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107CHARACTERISTICS OF READING AS A TYPE OF SPEECH ACTIVITY
Shakhnoza Muminovna Kholmatova
Senior lecturer, Tashkent State University of Economics kholmatova_1973@mail.ru
ABSTRACT
This article examines the role and significance of reading. As you know, practical knowledge of the language is, first of all, in the ability of the student to use the acquired skills and abilities in their activities. Reading helps and contributes to the improvement of other types of speech activity (speaking, listening, writing), as well as the preservation of knowledge of the language being studied, in particular speaking skills. Practical knowledge of the language consists in the ability of students to use the acquired knowledge and skills in the language in their professional activities. The purpose of reading should be to obtain information, and the motive should be to satisfy the need for information.
Keywords: reading, oral speech, enrichment, text, speech development, retelling, practical significance, assimilation, perception, communication.
INTRODUCTION
The experience of working in a multilingual audience has shown that for the successful teaching of foreign languages, the communicative orientation of training should be given special attention. To do this, in our opinion, it is necessary to distinguish the five most important aspects: reliance on the native language, reading, writing, speaking, listening.
METHODOLOGY
The education sector aims to create the necessary conditions and opportunities for the future generation to be not only physically and spiritually healthy, but also to become well-developed, educated, and have knowledge at the level of great achievements in the world of science and technology. To achieve all this, you need to formulate and cultivate a creative, thinking personality. In modern conditions, the demand for a creative person is great and will constantly increase [1-6].
As everyone knows, communication between people occurs in two ways: by direct exchange of thoughts (oral speech) and indirectly - through a book (writing, reading). [2. 137c.]
Every year, despite the widespread use of radio and television, the flow of information through books and Internet sources increases, and the problem of mastering
reading as a source of information, a means of educating and training qualified specialists for the national economy becomes of great importance [7-12].
Reading is a type of speech activity that allows you not to imitate, but to reproduce one of the forms of real communication in a foreign language. Based on this function, the teaching of reading should be built, in my opinion, in such a way that students perceive it as a real activity that has practical significance. What is the reason for poor proficiency in basic reading techniques and reading comprehension? The main reason is that teachers pay very little attention to the development of teaching methods for reading and understanding text in a foreign language. In addition, oral speech in the classroom is given much more time than reading. In modern textbooks, textbooks, a differentiated approach to teaching oral speech and reading is reflected. Reading in the classroom seems to lose its independence and turns into an attribute of oral speech, and reading material-only an additional incentive for the development of speaking skills [13-15].
Practical knowledge of the language consists, first of all, in the student's ability to use the acquired skills in a foreign language in their activities. In comparison with oral speech and writing, the use of reading in practical activities has a number of advantages. Oral communication in a foreign language is limited due to the lack of a specific language environment, and then reading becomes an important source of information, a means of communication, as well as further development and improvement of the individual. Proficiency in reading is a necessary condition for obtaining a specialty in professional colleges and universities. [1.336 p.]
Reading contributes to the improvement of other types of speech activity and the preservation of knowledge of the studied language, in particular speaking skills. In the process of reading, the vocabulary is enriched and fixed, pronouncing skills are practiced, and the possibility of probabilistic forecasting is developed. No wonder in one of his lectures L. V. Shcherba said that knowledge of the language is kilometers of lines read. [4. 49-62c.]
In recent years, in the national groups of universities, teachers in the classroom have begun to pay great attention to the development of oral speech skills. In this regard, reading has become considered as a means of teaching speaking, translation, and retelling, and has lost its significance. This methodological orientation of many teachers has led to the fact that the majority of students of national groups by the end of their studies do not have sufficient skills of fluent reading in the language being studied [16-18].
DISCUSSION
Reading in a national group is the goal and means of teaching a foreign language. In the first case, it is considered, first of all, as a type of speech activity. In the second -
as a means of forming skills and abilities in other types of speech activity, mastering lexical and grammatical material. When teaching, it is important to distinguish between these two concepts - reading as the goal of learning and reading as a means of teaching the Russian language. Tasks that are most often offered to students in textbooks, teaching aids and in the classroom (read and retell the text; read, answer the questions; make a plan; find certain words, sentences, etc.), serve only as a means of teaching oral speech, in particular retelling, mastering lexical and grammatical material, and not as a means of teaching reading as a type of speech activity. [8. 125c. -9. 34 p.]
In order for the teaching of reading to be a teaching of speech activity, the following requirements must be met.
In real life, we read about ourselves in our native language, and this type of reading helps us to extract the necessary information. Reading aloud performs another communicative function - it helps to convey the received information to the listener. In real communication, it is limited, so it can hardly be the goal of studying in universities. [10.78-82c.]
