Writing is a type of speech activity written speech. Teaching writing and writing in a secondary school

Writing is a complex speech skill, "an additional means of communication to sound speech with the help of a system of graphic signs that make it possible to fix speech in order to transmit it over a distance, to save its works in time." This definition reflects two sides of writing: writing as a productive activity (fixing speech for its transmission) and writing as a result of this activity (“works”, i.e. texts intended for others to read).

Consider writing as a productive activity. Like speaking, it is characterized by a three-part structure: motivational-impelling, analytical-synthetic and executive. In other words, motivating, shaping and resulting. In the motivational part, a motive appears, which is a need, a desire to communicate in order to convey some information in writing; the intention of the utterance arises. In the analytical-synthetic part, the statement itself is formed and implemented, the selection of words needed for a particular text, the distribution of subject features in a group of sentences, the allocation of a predicate or core part in the semantic organization of a sentence, and the organization of links between sentences. The executive part of written speech as an activity is realized in fixing the product of written speech with the help of graphic means of the language - the written text.

Differences between writing and other types of speech activity

Distinguish between writing and writing. Writing in linguistics is understood as a graphic system as one of the forms of the expression plan, a means of representing the language with the help of graphic signs. Written speech refers to the bookish style of speech. In psychology, writing is considered as a complex process in which there is a correlation between speech sounds, letters and speech movements produced by a person. Written speech is the process of expressing thoughts in graphic form. We are also interested in writing as an object of mastering the graphic and spelling systems of a foreign language for fixing the language and speech material acquired by students in order to better remember it, and as an assistant in mastering oral speech and reading. Writing helps, promotes the development of oral and reading skills and abilities, as it is closely related to them. Psychological data suggests that the basis of written speech is oral speech. When writing, a person embodies in graphic symbols what he says beforehand. Oral speech, and in particular speaking, is connected with writing by the very mechanisms of generating an utterance. This can be traced from the idea (what to say) to the selection of the necessary means of the language (how to express it, what words are needed and how to combine them in the statement) to the implementation of the plan by the means of the language orally - in speaking and in writing - in writing. When speaking, this is a sounding statement, represented graphically. In both cases, the result will be an understanding of the message by another person.

Writing is closely related to reading. They are based on one graphic system of the language. When writing, as well as when reading, grapheme-phoneme correspondences are established, they only have a different orientation: when reading from letters to sounds, and when writing from sounds to letters. In other words, when the letter is coming coding or encryption of thoughts with the help of graphic symbols, and when reading - their decoding or decoding.

In teaching English at the initial stage, writing plays a big role. It contributes to a stronger assimilation of lexical and grammatical material, as well as improving skills in reading and speaking. But in order to fulfill this important role, it is at the initial stage and, in particular, in the first year of study, that students must master the technique of writing, learn how to write letters and master the spelling of words learned in oral speech and used in written exercises. To this end, in the CMD for primary school a workbook is provided for independent work of students; writing assignments begin with writing the letters of the alphabet and transcription marks and end with writing a letter to a friend in America/England. A certain incentive for mastering spelling are crosswords and chainwords placed in the workbook, as well as in the textbook itself. The very process of mastering the graphics and spelling of the English language has a positive educational impact on schoolchildren, on the development of memory, volitional qualities, etc.

foreign language internet writing educational

For a long time, teaching writing in a secondary school was given secondary importance. Writing acted only as a means of teaching other types of speech activity, as a means of allowing students to better master the program material, and a means of controlling the formation of speech skills and abilities of students. Baudouin de Courtenay first drew attention to writing as an independent linguistic object, and he is rightfully considered the founder of the theory of writing. This aspect in their studies was considered by L.S. Vygotsky, A.R. Luria, A.A. Leontiev, P.K. Anokhin and others. The question of the existence of the system written language, its autonomy, partial independence from the oral language system was first put by the scientists of the Prague linguistic school A. Artimovich (1932), J. Vahek (1964), as well as D. Nerius (1959), V. Istrin (1965), E. Maevsky (1976), I. Gelb (1982) and others.

At present, attitudes towards writing and teaching students the ability to express their thoughts in writing have changed dramatically. Possession of written speech allows you to really use the knowledge of a foreign language, being outside the language environment, communicating with native speakers using modern means communications. The ability to write personal and official letters, the need to fill out questionnaires, document forms, etc. motivate students to actively master written communication in the target language.

