CC BY
30the classroom and make the teacher teach efficiently. As a result, it may be suggested that both teachers and students can be involved in creative ways to incorporate different video materials in a variety of classroom activities to enhance learning outcomes and provide a positive classroom environment. Video can help in promoting the language learners' listening comprehension also. The structure of language is in the form of ungrammatical features that are not similar to the written language, which can enhance learners' comprehension as well as entertaining them. The connection between the classroom and real world encourage students to understand the relationship between learning and practicing. Video is widely accepted as more powerful and more comprehensible than other media for second and foreign language students.
References
1. Campbell A.P., 2004. Using Live Journal for Authentic Communication in EFL Classes. The Internet TESL Journal. 10 (9). Retrieved. November 18.
2. Christopher E. & Ho S., 1996. Lights, camera, action: exploring and exploiting films in self-access learning'. Taking control: Autonomy in language learning.
APPROACHES TO TEACHING WRITING Mustafayeva M.A.
Mustafayeva Mavlyuda Anvarovna — Teacher, ENGLISH LANGUAGE DEPARTMENT,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the knowledge of formal writing is very important in present global world. However, it is the skill which usually receives little attention. Therefore the aim of this article is to demonstrate how to teach formal writing.
Keywords: life-long skills, descriptive writing, persuasive writing, informative writing, narrative writing, creative, fiction writing,
Teaching how to write effectively is one of the most important life-long skills educators impart to their students. Writing has always been seen as an important skill in ESL classes. It is the area in which learners are expected to be offered adequate time to develop their writing skill. This is certainly an important element of learning English as a second language. The process of writing means planning, writing a first draft, revising and presenting. Writing is a sequence of differentiated and recursive processes». As Shaughnessy cited in Zamel "Writing can be explained as a process of exploring our own thoughts, the record of an idea developing. It is a process whereby an initial idea gets extended and refined». When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. Ability of writing in a foreign language is an uphill struggle for most students. Even with simple writing tasks, students often lose interest and do not complete them. One reason why writing is so difficult is the fact that, in addition to knowing the appropriate grammar and vocabulary, a writer's ideas must be presented clearly and well organized structure. This is the big challenge for second language learners and of course dilemma for us, teachers who are responsible to look for successful and effective ways to teach the skill. Writing considered as a difficult skill to master and students are often discouraged by the lack of motivation, which is notable characteristic of some second language learners. As we know, motivation is a complex construct, and there are many factors that might inspire students to master a foreign language. For example, students might be focusing on the final product. In other words, the process approach recognizes that "most people progress through a number of untidy drafts before reaching a final version", as they develop their thoughts and add new ideas. The process approach recognizes that students often discover what they want to say as they think and write about a topic [1, 45].
There are many types of writing such as descriptive writing, persuasive writing, informative writing, narrative writing, and creative or fiction writing. Many students are familiar with the basic writing assignments such as book reports, social studies reports, short stories, and essays on topics such as: "What I did on my summer vacation". But these writing assignments should be thought of as applications of basic writing modes. For instance, a book report is usually a type of descriptive
writing, and an essay on dinosaurs might include both informative and perhaps persuasive writing. Learning to write in a foreign language is a demanding task that can easily make students unmotivated. To solve this problem, teachers can apply their knowledge of current theories and methods to make writing instructions more successful. For example, familiarity with the process approach to writing allows a teacher o help students recognize the steps they go through to create a written text, which should lead to less stressful and more motivated writing [3, 67]. Additionally, an understanding of how to apply the principles of project work to a writing task lets the teacher incorporate elements that are sure to stimulate students to express themselves on paper: a relevant topic and authentic purpose for writing; collaboration with their peers; use of all four skills; and variety of activities to gather information, such as researching disciplines and interviewing different people. The final result is to motivate students who are pleased that they have created something that is useful and has meaning. Therefore, those instructors who apply project-based learning will definitely increase students' motivation and become the most successful in teaching writing. Another useful technique of teaching writing in ESP classes is using messengers. Messenger is an instant messaging service and software application which provides an opportunity to send text and voice messages, photos, videos, files, location and works only with the Internet connection. iPhones and Smartphone's are spread all over the world, more and more people are using messenger applications. Lots of different types of messengers are known, but the most used ones in Uzbekistan are WhatsApp and Telegram. Whats App Messenger is an instant messaging application for Smartphone which operates under subscription business model. It was founded in 2009 and in January 2015 the amount of users was 700 million. It is not free, but one can use it during a year. There can be created groups with maximum 50 people [2, 33]. Once a messenger is installed, it will be connected with the user's phone number. The user can communicate with people in their contacts, which also use this application. One can create a group up to 200 members with the help of this application. These applications are widely spread in Uzbekistan, they can be applied for educative purpose. There a lot of benefits of using messengers in teaching and learning, as well as improving writing skills of the students.
References
1. Peter W. The teaching of English as an International Language, 1998.
2. Flower and Hayes. A Cognitive process of Theory Writing, National Council of Teachers of English, 1981.
3. Shaughnessey Mina P. Errors and Expectations- guide for the teacher of basic writing. Oxford University Press, 1977.
DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR
Fayazova D.S.
Fayazova Dilfuza Sadulloyevna — Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception.
Keywords: English language teaching, instruction, EFL grammar instruction, teaching, difficulties in grammar instruction.
The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether
