METHODOLOGY OF FORMATION OF STUDENTS’ COMPETENCE IN WRITING LANGUAGE AND APPLICATION OF ITS EFFECTIVENESS IN DISTANCE LEARNING (26-28)

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ПЕДАГОГИЧЕСКИЕ НАУКИ

METHODOLOGY OF FORMA TION OF STUDENTS' CO MPETENCE IN WRITING LANGUAGE
AND A PPLICATION OF ITS EF FECTIVENESS IN DISTA NCE LEARNIN G

Smailova Zaure
1st course master student,
the Kazakh Ablai Khan University
of International Relations and World Languages,
Almaty
Kuanova Aigerim
Teacher,
Department of education “Linguistic College”,
Almaty

МЕТОДОЛОГИЯ ФОРМИРОВ АНИЯ КОМПЕТЕНТНОСТИ СТ УДЕНТОВ В ПИСЬМЕННОМ
ЯЗЫКЕ И ПРИМЕНЕНИЕ Е ГО ЭФФЕКТИВНОСТИ В Д ИСТАНЦИОННОМ ОБУЧЕНИ И

Смаилова Зауре
Магистрант 1 -го курса
Казахского университета международных отношений и мировых языков
имени Абылай хана,
Алматы
Куанова Айгерим
Преподаватель
УО «Лингвистич еский колледж» ,
г. Алматы

Abstract
At present, distance learning courses are widely used in teaching foreign languages. Thanks to its authenticity,
mastery of all aspects of language (lexical, phonetic and grammatical) and four types of speech activity (s peaking,
reading, listening, writing) occurs. Depending on the functional - stylistic direction, it allows you to develop all
the communicative competencies, namely lingui stic, sociolinguistic, sociocultural, strategic, social and discursive.
This article described the methodology for the formation of competence of students in written language and tested
its efficiency in remote learning. Also, distance and traditional form s of learning were compared.
Аннотация
В настоящее время курсы дистанционного обучения широко используются при обучении
иностранным языкам . Благодаря своей аутентичности происходит овладение всеми аспектами языка
(лексическим, фонетическим и грамматическим) и четырьмя видами речевой деятельности (говорение,
чтение, аудирован ие, письмо). В зависимости от функционально -стилистического направления он
позволяет развивать все коммуникативные компетенции, а именно лингвистические,
социолингвистическ ие, социокультурные, стратегические, социа льные и дискурсивные. В этой статье
охарак теризовали методику формирования компетентности студентов в письменном языке и проверили
его эффективность в дистанционном обучении. Также сравнили дистанционную и традицио нную форм
обучения .
Keywords: competence; distance learning; traditional learning; written language.
Ключевые слова: компетентность; дистанционное обучение; традиционная форма обучения;
письменный язык.

From the perspective of foreign l anguage
teaching, a number of scholars consider written spee ch
to be a productive form of speech activity, while
another group of researchers suggests that written
speech performance, especially speaking in a foreign
language, is only illegal, which in tur n suggests the
term 'expressive form of speech'. Sharing the latter
view, we consider written speech as an expressive form
of its two subtypes - reproductive and productive -
collective. For the successful implementation of the
process of writing competenc e, it is necessary to
determine the optimal ratio of reprodu ction and its
products, as well as to determine the characteristics of
competence in each of these activities and take them
into account in the learning process.
Considering the problem of product ivity - in the
context of the theory of speech and the subje ct of
"foreign language", I.A. Zimnyaya concludes that,
firstly, reproduction in foreign language teaching is
primarily a means of language (phonetic, lexical,
grammatical), and secondly, reproduc tion is the result
of targeted systematic exercises. The eff ectiveness of
training in situations where the learning process
requires new approaches to problem solving; variability
of role relationships of communicators; communication
is achieved through th e introduction of motivation.