Writing as a learning goal is present in programs for all types educational institutions, at all stages of learning a foreign language. The increasing role of writing in the educational process in a foreign language is also associated with the current use of creative, interactive forms of working with the language.

In linguistics, writing is understood as a graphic system as one of the forms of the expression plan, and written speech as a process of expressing thoughts in a graphic form.

In modern methodological literature distinguish between writing and writing.

OK. Mazunova notes that “the mechanism of writing consists of two parts: composing words from letters and composing written messages from words and phrases. IN methodological plan skills of two orders differ: 1) possession of the graphic and spelling systems of the language for fixing individual words and 2) the ability to combine these words in writing to express thoughts in accordance with the needs of communication. Skills of the first type in methodological literature are usually called writing, the second - written speech. It follows that "writing" includes "writing as a technical skill" and "written speech"

By definition, E.N. Solovova, writing is the mastery of the graphic and spelling systems of a foreign language by students to fix speech and language material in order to better remember it and as an assistant in mastering oral speech and reading.

G.V. Rogova points out that writing is a complex speech skill that allows people to communicate using a system of graphic signs. This is a productive activity in which a person records speech for transmission to others. The product of this activity is a speech work or a text intended for reading.

OK. Mazunova gives the following working definition letters.

Writing as an object of mastery is a specific speech ability that provides communication / communication through the written language and canonical texts; this ability is formed for a long time in the conditions of specially organized motivated written text activity of a receptive-reproductive-productive nature.

Communication and communication are integral components of the natural use of language in any of its forms - oral and written, and therefore must be present in the process of learning to write. The connection between communication and communication, oral and written forms of the language is displayed schematically. (see diagram No. 1 p. 34)

Communication mediated by receptive textual activity, motivating the latter, provides 1) the assimilation of textual knowledge, 2) mastering the ways of dealing with text - compression, expansion, transformation, 3) conceptualization of subject-content, including linguoculturological and formal linguistic knowledge, as well as 4) development of skills in creating texts of secondary genres.

Communication, mediated by productive textual activity, 1) provides psychologically complete conditions for generating a text of a given pattern (canon), i.e. creates a natural motivational basis for producing an adequate text, 2) stimulates text creation (creative writing), 3) contributes to the development of tolerant editing skills as a method of correcting the text created by the student.

Written speech includes required elements graphic and spelling skills.

Written speech is a specific type of speech activity: encoding information, taking into account the graphic communication channel or generating speech in graphic design.

Written speech differs from other types of speech activity not only in its specificity, but also in the degree of prevalence of its use in everyday life. The use of written speech in a foreign language is of little practical importance.

Letter structure

(SYSTEM)

COMMUNICATION

Written form

oral form

COMMUNICATION

Scheme 1. "The structure of the letter" proposed by L.K. Mazunova

Writing and written speech, acting as teaching aids, play different roles at different stages of learning. So, at the initial stage of training, the main task is to teach writing, because. during this period, the formation of calligraphy skills and skills related to sound-letter correspondences takes place. These skills are necessary condition formation of reading and writing. At the middle stage, spelling is important in connection with the accumulation of new language material. At the same time, written speech is developing as a means of facilitating the formation of skills and abilities of oral speech. Written speech acquires another important role - it becomes an auxiliary tool in students' independent work on the language, in particular in the form of annotations and plans for the texts they have read.

According to psychologists, the written coding of information in any language is a complex activity. In the case of own production of a written message, the mechanism consists of the same elements as in the formation of an audio message and the translation of an audio code into a graphic one. The first moment is a diverse and complex activity: “programming the grammatical-semantic side of the utterance, grammatical implementation of the utterance and choice of words, motor programming of the components of the utterance, choice of sounds, output.” This activity, when expressing thoughts in writing, is supplemented by associating elements of a sound message and certain graphemes, and motor activity accompanied by pronunciation in inner speech. In all cases of using written speech, there are two stages in using the code of a given language: 1) encoding or decoding, as a result of which an exercise is created in an audio code, and 2) encoding using a graphic code.

An analysis of the activities carried out in the process of forming written messages shows that written speech is of a secondary code character. This view is shared by most scholars. However, some authors argue that the graphic code has a certain autonomy and cannot be interpreted as secondary to the sound one.

The two stages in the formation of written language (coding and decoding, and coding in graphics) and the presence of oral anticipation determined the relationship of writing with oral speech and reading and made it an important means of teaching the language.

