Introduction……………………………………………………………………………3
1.1. Writing as a productive type of speech activity…………………..6
1.2. Features of teaching writing in high school…………….10
1.3. Development of students' creative writing skills…………….16
Conclusions on the first chapter……………………………………………………..22
Chapter II. Practical use creative writing assignments as a productive form learning activities
2.1. Types of written exercises…………………………………………...23
2.1. Analysis of the use of written tasks in modern teaching materials……31
2.2. The use of creative written tasks as a means of developing students' communication skills………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Conclusions on the second chapter……………………….……………………………..44
Conclusion
List of used literature
Application
Introduction
Teaching a foreign language includes mastering by students such types of speech activities as listening, speaking, reading and writing. The need for a communicative orientation in teaching foreign languages is fixed State standard and is confirmed by constantly developing intercultural ties, as well as experience in teaching foreign languages.
When teaching foreign language communication, as a rule, its oral form is distinguished - speaking. Despite the fact that the role of writing in Lately they speak and write a lot, writing as a productive form of foreign language speech activity still occupies a rather modest place in a foreign language lesson.
Subject of our research: "Development of the communicative competence of students through creative written tasks" .
Relevance of the topic due to the insufficient development of various forms of written assignments in modern teaching materials, as well as the low results of schoolchildren when completing the written part of the exam in German, especially option C2 - "Essay".
Students, as a rule, do not realize the need to know a foreign language, they have no interest in this subject, since they do not see the practical results of working on the language. One way to solve this problem is to send educational process to active independent work students, creating conditions for their self-expression and self-development, including through the use of creative written assignments, which in turn will have a positive impact on the formation of students' communicative competence.
Object of study is the process of teaching foreign language writing.
Subject research - creative writing assignments.
The purpose of the course work is to study the influence of creative written tasks on the development of students' communicative competence.
Research objectives:
1) study the scientific literature on the research topic;
2) consider the types of written exercises;
3) to analyze the types and nature of written assignments in modern educational and methodological complexes in the German language;
4) develop creative written assignments for the senior level of teaching the German language.
As a source for the analysis, the educational and methodological complex for the German language “Deutsch. Contact» G.I. Voronina and I.V. Karelina for grades 10-11.
Course work structurally represented by an introduction, two chapters, a conclusion, a list of references and applications.
The introduction substantiates the relevance of the topic, defines the goal and objectives, characterizes the subject and object of the course work.
The first chapter deals with general information about writing as a productive form of speech activity, the concept of "creative writing" is revealed.
According to the definition of the linguistic dictionary V.N. Yartseva, writing is sign system speech fixation, which allows using descriptive (graphic) elements to transmit speech information at a distance and fix it in time [Yartseva, 1990: 346].
In the methodology letter- an object for students to master the graphic and spelling systems of a foreign language for fixing linguistic and speech material in order to better remember it and as an assistant in mastering oral speech and reading, since writing is closely connected with them [Leontiev, 1991: 178].
By "creative writing" we mean exercises of a productive nature of varying degrees of complexity, varied in form and content, often in a playful way.
The second chapter is aimed at analyzing the written exercises of the educational and methodological complex in the German language "Deutsch Kontakt" by G.I. Voronina and I.V. Karelina and developing creative written exercises for this teaching material.
In conclusion, the conclusions obtained as a result of the work are presented.
The total number of literature used is 13, including two study guides German authors.
The application includes practical and visual material.
Chapter I Theoretical basis development of creative writing skills
Writing as a productive type of speech activity
Letter- complex speech skills. It allows using a system of graphic signs to ensure communication between people. This is a productive activity in which a person records his speech for transmission to others. The product of this activity is a speech work or a text intended for reading.
In linguistics under by letter the graphic system is understood as one of the forms of the expression plan. Under written speech is the bookish style of speech [Galskova, 2004: 105]. In psychology letter regarded as difficult process, in which there is a correlation of speech sounds, letters and speech movements produced by a person. Written speech is the process of expressing thoughts in graphic form. In the methodology letter- an object for students to master the graphic and spelling systems of a foreign language for fixing linguistic and speech material in order to better remember it and as an assistant in mastering oral speech and reading, since writing is closely connected with them [Solovova, 2003: 187].
