THE REALIZATION OF THE COMMUNICATIVE APPROACH PRINCIPLES IN THE FOREIGN WRITTEN SPEECH TEACHING ENGLISH LANGUAGE

Лесбаева Л.А., Джартыбаева А.Б., Хамза А.

Шымкент, Қазақстан

The language came into life as a means of communication. It exists and is alive only through speech. Speech includes hearing, on the one hand, and speaking on the other. When we say “hearing” we mean auding or listening and comprehension. Speaking exists in two forms: dialogue and monologue. The syllabus requirements for oral languages are as follows:

1. To understand the language spoken

2. To carry on a conversation and to speak foreign languages within the topics and linguistic material the syllabus sets.

This is the practical aim in teaching oral language. So that it is a means of presenting linguistic material: sounds, words and grammar items. Finally, it is used for developing pronunciation habits and skills and therefore, for reading and writing since they are closely connected with pupil’s ability to pronounce correctly what they read and write.

Oral language as compared to written language is more flexible. It is relatively free and characterized by some peculiarities in vocabulary and grammar. In a series of lesson as the learning process mechanism we can do the following: speak on a subject suggested by the teacher, speak on the text read (while speaking pupils can use the information they have just received or appeal to their knowledge), discuss a problem touched upon in the text read or heard, have an interview with “foreigner”, “help” a foreigner to find, for example: the way to the main street or square in the town. On the primary (junior) stage of the speaking teaching is it’s to get the important results in evolution speech activities in pupils communication.

Writing as a skill is very important in teaching and learning a foreign language it helps pupils to assimilate letters and sound of the English language.

It is vocabulary and grammar and to develop habits and skills pronunciation, speaking and reading. The practical value of writing is great because it can fix patterns of all kinds (graphemes, words, phrases and sentences) in pupil’s memory, thus producing a powerful effect on their mind. That’s why the school syllabus reads: Writing mighty means of teaching a foreign language. Pupils are expected to be able to write a letter in the foreign language within the material learnt “The letter is the aim of learning to write” Since writing as a complicated skill, it should be developed through the formation habits such as:

1. The habit of writing letters of the English alphabet

2. The habit of converting speech sound into their symbols letters and letter combinations.

3. The habit of correct spelling of words phrases and sentences.

4. The habit of writing various exercises which lead pupils to expressing their thoughts in connection with the task set.

In forming writing habits the following factors are of great importance auditory perception of a sound, a word, a phrase or a sentence, proper hearing of a sound, a word, a phrase or a sentence:

Articulation of a sound and pronunciation of a word, a phrase and a sentence by the pupils who writes visual perception of letters of letter combinations which stand for sound the movements of the muscles of the hand in writing.

The ear, the eye, the muscles and nerves of the throat and tongue the movements of the hand participate in writing. At the last, but not the least, factor which determines progress in formation and development of lasting writing habits is pupil’s comprehension of same rules which govern writing in the English language.

Teaching writing should be based on such methodological principles as a conscious approach to forming and developing this skill, visualization and activity of pupils. Training in penmanship should proceed by steps: The teacher shows the learners a letter or both a capital and a small letter. Then he shows his pupils how to write the letter. He can use the blackboard. Whenever the teacher writes the letter on the blackboard he gives some explanations as to how the letter is made, and then how the word is written. The teacher asks pupils to write first the letter, then the word in their exercise book. When they are writing he walks round looking at the work they are doing and giving help to the pupils who need it.

Therefore the teacher’s handwriting should be good enough to imitate.

Progress in writing a foreign language is possible on condition that pupils have adequate preparation for writing. Preparation may include: oral questioning with the aim of giving the pupils practice in presenting facts and ideas in the target language the use of pictures and other visual aids to provide information for written work auding an extract or a story which can stimulate pupils thought, after auding there should always be some questions on a contend, silent, reading which can be used as a source of information for pupils, first to speak about and then for writing. In teaching compositions I can suggest the following: a written reproduction of a story, a description of a picture, an object or a situation, a descriptive paragraph about a text, or a number of texts on a certain subject. Pupils may be given concrete assignments, annotation on the text read, a composition on a suggested topic, letter writing. In testing pupils skills in writing the teacher should use those kinds of work pupils get used to which they can do because they must be well prepared before they are given a test. In teaching writing following tests may be recommended to measure pupils’ achievements in penmanship, spelling, and composition:

1. by asking individuals to write some letters on the blackboard

2. by disserting dictation test or spelling test

In schools with tough study of foreign languages we suggest pupils that they have dictations and making up of the informal letters, invitations, greetings, written reports, a rendering, topics for compositions based on home- reading, written reviews summaries, laboratory works, précis writing, writing business letters, writing lectures, writing short stories, dialogues, monologues, character sketch suggestive description of places, scenes technical description, writing assignment, continuous compositions, writing units, paragraphs, topic sentences, logical sequence of thoughts, varying length and constrictions, answers and key answers, questions, strange examples, situations, compound and complex sentences, changes in the normal sentences order, simple sentences. And so, the writing system we recommend embraces several stages:

1. The preliminary stage is training in the formation of letters.

2. The first stage sentence construction

3. The second stage paragraph writing

4. The third stage continuous composition

That all gives the student or pupil early and next practice by getting him to write out short or long stories on set subject if the pupil shows the good results, he uses free expressions to present the matter and much of the vocabulary and concentrate them in form.

Our civilization becomes more complex and greater quantities of information that have to be stored and transmitted the written word will become more indispensable that it already is thus, writing is one of the important types of communicative activities, it serves to reinforce and consolidate the other language skills: speaking, auding, and reading.

Proficiency in expressing one’s thought in written form promotes proficiency in the use of the spoken language. At the same time, productive writing is an independent speech activity and should be tough as a skill in its own right. One should bear in mind that written and spoken language are different forms of communication each having its recognized area of operation and specific features. By their very nature the skills of writing and speaking vary in the demand they make on the communicator.

In speech there is mutual human contact you are continuously influenced by your partner, while when writing you are on your own, there is no interaction, no reactions from others. When speaking it is possible to gauge the reaction immediately, when writing, you get no immediate linguistic or visual feedback to know whether your communicative efforts are successful.

Written language tends to be out of situational context. The writer must make referents and antecedents explicit; he must create contexts though the language to replace those which are not present. In writing we have to search for the exact word, phrase, and idiom, definite structures of sentences that will represent our thoughts. The writer has time to choose his words in comparison with the time speaker; he may merely pause for a moment to think of an appropriate for greater verbal diversity and chooses to vary his expression. Writing allows time for reflection. You may perfect your writing by editing what you have written to make sure you have said exactly what you wished to say. It would be wrong to think that the skill to write will come by itself, that it will transfer automatically from other language skills such as speaking or reading. As it is generally recognized the ability to write is the most difficult of the language abilities to acquire. Writing is a powerful means in mastering foreign languages. Underestimation of writing leads to poor results in language learning.

Throughout the language experience writing offers a means for ensuring total students participation on an individual basis in developing and improving his skills of listening, understanding, reproducing and improvising. The writing programmed treats first those aspects of language which occur in the speaking and reading programs and which may be effectively complemented by practice writing. This skill requires concentrated efforts and instructions. In learning to write you need a special system to follow.

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