Подходы к обучению письменности в классах EFL (английский как иностранный)

Аннотация

Ключевые слова: Как следует из названия, в статье описываются письмо, преимущества различных подходов к обучению письму с подход, помощью различных видов деятельности и методов. Цель грамматика, статьи – предоставить читателю некоторый материал по синтаксис, чистый лист бумаги, эффективной организации урока письма. В статье большинство, выделены разнообразные виды полезных занятий по скучность, обучению навыкам чтения. успех, идея, слова, этапы, сообщение, общение, ошибка, свободное сочинение. Writing is one of the most complicated skill, as well as, quit interesting aspect among four skills that demands creation, imagination, and hard work from writing process to producing. A well-known English lecturer George Clan in Oxford University defined that “Writing is the activity of marking coherent words on paper and composing text. It is the vital means of communication within an organization”. In fact, a survey goes on to say that 30% of our work is accomplished through written communication. Therefore, the skills of writing are essential for achieving career and business goals. Writing is a skill that has not been accorded the attention, it deserves in high school education. It’s clear that a majority of students’ in high school dislike writing. When faced with a writing task, they will react with a comment like “oh no, this is so boring”. To prevent this, the teacher should consider what students actually mean when they say “this is so boring”, and the possibility that students are actually expressing their insecurity and lack of confidence in completing the task. There are three stages in teaching writing. The first stage that students must go through is that of “coming to terms with reality”. It is very important that students should be made aware of what their actual level of writing is at present. At this stage, teachers must not tell students what they believe their level to be but must provide the right feedback to enable students to see for themselves. Students who do not write well, should not be fooled into believing that they do. At this stage, commenting only on the positive aspects of a student paper will only create a false sense of confidence in the student. Comments on how to improve poor areas in writing both on paper and in person can help students understand just what their writing needs. Once, this stage has been satisfactorily completed then the teacher must move on to reassure students that it will be possible to improve their writing. The second stage is reassurance, itis the stage where students are made to understand that poor writing is not a curse, can be improved and most of all is not something for which they should punish themselves. The message given by the teacher should be “let’s deal with it!” and this message is a crucial element in the students’ writing process, because in this stage students need an external motivator. The third stage is motivation which is probably the longest stage in writing. Tasks, which allow students to narrow down their expectations and move step by step toward the final goal of success, will show them what they can do rather than what they can’t. Each task should be set at a level higher than the previous one, thus with each task students will build confidence and become motivated to move on to the next step. 18 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 5 (2021) / ISSN 2181-1415 When we learn any foreign language, we learn to communicate with other people: to understand them, talk to them, read what they have written and write to them.But the fact that people frequently have to communicate with each other in writing is not the only reason to include writing as a part of our foreign- language syllabus. There is an additional and very important reason: writing helps our students learn. First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks. Third, when they write, they necessarily become very involved with the new language: the effort to express ideas and the constant use of eye, hand, and brain is a unique way to reinforce learning. And they often discover something new to write or a new way of expressing their ideas. They discover a real need for finding the right word and the right sentence. The close relationship between writing and thinking makes writing a valuable part of any language course. A great deal of writing that goes on EFL lessons, especially in an elementary level, is sentence writing. Students repeat or complete given sentences to reinforce the structure, grammar, and vocabulary they have learned. They work with pattern sentences, performing substitutions or transformations. Learning to write is not just “natural” extension of learning to speak a language. We learned to s