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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

This article explains to teachers the methods of teaching students to write and speak in English, the scientific value of 

interactive teaching methods and concepts about them. Research on the topic has been analyzed and scientifically 

substantiated. 

 

KEYWORDS 

Productive speech, coding, writing technique, writing mechanism, sound and letter, written speech; 

INTRODUCTION

One of the important requirements for the 

organization of modern education is to achieve high 

results in a short time without spending too much 

mental and physical effort. Delivering specific 

theoretical knowledge to students in a short period of 

time, forming skills in them for certain activities, as well 

as monitoring the activities of students, assessing the 

level of knowledge, skills and skills acquired by them, 

requires high pedagogical skills and a new approach to 

the educational process from the teacher. 

  Research Article 

 

TEACHING OF WRITING TECHNIQUES AND WRITTEN SPEECH IN ENGLISH 
 

Submission Date: November 05, 2022, Accepted Date:  November 15, 2022,  

Published Date: November 30, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-14 

 

 

Ashurova Shakhzoda Shavkatovna 
An English Teacher At The Department Of Foreign Languages Karshi Engineering-Economics Institute, 

Uzbekistan 

  

 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 11-2022 101 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

Writing and written speech is a type of productive 

speech activity, and learning to write involves 

mastering graphic images of sounds in the alphabet of 

a foreign language, turning letters into sounds, words, 

sentences, spelling them correctly, using them to 

express thoughts in writing. Thus, learning to write 

means mastering phonetic units, such as sounds, 

letters, syllables, lexical units, such as words, phrases, 

sentences, paragraphs, texts, as well as the formation 

of skills and abilities related to reading and writing, 

preparation of written information. Writing mediates 

the formation and development of other speech 

actions. Thanks to writing, we can write down other 

people's thoughts, if we write down what we read, it 

will be better preserved in our memory, we will collect 

information for speaking, it will be easier for us to 

speak. As we learn to write, we also learn to read.  

According to psychologists, coding information in 

writing in any language is a very difficult task. When 

creating written information, the mechanism of 

writing consists, firstly, of the elements of the 

formation of sound information, and secondly, of the 

conversion of the sound code into a written code. [1] 

The first element of this process is a varied and 

complex activity; planning the grammatical and 

semantic aspects of a written (oral) sentence, 

grammatical implementation of the sentence and 

selection of words; includes the phonetic planning of 

the components of an oral or written sentence, the 

choice of sounds, and the creation of a complete 

sentence. This activity is complemented by the 

association of sound information elements in writing, 

expressing thoughts. If we are engaged in transcribing 

and recording what we hear, then the primary element 

is not the creation of information, but the acquisition 

of a speech product obtained by listening or reading. 

Thus, in all cases of using a record in circulation, two 

stages can be indicated: 

• encoding or decoding that results in a warning in 

the audio code; 

• coding with graphic code; 

Inner speech in the process of warning may be 

different depending on the complexity of the written 

information and the person's knowledge of one or 

another language. An analysis of the activities carried 

out in the formation of written information shows that 

writing always has the character of secondary coding. 

This opinion is expressed in many studies on this type 

of speech activity. However, some authors point out 

that the graphic code has certain independence and 

cannot be understood as something secondary to the 

sound code. In particular, the warning that occurs in 

inner speech in a foreign language According to E.P. 

Shubin, writing is not a necessary condition for writing, 

but a habit that has arisen in the native language. This 

opinion is probably not entirely correct, since 

according to psychologists M.A. Zimnyaya, A.A. 

Leontiev and others, no matter what language a 

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Volume 02 Issue 11-2022 102 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

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person speaks, his speech-forming apparatus is the 

same. [2] 

The two stages of writing formation (coding and 

decoding using written characters), as well as verbal 

feedback during writing, prove that writing is related 

to speaking and reading, and make it an important 

means of teaching a foreign language. 

Writing difficulties can be about writing technique, 

written expression of thought. Both have 

extralinguistic and linguistic difficulties. Extralinguistic 

difficulties are: 

• Preparing students for writing. 

• Ready for recording. 

• Availability of writing utensils (notebook, pen, 

book). 

• Pedagogical method of teaching writing, especially 

writing. 

• Exercises and written work are structured 

according to the knowledge of the student. 

• Linguistic difficulties. 

• Be able to write letters correctly. 

• Ability to write letters correctly. 

• Spelling words without mistakes, knowing their 

meaning. 

• Be able to make sentences in terms of grammar 

through words. 

