Uzbekistan state world languages university

1. Teaching writing as a type of communication
Writing as a communicative activity needs to be encouraged and nurtured during the language learner's course of study, and this work will attempt to deal the early stages of EFL writing¹. The view of writing as an act of communication suggests an interactive process which takes place between the writer and the reader via the text. Such an approach places value on the goal of writing as well as on the perceived reader audience. Even if we are concerned with writing at the beginning level, these two aspects of the act of writing are vital importance; in setting writing tasks the teacher should encourage students to define, for themselves, the message they want to send and the audience who will receive it.
The writing process, in comparison to spoken interaction, imposes greater demands on the text, since written interaction lacks immediate feedback as a guide. The writer has to anticipate the reader's reactions and produce a text which will adhere to Grice's (1975) cooperative principle. According to this principle, the writer is obligated (by mutual cooperation) to try to write a clear, relevant, truthful, informative, interesting, and memorable text. The reader, on the otherhand, will interpret the text with due regard to the writer's presumed intention if the necessary clues are available in the text.
Syntax, context, grammar, mechanics, organization, word choice, audience, purpose, vocabulary and so on. Which features are the most important for teaching writing? How is writing learned? How is writing taught? Many ideas are given to these questions and many approaches are also given to them. One of the approaches is the controlled –to -free approach in writing is sequential: students are first given sentence exercises, then paragraphs to copy or manipulate grammatically by, for instance, changing questions to statements, present to past, or plural to singular. They may also change words or clauses or combine sentences. They work on given material and perform strictly prescribed operations on it. With these controlled compositions, it is easy for students to write a great deal yet avoid errors. Because the students have a limited opportunity to make mistakes, the teacher’s job of marking papers is quick and easy. This approach stresses only three features which are given below: grammar, syntax and mechanics. It emphasizes accuracy rather than fluency or originality.
To avoid using traditional approaches for teaching writing we are going to present the free writing approach which is effectively used by teachers all over the world. The features of free writing approach can be seen by many factors. Some teachers and researches have stressed quantity of writing rather than quality. We can use the free writing approach only after reaching a high intermediate or advanced level of proficiency students are allowed to try some free compositions, in which they express their own ideas. The free writing approach prefers to teach writing freely by any given topics with minimal correction of errors. The teachers don’t correct these short pieces of free writing; they simply read them and perhaps comment on the ideas the writer expressed.
Some teachers begin many of their classes by asking students to write freely on any topic without worrying about grammar and spelling for five or ten minutes. At first, students find this very difficult. They have to resort to writing sentences like, «I can think of anything to write». As they do this kind of writing more and more often, however, some find that they write more fluently and that putting words down on paper is not so frightening after all. The teachers don’t correct these short pieces of free writing. They simply read them and may comment on the ideas the writer expressed. Alternatively, some students might volunteer to read their own aloud to the class. Advantages of this approach are «audience» and «content» are seen more important than any other approaches. Another advantage: students are easily interested in and feel freely while writing.
Nowadays using computer technologies, internet service, mobile phones are willingly used by everyone. The development of computer technologies leads teachers and learners to different teaching and learning methods.