Национальная ассоциация ученых (НАУ) # 56, 20 20 27
Scientist: "Productivity in fo reign language teaching is
a means of reproduction and the main goal of the
development of communicative foreign language as a
subject of learning a foreign language" [3].
We should try to make sure that students' speech
is the result of productive thinki ng, their own creative
activity, but we must not forget that it is very unlikely
to achieve this goal without the participation of
reproductive processes. At the same time, the process
of pr oducing other people's thoughts, and therefore
reproductions, is n atural in a real relationship, such as
the creation of speech.
The following criteria are used to classify the text
only as secondary:
- Representation;
- Lack of evaluation of the original text;
- Thematic unit of primary and secondary texts [4].
Consider ing this linguistic classification in terms
of foreign language teaching, we note the following. In
terms of content, all texts created by students can be
divided into productive (expressing their thoughts
without relying on the prototype text), reproducti ve-
productive (expressing one's own opinion, original,
evaluation of the content of the main text), reproductive
(providing information about the original).
In addition to the content of the text being created,
the process of reproduction may also be relat ed to its
form. At the same time, multiplication at the formal
level can vary depending on the complete repetition of
individual sentences and even superphra se
homogeneity (which is often found in non -linguistic
students' written texts in a foreign languag e), creative
use of lexical and grammatical tools, structural and
compositional features of the original text. In the first
case, the process of content desi gn is only reproductive,
in the second case - reproductive -productive.
Thus, when students create t ext, productive,
reproductive -productive, and reproductive processes
are possible both at the level of the content plan and at
the level of the expression pl an.
Modern pedagogical science directs the learning
process from knowledge to competence. They diff er
conceptually from each other. The competency
approach has been shown to have the following
characteristics:
- purposefulness;
- project activity of the te acher, the content of
which is a means to an end;
- formation of competence in action (in our case in
communication);
- focus on independent learning and self -
assessment;
- implement the process on the basis of
pedagogical and information technologies;
- focus on situational learning.
The main issues in the teaching of foreign
languages in the educati on system of Kazakhstan are
the modernization of the scientific and methodological
system of education, improving the level of
professional education, adapti ng to the global
educational space. On this issue, Professor S.A.
Abdigali concludes: “The main tas k of teaching a
foreign language in Kazakhstan today is to learn the
language as a real and full communication. Every
foreign language lesson is a crossroads of cultures, an
experience of intercultural communication, because
every foreign word reflects a f oreign life and culture,
every word expresses his understanding of the life of
the nation" [ 1].
Competence formation in writing is carried out in
two main wa ys - communicative -cognitive and
competence -active. Understanding the purpose of
written language t eaching as the formation of
competencies means implementing the learning
process as part of a competency -based approach that is
“consistent with the communic ative -cognitive
approach to foreign language teaching at school”. This
approach determines the theo retical basis of the
methodology of competence formation. On the other
hand, this basic approach to teaching a foreign language
at school is supplemented by theoretical rules and
practical recommendations aimed at certain types of
speech activity (written speech) - productive (textual
and genre) and procedural learning. The combination
of these two approaches allows us to create a
procedurally effective model of competence building in
written language.
In this sense, the formation of competencies in
student s requires a special teaching methodology based
on the rules of communicative -cognitive and
competence -based basic approaches and implemented
in a learning m odel based on the principles of synthetic
result -process approaches to writing.
Distance learning i s a distance interaction between
teachers and students, which reflects all the
components inherent in the educational process (goals,
content, methods, organ izational forms, textbooks) and
is carried out with the help of Internet technology or
other intera ctive tools.
Possibility of distance learning:
- reduction of tuition fees (no rent, travel to the
university, no expenses for students and teachers);
- redu ction of training time (collection, travel
time);
- the participant can independently plan the time ,
place and duration of the lesson;
- training for many people;
- modern tools, large electronic libraries, etc.
Improving the quality of teaching through th e use of.
- creation of a unified educational environment
(especially for corporate learning).
Comp arison of the values of the indicators of the
experimental group obtained by asking questions at the
stage of generalization of the experiment shows the
posi tive dynamics of growth of the values of indicators
of knowledge and understanding of system
charac teristics and, accordingly, the level of discursive
foreign language competence in general.
A survey was conducted among students
participating in the experi ment to determine the
absence or presence of positive dynamics of growth
indicators of the level of formation of foreign language
competence through distance learning.
The advantages of distance learning are that you
should not rush to class every day, bec ause students
who live far away are sometimes late for class or some

