Объединение юридических лиц в форме ассоциации
INTERNATIONAL SCIENTIFIC JOURNAL
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| INTERNATIONAL SCIENTIFIC JOURNAL
«GLOBAL SCIENCE AND INNOVATIONS 2020: CENTRAL ASIA» NUR-SULTAN, KAZAKHSTAN, FEB-MARCH 2020 93 Teaching writing can be both a goal and a means of learning, since this process helps to master monologic speech, working out its characteristics such as extension, consistency and logic. Mastering a written language is a complex and multifaceted process, requiring a lot of time and effort both from the teacher and from the students. Purposeful and consistent work on the organization of writing training can give its positive results. Therefore, it would be beneficial for teachers of foreign languages to reconsider their approaches and attitudes to teaching writing at senior grades and give more preference to a complex and combined method as principled eclecticism in teaching writing. It is known that efficacy of teaching depends on the used technologies regarding which learners acquire language knowledge, subskills and skills. There are a lot of approaches and methods in foreign languages teaching and learning which have been already justified their efficacy. However, taking account the 10-11th grades learners’ cognitive abilities and their level of language proficiency in the continuous education we can’t use one single method [Kusanova, 2019]. That is why we address to Principled eclecticism as innovative idea in foreign language teaching. In the methodological literature the Principled eclecticism is considered as an approach or method that combines various methodologies to teach a foreign language depending on the complicity of the materials, aims of the lesson and the abilities of the learners [Kumar,2013]. In turn D. Larsen-Freeman [2000] & J. D. Mellow [2002] have used the term principled eclecticism to describe a desirable, coherent, pluralistic approach to language teaching. Eclecticism involves an application of a variety of language learning activities, each of which may have very different characteristics and may be motivated by different underlying assumptions. While applying an eclectic approach in teaching writing at 10 th -11 th grades, the teacher is able to take a privilege to develop several language skills and subskills, as an eclectic method is a combination of two or more methods to improve learning process by selecting the best functions from each method. The teacher can combine methods based on the needs of basic competence, material, learning conditions, time distribution and other fundamental factors. This combination is used because it can potentially help many students who come with different language experiences. In addition, the teacher can combine various methods that could facilitate the process of learning a foreign language. This combination is necessary to achieve a goal or objectives in teaching writing, because students with different interests and abilities can study in the same class [Kusanova, 2019]. Students stop to feel fear of completing a written assignment and acquire an ability to practically use writing as a way of communication, cognition and creativity. This gives them confidence, develops a sense of “dominance” over the language and thereby enhances motivation to learn English. In addition, teaching writing is inextricably related with teaching of other types of speech activity. Teaching writing applying an eclectic approach allows teachers to save linguistic and factual knowledge, it serves as a reliable tool for thinking, stimulates all other skills together with writing (speaking, listening and reading) in a foreign language. жүктеу/скачать 3.95 Mb. Достарыңызбен бөлісу:
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