The fact that the first stage in the formation of one's own written statements is the same operations as in the formation of oral messages gives reason to attribute written speech to reproductive activity. Therefore, exercises in writing help the development of oral speech.

Writing as a means and as a goal of learning is present in the educational process in parallel, allowing with the help of the most modest language tools carry out real communication already at the initial stage (for example, filling out a questionnaire) and achieve significant results (writing a review), using complex language tools.

Written speech is characterized by formalization both in terms of language means and in terms of text structure. With the development of modern means of communication, this formalization has increased many times over. The ability to produce communicative messages in clear, generally accepted forms facilitates the correct perception and understanding of information outside the communication situation. Mastery of formal structure different types written texts (linguistic and content) in the target language is an important goal of teaching written communication.

In modern intercultural communication, letters are written by hand in block letters or printed on the appropriate technique (PC, mobile phone etc.).

The level of formation of communicative competence in written speech depends not only on the level of proficiency in a particular foreign language, but also on the general level of education of the writer, since the basis is the general ability to work with information.

There are several approaches to teaching writing:

• 1. Directive (formally linguistic) approach
• 2. Linguistic (formal-structural) approach
• 3. Activity (communicative, content-semantic) approach

The balanced use of the approaches described above makes it possible to organize the teaching of written speech in a foreign language, taking into account all the psycholinguistic stages of speech production, the formal and content components of communicative activity. Depending on the goals of learning the level of language proficiency and the needs of students, one of the approaches may dominate at a certain stage of the educational process.

Orientation to the process, and not to the result of activity, independence of students in choosing the content and language form of their own creative written works in the form of poems, fairy tales, stories, etc. increases motivation to learn a foreign language, which has a positive effect on the formation of communicative and intercultural competence of students at all stages of mastering the target language.

1. Writing as a type of speech activity

a) psychophysiological mechanisms of writing

Writing is a type of speech activity, the product of which is a written text, i.e. a speech statement fixed on paper using a graphic language code for transmission over a distance and for saving speech works in time.

Although the letter occupies less space in the speech communication of a person with other people. specific gravity compared with speaking, listening and reading, the role of written language, however, is immeasurably great. Written texts reflect and contain “events and facts stopped in time, phenomena, the spiritual wealth of an individual and all mankind, recorded human experience, the results of cognition and thinking passed down from generation to generation, plans for the activity and organization of society, and much more.”

Difficulties in teaching written speech are due to its psychological complexity. Including all those neuro-brain connections that are necessary for mastering oral speech and reading, written speech requires the inclusion of a number of additional analyzers, with the help of which writing helps to fix graphic complexes and graphic signs in memory.

Through the interaction of various analyzers, favorable conditions for memorizing linguistic material, a positive role is played by the slowness of the act of writing itself, which allows for a thorough internal analysis education and use of language means. Let us turn to the table showing the process of generating written speech.

Table No. 1 - Psychophysiological characteristics of writing as a type of RD

In the process of writing, not only the analyzers listed above function, along with short and long term memory, but also closely related to them. verbal-logical, figurative and motor types of memory, contributing to the creation of supports and guidelines for the speech-thinking activity of the writer.

The complexity of written speech is associated not only with the need to include more analyzers: it is also much more complicated the conditions under which it usually takes place. As evidenced by numerous studies by L.S. Vygotsky, S.A. Rubinshtein, V.A. Artemov and other scientists, one of the circumstances complicating the act of writing is that there is no specific situation that is common to the one who writes and the one to whom the writing is addressed. Therefore, if in oral communication something can be left unsaid or omitted, and it can be understood with the help of facial expressions, intonation or gestures, then in written communication everything that needs to be said must find its own. total reflection. If oral communication provides for constant stimulation and control on the part of the listener, then both of these moments are absent in written speech. From this provision we can conclude that written speech should be as clear and detailed as possible in order to most fully fulfill its communicative function.

It should be remembered that the main force in the preparation of a written text is considered to be its lead, i.e. an idea of ​​what will be written before it is written. If we analyze the process of anticipation, we will come to the conclusion that it occurs during inner speech- that speech which directly unites external speech with thinking. Inner speech has a different degree of intensity, which depends on the level of language proficiency and the complexity of the generated statement. The mechanism of inner speech, i.e. drawing up an internal plan or outline of the future text plays a significant role in the writing process.

It should also be noted here that the mechanism for compiling a written text is not simple. It breaks down into the following elements, presented in

scheme number 2. Let's turn to the scheme.

