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- БІЛІМДІ А ПАРАТТАНДЫРУ – СТАЗДЫ ШЕБЕРЛІГІ Ба а а Л.С.
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- THE PROCESS WRITING APPROACH TO WRITING ESSAY USING COLLABORATIVE METHOD Bakirshinova Z.S.
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, 1985 . 263 THE PROCESS WRITING APPROACH TO WRITING ESSAY USING COLLABORATIVE METHOD Bakirshinova Z.S. Center of Excellence Kazakhstan А а а Б а а а а а а ǩ а а а а а а . а ǩ а а а а а а а , а а , а а а а . О а а а а а а а а , а а а А а В а а а а а а а а а а, , . Г - а а , , а а а . П а а а а а . Absract This paper describes and analyses one of the genres of academic writing is essay writing which is a learner centered method. Collaborative learning is another area of learning, changing, improving together that fi ts today’s globalized world. Using collaborative learning develops learner autonomy and confi dence in learners writing. One of the most diffi cult problems in teaching L2 is how to teach essay writing effectively and properly. Writing is a language skill, which is productive. It involves using writing sub skills. Moreover, writing is the main tool of communication for human beings. Most maintain that students will have problems to cope with the task because of its complexity. For this reason, it would be better to focus on a collaborative activity. The fi rst cause is to conduct students essay writing effectively through various writing stages; pre-writing, drafting, peer review. It would help them to work with the given task effi ciently and to consider the procedure of putting together a good piece of work, because knowing different stages and using them develops learner autonomy and confi dence in learners writing. There have been many works concerned with teaching writing to nonnative speakers about English from different perspectives. Writing can be maintained as a productive language skill. It can be said using writing skills that are cognates to accuracy, which means using the correct forms of language [15, p. 37]. Another reason to share the basic problems of prewriting in the writing classroom students can encourage broader skills of cooperation and make a contribution to the development of their further writing through collaborative working. And to wake up unmotivated students` and making essay writing more interesting to make better learner needs, worldview and students’ background knowledge is the next argument in my article. Can you recommend me good methods of teaching essay writing? Where would one search for the right answer? This was my dilemma at the advent of this piece of work into teaching discursive writing essay using technique like the use of group work following the stages of process approach. Furthermore, process writing can refer to an approach where the teacher gives the learners opportunities to work through stages in the writing process. Planning, drafting, revising, editing, and proofreading, re- drafting all conveys writing stages. These stages can be defi ned as a process of writing in which fact begins before we put pen to paper. Most state that many activities exist to help learners practice accuracy in writing, such as coherence and cohesion. “Good writing does not just happen. The best writers spend a great deal of time thinking, planning, writing, and editing.’’(Elizabeth West) The purpose of this analysis is to the writing process step by step. The main emphasis of the project is to provide an overview of collaboration writing in working with others and communicating their thoughts and ideas. In addition discussing the benefi ts of the process approach to essay writing, this masterpiece will illustrate how teachers can take advantages of using some of the latest collaborative method in Kazakhstan. In addition: to central issue writing essay is a process wheel. The interview made by Kazakhstani Foreign Language teachers fi nds this problem more relevant to teaching philosophy of English language.
264 The use of English in writing is increasing since the reign of Henry V (1413-1422). It states that English begins adopted in writing around the 1425[1, p.155].If mankind can be looked back to last 100, 000 years ago, every human activity of writing had a growth in the evaluation of both sexes. The earliest writing was found so far dates from about 5,500 years ago. Since that time many different writing systems have evolved in the world. (Harmer, 2003) Looking back for a daunting forecast English Foreign Language can now draw on a wide range of approaches to teaching writing. Another step, writing can be defi ned as a sequence of sentences arranged in a particular order and linked together in certain ways. There has been much discussion late about numbers of different approaches to the practice of writing skills both in and outside of the classroom. There are three principal approaches to teaching writing. It has been debated for the last two decades process and product approaches have dominated teaching writing that happens in the English Foreign Language classroom. [9,p. 54]. Harmer (2011) is accurate saying that there are three major approaches to the practice of writing: the product, the process, genre approach. Finally, it may be said that last ten years, genre approach has gained adherents. Genre approaches are equivalent new situation to English Language Teaching. It represents a group of texts, which can be shared in a communicative purpose. First, genre began existing in the early1980.Product and process approaches that were popular in writing class at that time. However, there are contrasts with product approaches, somewhat genre approaches is regarded as an extension of product approach. Genre represents the norms of different kinds of writing. [9, p.327] Swale supports this view and says that the important aspect of the situation is the purpose. Genre defi ned as members of sharing set of communicative purpose. [As