• The content and mechanism of teaching writing. 

Learning to write has its value. The content of learning 

to write refers to what to teach about writing and what 

to do about it. In teaching writing, students are taught 

to form words and sentences using letters and 

combinations of letters, and to express their thoughts 

in writing. Linguists call the spelling of letters and letter 

combinations graphics, the correct spelling of words, 

the correct spelling - spelling, the correct punctuation - 

punctuation, punctuation - calligraphy. 

From Shai's point of view, written content includes 

graphics, spelling, punctuation, and the expression of 

thought through them. We can simplify them and 

divide them into two parts. In the technique of writing, 

we can include teaching graphics, spelling, 

punctuation, and the latter includes the written 

expression of thought. So, the content of learning to 

write consists of the technique of writing and the 

written expression of thought. [3] 

Writing Mechanisms: Mechanisms means what writing 

is done through. According to the well-known 

psychologist N. Ya. Dzhinkin, the writing mechanism is 

two-stage. 

1) making words from letters 

2) consists in creating written information from words 

and phrases. 

It is known that the mechanism of writing is based on 

the first stage of mastering writing and spelling, which 

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Volume 02 Issue 11-2022 103 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

must be brought to the level of mastery, and the 

second stage is based on the expression of thoughts 

using a certain written code, i.e. that is, the acquisition 

of speech skills. If the teacher can teach these 

mechanisms and content of writing, students will be 

able to practice writing. In the methodology, learning 

to write and writing thoughts are taught as separate 

stages. Learning to write is a complex 

psychophysiological process in which all speech 

analyzers participate, playing the role of the main tool 

in writing, reading, understanding and consolidating 

the studied material.  

Speech mechanisms are also involved in writing. In 

writing, semantic and sound symbols are combined 

with graphic symbols (letters), that is, an alphabetic 

symbol is added to the semantic and sound symbol 

used in speaking. Since the graphic representation is 

mastered by reading and writing, it falls under the 

control of written speech analyzers. 

Teaching writing and written speech is related to these 

aspects of speaking, listening comprehension, and 

reading comprehension. For this reason, speaking, 

listening comprehension, reading, and finally written 

speech are taught in speech activity training. 

Writing technique training focuses on the 

pronunciation of sounds and their graphic 

representation, correct spelling, grammar and spelling. 

When teaching the technique of writing, the teacher 

explains, shows, writes, reads and independently 

teaches and writes down the rules for pronunciation 

and writing letters and letter combinations. Teaching 

writing technique is organized on the basis of 

similarities and differences in the sound-letter system 

of a foreign language and the Uzbek language. 

When teaching sound-letter relations, sound 

perception, visual imagination, and then written action 

take place. It relies on the skills acquired in the mother 

tongue. Although foreign languages and Uzbek 

languages are based on the Latin script alphabet, there 

are inconsistencies in them that interfere with learning 

to write, such as the number of sounds and letters do 

not match, letters are read differently in different 

situations, several letters stand for the same sound, 

and some letters are illegible. To prevent such 

difficulties, special exercises are performed. 

Depending on the level of complexity of sound-letter 

relations, the order of their assimilation in writing and 

reading is determined. 

For example, when a sound and a letter coincide, the 

graphics are easily assimilated through auditory-sound 

perception, visual imagination and writing. If one 

sound is represented by several letters or represents 

several sounds by the position of one letter, then they 

are mastered by sound-letter or syllabic analysis. 

Learning the names and positions of letters in the 

alphabet helps you practice spelling and writing words. 

Teaching written speech (teaching written 

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Volume 02 Issue 11-2022 104 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

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presentation of thoughts) is organized on the basis of 

the language material learned by students. Teaching 

written speech serves as a means of thoroughly 

mastering the language material, improving the skills 

of oral and written speech, checking and evaluating 

the learning outcomes of students. [4] 

Taking into account the language experience of 

students, foreign language lessons are conducted. It 

also relies on skills acquired in the native language. 

Compound letters are written on the board and in 

students' notebooks. Spelling training is the spelling 

minimum of learning to write words and sentences 

learned in oral speech. When mastering spelling, 

written exercises are used that develop students' 

visual and memory abilities.  

Written exercises. Teaching any sound and its spelling 

is carried out by showing its graphic designation 

(letter), its pronunciation and writing exercises. 