Writing and written speech in the methodology of teaching a foreign language act not only as a means of teaching, but more and more as a goal of teaching a foreign language. Writing is the technical component of written language. Written speech, along with speaking, is a so-called productive (expressive) type of speech activity and is expressed in fixing a certain content with graphic signs. The psychophysical basis of written speech is the interaction of motor, visual and auditory-speech-motor analyzers. Relying on all analyzers in training gives a much greater effect. According to psychologists, the material heard is assimilated by 10%, seen by 20%, heard and seen by 30%, written down by 50%, when speaking by 70%, while teaching another by 90%. Psychologists believe that the basis of written speech is oral speech. Both speaking and writing can be traced from the idea (what to say) to the selection of the necessary means (what words are needed, how to combine them in the statement) and to the realization of the idea by means of the language orally or in writing [Rogova, 1991: 137].
Writing, like speaking, is characterized by a three-part structure: incentive-motivational, analytical-synthetic and executive. In the incentive-motivational part, a motive appears, which acts as a need, a desire to enter into communication, to convey something in writing, to provide some information. The writer has an idea for the utterance. In the analytic-synthetic part, the statement itself is formed and realized: the words needed to compose the text are selected, the subject features are distributed in a group of sentences, the predicate or the core part is singled out in the semantic organization of links between sentences. The executive part of written speech as an activity is realized in fixing the product with the help of graphic signs - a written text [Kolker, 2000: 184].
Without denying the similarities between writing and speaking, E.N.Solovova identifies a number of differences between them [Solovova, 2003: 190]. A written statement is a monologue, built quite fully. In the absence of direct communication, the writer expands the statement in order to avoid misunderstanding of his thoughts. For this reason, the letter contains additional information, definitions specifying features. We strive to present information consistently and logically, clearly and concisely, as there will be no opportunity to change something, repeat and clarify what was written.
Therefore, it is the written speech that is carefully thought out, honed, the author reworks something, reformulates, tries to correctly arrange what was written. As a rule, there is time for this (at home or in class). Written text is more clearly structured, because there is a possibility to check it. One of the main characteristics of oral text is its spontaneity. The speaker can interrupt along the way, improvise, sometimes losing the logic of the statement. It takes more time to create a letter. Written texts are more demanding on the normativeness of the language. The duration of the formation of oral and written speech skills is very different. Learn to speak foreign language can quickly in the process of learning in the appropriate language environment, i.e. in natural conditions, how children learn to speak their native language. To learn how to write, one must make efforts, special and lengthy exercises are necessary [Maslyko, 1996: 60].
Writing is also related to reading. They are based on one graphic system of the language. When writing, as well as when reading, grapheme-phonemic correspondences are established; they only have a different orientation: when reading from letters to sounds, when writing from sounds to letters. In the first case, there is decoding or decryption, in the second - encoding, encryption of the message.
Let us consider the linguistic content of teaching writing, the mastery of which can provide students with the opportunity to use writing, primarily as a means of learning a foreign language.
Firstly, it is graphics - the totality of all means of this writing. The languages studied at school: English, German, French - use Latin script. The graphics of these languages exist in two versions: printed and handwritten. Each of them, in turn, has uppercase and lower case. Thus, each grapheme is represented by a set of alphabetic units. A comparison of the letter styles of printed and written fonts shows that some graphemes have close correspondences, while others have printed and handwritten versions that differ sharply from each other.
Secondly, the linguistic content of teaching writing includes spelling - spelling or a system of rules for using written characters when writing specific words. If the graphics allow several options for transmitting a sound or sound combination, then in orthography one spelling is always used to convey a certain word with this sound, which is recognized as correct, and all others are erroneous.
