Writing in The Classes of Russian Language

Pindus Journal of Culture, Literature, and ELT
ISSN: 2792 – 1883 | Volume 3 No. 6

https://literature.academicjournal.io
Writing in the Classes of Russian Language
Zebo Aminova Pulatovna

Associate professor, PhD, Department of Uzbek language and literature, Karshi Engineering-
Economic institute, Karshi, Uzbekistan
Abstract: Writing is the accumulation of language knowledge and expression of ideas in different
ways. It is difficult to write if one has no any idea or information on language and the topic to
describe and explain. Writing for engineering students at the faculty of oil and gas is not easy to
construct an essay about the details of the industry where they are in practice. Writing in the classes
of Russian requires technical and semi-technical vocabulary (words). Besides, terminology they
work with only used in engineering. We carried out a survey with 30 students who study at the
faculty of oil and gas, Karshi Engineering-Economics institute, on the issues of writing an essay
about technical details in the industry in Russian.
Keywords: writing, technical and semi-technical vocabulary, terminology, classes of Russian
language.
Introduction. Acquiring a language require being aware of sentence structure which means
grammar, and vocabulary (words) in Russian language. Writing involves learning special attention
to express their thoughts on the details he/she describes in the paper. Besides, learners should be
aware of using technical language which may complicate their performance in writing.
Furthermore, writing is one of the linguistic skills which learner should possess. Moreover,
Bakhtin, (1994) stated that writing is not only a way to communicate information but is a social
performance of self and a heteroglossic rendering of previous experiences, conversations, texts, and
contexts. The ways in which one makes decisions when writing can tell us much about our
confidence, our beliefs, our linguistic and textual knowledge, and our desire to please self or others
(Ryan, 2017; Ryan et al., 2021).
We conducted research with 30 learners from the faculty of oil and gas, Karshi Engineering-
Economics institute. The participants were invited to be interviewed on the issues of writing in the
classes of Russian language. A survey focused on questionnaire consisting of 4 questions regarding
to the issues of the research. The results were indicated in the diagram.
Literature review. Lambirth (2016) indicated that school writing is usually assessed for its
rhetorical structures, language use, subject matter, and appropriateness for (often) hypothetical
audiences. Students are sometimes given the opportunity to self-assess or provide feedback on
peers’ work; however, the focus of these strategies is often limited to correct language use.
additionally, Myhill et al. (2016) revealed that less visible elements of the writing process need to
involve reflexive self-assessment and focused feedback from expert teachers. Reflexive self-
assessment should go beyond grammatical form to include attitudes, beliefs, and priorities in any
given writing situation (Gadd et al., 2019; Wright, Hodges, & Mc Tigue, 2019). Students’ writing
attitudes and beliefs are important indicators of their writing achievement (Bulut, 2017; Pajares,
Johnson, & Usher, 2007). When teachers ask them to share their perceptions, it gives us insights
into their knowledge base and interpretations, but also the standpoints and histories they bring to
classroom experiences. Writing needs vocabulary knowledge to demonstrate ideas in written forms.
Khasan Abdinazarov (2023:2), stated that a terminology of each field of study or learning has a
ISSN 2792-1883 (online), Published in Vol: 3 No: 6 for the month of Jun-2023
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ISSN: 2792 – 1883 | Volume 3 No. 6
specific meaning which characterizes the specialization in particular. Additionally, terminology can
provide a learner with a full realization of the specialty. Authentic contexts enhance learners’
knowledge, equipping them with needful instruction and views towards issues concerning their
fields of expertise.
Research methods. Writing is self-confidence in expressing ideas on something special and
discussing thoughts in written, supporting full information on the issues. We decided to carry out
an interview with the learners who study engineering science in Russian language. A survey
focused on questionnaire consisting of 4 questions to offer options to be chosen by respondents. A
questionnaire depicted following questions;
1) Is writing important for your course?
2) Do you need to have sufficient vocabulary knowledge in writing?
3) Do you need listening comprehension for increasing writing?
4) Do you need reading comprehension for better writing in the classes of Russian language for
engineering?
The results and discussions
According to the analysis of the collected data from the survey held with participants; 50% of them
agree that writing is important for writing courses, 44 % of them agree that vocabulary or
terminology they need to better writing, 3% of two questions disagree that they less need reading
and listening comprehension in enhancing writing skills.
Conclusion. Learning a language requires having all linguistic skills such as writing, reading,
listening, and speaking. However, in obtaining writing skill, a learner should be aware of
vocabulary knowledge or terminology of that field of study. There are a lot of terminology
denoting different means of objects, for instance, terms relating to transportation of oil and gas,
terminology regarding technology, and tools, devices which engineers deploy in their workplaces
(Abdinazarov. X. 2023). In writing an essay or instruction a learner must know the grammar rules,
especially in passive voice, and terminology of technical detail which is needed to describe. We
conducted research on the issues of writing in the classes of Russian language for engineering, the
interview was held with adult learners, as a result, it was showed that they need to increase writing
skill as it may be able to help them to construct their thought in the written form.
References
1. Abdinazarov. Kh. Sh. Acquisition of terminology in the field of petroleum engineering. Galaxy
interdisciplinary research journal. ISSN (E): 2347-6915. Vol 11. Issue 2 Feb. 2023.
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2. Abdinazarov.X.Sh. Terminology characterizing a wide range of objects. International journal

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https://journals.researchparks.org/index.php/IJIE
3. Bakhtin, M. (1994). Social heteroglossia. In P. Morris (Ed.), The Bakhtin reader (pp. 73–79).
London: Arnold.
4. Myhill, D., Jones, S., & Wilson, A. (2016). Writing conversations: fostering metalinguistic
discussion about writing. Research Papers in Education, 31(1), 23–44.
5. Ryan, M. (2014). Reflexive Writers: Rethinking writing development and assessment in
schools. Assessing Writing, 22, 60–74. Ryan, M. (2017). Writing reflexively: Students and
teachers shaping texts and identities.
6. Ryan, M., & Barton, G. M. (2014). The spatialized practices of teaching writing: Shaping the
discoursal self. Research in the Teaching of English, 48(3), 303–329. Special Issue. Ryan, M.,
Khosronejad,
7. Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-
efficacy beliefs on their summary writing achievement. International Electric Journal of
Elementary Education, 10(2), 281–285. https://doi.org/10.26822/iejee.2017236123
8. Gadd, M., Parr, J., Robertson, J., Carran, L., Ali, Z., Gendall, L., & Watson, K. (2019). Portrait
of the student as a young writer: Some student survey findings about attitudes to writing and
self-efficacy as writers. Literacy, 53(4), 226–235. https://doi.org/10.1111/lit.12178
9. Lambirth, A. (2016). Exploring children’s discourses of writing. English in Education, 50(3),
215–232. https://doi.org/10.1111/eie.12111

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Pindus Journal of Culture, Literature, and ELT

ISSN: 2792 – 1883 | Volume 3 No. 6

Writing in the Classes of Russian Language

Zebo Aminova Pulatovna

2. Abdinazarov.X.Sh. Terminology characterizing a wide range of objects. International journal

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