Content Introduction

Chapter I. Theoretical foundations for using the game in foreign language lessons


1.1 Linguo-psychological characteristics of writing as a type of speech activity

Language is the most important means of human communication, serving all activities of human society. Communication can take place both directly in a personal conversation, mutual correspondence, and indirectly - through a book, television, radio, newspaper. This is a property of any language, including a foreign one. It is included in the curriculum as a subject that gives a person another means of communication, in addition to their native language.

Teaching a foreign language includes mastering by students such types of speech activities as listening, speaking, reading and writing. In secondary school programs, writing is not considered as the main goal of education. But the program provides for both the formation of calligraphy and spelling, and the formation of the ability to express one's thoughts in writing. In addition, writing also acts as an important learning tool that contributes to the development of oral speech and reading.
Writing arose on the basis of sounding speech, as a way of fixing sounds for storing and subsequent reproduction of information.
Writing is a productive analytical and syntactic activity associated with the generation and fixation of a written text. [11,247]
Difficulties in teaching written speech are primarily due to its psychological complexity. Including all those neuro-brain connections that are necessary for mastering oral speech, written speech requires the formation of a number of additional associations. So, to the auditory-speech-motor connections, with the help of which oral speech is carried out, when writing, as is known, visual-auditory and speech-motor, motor-graphic connections are also added.
In writing, we all, and the child in particular, are forced to become extremely economical in the use of words. The hand does not keep up with the thought, the fingers cannot withstand the enormous physical load, and therefore there is an urgent need for careful mental editing of the written text. In addition, in the process of writing, the child must do a very special job of maintaining the invented word order in the recorded phrase. And this is extremely difficult, because in oral speech (unless it is a text memorized) he does not have to perform the activity of a similar type of oral speech. The child does not compose a phrase as some kind of consciously built order or sequence of words. On the contrary, in written speech, he first composes a certain formal verbal sequence,
When constructing a written text, the author follows, as a rule, a certain logical scheme: motive, purpose, subject, addressee. This chain of logical links is reflected in the semantic-syntactic and lexical-grammatical structure of the text.
The writer goes from thought, realized in the form of inner speech, to linguistic means.
In the written expression of thoughts, as in speaking, the same transitions function between externally expressed and internally pronounced language forms. When writing, a transition is made from a word pronounced aloud or to oneself, to a visible word. [11,248]
The writer first imagines or perceives (when recording by ear) those sound complexes that are subject to fixation, then he correlates them with the corresponding graphemes. When generating a written statement based on a printed text, the work begins with the perception of graphemes, after which there is an association with the corresponding phonemes.
In the process of writing, verbal-logical, figurative and motor types of memory function, contributing to the creation of supports and guidelines for the speech-thinking activity of the writer.
Unlike speaking or listening, writing is a slower process. But at the same time, writing is considered an easier speech activity, since it is possible to return to the text in order to control and correct what is written.
Lev Semyonovich Vygotsky suggested that the key to the art of free writing is the mastery of "abstraction, the arbitrariness of inner speech" or, in other words, the art of grammatical construction. [10,95] And one cannot but agree with this: written speech differs from oral speech in that it is a fundamentally constructed speech. But the complexity of written speech is associated not only with the need to include more analyzers. It is also much more complicated by the conditions in which it usually proceeds.
The problem of mastering written speech is the problem of forming the need for written speech. The fact, however, is that in the existing technologies for teaching writing, the problem of the need for written speech is not represented in any way.
Written speech is a unique opportunity to record and archive your own mental states and experiences with the help of phrases constructed in a certain way.
According to L.S. Vygotsky: “Written speech is also not a simple translation of oral speech into written signs, and the mastery of written speech is not simply mastering the technique of writing. In this case, we should expect that, together with the assimilation of the mechanism of writing, written speech will be as rich and developed as oral speech, and will be like it, like a translation is like the original. But even this has no place in the development of written speech. [9, 45]
As evidenced by numerous studies, one of the circumstances complicating the act of writing is the absence of a situation common to the writer and the one to whom the speech is addressed. Therefore, what in oral communication can be left unsaid or completely omitted, in written communication should find its full expression. Thus, written speech should be as clear and detailed as possible in order to perform its communicative function well.
Further, if during oral communication the speaker can use a number of auxiliary means, such as gesture, facial expressions, intonation, then when using written speech, such opportunities do not exist.
And, finally, if oral speech involves constant stimulation and control on the part of the listener, then both of these moments are usually absent in written speech. All this, along with the difficulties associated with mastering the graphic code, is a significant complication of the act of speech itself.
The mechanism of writing a text is also not simple. In the works of psychologists (Artemov A.V., Vygotsky L.S., Elkonin D.B.) it is shown that the process of compiling a written text includes the following main elements:

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  selection of words required for this particular text;
  

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  distribution of subject features in a group of sentences;
  

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  highlighting the predicate as a core part in the semantic organization of the sentence;
  

