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THE PROBLEMS AND DIFFICULTIES IN MASTERING WRITTEN
LANGUAGE Irgasheva D.Kh.
Irgasheva Dildora Khabibullaevna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the writing process is the most complex activity of speech from psycho physiological point of view. Therefore, the aim of the article is to identify psycho physiological qualities of students in mastering written language. It is shown a lot of opinions about written speech by different scientists.
Keywords: written speech, psycho physiological characteristics, mastering, a written text, writing thoughts, written communication, teaching writing, thinking activities, memory.
Most high school students have already clearly expressed differentiation of interests and preference for certain types of activities. One loves mental work, the other - physical, the third -communication with people, the fourth - social work, the fifth takes a great interest in everything one by one, and the sixth is equally indifferent to everything. No less diverse is their motivation. One, whatever he does, is driven by the need to achieve and self-test, to others - the desire to bring someone good, the third - the feeling of dependence and the need for the approval of others, the fourth - the desire to get away from stress and conflict situations, etc. Of course, this is not always noticeable.
All this requires the teacher thoughtfulness and caution in the estimates. Our weaknesses are nothing but the continuation of our virtues. The known mismatch of value orientations, aspirations and behavior, which seems to be a manifestation of the age immaturity of boys and girls, is often observed in adults and is not always considered a disadvantage.
One way or another, socio-cultural differences inevitably refract in the specific conditions of the microenvironment where a high school student grows and develops -in the structure of his family and interpersonal relationships, in the specific values of the youthful subculture, orientation of interests, leisure methods, etc. The teacher must take into account all this [2, 39].
Patterns of youth psychology confirm the need for a personal approach to high school students. With all the commonality of their situation and life tasks, high school students differ significantly from each other. Their life paths will be different too. Learning should not be focused on leveling individual characteristics, but on shaping an individual style of activity in students.
The older and more mature a teenager, the more his upbringing turns into self-education. This requires a teacher of great flexibility, tact, understanding, and willingness to take the pupil's personality seriously [1, 32].
The writer first imagines or perceives (when recording by ear) those sound complexes that are to be fixed. Then researchers relate them to the corresponding graphemes [3]. When a written statement is generated with reference to a printed text, the work begins with the perception of graphemes, after which they are associated with the corresponding phonemes. Internal speech has a different degree of intensity, which depends on the level of proficiency in the language and the complexity of the generated written text [2, 19].
Of all forms of verbal and written communication, writing and speaking are most interdependent. The close connection between them is manifested not only in the proximity of generation models, as mentioned above, but also in the correlation of psychological mechanisms - speech hearing, prediction, memory, attention, as well as in the use of analyzers such as visual, speech motor and auditory, since we write under the dictation of
our own voice, then we look through and mentally pronounce what is written, listening to the rhythm and intonation.
At the same time, it should be noted that in the process of writing, not only the analyzers listed above function along with short-term and long-term memory, but also verbal-logical, imaginative and motor types of memory that closely interact with them, contributing to the creation of supports and reference points for the writer's thought and thinking activities.
The exclamation mark has, in the opinion of some authors, a similarity with lexical means, with expressions of the type: note, repeat (emphasize), etc. Different shades of additional information are transmitted using dots, two exclamation marks, a combination of: an exclamation mark with a question mark, etc. All the above means are not used to mark the grammatical structure of the utterance, but to facilitate adequate understanding of the written text by the recipient.
The laws of youth psychology are determined by the need for a personal approach to high school students. With all the commonality of their situation and life tasks, high school students differ significantly from each other. Training should not be focused on the definition of individual characteristics, but on the formation of an individual style of activity among students. The older and more mature a teenager, the more his upbringing turns into self-education. This requires a teacher of great flexibility, tact, understanding, and willingness to take seriously the personality of the pupil.
References
1. Bimm I.L. Teaching foreign languages for higher levels at school/ Methodology of the foreign languages: traditional and modern trends.-Moscow: Title, 2010. p.464.
2. Galskova N.D. Contemporary methods of teaching foreign languages.-M.: AKTI, 2004. p. 192.
3. Voronina A.V. Teaching foreign languages at school based on the project based approach. M.: Luch, 2010. p.193.