Third, recording. If the product of written speech is always a coherent statement, the product of a record can be individual words, phrases, unrelated sentences, a plan of expression, and even abbreviations. Since the mastery of writing is carried out by assimilating letters, words, phrases, sentences, superphrasal units, then each of these units acts as the corresponding levels of writing. The main purpose of recording at all levels is a deeper understanding of the features of the units of language and speech and, consequently, their better memorization.
Fourthly, written speech in school conditions. This can be writing a letter, as well as an abstract and annotation. The latter are closely connected with the work of students in reading, mainly in the upper grades [Leontiev, 1991: 194] .
If we consider writing in general as a productive communicative activity, the need for which manifests itself in life through personal motives (to write a letter, statement) or social necessity (report, report), then in the process of teaching foreign languages, written exercises of a communicative orientation with corresponding tasks are seen as logical.
Writing performs an auxiliary role in the development of grammatical skills, in the performance of written tasks from simple copying to tasks that require a creative approach, which creates the necessary conditions for memorization. Without reliance on writing, it is difficult for students to retain lexical and grammatical material in memory.
The final requirements for teaching written speech include the formation of students' ability to practically use foreign language writing as a way of communication, cognition and creativity in accordance with the achieved program level of mastering a foreign language [Shatilov, 1977: 117].
Methods of teaching the Ukrainian language
Writing as a type of speech activity
Written speech is a type of speech activity that consists in encoding information using the graphic means of the language. The ability to write is to graphically correctly depict the letters of the alphabet, following orthographic norms; express your thoughts in writing.
It is difficult to overestimate the role of writing in life modern man. With its help, the acquired knowledge is recorded, notes are taken, summarizing sources, interpreting the source text, and creating one's own statements. Therefore, the improvement of the written speech of students is an important activity of the language teacher.
Mastering written broadcasting means learning to accurately and competently express your own thoughts in different genres, types and styles of speech.
The rules for writing words, punctuation marks are determined by Ukrainian spelling. The semantic side of writing is considered by the method of coherent speech, primarily by the method of writing summaries and essays.
The skills of monologue speech (oral or written translation, oral or written work) include:
□ build statements of a certain volume, selecting and ordering what is necessary to implement the idea of the material;
□ take into account the topic of the statement;
□ expressively reflect the main idea, distinguishing between the main and secondary material;
□ use language tools in accordance with the communicative task;
□ adhere to the norms of literary pronunciation:
□ maintain the unity of style.
Scripture refers to the productive types of speech activity. Writing (writing) is the process of creating text with its subsequent graphic fixation. In a letter, technique and content are distinguished, the design of which is associated with mastering spelling - spelling and punctuation, varieties of written speech (types, styles, genres).
Communicative writing takes place when it is necessary to convey certain content to a certain addressee. This directs the work of the lexicographer to compose the text with its obligatory addressee. At speech development lessons, children learn to compose artistic descriptions, stories, including them in diary entries, letters, newspaper notes, etc.
The spelling can be complete or abbreviated. In this regard, the program provides for such types of work on the development of speech as a detailed and brief retelling, annotation (a summary of the content).
According to the degree of readiness, a draft and a clean copy are distinguished. Literary teachers, when preparing for works or other types of written work, recommend that children use drafts, which is important for processing thoughts and improving them. Like all types of speech activity, writing has the following structure:
1. Stage of preliminary orientation. At this stage, the one who writes determines for what purpose, to whom and what he will write.
2. Planning activities. At this stage, not only the content is planned, but also the form of speech.
3. Implementation of the writing process. In the conditions of the written form of communication, there is no direct recipient and intermediate feedback. The one who writes does not see the immediate reaction of the one who reads to each phrase. Not involved in writing non-verbal means communication (gestures, facial expressions). This tightens the requirements for the content of written speech.
4. Control of speech activity. The form and content of the written is checked. Despite the peculiarities of written speech, the phases of planning and control play a significant role.
The result of written speech as a type of speech activity is a written statement. During schooling, various subspecies of written speech are used: written speech - listening, written speech - reading, that is, the student listens and writes (dictations, translations, notes, abstracts, etc.), or reads and writes (plans, annotations, outline plans).