Scheme No. 2.

predicate extraction

In modern methodological literature, a distinction is made between writing and written speech. A similar distinction is made between ^ , Gzan ° and the confusion of the writing mechanism, WHICH consists of two parts: the formation of words from letters and the formation of written messages ЇП and phrases *.

The implementation of the first link is based on the possession of graphics and ilfigrafiyu", tsriChem ogіy dshіYašo bp.-bringing Di Urivn namyka, and the implementation of the second link is characterized by the expression of thoughts with the help of a certain graphic code, i.e. speech skill is necessary. It is easy to see that written speech includes graphic and spelling skills as mandatory elements.

Cismen speech is a specific type of speech activity: encoding information taking into account a graphic communication channel or generating speech in graphics;

Written speech differs from other types of speech activity not only in its specificity, but also in the degree of prevalence of its use in everyday life. Linguists and methodologists have repeatedly shown that the transmission and reception of information using human language is carried out mainly in the form of oral speech (speaking and listening) or reading. The use of written language is much more limited. Even less practical significance is the use of written speech in a foreign language. The more modest role of written speech in comparison with oral speech and reading in life determined the place of this type of speech activity in teaching foreign languages ​​in secondary school.

In almost all school curricula of the post-war period, written language and writing act as a means of education, not an end. Only in the programs of the early 1960s was a rather modest requirement set as the goal of education - the formation of the ability to write a letter to a foreign friend129.

Writing and written speech, acting as teaching aids, play different roles at different stages of learning. So, at the initial stage of training, the main task is to teach writing, since during this period the formation of calligraphy skills and skills related to sound-letter correspondences takes place. These skills are a necessary condition for the formation of reading and writing. At the middle stage, the center of gravity in rabbi "over writing" is transferred to spelling in connection with the accumulation of new language material. At the same time, written speech develops as a means of facilitating the formation of oral speech skills. a similar improvement in oral speech. certain place also occupies the work on spelling in relation to the new language material. In addition, written speech acquires another important role - it becomes an auxiliary tool in students' independent work on the language, in particular in the form of annotations and plans for the texts they have read.

In order to reveal the role of writing and written speech as a means of teaching, it is necessary to consider the psychophysiological characteristics of writing. First of all, it should be noted that, according to psychologists130, the written coding of information in any language is a rather complex activity.

In the case of own production of a written message, the mechanism consists, firstly, of the same elements as in the formation of an audio message, and, secondly, of translating the audio code into a graphic one. The first moment is a diverse and complex activity: "programming the grammatical-semantic side of the utterance, the grammatical implementation of the utterance and the choice of words, motor programming of the components of the utterance (syntagms), the choice of sounds, the output"2. This activity in expressing thoughts in writing is supplemented by associating elements of a sound message and certain graphemes, and by motor activity accompanied by pronunciation in inner speech. In those cases when we copy from the text or write down what is perceived by ear, the first element will not be the encoding of our own message, but the decoding of the speech product, perceived by ear or visually. Thus, in all cases of using written speech, there are two stages in using the code of a given language: 1) encoding or decoding, resulting in an exercise in an audio code, and 2) encoding using a graphic code.

Speaking in the process of anticipation may vary in intensity depending on the complexity of the written message8 and the degree of proficiency of a person in one language or another.

An analysis of the activities carried out in the process of forming written messages shows that written speech is of a secondary code character. This view is shared by most scholars. However, some authors argue that the graphic code has a certain autonomy and cannot be interpreted as secondary to the sound one. In particular, anticipation in inner speech in a foreign language, according to E. P. Shubin, is not a prerequisite for the implementation of written speech, but only a habit transferred from the native language1.

Regardless of whether internal pronunciation is an obligatory component of written speech or only a habit transferred from the native language, the very fact of verbal pronunciation is of great importance for the methodology.

The two stages in the formation of written language (coding or decoding and coding in graphics) and the presence of oral anticipation determined the relationship of writing with oral speech and reading and made it an important means of teaching the language.