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  organization of communication between proposals. At the same time, the main active force in the preparation of a written text is considered to be its “anticipation”, i.e., the idea of ​​​​what will be written, even before the moment of writing. [31,154]
  

"Preemption" takes place, as is well known, in inner speech—that speech which directly unites outer speech with thinking. But at the same time, there is a significant difference in the synchronism of each of the forms of external speech (meaning oral and written speech) with internal speech. If during oral communication internal and external speech flow into the consciousness of the speaker almost simultaneously, then during writing, internal speech is significantly ahead of external speech and serves the purpose of its preparation. Oral speech conveys, as it were, the very process of thinking - the speaker thinks together with his interlocutor, together with him comes to certain conclusions, while written speech usually presents the already prepared results of the thinking process. All of the above applies to the process of compiling a text, both in native and in a foreign language,
The material for written speech can only be those speech models that students are able to freely operate with, that is, everything that they have learned reproductively. For a number of psychological reasons related to the school conditions of teaching a foreign language, the center of gravity in the work on written speech should be transferred to the students' homework.
The purpose of teaching written speech is to develop students' written communicative competence, which includes the possession of written signs, the content and form of a written work of speech.
The tasks to be solved in teaching written speech are related to the creation of conditions for mastering the content of teaching written speech. They include the formation in students of the necessary graphic automatisms, speech-thinking skills and the ability to formulate a thought in accordance with the written style, expanding knowledge and horizons, mastering the culture and intellectual readiness to create the content of a written work of speech, the formation of authentic ideas about the subject content, speech style and graphic form of written text.
Written speech can be considered in three planes:
content (thinking),
expressions (speech) and
performance (graphics).
The mental content determines the form of a written work. The forms of written speech works that can be included in the content of training include: greeting cards, announcements-information (about job search, employment, sports and cultural events), personal letters, business letters, autobiographical information, supporting schemes, reviews, (on a book, story, film, work of art), summary, (the main idea of ​​what was read, heard), projects, (a look at the state and change of the world around), essays, (own view of things and phenomena), essays (interpretation of a topic or problem), etc.
Learning experience shows that writing is not only a way to control what has been read, but also affects the development of oral speech skills, since tasks to answer questions in writing to the text, write these questions yourself, give a summary of the text, and others improve knowledge of vocabulary and grammar. Therefore, writing plays an important role in teaching a foreign language. At the beginning of training, mastering graphics and spelling is the goal of mastering the technique of writing in a new language for students. Further, writing is considered as an important tool in the study of the language: it helps to firmly master the linguistic, lexical and grammatical material and the formation of skills in reading and speaking. Naturally, writing can fulfill its function if students learn the technique of writing, namely: they master the ability to write letters, the spelling of words.
Writing training includes the following content:
Graphics, that is, the totality of all means of this writing. The main means of graphics are letters, each of which is presented in printed and handwritten versions. Thus, each grapheme is represented by a set of alphabetic units.
Spelling is a spelling or a system of rules for using written characters when writing specific words. If the graphics allow several options for transmitting a sound or sound combination, then in orthography one spelling is always used to convey a certain word with this sound, which is recognized as correct.
Record. If the product of written speech is always a coherent statement, then the product of writing can be individual words, phrases, unrelated sentences, a plan of expression, or even abbreviations.
Written speech. In school conditions, this can be a coherent statement on a topic, a written description of an object, fact, event, a written message to a specific (or imaginary) person, a presentation on a given topic, an essay on a free topic, and so on.
Mastering a foreign language writing cannot be facilitated, it can only be diversified - at least by alternating different types of exercises and all sorts of written entertainment.
Written speech differs from other types of speech activity not only in its specificity, but also in the degree of its prevalence in everyday life. Writing plays a different role at different stages of learning. 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. At the middle stage, the center of gravity in the work on the letter is transferred to spelling in connection with the accumulation of new language material. And at the senior stage, previously acquired written skills are improved along with a similar improvement in oral speech.
Writing and Speaking: Seven Differences
1. Writing, like swimming, must be learned, and speaking is a natural property of a person.
2. Written text is constant (it can be read and reread at any time), while speech "moves in real time"
(Penny Er).
3. Writing is "dense" than speech: it does not contain repetitions, "pause fillers" and unfinished phrases.
4. Written speech should be clear and concise, as it lacks sign language, facial expressions and intonation changes.
5. Oral speech is improvisational; on the letter you need to follow the rules and carefully organize the text.
6. Standard literary language is used in writing.
7. Spelling is an integral part of writing.
Being able to write means
1. Know the spelling and writing system of the target language.
2. Apply the correct word order.
3. Use correct, standard grammar.
4. Be able to express certain meanings using different grammatical forms.
5. Use synonyms, antonyms, idioms and stylistic devices with benefit.
6. Be able to build a coherent, structured text.
7. Develop writing speed (especially in exams).