European science international conference:

MODERN EDUCATIONAL SYSTEM AND INNOVATIVE TEACHING SOLUTIONS

DEVELOPING WRITING SKILLS BASED APPROACH AND KEY
COMPETENCIES IN EFL CLASSES

Ponsotova Nafisa Uktamovna

Master of Linguistics faculty of
Uzbekistan State World Languages University

Annotation: The article focuses on developing writing skills based approach and key
competences in EFl classes. In a modern day using different approaches in writing are
well develop of student writing skills.
Key words: writing, skill, approach, competence, classes, student.

In the priority national project “Education”, a certain emphasis is directed to

the implementation of the ideas of the competence-based approach. The competence-
based approach entered the education system in connection with the change in the
Russian educational paradigm, the inclusion of Uzbekistan in the Bologna process,
which in turn is due to the pan-European and global trend of integration and
globalization of the world economy. Objectively, in the modern world, following the
path of globalization, the ability to quickly adapt to the conditions of international
competition becomes the most important factor in the successful and sustainable
development of the country.
Competence-based approach is an approach that focuses on the result of
education, and the result is not the amount of learned information, but the ability of
a person to act in various problem situations.
Competency-based approach is an approach in which the results of education are
recognized as significant outside the education system. The competence-based
approach is a set of general principles for determining the goals of education, selecting
the content of education, organizing the educational process and evaluating
educational results. Thus, there is talk of changing the units of organization of the
content of education and changing the methods for assessing the effectiveness of the
educational process (quality assessment).
One of the main tasks of modern education is to achieve a new, modern quality
of education. The new quality of education is understood as an orientation towards
the development of the child's personality, his cognitive and creative abilities. The
general education school should form a new system of universal knowledge, abilities,
skills, as well as the experience of independent activity and personal responsibility of
students, that is, modern key competencies.
The composition of key competencies should include generalized, universal
competencies, the mastery of which is necessary for a graduate for further education,
personal development, life self-realization, regardless of the level of his education,

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development and the profession he chooses. In other words, the list of
competencies, one way or another, reproduces a certain list of the main types of
human activity.
It should be noted that, seeing the shortcomings of the current content of
education, teachers themselves are trying to improve it, without waiting for
regulatory documents. Studies have shown that building the content of education
only on the basis of a competency-based approach is inappropriate. At the same time,
the superstructure over the current content of education in the form of content that
determines the formation of competencies leads to an overload of the already
overloaded content of education. The way out is seen in the emphasis on the methods
of activity and the creation of conditions for the emergence of students' experience of
activity.
The concept of context can be exemplified by students writing for different
academic disciplines like physics, law or social studies. These researchers saw the
learning of writing as a process of socialisation, like Nunan who proposed the concept
of classrooms as “miniature communities” and Clark et al. (1983) who suggested that
most writing skills were learned in the context of the social life of the classroom.
Another feature of the then new paradigm was the focus on the writer as the
creator of the text and language learner which led to the process approach to writing
instruction.
Writing is one of the most complex elements of language learning. Accordingly,
“[i]n course of constructing text, writers constantly plan, review and formulate the
developing discourse; these are processes that often leave traces as pauses and
revisions in the output” (Kroll 1990).
In this study language awareness is mostly related to cognitive process and
correlated with thinking process of students' learning approaches. As we shall see in
the following, it is often argued that an analysis of students' writing can give us an
insight into their language awareness. Richards et al. (2002:218) states that language
awareness is important in language learning, and that studies on language learning
should explore “the role of explicit knowledge about language in the language
learning process and how such knowledge can be mediated by teachers”. Such
explorations can either focus on the product or the process of writing, and some of the
alternatives available will be presented in the following sections.
In the last two decades major developments in writing research have led to new
methods of teaching writing being formulated. The main catalysts for this change are
two-fold stemming from writing researchers‟ concern that traditional product oriented
approaches may not be adequate training for all students writing for different
disciplines and also the concern with how students compose written texts. One of the
most important developments in terms of widespread and farreaching impact on
writing instruction until recently is the understanding and teaching of writing as a

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process. Almost every current article and book on writing is still concerned with
the „process‟ in one sense or another and the emphasis in writing instruction saw a
general paradigm shift from product to process-orientedness between the 1970‟s and
1980‟s (Peha 1996-2003). Early studies with the intention of improving the quality of
students‟ writing have led researchers to the discovery that their composing processes
should be the main focus of writing research.
Although the process approach was more student centred and opened up more
opportunities to develop students‟ abilities to address the rhetorical concerns of
writing through process strategies, it has its drawbacks. The main disadvantages of
process instruction was that firstly, it assumes all types of writing to be equal and can
therefore be produced by engaging the same set of processes every time and secondly,
that students are not given adequate linguistic input and guidance to be able to write
successfully. Process instruction fails to give adequate emphasis to the conventions of
different academic discourse that would help prepare students for the different types
of academic writing at the tertiary level. Another shortcoming of the process
approach is that one of its main strategies - peer review - may lead students to have
very unrealistic views of their true writing abilities as peer reviewers have no formal
training in language or writing instruction.

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