title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  their writing development from the beginning to the end. Next, teachers may use
  the genre-based approach to teach actual writing for learners when they realize that
  their students’ linguistic knowledge and writing competence are developed enough
  to create a written product that serves a social purpose.
  To teach a particular genre effectively, instructors should integrate the
  strengths of product-based writing, which its primary concern is about the
  appropriate use of the language for each genre, and the linguistic skills in the
  process-based approach, such as prewriting, drafting, revising, and editing in the
  writing class. These are likely to help students to come up with appropriate
  language use and writing purpose for a specific audience through interaction in the
  class while students are learning to produce their work. Even though writing in
  different genres requires different kinds of learner knowledge and different sets of
  writing skills, teachers still need to comIntegrated approaches to improve students
  writing skills For
  English Major Students bine the strengths of product, process, and genre
  approaches together and use the following steps to help students write in certain
  genre successfully. Teachers need to provide a clear model which allows students
  to identify the purpose of the social context in the first stage of teaching, Then,
  instructors should use the techniques of generating ideas, namely brainstorming,
  mind-mapping, and free-writing, to help learners think about the appropriate
  vocabulary, grammar, and organization for writing in a specific genre. After the
  stage of generating ideas, students will be allowed to work in groups because
  collaborative learning will not only lessen students’ stress but also promote the
  skills which are involved in writing development.
  Another step which will make students’ writing effective is redrafting and
  proofreading, as they will help learners develop what they lack in their written
  products and a sense of audience. By learning through the integrated approach,
  students will have less difficulty in L2 writing since they have enough input to
  create their writing tasks.
  Literature
  1. Ўзбекистон Республикаси Президентининг “Чет тилларини ўрганиш
  тизимини янада такомиллаштириш чора тадбирлари тўғрисида” 2012 йил 10
  декабрдаги ПҚ-1875-сон қарори
  2. Komil Jalilov Exam Skills for Teachers and learners .Tashkent 2016.
  3. President Decree 4947 “On Uzbekistan’s development strategy “ February 7,
  2017.
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