cited in Millar, 1990]. Although, genres are organizational structures, which are goal-oriented; are used to get things done socially. (Ibid). In addition, Martin, Christie, and Rothery (1987) maintain genres are staged. According to Ferris and Hedgcock (2005,8) “as a transactional activity, writing represents a process that must be undertaken with the reader’s background knowledge, needs, interests and ideologies in mind.” [5p.26] Harmer (2011) suggests that for genre analyzers, the central attitude of the situation is the aspect. Different genres are used to carry out different aims. In order to form part of the pre-writing phase, it would be better let students to look at typical models of written work before starting to compose their own work. If we want to write newspaper articles, we have them study real examples to discover facts about construction and specifi c language use which are common to the target language. To conclude, written genres should include scaffolding instruction. The next approach can be defi ned as a linguistic knowledge, which is focused on the appropriate use of vocabulary, syntax and cohesive devices. Furthermore product writing is interested in the aim of the task. It is found to be as a fi nished product [9, p.11-32]. Equal idea Pincas (as cited in ELT journal 2000, p.153) sees the writing about linguistic knowledge, focusing the attention on the use of acceptable vocabulary, syntax adherent devices. For example, teachers give a general explanation of certain writing skills and alien the topic to students after students fi nish the task individually and hand in their work to receive the feedback from the teacher. Learning to write has four stages of the product approach: familiarization, controlled writing, guided writing and free writing. Familiarization stage aim points to make learners aware of certain features of a particular text. Controlled and guided writing stages the learners’ practice the skills with increasing freedom until the students’ are ready for the free writing stage [4, 2000]. To sum up, product approach can be defi ned as a form focusing on imitation or adaptation of a model. The last writing approach can be taught as a process rather than to focus on product. In contrast to the product approach to writing the process approach involves repeated steps. There are four elements of process: planning, drafting, editing and fi nal version [9, p.326]. An example for this, writing is a self-discovery, very complex, highly individualized process. It asks learners to focus on the description of ideas: so the ideas should be seen as the most important aspect of the writing. Zen strongly agree with the idea that the writing process advocates writing an idea relatively through mental process of several stages pre-writing, drafting, revising and editing. As Oshima states, writing is a process at creating, organizing, writing, and polishing. In addition, in the fi rst step of the process the writer should create ideas, after that organize ideas and then write rough draft and as a result you polish your rough draft by editing and making revisions. (2006). Both Zen and Oshima are similar in that
265 various stages of process writing essay. One suggestion is that teachers should plan their instructions to include all the stages of the writing process. Furthermore, similar idea was given by Sprat, Pulverness, A., and Williams, M. (2011:39; 40) drafting, editing, proofreading and re-drafting are stages which form part of the writing process. It gives the idea that writing in fact begins before we put pen to paper. A process writing approach gives learners the opportunity to work through stages in the writing process. It might be transfer planning to drafting, and then on to editing, re-drafting and proofreading the work. It can be assumed that to focus on developing ideas at the planning stage, after organizing them, further to fi nd the language to express themselves at the drafting stage, and then editing, redrafting and proofreading stages they focus on evaluating their ideas and the accuracy of their language. According to Badger and White, G. (2000) writing can be defi ned process approach which is seen as for the most part to do linguistic skills, such as planning and drafting. On the other hand, it can be said that writing is a cyclical process. Harmer (2004) contrasts with the above given stages to produce fi nal version which is called writing process. However, Harmer does not support the process of writing as a result time-consuming procedure. Although Harmer contends that students will fi nd diffi cult to give the time to the process. It can be said that there are times, when process writing is not appropriate: because classroom time is limited. The writing process is at least as important as the product. In conclusion, we can easily see from these few examples the process writing focuses on the writer. The writing skill takes into consideration with number of writing stages such as, planning, drafting, revising, editing, and proofreading ,re- drafting. As Flowers and Hayes (1981) have discovered and Zamel (1982) in her more recent research confi rms, planning is not a unitary stage, but a distinctive thinking process which writers use over and over again during composition. As Zamel perceptively notes that the students spent a great deal of time thinking about the essay task, trying to fi nd out to proceed. For this case, an outline before the writer can be provided easy to write paragraph. Another suggestion is, drafting is known as the rewritten successful papers (Robinson, 1988) .Besides, most writers claim that it is very important get ideas down on paper. In addition, editing commonly used and still has been use for refl ecting and revising. In Robinson’s view (1988) learning about some of the skills, which the good writer employs, all learners will become a good writers. A further effect noted by Robinson keeping