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31ФИЛОЛОГИЧЕСКИЕ НАУКИ
TEACHING STUDENTS SELF-LEARNING STRATEGIES FOR IMPROVING
WRITING SKILLS Khodzhaeva S.S.
Khodzhaeva Saodatkhan Saidullaevna — Senior Teacher, DEPARTMENT OF APPLIED SCIENCES OF ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article studies the essence of teaching writing. It is based on a description of the complex of strategies developed and implemented in the educational process of the University for Self-improvement of foreign language writing.
Keywords: independent educational activity, foreign language, written speech, strategy.
Due to the specificity of foreign language writing, the achievement of a professionally sufficient level of written speech competence by students is associated with a number of difficulties. The task of the university is to lay the foundation of professional knowledge of a foreign language with students and develop their independence. The main goal of developing independence in mastering foreign language written language at a special (linguistic) university faculty is to develop the ability of graduates to maintain and improve their foreign language written language skills after graduating from university in terms of professional activity. During the course, students should form a set of individual learning strategies and master the basic techniques for implementing these strategies for self-improvement of foreign language writing.
The purpose of the article is to describe the experience of teaching bachelor students to strategies for self-improvement of foreign language writing in written English. The article substantiates the necessity of teaching students the strategies of independent improvement of foreign language writing; provides a definition of the concept of "strategy" in relation to the method of independent learning activities. The result of the article is a description of the complex of strategies developed and implemented in the educational process of the for Self-improvement of foreign language writing. The practical significance of the research results presented in the article is to use the described reflexive, motivating, metacognitive, cognitive strategies and social interaction strategies for self-improvement of foreign language written language by students to gain initial experience of independent learning activities under the guidance of a teacher and - language self-education.
Changes in the education of the XXI century are focused on the formation of competence, mobility, autonomy, development and self-development of the individual trainees. The study of foreign languages stands out among the priorities for the development of modern education. However, the achievement of a high level of proficiency in a foreign language is impossible only through classroom instruction without the students performing independent learning activities. Consequently, one of the urgent tasks of modern language educational policy is to increase the independence of students and the role of independent learning activities in mastering a foreign language. Along with the subject aspects, the program requirements provide for the active mastering of learning skills by the students, new ways of mastering knowledge at school / university; "As a result of education, not the sum of the acquired information, but the person's ability to act in different situations" is considered. We share the point of view of N.F. Koryakovtseva, that "reorientation from direct learning of a foreign language to learning a foreign language, i.e., updating students' independent learning activities in language and culture will increase their creativity, autonomy in the language and educational environment, as well as their real autonomy" [8 ,p.5]. Nevertheless, practitioners emphasize that "taking into account the peculiarities of writing as a type of speech activity, the time allotted for the development of skills and abilities of writing is extremely limited" [3, p. 28]. It is also necessary to take into account the fact that, in view of the specificity of foreign language writing, the complete achievement of written speech competence is a matter of the entire professional life of a university graduate constantly working on himself. The university can help its students to go only part of the path to the final goal, laying the foundation of professional knowledge of a foreign language with students and developing their independence.The main objectives of the development of independence in mastering foreign language written speech at the special (linguistic) faculty of the university are:
> increasing the level of proficiency in foreign language written speech during the period of study at the university;
> the formation of the ability of graduates to maintain and improve the level of proficiency in foreign language written speech after graduation in high school.
As N.F. Koryakovtseva, "independent practice in writing is an indispensable component of the practical mastery of a foreign language. As a rule, independent practice in writing is connected and supplements independent practice in reading and listening, as well as the situation of educational and informational, educational, design, educational and research and creative activities in the field of language and culture, as well as in interdisciplinary areas "[4, p. 41]. In fact, independent practice of students in foreign language writing is often limited to doing homework exercises, writing a textual product on a model / model, and is mainly aimed at performing the actions specified by the teacher or study guide. According to the concept of M.T. Gromkova, "such independent learning activity does not contribute to the development of reflexive abilities in students (designing their own actions according to the technology of awareness: why, what, how, and comparison with the result - What happened? How much does the result coincide with the goal?), As well as communication skills ( organizing a student consultation for himself - to phone, arrange to meet, formulate questions, discuss the content with his fellow student) [2, p. 292].
E.N. Voronova believes that "one of the shortcomings of the educational process in higher education institutions is the imperfection of the organization of students' independent educational activities, the insufficient level of their knowledge of independent educational work at various stages of training. The organization and control of this most important part of the educational process needs to be improved, the issues of effective teaching students a rational method of independent work are not fully resolved. The informational nature of the presentation of educational material in many classes does not encourage students to creative, exploratory independent work, does not contribute to the formation of their special skills and organizational activities" [1, p. 2-3]. Indeed, independent learning activities of students are always fraught with difficulties, since students do not know the general rules for organizing independent work, they do not know how to implement the actions intended by it. Summing up, we note that these strategies provide the technological basis for independent learning activities in improving the level of foreign language written language and enable students to successfully prepare for truly independent learning activities in terms of practical language self-education.
References
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