Recordings contribute to the preservation of the listened or read material, help to better assimilate it.
For a person with a developed speech culture, work on creating a text begins with understanding the previous utterance plan, which is built on the basis of the author's intention, determines the main content of the future text. This plan, at first schematically, not painted in detail, is the starting point for the development of thought. During the writing, the plan undergoes clarifications and changes. Taking into account this plan, the content of speech structures is outlined, syntactic schemes and vocabulary are selected. If some part of the text has already been fixed in writing, during the comprehension of the following parts, the author takes into account what has already been created.
The final result is achieved by comparing and critical analysis of the "blanks" of the text.
We characterize the difficulties that students encounter when creating written statements.
One of them is a lack of motivation. According to L. Vigotsky, dialogical oral speech arises in children from live communication with others, it is often the child's reaction to what is happening around her. Turning to written speech, more conventional, the child does not understand why it is necessary to write. Therefore, when organizing work on works, it is important to take into account the psychological factors that stimulate the activity of students and cause a creative upsurge. The most important of them is the motive that encourages activity. The formation of sustainable motivation is the key to the successful work of children on independent written statements.
A small vocabulary, inaccurate use of words prevent the child from creating his own statements and transmitting others. M. Ribnikova wrote that the preparation of written work requires the involvement of material, speech exercises. Dispersed lexical training includes work on the meaning and use of new and partially familiar words in speech, combined into lexico-semantic and thematic groups. The grouping of words is explained by the fact that the associative links that underlie lexico-semantic groups contribute to the activation of the vocabulary available in the speech memory of students.
O. Kazartseva identified the following stages of preparing students for written work:
1. Modeling a speech situation, which causes children to need to create a written text.
2. Organization of observations of reality (selection of facts, objects of reality, choice of the exact word, names a fact, an event, etc.).
3. Organization of work on the systematization of the material statement.
4. Organization of preliminary preparation of texts (drafts).
5. Writing text.
6. Organization of editing.
7.6. Text analysis
Work on the development of students' speech provides a close connection between linguistic theory and practice and is based on the processing of texts of different styles and types of speech on the analysis of their content, structure and language tools. Linguistic text analysis provides communicative-activity and functional-stylistic approaches to language learning: by analyzing the text, students learn it communicative qualities(roles in communication), stylistic affiliation and functions of language units, and therefore form and improve their language and speech competence.
During the analysis, students are convinced that the object of linguistics
- text (lat. textum - fabric, combination, ligature) is a functionally completed speech whole, the main tasks of which are determined by the specific purpose of speech activity. The text is considered as an intermediate link in communication, as a set of phrases and as a semantic structural unity. A monologue or dialogue is considered a text if they have an appropriate content organization, functionally aimed at achieving a specific goal, solving a specific communicative task.Analyzing the text, it is necessary to take into account such linguistic concepts as its oral written texts, artistic and non-artistic, prose and verse, monologue II dialogic narrative, description, reflection, paragraph,
macro text and microtext, context and others. oral text- product of living speech, written- writing or printing product. Each of them has, respectively, the properties of oral or written speech. Oral text is perceived by ear, written- visually (sight).During the analysis of the text, its features are highlighted
- semantics and functional-communicative significance, expressed by an appropriate set of language means.The main parameters of text analysis are:
□ definition of the topic and main idea of the text;
□ selection of paragraphs (microthemes);
□ determining the style and type of speech;
□ text structure analysis;
□ analysis of linguistic means (lexical, grammatical, stylistic).
For analysis, texts of different styles should be selected, however, as practice shows, texts (excerpts) of the artistic style are most often used.