in mind that warning we need to turn to looking at some of the procedures. However, above discussed planning, drafting, editing is not entirely satisfactory. It can be defi ned the process is not liner at all, but recursive (Raimes, 1991). As Smith cited in Robinson (1998) writing involves discovery of meaning. Simultaneity, recursions are features of writing process. One suggestion is that writers plan, draft, and edit but it might be re-done. The majority of ideas are alike and they stress the collaboration. Nowadays there are numerous defi nitions of collaborative working. Myers (1996) defi nes that the dictionary defi nitions of “collaboration”, derived from its Latin root. It can be attributed to the process of group work. Collaborative Learning (CL) had had British roots, based on the work of English teachers exploring ways to help learners individually (As cited in Panitz, 1996). First of all, collaborative writing group work was started in the early 70s (Newman, 1992).Another example of this, Ede and Lunsford lends support to CL that group work includes any writing done in collaboration. As a result it has followed written brainstorming, outlining, drafting, revising and editing .In addition, collaborative learning (CL) is known as the philosophy of the interaction. A prime example of this is a sharing of authority and acceptance of responsibility among group members for the group actions. It can be applied for CL practitioners in the classroom. This process occurred as a result of student centered method (Panitz, 1996).Also, writing is an idea-formation process which involves communicating with readers. This approach encourages group work or peer work which would involve a lot of collaboration and cooperation between learners (Nunan, 1991).In addition, teacher’s role is to help students develop viable strategies for getting started (Kroll1997, 15). It can be refl ected the fact that writing includes commonness between the writer and his audience that produces an awareness of an authentic social situations and an affi nity to collaborative with the others (ibid). Although cooperative learning, team learning, group learning, and peer –assisted learning all part of CL
266 (Dahley, 1994). Another reason, the use of group work techniques has been found better to enlarge the self- confi dences of students. Because, every learner even weaker ones need to work taking an important role in a helpful situation. Writing can be fi nd as a medium, where there is time to keep, to re-think and to use language to think. The purpose of this overview students need to see the consequence of drafting, revising and editing to obtain the best expression( Crystal 2007, p.139) To sum up, at the end of the process learners have such a good command of language and is based on a personal voice. The central issue in writing is the social audience which is based in learning and involves repeated steps (Boas 2011:26). As Andy Gillett insightfully states that in academic writing learners are expected to produce logically structured ideas with well-argued, sustained points, taking into consideration different opinions. This paper describes and analyses one of the genres of academic writing is essay writing which is a learner centered method. Another thing is that Boas says: The process approach is a student –centered teaching that makes learning relevant to students and their social realities results in greater interest, involvement, and confi dence in language learning. It can be claimed that the writer is the center of attention – someone engaged in the discovery and expression of meaning, is not preoccupied with form (Kroll 1997). Ferris and Hedgcock ( as cited in Villas Boas 2011:26)stresses the idea student centered teaching that makes learning relevant to students and their social realities results in greater interest, involvement, confi dence in language learning. Finally, CL is another area of learning, changing, improving together that fi ts today’s globalised world (Wiersema, 2000) Learning is based on the needs, worldview, and sociocultural background of the learner. It could make better successful results. In this case, student centered teaching makes learning permanent to students. On the other hand, their social realities results in greater interest, involvement and confi dence in language learning. It can be said that group work or peer work is more interesting and effective to use than they were twenty years ago. These developments have led to an increase in collaborative methods of teaching Foreign Language Teaching in Kazakhstan now. This article considers various elements required in academic writing from word to sentence, from sentence to a text. It can be said that planning and drafting very important during the lesson. According to the above said authors view to use planning strategies has shown positive result in improving the quantity of writing in my own experience. In addition teachers need to listen to students needs and motivate them to improve essay writing. If teachers try to make the lesson light moving from easier to the diffi cult task, the lesson will be enjoyable for the learners. To sum up fi rst, dramatically increases the number of talking opportunities for individual students. Secondly, promotion in learner autonomy and variety of activities will make collaboration among students. If teachers practice learner centered method, as result students will be happy. Finally, sharing ideas working in groups can be defi ned promotion for developing collaborative work. It is a good activity than to work individually. In conclusion, a good example of group work and achievement of the lesson aim will be feedback from the learners and observes. It also can be greatly motivating for students. All in all it can describe a specifi c kind of relationship between learners. жүктеу/скачать 41,48 Mb. Достарыңызбен бөлісу:
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