Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги

 Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги 
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d. have a meaningful learning outcome (e.g., help students learn something they 
can actually use, either to support another skill area or to communicate in 
plausible/authentic L2 situations) 
Starting from the consideration of written language as a phenomenon originated 
in social interaction, Rubin (1988) suggests the following elements as parts of the 
concept: 
1. The social representations of contexts of written language use, which conform 
a ground‖ of‖ ‚type‖ contexts‛.‖ This‖ vision‖ is‖ related‖ to‖ Malinowski’s‖ idea‖ of‖ cultural 
context (1923), taken up by the London School (Halliday, 1978). The concept of 
‚discourse‖ genres‛,‖ as‖ well‖ as‖ the‖ concepts‖ of‖ ‚type‖ of‖ text‛‖ and‖ ‚type‖ of discourse‛,‖
constitute the basic concepts referring to the uses of language related to contextual 
parameters which determine its main features (Freedman, 1994,1996). 
2. The dynamic construction of context during the elaboration of the text, or 
negotiation between writer and reader. The writer establishes a certain context together 
with the reader, through the clues that the writer offers in the text, defined by the social 
parameters of communication. 
3. The cooperation in the construction of the discourse, a growing phenomenon 
in our society, considered as a factor easing the task and mediating in the construction 
ofknowledge. 
4.‖ The‖ ‚social‖ valence‛‖ attributed‖ to‖ the‖ text,‖ which‖ establishes‖ the‖ attitudes‖
related‖ to‖ the‖ use‖ of‖ written‖ language‖ and‖ to‖ the‖ written‖ language‖ as‖ ‚a‖ different 
language‛.‖ This‖ social‖ valence‖ determines‖ a‖ virtual‖ context‖ of‖ the text, shaped by the 
written language representations that non-expert writers have, or representations of 
written language held by those who do not know how to write, or by those who 
pretend to write in a certain context – academic field, second language areas, etc. 
According to this, the representations of the written world offered by the school are 
framing 
the 
representations 
that 
the 
pupils 
build 
about 
written language and its uses [Heath, 1983]. 
References: 
1. Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold. 
2. Freedman, A. (1996, October). ReActivating Genre: ReGENERating discourse 
theory, 
research 
and 
pedagogy. European writing conferences. Barcelona: October 1996. 
3. Heath, S. B. (1983). Ways with words: Language, life and work in communities 
and classrooms. Cambridge, England: CUP.