The current programs from the Ukrainian language recommend practicing text analysis from elementary grades, gradually complicating the analysis techniques and the content of the analyzed texts. The linguistic analysis of a literary text is based on the following principles:
1) spatio-temporal correlation of the text with reality; 2) the author's attitude to the depicted; 3) genre affiliation of the text; 4) taking into account the features of the writer's idiostyle; 5) semantic and structural-grammatical organization of the text; 6) text analysis by language levels; 7) identifying specific means of creating imagery. Adhering to these principles, we carry out a complex or partial linguistic analysis of the text.Formation of skills to analyze text
- the process is lengthy and covers all stages of language learning in secondary school. Elements of such an analysis are widely used in the Ukrainian language lessons during the study of theoretical material on a textual basis, gradually entering the practice of language teachers. Complex linguistic analysis of the text is widely used in the lessons of communication broadcasting various kinds oral and written translations and works.Let us show the application of such an analysis to concrete examples. We offer an excerpt from the story of O. Kopilenko "Gardens are blooming" during the study of the topic "Text" in
5th grade.Like fruit trees doused with thick milk. Here cherries, plums, sweet cherries, pears appeared in spring attire. And you can't take your eyes off them! You are drawn to them, you come up, admire and do not sympathize.
Joy for tireless workers- bees. They slowly collect nectar. This is the first spring bribe.
And on earth Lots of real spring flowers. No wonder this month is called April.
Before reading (listening) the text, we offer a series of questions (they can be written on the board), which will help students, based on the knowledge acquired in elementary grades or in previous lessons, determine the topic and main idea of the text, the type and style of speech, their impressions of text.
1. What does the text say?
2. What picture is the author painting?
3. How many parts does the text have?
4. What is said in each part?
5. Or does the title match the content of the text?
6. What opinion is expressed by the author of this text?
7. Or can this text be called artistic and why? What style is this?
8. What impression does this text give you? Why?
9. How to prove that this is art style text?
After carefully reading (listening) the text during the conversation, it is necessary to find out that this is a text, and not the sum of words or sentences. We begin work on determining the topic of the text with the heading "Gardens are blooming." Students can suggest their own
- "It's time for gardens to bloom", "Gardens in bloom", "Gardens to bloom".
The theme of the work is the image of the time of flowering gardens, paintings spring garden. The text contains a number of words and expressions ( keywords) that reveal its content- gardens doused with milk, spring attire, nectar, spring flowers, April.
Next, we draw the attention of the children to how the author reveals the topic of the text: he combines the description of fruit trees, colors with an emotional expression of his admiration for what he saw the picture, continues with a story about working bees and concludes with a generalization about the best spring time- the month is called April. Having thus considered all the components of the text, we come to the conclusion that the theme of the essay- it is a clot of its content, expressed in one sentence (or maybe a word). But the content of the text concretizes, details the topic. Therefore, it has a micro-theme. There are three of them in the analyzed text (three paragraphs). Each of them carries additional and more detailed information about the flowering gardens. First micro-theme- a picture of a blooming garden and the author's admiration for it. Here, the details of the content stand out (types of fruit trees, their appearance), admiration for this picture (you don’t open your eyes, you admire and don’t like it). The first micro-theme most accurately reveals general theme text and content closest to its heading. Second microtome. (second paragraph) - a story about worker bees and the first spring bribe- nectar. This story complements the information presented in the first micro-theme: it is really difficult to imagine a flourishing garden without insects, especially bees that fly from flower to flower and collect healing nectar. The author seems to "enliven" the picture, organically combining elements of flora and fauna- essential attributes of living nature, but introduces them within certain space-time boundaries. Third micro-theme (third paragraph)- general paintings, spring space covered with flowers. And the logical conclusion- also April.
In the analyzed text, the main idea is clear enough. This is a happy time for the awakening of nature, the joy of its restoration, the eternity of everything that exists on earth, faith in the extraordinary beauty of everything that surrounds us. Determining the main idea, we pay attention to the fact that sometimes it can be a heading to the text. In our case- not subtext, provided by the theme and content of the work. The author sometimes conveys his admiration for the beauty of the spring garden to us in April, and already from the first words of the text, an idea is formed in our minds" Lord, what a beautiful land ours is, especially in spring. Thank you, God, for this beauty and for everything that you have created for us, such ungrateful children of yours. People! Rejoice in everything that surrounds us, love everything that pleases us, take care of everything that serves us.