The fact that the first stage in the formation of one's own written statements is the same operations as in the formation of oral messages gives reason to attribute speaking and writing to reproductive activity. Therefore, exercises in writing help the development of oral speech. The difference between oral and written utterances comes down to the fact that in the first case, the formation process ends with sound design and requires a high degree of automation, while in writing this is only the first stage, and changes, additions and reflections of the writer are possible in the process of writing. In this regard, in the methodology, attempts were made to move from writing to oral speech when teaching adults. Thus, written speech acts as an important means of promoting the development of oral speech. No less close is the connection between writing and reading, although it is carried out in other directions compared to oral speech. Both written speech and reading are based on the same communicative code - graphic. Therefore, the knowledge of sound-letter correspondences is of great importance both for mastering reading and writing. In both cases, human activity is associated with pronunciation, although when writing it acts as the initial link of recoding, and when reading as the final one. The difference lies in the difference in the nature of the operations: when writing, this is encoding, and when reading, it is decoding. A brief analysis of the links between reading and writing proves that writing can also act in this case as a means to help develop reading skills.

Finally, an analysis of the formation of written messages shows that in the process of this activity, all types of sensations are relied upon, all analyzers are involved: acoustic, speech-motor, visual131 hand-motor. It is known from psychology that the memorization of material occurs faster and more firmly if the activity in the process of which memorization is carried out is carried out based on all analyzers. From what has been said, it follows that written exercises are effective tool assimilation of language material.

The promotion of writing and writing as a means of teaching is associated not only with the difficulties of this type of speech activity, but also with the linguistic features of the graphic codes studied at school. foreign languages. This specificity. due, first of all, to the peculiarities in the field of graphics and spelling. "?"IrudnbGtch in the field of graphics are determined by the fact that in аїПЖЫ? ^сom, German, French there are letters ^ identical in spelling to Russian letters, but conveying completely different sounds (for example, p, p, etc.). Students have false associations , leading to a large number of errors. Even greater difficulties are caused by the spelling of the languages ​​studied, especially English and French. different ratio phonetic, morphological, ideographic and traditional principles. So, in English and French, the traditional principle in spelling plays a huge role, while in Russian, phonetic and spelling principles are much more important. In all Western European languages, despite the serious differences in their spelling systems, there are common features that determine difficulties. These features boil down to the following. Firstly, there are no cddaneer "vein correspondences between sound and letter. So, for example, pZvutg-^-3-- can be transmitted in English and French by two letters, and in German even by three. Secondly, the polysemy of letters So, the letter s can convey in the studied languages ​​Zöuki [s] and Iz], and in German, in addition, in combination with the letters p or t at the beginning of a word or root, and the sound IJL Thirdly, the presence of synonymous letter designations. , the sound Ik] can be transmitted in "Greedy Europe * 5s" in some languages ​​\u200b\u200bwith the letters c, k, q. English language, h at the beginning of French words and in the middle and at the end of German words. In addition, there are specific difficulties that are characteristic of one or another foreign language studied at school.

All of this makes it difficult for students. In this regard, the problem of creating an orphan is put forward. daphic minimum, covering the active vocabulary and the phenomena of the active grammatical minimum132.

Finally, certain difficulties are associated with style. presentation of thoughts. Even if you do not master one of the virgiants of the "Tshizhno-written style", all the same, the presentation of thoughts in writing should differ from oral speech in logicality, completeness, which is optional to such an extent for oral statements.

Written speech is one of the types of speech, along with oral and internal, and includes writing and reading.

The most complete and detailed psychological and psycholinguistic characteristics of the written form of speech are presented in the studies of L. S. Vygotsky, A. R. Luria, L. S. Tsvetkova, A. A. Leontiev and others (50, 153, 155, 254). In the theory and methodology of speech therapy, a psycholinguistic analysis of the processes of reading and writing, which make up the written form of the implementation of speech activity, is presented in the works of R. I. Lalayeva (146 and others).

Written speech, by its communicative nature, is predominantly monologue speech. It is such “in its origin”, although in “ recent history In human society, dialogic variants of verbal communication in written form have also become quite widespread (primarily due to such a unique means of mass communication as the “Internet” - communication through computer communication).

The history of the development of writing shows that written speech is a specific "artificial human memory" and it arose from primitive mnemonic signs.

At some point in the history of mankind, people began to record information, their thoughts in some permanent way. The methods changed, but the goal - the preservation ("fixation") of information, its communication to other people (in conditions when speech communication through "live" speech communication is impossible) - remained unchanged. In this regard, tying knots for memory can be considered a "prototype" of written speech. The beginning of the development of writing rests on aids. So, in the ancient Indian state of the Maya, for keeping annals, for preserving information from the life of the state and other information, “nodular records”, the so-called “quipu”, were widely developed.

The development of written activity in the history of mankind passed through a series of "stage" periods.