FORMATION OF STUDENTS' WRITTEN COMPETENCE IN TEACHING A FOREIGN LANGUAGE

Ақбота Талғатқызы Төлеужан

PhD докторы, қауымдастырылған профессор Е.А.Бөкетов атындағы Қарағанды университеті, Қарағанды қ.

Ақбота Рустемқызы Нақыпова

студент, Е.А.Бөкетов атындағы Қарағанды университеті, Қарағанды қ.

Writing skill in foreign language teaching is taught to develop written communicative competence. These communicative competencies include awareness of written symbols, content and form of written language. Subscription is one of the 4 macro skills necessary to fully master a language. Writing, along with pronunciation, is considered a productive skill, that is, the learner tries to create language components by himself, instead of working with the provided information. In addition, writing is also known as an active skill, because during writing it consists of steps such as setting goals, organizing ideas, analyzing and selecting information, choosing a register according to the writing style, writing the first version of the text, reading, revising. In this way, the relevance of teaching the skill of writing in the foreign language teaching system is determined.

In recent years, the importance of writing and teaching writing has undoubtedly increased, due to the fact that the role of writing in teaching English, like any foreign language, is increasing. Written oral communication is of great practical importance in the field of modern means of communication such as e-mail, the Internet, and in particular written communication with its help. Our task, as teachers of the English language, is to create the most favorable conditions for mastering written speaking skills [1, p 25]. The tasks to be solved in the process of teaching written speech include the formation of students:

- graphic skills,

- being able to formulate an idea according to the task and written style,

- knowledge of the culture of the written work, its role,

- intellectual preparation for creating the content of a written work;

- realistic ideas about the content of the written work.

Among the tasks of teaching written speech, it is important to expand the knowledge of students and their horizons. The ability of students to correctly construct sentences and connect them with each other will be the most necessary skill to use in life and to achieve academic success. That's why the main goal of the article is to share effective ways to improve students' ability to logically connect sentences, write paragraphs, text, and write [2, p 315].

Written speech, in turn, corrects oral speech in a special way. Therefore, oral speech can exist without written speech, but written speech cannot exist without oral speech, and through it is also related to thinking. Thus, not only the spoken language affects the written language, but the written language can also affect the spoken language. Written speech is not a special form of speech, but a complex stage in the development of language skills, because it is a more complex form that includes oral speech. Therefore, it is characterized by complex skills (they are skills) and a complex psychological structure [2, p 333].

Difficulties in learning to speak in writing in a foreign language arise due to the formation of skills that ensure mastery of the graphic and orthographic system of the studied language, as well as the creation of a written statement. The work of A, B, and C-level students in language learning was the basis for the precise identification of the problems that led to the initiation of the research work, especially C-level students who had difficulties with writing were the main focus. First of all, it was found that students have difficulty in creating correct sentences when they are taught to write consecutive paragraphs in the lesson on writing skills. In addition, John Peck and Martin Coyle's book, “The Student's Guide to Writing”, tells students how to avoid common mistakes that can cause them to lose marks on assessments, telling students to first learn to form "correct" sentences in order to learn to develop writing skills [3, p 154].

Another issue in teaching writing is grammar. In Preparing to Teach Writing by James D. Williams, Wise (2001) notes that there is no evidence that intensive grammar instruction improves performance [4, p 99]. However, John Foster talks about how words are related to each other in spoken English and how the spelling is recognized as the structure of the language. The structure and rules are called grammar. In addition, it is recommended to start writing with sentence structure and gradually move to complex sentences. Observing the learners of English as a second foreign language, knowing grammar gives them confidence in writing and it is emphasized that it is very important to construct sentences correctly [5, p 15]. The following types of common mistakes were found after studying the written works of students:

1. Errors in sentence structure

2. Not knowing how to connect sentences

3. Inability to connect paragraphs correctly.

4. Improper use of English articles.

We analyzed how writing is assessed when students understand the ways to achieve learning goals and the basic rules of writing stages. The ability to express one's thoughts in writing is formed on the basis of exercises. The first group of exercises includes writing texts (letters, postcards, messages, etc.) on the basis of a model typical for primary classes. The second group is exercises for creating one's own notes using different supports: oral (keywords, logical scheme of speech, plan, etc.) and oral-visual (image, photo and keywords, phrases, expressions). The third group of exercises requires students to express their thoughts in writing without direct support for oral elements. A written statement (for example, a problem thesis) or visually (viewing a video, photograph, etc.) can be made. Therefore, after researching, teachers need to learn to evaluate first because sometimes it is difficult to evaluate English writing work, for example, evaluation can be subjective, regardless of whether there is adequate use of language and slight enough, insufficient or simple, specific descriptors. This topic needs more in-depth research [6, p 189].

From a psychological point of view, the writing process is the most complex, conscious form of speech activity. In learning a foreign language, perception, memory, attention, and thinking, which determine the success of learning activities, are of great importance. Considering written speech in three planes: performance (graphic image), speech and content (thinking), teaching written speech includes mastering spelling and performing exercises in writing (linguistic), that is, teaching writing, as well as speaking exercises for teaching written communication, writing and speaking exercises in working with written text, exercises related to the process of reading, listening and oral communication. As a result of the research, the use of writing skills of students has significantly developed, including the arrangement of words in English sentences, thereby forming correct sentences, sentences according to their meaning used skills such as connecting with each other, presenting one idea in one paragraph and combining those paragraphs into a text. As a result, more growth was observed in formative and summative assessment of students compared to previous results.

When writing skills are sufficiently developed, in the upper grades, the first steps are taken from paragraph writing to creative and academic writing. As suggested by Peregoy and Boyle in their book "Reading, writing and learning in ESL", the writing process is described as "prewriting, drafting, revising, editing and publishing" [7, p 95]. This is called a process-oriented subscription learning technique. It breaks down the massive subscription learning process into small chunks that are easy for students to grasp:

- In the pre-writing stage, the author refines the topic and gathers information. He can do this in pairs or by simple brainstorming.

- Sketching - the student tries to quickly touch the ideas collected in the first stage.

- During the revision stage, the author rearranges ideas and, if necessary, replaces words or sentences to make sure that the original meaning of the proposed text is fully understood.

- Mechanical errors in the processing phase; checks spelling and punctuation.

- In publishing, the learner shares his work with others.

Writing skills are an important component of literacy. To participate in our literate society, students must become proficient writers. Research shows that writing promotes learning and improves critical thinking. And these skills are not only English, they are considered a necessary skill for life, because in order to enter our country into the ranks of competitive countries, our future citizens must be able to master all three languages ​​fluently and use them to communicate. Thus, teaching written speech is closely related to teaching other types of speaking. The written language makes it possible to preserve linguistic and concrete knowledge, serves as a reliable tool for thinking, encourages speaking, listening and reading in a foreign language. The ability to express one's thoughts in writing in a foreign language should be consistently and steadily developed. By constantly working with texts and models during the school year, we can achieve students' literacy and improve their speech logic.

Literature

1. Weigle S.C. Assessing Writing. Cambridge: Cambridge University Press, 2002.

2. Carroll J.A. Process into Product: Graduate School and Beyond. New York: Guilford Press, 1984. P. 315–333.

3. Kunanbaeva C.C. Kompetentnostnoe modelirovanie professional'nogo inoyazychnogo obrazovaniya: Monographiya. Almaty, 2014. 208 p.

4. Foster J. Let’s Write. New York, 2014.

5. Peregoy S.F., Boyle O.F. Reading, Writing and Learning in ESL. 7th ed. Pearson, 2016.

6. Williams J.D. Preparing to Teach Writing: Research, Theory and Practice. 4th ed. New York, 2014.

7. Peck J., Coyle M. The Student’s Guide to Writing: Spelling, Punctuation and Grammar. 3rd ed. Palgrave Macmillan, 2012.