26. Productive skills

27. Nonproductive skills

28. Types of writing

Writing as one of skills, ways and approaches to teaching writing

Writing is a complex skill that provides communication between the people by means of graphic signs. Like speaking, it is a productive kind of activity; we record our messages to convey them to the recipient. The product of this activity is a text that is subject to reproduction. Writing as well as reading includes such factors:

(1) incentive and motivating;

(2) analytical and synthetical;

(3) executive.

1) The first deal with a motive that arises from a necessity to take part in communication so as to convey a written message.

2) Analytical and synthetical parts deal with the utterance which is formed and realised; words are selected, subject-predicate and syntagmatic relations are analysed.

3) The third part is realised in the form of a written text.

Written speech is a process of expressing thoughts in graphic form. Writing in methods is mastering a graphic and orthographic system of a foreign language to better consolidate the speech and language material. Writing here plays an ancillary role in mastering speaking and reading because writing is closely related to them.

In learning to write the following analyzers take an active part:

1.      Visual (the learner sees a graphic sign, a word, a sentence, etc.);

2.      Aural (the learner co-refers the sign with the way it sounds);

3.      Kinaesthetic (the learner pronounces what he sees);

4.      Motor (the hand makes a movement necessary for writing the sign).

29. Direct methods

The Direct Method (1970s): This method presented discussion in the target language as the major priority. Reference to English equivalents became discouraged. Grammar learning became inductive in nature without overt explanations given the pupil. Teacher/student interaction became fuller, guessing of context or content, completing fill-ins, and doing “cloze” exercises were the order of the day. Accuracy in pronunciation and oral expression became vital. Examples to be followed became the main intention.

30. Communicative approach

Communicative language learning. Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. • It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”. • New syllabuses took into account needs of different pupils. • Traditional academic syllabuses had assumed learner's goal was in-depth mastery of target language. • But for less academic pupil a mor e immediate 'pay-off' was necessary, in terms of usefulness for practical purposes. • Principles of CLT: • A teacher’s main role is a facilitator and monitor rather than leading the class. • Lessons are usually topic or theme based, with the target grammar “hidden” in the context e.g. a job interview (using the Present Perfect tense.) • Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning. • Activities set by the teacher have relevance and purpose to real life situations – students can see the direct benefit of learning. • Emphasis on engaging learners in more useful

and authentic language rather than repetitive phrases or grammar patterns.

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