Considering the structure of the text, we pay attention to the semantic connections between paragraphs (micro-themes). The author "leads" the reader (listener) from contemplating the picture of a flowering garden (specific) to a generalized conclusion- spring. Logical transitions from one paragraph to the next create a unity of concrete (first and second paragraphs) and generalizations (third paragraph). This is facilitated by the monologue form of the text. Taking this opportunity, we emphasize that the monologue form of the text contributes to the organic connection between the theme and the main idea of the work. This is also the means of communication in the text.. First of all, these are keywords-thematic dictionary: gardens, fruit trees, bloom, bees, nectar, flowers, April. However, there are other means of semantic connection of the sentence in this text, which ensures its semantic integrity. So the repetition of the word "spring" (in spring attire, spring bribes, spring flowers in) in each paragraph.
Linguistic text analysis involves the definition of the functions of language units of different levels and their influence on the style of the text. Since a literary text is being analyzed, students should pay attention to what impression the text evokes and how the author achieves this. So, the analysis of the linguistic means of the text is subordinated to its figurative and aesthetic function. Children must understand that the author takes ordinary language means, but introduces them into a context where they win with those aesthetic facets that cause surprise, admiration in the reader (listener), bring him pleasure.
Consideration of the lexical material of the text allows us to establish that the artistic style mainly uses common vocabulary, which, in combination with words that have a characteristic connotation, serves as a means of creating an artistic image of spring. Analyzing the text, it is worth paying attention to the features of the syntax. There is a complex of units in the text expressing its spatio-temporal feature: the comparative phrase "as if fruit trees are doused with thick milk" immediately conjures up a picture of a flowering garden. The author conveys admiration for the beauty of flowering fruit trees in a series of one-part sentences "And you can't take your eyes off them! Draws to them, you come, you admire and don't pity". The author builds a measured story about working bees (second paragraph) with the help of two-part complete and incomplete (elliptical) sentences. The same sentences are used in the final third paragraph, which is the final part of the story about spring, which captivated the entire surrounding space.
Text analysis gives a holistic view of its ideological and semantic load and the system of language means that express it. In the process of teaching the Ukrainian language, complex linguistic analysis of the text is used relatively rarely, although modern linguodidactics orients teachers to the textual basis of the lessons, the use of texts for the assimilation of lexical, grammatical, and stylistic phenomena. Consequently, there is a need for a systematic application of elementary text analysis, which provides an understanding of the functions of language units in speech and the formation of communicative skills and abilities of students at different stages of learning.
Speech is a historically established type of communication between people using language structures formed according to certain rules. The concept of speech activity characterizes a process consisting of interrelated actions, involving, on the one hand, the formation and formulation of thoughts using language means, and the perception and understanding of language structures, on the other hand.
In the study, various definitions are used, often mutually replacing each other. So, for example, the concepts of "speech activity and its types", "communication", "communication" often become synonymous. In particular, this applies to the last two terms.
It should be noted that in linguistics "speech activity" is considered one of the aspects - it is distinguished along with the language system and speech organization. Some authors consider the term communicative process as a material that includes a complex of individual acts of understanding and speaking.
Speech activity has the following basic listening (listening), speaking, writing. Such an understanding is included in the language (foreign, including).
activities. speaking.
This concept characterizes any sounding speech. Historically, speaking is the primary language form that arose much earlier than writing. From a material point of view, oral speech - this Pronounced is the result of the activity of certain human organs (voice box). Intonation is a combination of the timbre of pronunciation, tempo (increasing or slow), duration, loudness (intensity), melody. Great importance in oral speech is given to the absence or presence of pauses, the degree of clarity in pronunciation, the ability to correctly arrange Speaking, having intonation diversity, is able to convey the fullness of experiences, emotions, moods.
Types of speech activity. Letter.
This type of human linguistic activity is an auxiliary system of signs used to fix speaking (sound speech). However, the letter can be called an independent structure. In addition to the function of fixing speech (oral), the written system allows you to assimilate the accumulated knowledge, expanding the scope of communication.
The main purpose of the letter is to fix what is said in order to preserve it. This type of speech activity is used in communication between those people who are separated by time and distance. It should be noted that the role of writing has decreased significantly due to the advent of the telephone.
Types of speech activity. Listening (auditing).
Listening is a process that involves both direct and indirect (using audio recording, radio, etc.) interaction between the listener and the speaker.
In the first case (with direct contact), the interlocutors have the opportunity to use not only linguistic forms, but also means of non-verbal communication (facial expressions, which contribute to more effective perception and understanding.
Types of speech activity. Reading.
By simple definitions, reading is characterized as the process of extracting information from printed or handwritten text.
This specific form of linguistic communication of people is one of the mediated types of communication. At the same time, reading is not perceived as a one-sided influence on the reader. It is not expressed by passive perception, assimilation of content. Reading involves active interaction between the recipient (the reader) and the communicator (the author of the text).
1. Writing as a type of speech activity
a) psychophysiological mechanisms of writing
Writing is a type of speech activity, the product of which is a written text, i.e. a speech statement fixed on paper using a graphic language code for transmission over a distance and for saving speech works in time.
Although the letter occupies less space in the speech communication of a person with other people. specific gravity compared with speaking, listening and reading, the role of written language, however, is immeasurably great. Written texts reflect and contain “events and facts stopped in time, phenomena, the spiritual wealth of an individual and all mankind, recorded human experience, the results of cognition and thinking passed down from generation to generation, plans for the activity and organization of society, and much more.”
Difficulties in teaching written speech are due to its psychological complexity. Including all those neuro-brain connections that are necessary for mastering oral speech and reading, written speech requires the inclusion of a number of additional analyzers, with the help of which writing helps to fix graphic complexes and graphic signs in memory.
Thanks to the interaction of various analyzers, favorable conditions are created for memorizing linguistic material, while a positive role is played by the slowness of the act of writing itself, which allows for a thorough internal analysis education and use of language means. Let us turn to the table showing the process of generating written speech.
Table No. 1 - Psychophysiological characteristics of writing as a type of RD
In the process of writing, not only the analyzers listed above function, along with short and long term memory, but also closely related to them. verbal-logical, figurative and motor types of memory, contributing to the creation of supports and guidelines for the speech-thinking activity of the writer.
The complexity of written speech is associated not only with the need to include more analyzers: it is also much more complicated the conditions under which it usually takes place. As evidenced by numerous studies by L.S. Vygotsky, S.A. Rubinshtein, V.A. Artemov and other scientists, one of the circumstances complicating the act of writing is that there is no specific situation that is common to the one who writes and the one to whom the writing is addressed. Therefore, if in oral communication something can be left unsaid or omitted, and it can be understood with the help of facial expressions, intonation or gestures, then in written communication, everything that needs to be expressed should be fully reflected. If oral communication provides for constant stimulation and control on the part of the listener, then both of these moments are absent in written speech. From this situation, we can conclude that written speech should be as clear and detailed as possible in order to most fully fulfill its communicative function.
It should be remembered that the main active force when compiling a written text, it is considered lead, i.e. an idea of what will be written before it is written. If we analyze the process of anticipation, we will come to the conclusion that it occurs during inner speech- that speech which directly unites external speech with thinking. Inner speech has a different degree of intensity, which depends on the level of language proficiency and the complexity of the generated statement. The mechanism of inner speech, i.e. drawing up an internal plan or outline of the future text plays a significant role in the writing process.
It should also be noted here that the mechanism for compiling a written text is not simple. It breaks down into the following elements, presented in
scheme number 2. Let's turn to the scheme.
Scheme No. 2.
predicate extraction
Writing is a complex speech skill that allows using a system of graphic signs to ensure communication between people.(G.V. Rogova). This is a productive activity in which a person records speech for transmission to others. The product of this activity is a speech work or a text intended for reading.
