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THE PROGRESS OF WRITTEN LANGUAGE OF LEARNERS IN THE PROCESS OF STUDYING LITERATURE Fayzieva N.Sh.
Fayzieva Nodira Shukhratillaevna - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides information about importance of progress of written language of learners in the process of studying literature. It also gives information about types of exercises for the development of writing language of secondary school pupils. It describes theimpact of literature on written speech.
Keywords: teaching; characteristics; style; written language;development; literature; genre; composition; essay; pupil.
Oral and written languages are closely interdependent, and therefore the method of developing oral and written language of pupils in literature classes has much in common. Very often, teaching an oral response, a report, a report requires a preliminary compilation of a plan, an abstract, an outline, a record of certain provisions of a future utterance. At the same time, the preparation of a written presentation, essay, screenplay, miniature work includes oral answers o questions, retellings of various types of artistic text, finally, oral essays, dialogues on individual fragments of future work. Thus, oral language contributes to mastering the skills of written language, and written language, in turn, helps the development of moreclear, correct, coherent oral language [1].
However, forming the skills of writing, it should be borne in mind its specific features that differ from oral language. First, if the oral statement is intended for auditory perception, then the written statement is intended for visual perception. Speaking occurs on the basis of communication with a certain interlocutor or a specific audience. Written works have no specific addressee. This explains the preferential situational state and dialogical nature of oral communication, the admissibility of incomplete sentences, the use of abbreviated forms, writing constructions, colloquial expressions. The forms of written language are monologue, it is characterized by logical orderliness, severity of the construction of phrases, the presence of not only composing, but also subordinate constructions, the wide use of conjunctions, the use of a variety of synonyms. Written language is difficult enough for pupils to learn.
Writing is one of the ways to form and formulate a thought. Externally expressed, as well as oral, written speech is secondary. The secondary nature of writing does not detract from its value in a person's life.
When talking about the writing as an independent form of speech activity, they mean written speech. The purpose of learning to write in this context is to teach students to write in a foreign language the same texts that an educated person can write in their native language. Any text written by the author is an expression of thoughts in graphic form [2].
Work on the development of students' written language is diverse and depends:
a) on the age characteristics of students,
b) the level of their literary and speech development,
c) on the kind and genre of the artwork on the basis of which speech work is conducted with schoolchildren and
d) on the cognitive and communication tasks set by the teacher. In addition, it should be added that the language and style of presentation is determined by the language and style of the author of the artistic text; the task of the writing pupil is to preserve the author's style with its inherent expressiveness. The style of the essay is determined by the pupil himself
and, as a rule, it can be scientific, popular science (literary) or publicist (literary-critical, essayistic), etc.
Written work conducted at the middle level forms the necessary skills among pupils for writing essays in high school when studying a course of literature on a historical and literary basis. For the effectiveness of teaching essays to high school pupils, the issue of classifying essays is very important, which gives both the teacher and pupils the necessary reference points for collecting and arranging factual material, argumentation, and selection of the necessary language tools. Writing as a goal of education is provided for programs of various types of schools at all stages of education. As final requirements development of abilities in writing to express the thoughts, i.e. to use the letter as the means of communication moves forward. When relying on a printed text or an oral message, students should learn to make working notes, write a statement or an essay.
Actually, the essays are divided by methodologists into two main groups: essays on literary topics (essays related to the course of literature) and essays based on personal impressions, life observations and experience of pupils.
Writings on literary topics. Currently, essays are classified according to thematic and genre principles. The thematic principle underlies the requirements for the formulation of the themes of the essays, the selection and grouping of the material, the work with the text of the artistic work. Literary writing is the final stage of the work with the text of the composition. The reasoning on the proposed topic is one of the pupil's interpretations of the artistic work. As a result of independent work on essay, the pupilexpresses his personal position, shows how attentive he was to artistic details, author's characteristics, etc., i.e. to the position of the writer as a whole, when reading or re-reading the text.
A genre classification may include various forms of writing essays on a literary theme, and in works on the methods of teaching literature such forms are revealed. If as a well-established genre classification of essays, varieties such as description, narration, reasoning were previously adopted, then in recent years these positions have been revised, since the elements of description, reasoning and narration are practically included in any school essay.
References
1. Bogdanova O.Yu., Leonteva S.A. Methodology of teaching literature. М.: Academ A., 1999.
2. [Electronic Resource]. URL: http://doshkolnuk.com/pismo-i-pismennaya/ (date of access: 26.06.2019).
