill College (Student and Teacher's Edition).