Written speech is one of the ways of forming and formulating thoughts. Outwardly expressed, as well as oral, written speech is secondary. The secondary nature of writing does not detract from its importance in human life.
Mastering written speech in a foreign language for many years was not the goal of teaching at school due to the dominant position of oral speech in the programs and the difficulty of mastering this skill (with a limited number of hours) and, accordingly, was not reflected in domestic teaching materials in foreign languages. Writing acted only as a means of teaching other types of speech activity, allowing students to better master the program language material, as well as a means of controlling the formation of students' speech skills and abilities. Meanwhile, the written form of communication in modern society performs an important communication function. Therefore, at present, the attitude towards writing and teaching students the ability to express their thoughts in writing has changed dramatically. Writing as a learning goal is present in programs for all types of educational institutions, at all stages of teaching foreign languages.
When writing, the following analyzers are involved: motor (main), visual, speech-motor, auditory (secondary).
Writing, like speaking, is characterized by a three-part structure: incentive-motivational, analytical-synthetic and executive. In the incentive-motivational part, a motive appears, which acts as a need, a desire to enter into communication, to convey something in writing, to provide some information. The writer has an idea for the utterance. In the analytic-synthetic part, the statement itself is formed: the selection of words necessary to compose the text, the distribution of subject features in a group of sentences, the selection of a predicate or a core part in the semantic organization of links between sentences takes place. The executive part of written speech as an activity is realized in fixing the product with the help of graphic signs - written text.
Distinguish between writing and writing. In linguistics, writing is understood as a graphic system as one of the forms of the expression plan. Under written speech - bookish style of speech. In psychology, writing is considered as a complex process in which there is a correlation between speech sounds, letters and speech movements produced by a person. Written speech is the process of expressing thoughts in graphic form. In the methodology, writing is an object of mastering the graphic and spelling systems of a foreign language by students for fixing linguistic and speech material in order to better remember it and as an assistant in mastering oral speech and reading, since writing is closely connected with them. The basis of written speech is oral speech. In both cases, the result will be understanding of the message by other people. Writing is related to reading. They are based on one graphic system of the language. When writing, as well as when reading, grapheme-phoneme correspondences are established; they only have a different orientation: when reading from letters to sounds, when writing from sounds to letters. In the first case, the message is decoded or decrypted; in the second case, the message is encrypted or encrypted.
Often in the methodology, the terms "writing" and "written speech" are not opposed. The term "writing" is a broader concept than written speech, it can include both writing as such and written speech.
The letter suggests:
- graphics - a system of signs-graphemes
- spelling - spelling, a system of rules for the use of signs
- record - written fixation of language units of different lengths
- written speech - a written fixation of an oral statement to solve a specific communicative task.
In the practice of teaching under by letter understand the technological or procedural aspect, and under writing- complex creative activity aimed at expressing thoughts in writing.
When they talk about writing as an independent form of speech activity, they mean written speech. The purpose of teaching writing in this context is to teach students to write in a foreign language the same texts that an educated person can write in their native language. Any text written by the author is an expression of thoughts in graphic form.
The difficulties of teaching written language are obvious:
- the process of teaching written speech is constantly complicated by discrepancies between the sound and graphic plans for expressing thoughts in a foreign language;
- if in an oral communication something can be omitted by the speaker, filled in with facial expressions, gestures, intonation, then when communicating in writing, the statement must be specific and complete, as detailed as possible in order to fulfill its communicative function; the inability to expressively intotone one's speech requires a more careful selection of syntactic means, and the inability to use facial expressions and gestures requires a more strict grammatical design of written speech;
- the formation of skills in the field of the graphic and spelling system of the language being studied, the presence of such features as unreadable letters, homophone words, variable forms of grammatical spelling, which appear only in writing and do not entail a change in the sound form of the word;
- mastery of written speech; the student has a certain level of socio-cultural competence.
