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ЗАМОНАВИЙ УЗЛУКСИЗ ТАЪЛИМ СИФАТИНИ ОШИРИШ: ИННОВАЦИЯ ВА ИСТИҚБОЛЛАР
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ХАЛҚАРО МИҚЁСИДАГИ ИЛМИЙ-АМАЛИЙ КОНФЕРЕНЦИЯ МАТЕРИАЛЛАРИ
Proficiency in expressing one's thoughts in written form promotes proficiency in the use of
the spoken language. Writing is also a highly effective means of testing the pupils' knowledge and
mastery of the foreign language. Setting test-papers enables the teacher to appraise the attainments
of the whole class and of each pupil in the acquisition of knowledge, in habit-formation, and in the
development of specific skills. A careful study of his pupils' written work furnishes the teacher with
data towards supplying their individual deficiencies and needs. The teaching of writing is started in
the first year of instruction in the foreign language, almost concurrently with the teaching of
reading, upon the completion of the introductory purely oral course. The pupils write only what
they have read, and read only what they can understand and say. In the subsequent instruction
speaking, reading and writing are likewise closely coordinated: the teaching of writing is based
solely upon material previously assimilated and substantially consolidated auditively and orally and
further consolidated through reading. The teaching of writing comprises instruction in penmanship,
in spelling, and in composition. The fulfillment by the teacher of that threefold task will ensure the
mastery by the pupils of the simpler written foreign language, in other words, the acquisition by the
pupils of the skill of expressing simple thoughts in the written foreign language with graphical,
orthographical, grammatical, and idiomatic correctness. Training in
penmanship
,
spelling
and
composition
is pursued in close correlation throughout the course of instruction in the foreign
language.
Besides the mechanical difficulties of penmanship, and the basically mnemonic difficulties
of spelling, writing involves the more specifically intellectual difficulties of composition in the
wider sense, or expressing one's thoughts in the written language. Expressing in writing one's own
thoughts, whether original or adopted, is normally preceded and determined by inner speech, and
may be described as the product of the writer's self-dictation. Even copying and writing from
another's dictation are preceded by inner speech in the form of silent reading or silently repeating
the dictated text. In producing a connected text the writer does not normally write individual words
as separate acts, but proceeds, as in speech, by sentences, or at least by word-groups, each of which
units presents itself in his mind as a whole. The production of a sentence, in writing as in speech,
mayor may not require previous thinking over, may be more or less spontaneous. We know that
language is dialectically indissolubly bound up with thought, that language and thought are two
different aspects of one and the same process, and that these two aspects, though not identical,
reveal themselves simultaneously and concurrently
Language in general and any particular section of utilized language, or speech, is always
bound up with thought, and, conversely, higher or specifically human thought in general and any
stretch of thought, or particular thinking, conscious or subconscious, is always bound up with
language or speech, whether or not outwardly expressed in audible speech or in writing, whether
conscious or subconscious. In considering the interrelations of language, whether spoken or written,
and thought, we must, accordingly, distinguish between speech requiring and not requiring previous
thinking over, or reflexion, in other words, between non-spontaneous and spontaneous speech; also,
between language outwardly expressed in audible speech or writing, and inner speech, partly or
wholly subconscious, such as the inner speech which necessarily accompanies any thinking out of
something that must be said or written, but requires previous reflexion, or the inner speech that
always precedes writing, whether copied, dictated or independent. Reflexion, always accompanied
with inner speech, is not simultaneous with, but precedes, the outward expression of its result in
speech or writing. It may be resultless, in which case no speech or writing will be forthcoming. We
must further distinguish between general or nonlinguistic and specifically linguistic previous
thinking or reflexion, between previous thinking or reflexion about what to say, or write, and about
how to say or write it. The foreign language teacher must never lose sight of the dual character of
his office, as educator of his pupils and as their instructor in his special subject, and set an equal
value on each of these two responsibilities. He must, however, distinguish between them, between
the equally important tasks of giving his pupils general and specifically linguistic information; of
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