Teaching writing skills
INTRODUCTION
The name of our work is “Teaching Writing Skills”. The aim of our term work is to develop communicative language competence in writing skills.
Without a doubt, the most important invention in human history is writing. It provides a relatively permanent record of information, opinions, beliefs, feelings, arguments, explanations, theories. Writing allows us to share our communication not only with our contemporaries, but also with future generations. It permits people from the near and far-distant past to speak to us.
Learning to write is usually one of the most difficult tasks a foreign language student has to cope with. Even native speakers at university level very often experience serious difficulties in showing a good command of writing. Language teachers, then, tend to include writing skills in their foreign-language syllabus because they consider these skills essential for their students ' academic success. Teaching writing is an ongoing process which has a number of ways. Most people agree that writing skills are increasingly important and often not adequately taught. When writing is taught in schools, writing instruction often takes a backseat to phonetics, handwriting skills, and reading comprehension. Effective writing is a vital life-skill that is important in almost every subject in school as well in the work world. Writing helps students recognize that they have opinions, ideas, and thoughts that are worth sharing with the world, and writing is an effective way of getting them out. The communicative language competence is a main goal for developing teaching writing skills, and it contains linguistic, sociolinguistic and progmatic components. Written language also has characteristics, some of which are orthography, complexity, vocabulary, formality. The Common European Framework describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and
The name of our work is “Teaching Writing Skills”. The aim of our term work is to develop communicative language competence in writing skills.
Without a doubt, the most important invention in human history is writing. It provides a relatively permanent record of information, opinions, beliefs, feelings, arguments, explanations, theories. Writing allows us to share our communication not only with our contemporaries, but also with future generations. It permits people from the near and far-distant past to speak to us.
Learning to write is usually one of the most difficult tasks a foreign language student has to cope with. Even native speakers at university level very often experience serious difficulties in showing a good command of writing. Language teachers, then, tend to include writing skills in their foreign-language syllabus because they consider these skills essential for their students ' academic success. Teaching writing is an ongoing process which has a number of ways. Most people agree that writing skills are increasingly important and often not adequately taught. When writing is taught in schools, writing instruction often takes a backseat to phonetics, handwriting skills, and reading comprehension. Effective writing is a vital life-skill that is important in almost every subject in school as well in the work world. Writing helps students recognize that they have opinions, ideas, and thoughts that are worth sharing with the world, and writing is an effective way of getting them out. The communicative language competence is a main goal for developing teaching writing skills, and it contains linguistic, sociolinguistic and progmatic components. Written language also has characteristics, some of which are orthography, complexity, vocabulary, formality. The Common European Framework describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and
References: 1.Scrivener J.- Learning Teaching. A Guidebook For Language Teachers. Macmillan-2009 (192-200) 2.CEFR - Common European Framework Of Reference For Languages: Learning ,Teaching, Assessment. Council Of Europe, 2001 (13-14, 22-24, 82-83) 3.Brown H.D.-Teaching by Principles. An Interactive Approach To Language Pedagogy. (Practice – Hall, Inc.)-1994 (319-333) 4.http.//www.developingteachers.com/ 5.http.//www.etprofessional.com/ 6.http.//www.coe.int/linguistic.com/