Developing writing skills based approach and key competencies in efl classes

DEVELOPING WRITING SKILLS BASED APPROACH AND KEY COMPETENCIES IN EFL CLASSES

Ponsotova Nafisa Uktamovna
Master of Linguistics faculty of
Uzbekistan State World Languages University


Annotation: The article focuses on developing writing skills based approach and key competences in EFl classes. In a modern day using different approaches in writing are well develop of student writing skills.
Key words: writing, skill, approach, competence, classes, student
In the priority national project “Education”, a certain emphasis is directed to the implementation of the ideas of the competence-based approach. The competence-based approach entered the education system in connection with the change in the Russian educational paradigm, the inclusion of Uzbekistan in the Bologna process, which in turn is due to the pan-European and global trend of integration and globalization of the world economy. Objectively, in the modern world, following the path of globalization, the ability to quickly adapt to the conditions of international competition becomes the most important factor in the successful and sustainable development of the country.
Competence-based approach is an approach that focuses on the result of education, and the result is not the amount of learned information, but the ability of a person to act in various problem situations.
Competency-based approach is an approach in which the results of education are recognized as significant outside the education system. The competence-based approach is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and evaluating educational results. Thus, there is talk of changing the units of organization of the content of education and changing the methods for assessing the effectiveness of the educational process (quality assessment).
One of the main tasks of modern education is to achieve a new, modern quality of education. The new quality of education is understood as an orientation towards the development of the child's personality, his cognitive and creative abilities. The general education school should form a new system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.
The composition of key competencies should include generalized, universal competencies, the mastery of which is necessary for a graduate for further education, personal development, life self-realization, regardless of the level of his education, development and the profession he chooses. In other words, the list of competencies, one way or another, reproduces a certain list of the main types of human activity.
It should be noted that, seeing the shortcomings of the current content of education, teachers themselves are trying to improve it, without waiting for regulatory documents. Studies have shown that building the content of education only on the basis of a competency-based approach is inappropriate. At the same time, the superstructure over the current content of education in the form of content that determines the formation of competencies leads to an overload of the already overloaded content of education. The way out is seen in the emphasis on the methods of activity and the creation of conditions for the emergence of students' experience of activity.
The concept of context can be exemplified by students writing for different academic disciplines like physics, law or social studies. These researchers saw the learning of writing as a process of socialisation, like Nunan who proposed the concept of classrooms as “miniature communities” and Clark et al. (1983) who suggested that most writing skills were learned in the context of the social life of the classroom.
Another feature of the then new paradigm was the focus on the writer as the creator of the text and language learner which led to the process approach to writing instruction.
Writing is one of the most complex elements of language learning. Accordingly, “[i]n course of constructing text, writers constantly plan, review and formulate the developing discourse; these are processes that often leave traces as pauses and revisions in the output” (Kroll 1990).
In this study language awareness is mostly related to cognitive process and correlated with thinking process of students' learning approaches. As we shall see in the following, it is often argued that an analysis of students' writing can give us an insight into their language awareness. Richards et al. (2002:218) states that language awareness is important in language learning, and that studies on language learning should explore “the role of explicit knowledge about language in the language learning process and how such knowledge can be mediated by teachers”. Such explorations can either focus on the product or the process of writing, and some of the alternatives available will be presented in the following sections.
In the last two decades major developments in writing research have led to new methods of teaching writing being formulated. The main catalysts for this change are two-fold stemming from writing researchers’ concern that traditional product oriented approaches may not be adequate training for all students writing for different disciplines and also the concern with how students compose written texts. One of the most important developments in terms of widespread and farreaching impact on writing instruction until recently is the understanding and teaching of writing as a process. Almost every current article and book on writing is still concerned with the ‘process’ in one sense or another and the emphasis in writing instruction saw a general paradigm shift from product to process-orientedness between the 1970’s and 1980’s (Peha 1996-2003). Early studies with the intention of improving the quality of students’ writing have led researchers to the discovery that their composing processes should be the main focus of writing research.
Although the process approach was more student centred and opened up more opportunities to develop students’ abilities to address the rhetorical concerns of writing through process strategies, it has its drawbacks. The main disadvantages of process instruction was that firstly, it assumes all types of writing to be equal and can therefore be produced by engaging the same set of processes every time and secondly, that students are not given adequate linguistic input and guidance to be able to write successfully. Process instruction fails to give adequate emphasis to the conventions of different academic discourse that would help prepare students for the different types of academic writing at the tertiary level. Another shortcoming of the process approach is that one of its main strategies - peer review - may lead students to have very unrealistic views of their true writing abilities as peer reviewers have no formal training in language or writing instruction.