Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги

participants and b) the written genre of the letter to the editor. Because of this, the two 
approaches (CTB as a general language teaching approach and GA as a writing 
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or in brief the often called task-based approach (TB) 

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 Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги 
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approach) are mutually inclusive in a writing class. You may say that a CTB approach 
to a language syllabus tends to subsume a GA approach in the writing lessons. See the 
diagram on next page to see the relationship between the two:
As GA tends to be situated in a CTB syllabus, which calls for creating 
communicative tasks for students to complete, a genre-based writing classroom calls for 
the design of communicative tasks which are associated with some identifiable genres.
A CTB approach to the design of a language syllabus: i.e., language learning = learning 
how to communicate with others using the target language 
Diagram 1: The GA approach situated within a CTB curriculum. 
Thus,writing tasks in the foreign language classroom typically fall into one of 
two possible categories: writing as support skill and writing as main skill. Both are 
appropriate pedagogical tools, as long as both are included in the lesson plan. When 
designing a writing task, a teacher should follow these simple steps: 
1. Make sure that your assignment is appropriate for the learners' language level. 
2. Select level-appropriate writing purpose. 
3. Decide on writing as a support skill or as a main skill. 
4. Identify sub-skills students need in order to complete the main task. 
5. Design activity set that prepares sub-skills. 
6. Guide students through pre-, during-, and post-writing activities. 
These points are important to consider in order to design more effective writing 
tasks that: 
a. fulfill the pedagogical purposes of the assignment (e.g., do not say that the 
task practices narration when all it does is drill the past tense), 
b. reflect pedagogically sound practices (e.g., the process approach to writing, 
effective feedback, etc.), 
c. can be successfully completed by the students (i.e., the sub-skills that they 
need have been reviewed and/or learned), and 
Speaking tasks being 
communicatively
 calls for 
teaching of relevant speech 
events (genres) 
Writing tasks being 
communicatively-
oriented  calling for 
teaching of relevant
genres 
Reading tasks being 
communicatively-
oriented  including 
reading of different 
types of texts (genres) 
Other basic language skills 
training, e.g., phonics, sounds 
identification, e.g., basic 
organization training, etc. 
Listening tasks being 
communicatively-
oriented  calls for 
training students to 
listen to some 
identifiable genres, 
etc. (e.g., a speech, a 
telephone message) 
Grammar learning 
backgrounded and taught 
using a functional approach 

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