TEACHING FOREIGN LANGUAGES THROUGH WRITING SKILL DEVELOPMENT

Аннотация

It is essential to develop writing skills in teaching foreign languages. The article highlights various effective strategies that can significantly enhance the writing abilities of learners. Keywords: writing skills, message, needs, balance, teaching writing, revised writing, effective strategies, challenge, outside the classroom. One of the most challenging aspects of learning a second language is learning how to write in it. People first, learn how to crawl and gradually walk. So, writing can also be compared to this phenomenon. Student primarily studies listening and reading as a result, speaking skill is discovered. Finally, we can observe that writing competence is coming into existence by combining above mentioned 3 abilities. One of the most important skills that students learning a second language must acquire is writing, and a qualified language teacher's proficiency in teaching writing is fundamental to their qualifications. Although there has been a significant surge in interest in teaching second language writing over the past 10 years, teachers are still frequently left to fend for themselves in the classroom because so little of the relevant theory and research reaches them. This may not come as a surprise given that effective writing is a skill that requires intensive and specific training, even for individuals for whom English is not their first language. As a result, there is a sizable freshmen composition industry in American colleges and universities. Teaching writing has taken on a far more significant role in the field of teaching second and foreign languages than it did twenty or thirty years ago. Good writing should convey a meaningful message and use English correctly, but the message is more important than correct presentation. If the message can be understood, or even partially understood, the writer has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills may not be used much outside of the classroom. However, this does not mean that they should not be challenged to write. You should consider their needs and balance your class time accordingly. Many adults who do not need to write will enjoy it to share their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally [1, p.p. 1-4]. Two writing strategies you may want to use in your lessons are free writing and revised writing. Free writing directs students to simply get their ideas onto paper without worrying much about grammar, spelling, or other English mechanics. In fact, the teacher can choose not to even look at free writing pieces. To practice free writing, give students five minutes in class to write about a certain topic, or ask them to write weekly in a journal. You can try a dialog journal where students write a journal entry and then give the journal to a partner or the teacher, who writes another entry in response. The journals may be exchanged during class, but journal writing usually is done at home. The main characteristic of free writing is that few errors are corrected by the teacher, which relieves students of the pressure to perform and allows them to express themselves more freely. Revised writing, also called extended or process writing, is a more formal activity in which students must write a first draft, then revise and edit it to a final polished version, and often the finished product is shared publicly. You may need several class sessions to accomplish this. Begin with a pre-writing task such as free writing, brainstorming, discussing a topic, making a timeline, or making an outline. Pairs or small groups often work well for pre-writing tasks. Then give the students clear instructions and ample time to write the assignment. In a class, you can circulate from person to person asking, "Do you have any questions?" Many students will ask a question when approached but otherwise would not have raised a hand to call 368 your attention. Be available during the writing activity; don't sit at a desk working on your next lesson plan. Once a rough draft is completed, the students can hand in their papers for written comment, discuss them with you face to face, or share them with a partner, all to receive constructive feedbacks. Make sure ideas and content are addressed first; correcting the English should be secondary. Finally, ask students to rewrite the piece. They should use the feedback they received to revise and edit it into a piece they feel good about. Such finished pieces are often shared with the class or posted publicly, and depending on the assignment, you may even choose to 'publish' everyone's writing into a class booklet. Writing should not be viewed as an activity that happens only within the walls of a classroom. Teachers need to support students in the development of writing lives, habits, and preferences for life outside of school. We alre