28 Национальная ассоциация учены х (НАУ) # 56, 20 20
students may not be able to sl eep, "there is a lot of time
for independent study", "you cannot attend classes",
"You can't re -analyze a topic you don't understand with
a teacher", "Lesson s are short".
As for the advantages of traditional teaching, the
answers are as follows: "We work f ace to face with the
teacher, if you have additional questions, we can come
after class", "You will meet with friends, and you will
attend additional classes ". However, they also pointed
out the shortcomings of traditional teaching, such as
"You get tired, you come home late", "you spend a lot
of time on the road", and many students noted the
material side ("a lot of money for travel, food").
"Do you want to c ontinue your education using
distance learning technology?" 18 students answered
"yes" to the quest ion, and the remaining 30 students
answered "no". When asked why, he said, "There is a
lot of independent work," "Because you can't use
phones a lot in class . And you can find the necessary
information on the phone at home during the lesson."
Thus, compari ng traditional and distance learning,
we decided to present the results in the following table.

Table 1
Comparison of types of training
Traditional teaching Distance learning
works under the guidance of a teacher who can direct
the learning process in o ne direction or another,
depending on the situation
mainly determined by the structure and content of the
information provided by the curriculum developers, as well
as its interface
There are different forms of control: oral interview, test,
independent w ork, testing, oral or written test, project
defense, exam
can combine control and self -control: the program can have
a system of intermediate and final tests in sections
Group work is often considered Only individual work is used
Depending on the readine ss of the audience, the rhythm
of interpretation of the material is chosen
Each student can choose the rhythm of the material tha t
suits him / her, and review it if necessary
There are different forms of teaching: lectures, group
work, pair work, seminars , independent work, projects
Often part of the independent work, if the platform allows,
can be done online, in the form of a cha t conference
Training and education are closely linked Learns to read independently
The course depends on the strictness of t he lesson.
When students are unable to attend classes, it is difficult
to master the material
The student can master the material independently. The
curriculum is based on independent study

Thus, comparing traditional and distance learning,
the differen ce between the two types of learning is that
a significant part of the material is not mastered on its
own, but in constant contact with the teacher (telephone
and Internet consultations, lectures and online
seminars). There are also the main similarities and
differences between distance learning and traditional
learning:
- the ability to keep in touch with the teacher, to
discuss issues with him, usually through
telecommunications;
- the ability to organize discussions, collaborative
work on projects and o ther types of group work during
the course and at any time (in this case, the group may
consist of students living in one place, but may also be
distributed). During distance learning, students
communicate with the teacher through
telecommunications;
- Pro viding students with theoretical materials in
the form of printed or electronic textbooks, which
allows you to completely cancel the session when
visiting the university or significantly reduce their
number and duration.
The difference between distance lea rning and
traditional learning is that a significant part of the
material is organized with the hel p of Internet
technologies, i.e. in distance learning, the work of
students is organized and largely independent.
The main differences between distance learn ing
and traditional learning:
- training at the place of residence or workplace,
and therefore the different nature of the educational
process;
- flexible schedule of the educational process,
which can be completely exempted from open
education or associat ed with limited checkpoints
(exams, online sessions with the teacher) or group
lessons, as well as laboratory work on the equipment;
- Communication with the teacher is carried out
mainly through telecommunications.
Thus, distance learning is an integral p art of
learning, but can also act as an independent form of
learning.

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