The linguistic content of teaching writing provides the opportunity to use writing as a means of learning and learning a foreign language. Important components are the following.
Firstly, these are graphics — the totality of all the means of this writing. Languages studied at school: English, German, French, and Spanish — use Latin graphics. Graphics of the named languages exists in two versions: printed and handwritten. Each of them, in turn, has uppercase and lowercase letters. Thus, each grapheme is represented by a set of alphabetic units. Comparison of lettering types 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. Since the sound system of a language is richer than the graphic one, very few letters would correspond to only one sound.
Other letters can convey different sounds depending on the position in the word, the semantics of the word, etc. In addition, there are diacritical signs for the transmission of phonemes of the language.
Secondly, the linguistic content of learning to write is 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 a sound combination, then one spelling is always used in spelling to convey a certain word with this sound, which is recognized as correct, and all others — erroneous.
Third, calligraphy is a record. Since the mastery of the letter is carried out by the assimilation of letters, phrases, suggestions, super-expressive unities, each of these units is the corresponding record levels.
Fourth, written speech. The analysis of the system of printed signs of the Uzbek and Latin alphabets shows that they have similar letters coinciding in spelling, and letters, the designation of which is new for students. The most typical spelling errors include traces of similar letters in the foreign language itself and in the foreign and mother tongue. Students do not see differentiated images of letters. These differences are often overlooked by the student. Psychologically, this is explained by the fact that it is easier for him to determine the similarity of various elements than the difference in similar elements.
Students have difficulty mastering the grapheme-phonemic system of the language being studied, which is manifested in spelling errors due to the lack of a simple correspondence between graphemes and phonemes in this language. The same phoneme can be expressed in different letters, letter combinations, and the same letter can transmit different phonemes. For example, in English, the letter а can transmit up to seven phonemes; sound [f] to be transmitted by letters and letter combinations f, ph, ff, gh. To overcome the difficulties requires targeted training grapheme-phonemic correspondences. It is known that the spelling language can be built:
– on the phonetic principle — writing, as we say. The support for writing is pronunciation;
– on the morphological principle, when one or another morpheme on a letter in related words or forms retains a single graphic image regardless of phonetic conditions, for example: a fish is a fish;
– on the historical or traditional principle, in which the spelling reflects the disappeared norms of pronunciation, various orthographic techniques are, in general, random spellings that have traditionally been fixed, for example, “who, blue”.
G. V. Rogova identifies five groups of words, spelling of which students need to master [3].
Group I — includes words that obey the phonetic principle of writing, for example, English: bed, not, sit. In these words, the number of sounds and letters is the same, which ensures the rapid establishment of stable grapheme-phoneme correspondences. This group includes monosyllabic and two-syllable words in which one consonant sound is transmitted by a stable letter combination of consonants: bench, shut, sock.
Group II — includes words in which the letter is written, but does not have a sound equivalent. For example, English: words with an open, conditionally-open syllable: nine, lake, rose.
Group III — includes words containing letter combinations that convey one sound, but they themselves consist of different letters. For example, English. [e:] transmitted by ir, er, ur.
Group IV — includes words containing typical letter combinations of vowels, consonants, vowels and consonants. The difficulty of writing the words of this group consists in the fact that there are no unambiguous sound-letter correspondences in them. In English: ee, ea, oo, ou, oy, ay, ei, oi, ai, wh, wr, aw, ow, ew, al, ild.
So, for example, the letter combination ea can be read as [i:] — clean, [e] — head, [ei] — break. At the same time, the letter combinations ai, ay, ei, ey are read equally [ei], and yet these letter combinations are amenable to ordering: ei, ai are written at the beginning or middle of the word: main, eight; ay, ey — at the end of the word: may, gray. There are a number of words in which a certain pattern can be traced, for example, in English: out, house, mouse, blouse, trousers; eat, meat, team; green, three.
Group V — includes the so-called difficult group of words, the orthography of which is subordinated to the historical principle of writing. For example, in English: one, two, busy, daughter. Mastering the spelling of such words is possible only on the basis of visual representations with repeated repetition of actions in establishing sound-letter correspondences [3].
It should be noted that 65 % of the total volume of the studied English words in grades 5–8 are difficult words. Learning to write even simple words causes schoolchildren to have great difficulties at first, to overcome which students need lengthy training in reading and writing in order to firmly grapheme-phonemic correspondences. In order to make it easier to master reading and writing, students write in block letters at the very beginning, and then go on to write. When teaching English, which is distinguished by the complexity of grapheme-phonemic relations, the school uses a print script in which the print and upper case fonts are almost the same. Students write in semi-print. When mastering the letter have in mind the following components:
- Graphics, which exists in two versions — print and handwritten. Each option, in turn, has uppercase and lowercase letters. Differences in printed and handwritten versions, the complexity of the inscription of the letters of the Latin alphabet create difficulties, so the English language offers a semi-printed font (print script), which facilitates the mastery of graphics. The main difficulties of graphics: 1) the letters are identical in spelling, but convey other sounds (p, m); 2) the absence of quantitative correspondences between sounds and letters (k — ck, th — in (English)); 3) the presence of letters-synonyms (v — f (German), k — c (Eng.), K — q); 4) polysemy of letters (s — s, z); 5) the lack of sound in some letters (h).
- Spelling — the system of rules for the use of written characters when writing specific words.
- Record. If the product of writing is a coherent utterance, then the product of the record will always be separate language units (words, phrases), unrelated sentences.
- Written speech in a limited volume (questionnaire, form, postcard, letter).
Writing and written speech are different things. Therefore, if the record is addressed to itself, then the written speech is to another person. The record is in the form of language units, and written speech — in the form of statements. In addition, the recording is compressed, and the written speech is unfolded because it is addressed to another person.
The psychological component of learning to write includes graphic and spelling skills and abilities that are used in the performance of writing tasks, and verbal-thinking skills and abilities are, above all, the expression of one's thoughts in writing.
The methodological component of the letter is the mastery of students' techniques that facilitate the mastery of the graphics and spelling of a foreign language and the implementation of written tasks. A differentiated approach is needed when learning to write in school (since some letters are in Uzbek, you need to show and explain this to students). Thus, interdisciplinary communication is established.
References:
- Galskova N. D., Modern methods of teaching foreign languages. M., 2000.
- Shcherba L. V., Language Teaching at School: General Technological Issues: studies. Allowance for stud. filol. Fact 3rd ed., Corr. and add. M., 2003.
- Vereshchagina I. N., Pritkina, T.A., A textbook for educational institutions and schools with in-depth study of the English language. 18th ed. M., 2013.