The reading should be informative. A person in real life reads newspapers, magazines, books in order to learn something new, to get this or that information. The process of reading is very time-consuming, and reading the text, just like that, without getting information, is naturally impractical. When reading a certain text, there are many difficulties, so students perceive repeated reading without setting a communicative task as an exercise with language material, and not as a type of speech activity aimed at obtaining information [19].
Thus, the teaching of reading should be structured in such a way that students perceive it as a real activity that has practical significance. This is achieved by being able to read a new text and understand its content, especially if it contains interesting information. Satisfaction with the results, the achieved success convince students of the practical usefulness of this type of work and make them treat reading as a real activity. Students, when transmitting basic information, should be able to formalize it in a certain way in accordance with the norms of the language. [5. 65-74c]
For this reason, it is not recommended to familiarize students with the content of the text in advance. The first text should be read by students, not the teacher, in order to independently carry out the mental work associated with understanding the content.
As for the teacher's exemplary reading, it is necessary only for practicing the reading technique, correctly pronouncing certain difficult words and sentences. It is impractical to give a sample of reading a whole text, since the text contains a large number of different difficulties (both pronounceable and semantic), for example: pronouncing words, setting accents (verbal, phrasal, logical), finding intonation structures, determining the lexical meanings of words and phrases, understanding the content and meaning of the whole text, etc. it is impossible even for an experienced
reader to remember all this and then correctly reproduce it in the process of their own reading, so students, listening to the teacher, focus their attention only on understanding the content, and the sample of correct reading remains outside of their attention and, thus, does not contribute to the formation of students ' skills of correct reading. Exemplary reading, if it also occurs with closed books, forms students ' listening skills, that is, the perception of speech by ear, rather than the skills of reading and understanding techniques, the formation of which is based on visual perception of the text and their own reading. [6. 46c. -7. 56 p.]
RESULTS
Students throughout the years of study should feel their progress, that is, it is necessary to ensure the development of reading skills [20].
Before describing the methodology of teaching reading as a type of speech activity, consider the reading process itself, its components.
It should be noted that the work after reading the text is also of great importance, provided that this type of work has achieved its goal. In the future, the read text can be used to solve many problems:
1. Working out the lexical material. If the teacher sets a goal of mastering lexical skills, you can offer a number of tasks that would help him solve this problem. I often successfully use this type of work. For example, you need to prepare an adapted text based on what you read, with simplified constructions where keywords will be omitted. Students must insert words within a certain time interval. Variants of missing words and their translations can be recorded by the teacher in footnotes. This depends on the level of mastery of the language, or on the degree of novelty of these words. You can also suggest words or phrases, and students should find synonyms for them in the text.
2. Work on grammar skills. Here you can offer a large number of exercises with words used to work out the lexical material of the text. The work will be successful if the trainees are well acquainted with the content of the text or the part that is used at this stage.
3. The simplest and most effective task is to put a particular sentence in the past tense or vice versa. Convert sentences from the active form to the passive form, and then put them in different time forms. It should be noted that the teacher must identify such proposals himself, selecting them according to the principle of expediency.
4. Development of speaking skills. Just want to note the fact that the task of developing speaking skills based on the read text can be solved in a group with a fairly high level of language proficiency, if we are talking about texts with increased complexity. Tasks for the text should not be too difficult, since difficult tasks reduce the interest of students or may not give results at all. This type of work should be introduced after working with vocabulary and working out grammatical constructions,
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since unfamiliar vocabulary or complex grammatical constructions can become a serious obstacle to solving the tasks set.
Reading, like any activity, is purposeful and motivated. The purpose of reading is to obtain information, the motive is to satisfy the need for information. The result of the reader can be positive and can be negative. If the reading mechanisms are not sufficiently formed, the result will be negative, the reader will not be able to understand the text, extract the necessary information. Work on overcoming technical difficulties in the reading process, that is, improving the reading technique, occurs at all stages of learning, but it is important to build this work so that students gradually increase the speed of reading, the volume and complexity of texts, and the speed of understanding. [10. 223c.]. If there is no dynamic of skills, then the difficulties of the text become insurmountable and students will not be able to achieve the necessary results, that is, to understand the text, so the interest in reading, and at the same time in the Russian language weakens. This attitude to reading is observed among students when the volume of texts for reading increases, and the language capabilities of students remain limited. This leads to a gap between the effort expended (deciphering the text) and the results obtained (reading comprehension). [5. 49c]
CONCLUSION
In conclusion, it should be noted that currently teaching reading is a very important problem, and the search for effective methods and means of teaching reading is quite an urgent task. After all, one of the generally accepted means of personality formation in a civilized society is reading because of its great intellectual and emotional impact on the individual.
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