Written exercises are classified in the methodological 

literature as follows: [5] 

• exercises for sound-letter analysis; 

• Transfer exercises; 

• Listening exercises (spelling dictation); 

• Free and creative written work (written expression 

of thought); 

• Real written exercises (letter, article, description of 

events); 

• Game exercises teaching writing (crossword 

puzzles, chains of words, riddles); 

• Writing a story plan (text); 

• Exercises for writing annotations to the read text. 

Such exercises are interpreted as exercises for 

teaching writing (spelling), teaching written speech, 

teaching written expression of thoughts. Written 

(spelling) training exercises: 

• Writing letters denoting a certain sound; 

• Finding and copying from the text words 

expressing certain sound-letter relations; 

• Find and write out words with unreadable letters in 

the text or underline them; 

• Finding and copying words with letter 

combinations from the text; 

• Write the words containing a certain sound into 

groups; 

• Composing words using the alphabet from the 

words heard; 

• Independent writing of memorized material. 

• Five-minute dictations and cross-examination 

exercises; 

• Copying exercises, putting the necessary letters 

and letter combinations instead of dots; 

• Exercises for writing answers to questions with a 

change in word order; 

• Copy written exercises, changing faces and tenses 

of the text; 

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Volume 02 Issue 11-2022 105 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

Writing exercises at home play an important role in 

learning to write. They help to remember and 

consolidate the material covered. Exercises that teach 

the written presentation of thoughts (written speech). 

Exercises for teaching writing are organized in the 

form of an utterance, a story, a picture, an essay, and 

writing a letter. The basis of such exercises is a written 

presentation of previously heard, read, memorized 

sentences or text. 

The practice of writing a letter to a foreign friend by 

mail or via the Internet is widely used in teaching 

writing. The letter is a written statement of opinion 

within the framework of topics mastered in the 

process of oral speech, students choose lexical units 

according to the model, write a letter about 

themselves, school, family, city (village), homeland and 

learn how to format it correctly. In this place, special 

attention is paid to such aspects as writing a greeting, 

salutations, thanks, the end of the letter, the date it 

was written, the writing of the address. When teaching 

written speech in each lesson, depending on the level 

of formation of the skills and abilities of students, a 

special order of exercises aimed at writing and 

developing written speech is determined. 

According to the famous Russian Methodist, scholar, 

the founder of 

communicative technology of foreign language 

teaching E. I. Passov, play is an activity, the content of 

such activity is to teach knowledge, speech actions. E. 

I. Passov describes the game activity as a teaching tool 

and shows its following positive aspects motivation of 

activity; 

 absence of external pressure in the learning 

process; 

 the study is of a voluntary individual nature; 

Games can be used in foreign language teaching for 

the following purposes: to form certain communicative 

skills and abilities on the topic, to teach speech 

movements in communication, to develop the 

necessary skills and mental functions, to consciously 

master the content of communicative tasks in the 

game. 

During the game, students' cognitive activity is 

modeled, their attention, memory, level of thinking, 

imagination, cognitive process are formed and 

improved. The pedagogical and didactic importance of 

games is explained by the fact that they help students 

to self-understand, how to perform speech actions in 

communicative situations, self-examination. [6] 

Conclusion. In conclusion, it is important to increase 

the effectiveness of foreign language lessons in 

secondary, secondary special and higher education, 

increase student activity and communication skills in 

the teaching process, improve not only productive but 

also receptive language skills, as well as develop 

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Volume 02 Issue 11-2022 106 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 100-106 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

independent, creative skills. The main factor is the 

formation of innovative activities, the ability to use 

interactive methods in the classroom. One of the 

important requirements in the organization of modern 

education is to achieve high results in a short time 

without spending excessive mental and physical effort. 

REFERENCES 

1. S. Saidaliev. Collection of lectures from the foreign 

language learning methodology course. Andijan. 

1996 

2. O'. Hoshimov, I. Yakubov, English language 

teaching methodology. "Sharq" publishing house, 

Tashkent - 2003 

3. O'. Hoshimov, I. Yakubov, English language 

teaching methodology. "Sharq" publishing house, 

Tashkent - 200 

4. Jalolov J. Foreign language teaching methodology. 

Tashkent. 1996 

5. Jalolov J. Foreign language teaching methodology. 

Tashkent. 1996 

6. Ishankulov Sh. U. /// Methods of Developing 

Productive Language Skills (Writing And Speaking) 

p.15 Electronic Journal of Actual Problems of 

Modern Science, Education and Training. 

November, 2021-11/1. ISSN 2181-9750 

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