СПИСОК ИСПОЛЬЗОВАННЫХ ИСТОЧНИКОВ

INTERNATIONAL SCIENTIFIC JOURNAL
«GLOBAL SCIENCE AND INNOVATIONS 2020: CENTRAL ASIA» 
NUR-SULTAN, KAZAKHSTAN, FEB-MARCH 2020 
 
92 
TEACHING WRITING AT 10
TH
-11
TH
 GRADES APPLYING AN ECLECTIC 
APPROACH 
 
Kusanova Ugiloy Madiyarovna 
PhD Student of Tashkent State Pedagogical University 
Tashkent, Uzbekistan 
Abstract: The article describes the essential issues concerning teaching writing at 10
th
-
11
th
grades of secondary schools. Teaching writing is one of the complicated part of teaching for 
foreign language teachers as it requires a precise structure of teaching and combination of 
relevant techniques and approaches. Therefore, an eclectic approach is suggested in this article as 
a way for improving writing process and enhancing students’ interest to master a written speech. 
Key words: Teaching writing, 10
th
-11
th
grades, an eclectic approach, principled 
eclecticism, motivation. 
International cooperation is currently expanding in every sphere. In the field of education, 
international cooperation is demonstrated in the development and participation in international 
educational projects, creation of joint educational institutions and training courses. Due to 
positive development in the sphere of education in the country, Uzbek graduates have the 
opportunity to undergo training and internships in other countries, therefore, schools are obliged 
to prepare students for desired levels B1-B2 of the English language. These levels allow 
graduates to take training in almost any specialty in countries where English is a state language. 
At the same time, written speech is becoming increasingly important, as it helps to 
receive and transmit information to express thoughts in writing. 
Thus, students in graduation classes must have a sufficiently high level of written speech 
in modern conditions for a real written communication. It is necessary to clearly understand the 
criteria that communication and language skills must meet to form the most effective and 
rational tasks in textbooks. 
Often, insufficient attention is paid to the productive side of writing in foreign language 
lessons. Compared with the development of other types of speech activity, writing skills are 
significantly behind the scope of teaching. It is also worth noting that Writing part score of the 
CEFR exam is lower in comparison with other speech skills (Listening, Reading and Speaking), 
which indicates the relevance of this problem. 
As a rule, not enough attention is paid to the productive side of writing in foreign 
language lessons, so writing skill of high school students are significantly behind compared with 
the level of development of other types of speech activity. 
The purpose of writing is the development of written communicative competence of 
students, which includes possession of written characters and content of statements. 
Tasks that are considered in the process of learning a written language presuppose 
creation of the necessary conditions for mastering a written language. These tasks include 
formation of graphic skills, speech-cognitive skills, student’s position, broadening student’s 
horizons, getting acquainted with cultural information, studying speech style of a text, and so on.
Thus, the ultimate goal of mastering writing skill in methodology suggests possibility of 
using the language as a means of communication in accordance with the achieved level of 
formation of speech skills.
In 10
th
-11
th
grades , teaching a foreign language should contribute to the development of 
a foreign language communicative competence, ensuring the use of a foreign language in 
situations of formal and informal communication in the educational, social, daily, cultural, 
administrative, and professional fields of communicative interaction. At the same time, the focus 
is on the development of a culture of oral and written speech in a foreign language.

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