TEACHING A LETTER OF COMPLAINT TO 7TH GRADE SCHOOL STUDENTS THROUGH COMMUNICATIVE VISUAL-SITUATIONAL APPROACH

This research was done to compare traditional approach and communicative visual-situational approach while teaching a letter of complaint to 7th grade students of Uzbekistan. Students and teachers of ESL from 26th school of Zhondor, Bukhara were selected as a population of the study. The major purpose of this study was to determine the effectiveness of a curricular sequence of oral language experiences upon the subsequent writing performance of a selected group of seventh graders. A secondary purpose of the study was to determine the effect of oral language practice upon children's written language usage and mechanics of English. Two separate groups were taught through two different approaches. The collection of data was analyzed with pre-test, post-test, mean, standard deviation and t-test. Data analyses revealed that tradition approach being utilized in teaching a letter of complaint in L2 cannot promote adequate knowledge to students. It is revealed from the study that if a foreign language writing skill is taught through communicative visual-situational approach the language can be acquired fast and effective. During the study students improved not only their writing skill (knowledge of writing complaint letter) but also their communicative competence, listening comprehension and critical thinking ability