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THE WAYS OF IMPROVING THE WRITING SKILLS OF THE STUDENTS OF NON-PHILOLOGICAL FACULTY Ho'janova M.I.1, Muyassarov B.K.2
'Ho'janova Mastura Ibodullaevna - English language Teacher, DEPARTMENT FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY;
2Muyassarov Begali Kosimjon o 'gli — Student, FACULTY OF SOCIAL ECONOMY, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: this article is intended to discuss the new approaches in teaching foreign languages and to find out more effective ways of using them in improving the written speech skills of the Uzbek students of the non-philological faculties.
Keywords: approach, specific purpose, non-philological faculties, written speech skills, communicative purpose, linguistic competence.
At present, the international relation of Uzbekistan with foreign countries are widening and growing. The English language has become the main means of communication among different levels of international relations of Uzbekistan with other countries. And this is the reason for ever-growing interest for learning foreign languages, especially, the English language. Organizing teaching English at the non-philological faculties should answer the requirements of the document of CEFR (Common European Framework of Reference) for languages: learning, teaching, assessment which was worked out by the council of Europe and recommended to be used in the education system of European countries [2. p. 37]. Teaching English at the non-philological faculties is aimed to teach English for specific purposes, i.e. to develop the students' language competency and written speech competency which will help them in their future activity. At the non-philological faculties we train qualified specialists who should answer the demands of international standards. In other words the students of non-philological faculties should be trained according to the demands of bachelor degree (B2). The new concept in teaching foreign language means systematic approach in understanding the process of teaching. Only the systematic description can give us the real image of a substance or an action. The teaching of foreign languages has an important international value.
In the process of forming communicative written speech skills and sub skills we should focus our attention on two main points:
1. Acquiring knowledge on orthography and improve orthographic skills;
2. Improving written speech skills and sub skills.
Acquiring knowledge means to get information on phonetics, orthography, grammar and lexis of the target language. And improving speech skills and sub skills can be carried out in the process of training communication on the basis of different life situations. In other words students' train speaking, listening, reading and writing with the aim of forming corresponding speech skills and sub skills. Gained knowledge on the language structures and formed speech skills and sub skills will help the students to implement theoretical knowledge into practice. In teaching foreign languages mainly two approaches are differentiated: conscious and intuitive. Most teachers state the productivity, effectiveness and economy of the conscious approach. In the Intuitive approach getting knowledge and improving speech skills can be reached by repeating the language structures and words many times. It is not effective in teaching English as a second language in national groups, because it needs much time and energy and besides this teaching a foreign language in national groups lacks real speech atmosphere which is very important in intuitive approach. If we look back to the history of a foreign language teaching we can see different view points on this problem. In his time a well known scientist-linguist V. Humboldt stated the importance of giving much information on the language structures in teaching to it [1. p. 172]. In teaching writing it is expedient to differentiate writing and written speech. Writing includes calligraphic and orthographic rules and demands corresponding habits of using them. Written speech is the product of individual mental activity. It includes communicative purpose the result of which is a written text. In compiling the effective methods of teaching written speech such components of the communicative competence as linguistic, psycho logic, social and professional should be taken into consideration. Speaking and writing are the components of speech. So they have some similarities and dissimilarities. In oral speech the speaker can use extra linguistic means (mimes, gestures) which make the speech more effective. Elliptic
sentences are also characteristic for oral speech. But when speaker expresses his thoughts in the written form he can not use such extra linguistic means and has to use full forms of the sentences. If the speaker controls his speech by hearing it himself, the writer uses kinesthetic forms of control. And besides this one can speak and take part in communication without knowing the written form of speech. So, written speech needs special training.
References
1. Beresova Jana. English language teaching: Trnava. Slovakia, 2013. 236 p.
2. Common European Framework of Reference for Languages: Learning. Teaching. Assessment. The Council of Europe. Strasburg, 1996. The final draft was published in 2001. 260 p.
3. Бозорова Л.Б Современные информационные технологии в процессе формирования лексических навыков на уроках английского языка «Наука, образование и культура» № 4 (19), 2017.
4. Mamatkulova B.R. Koncept «ognya» i process ego izucheniya v istorii // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 39.
5. Bazarova L.B. Learning foreign language through reading // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 40.
