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14Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 5
educational, natural and social sciences О ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
CONSIDERING DIFFERENT TYPES OF READING, BY DETERMINING THEIR PLACE AT DIFFERENT STAGES OF LANGUAGE
LEARNING
Qodiriy Mahzuna Shavkatalievna - teacher, Department of Integration of Language Skills.
Uzbek State University of World Languages
Abstract: Reading is one of the most important language skills that learners must master in the process of learning a foreign language. Reading is not only the goal of teaching as an independent type of speech activity, but also a means of developing skills. Reading a text, a person repeats the sounds, letters, words and grammar of a foreign language, memorizes the spelling of words, the meaning of phrases, and thus improves his knowledge of the target language. Therefore, reading is both the ultimate goal and the means to achieve this goal. Translated and nontransferable types of reading are especially closely related to the level of mastery of a foreign language by students. They often confuse the concepts of "translated and free reading " and "synthetic and analytical reading ", putting an equal sign between them. Meanwhile, psychologically, these are completely different phenomena.
Keywords : analytical reading, text, structure, systematic reading, key role.
Аннотация: Чтение - один из важнейших языковых навыков, которым учащиеся должны овладеть в процессе изучения иностранного языка. Чтение -это не только цель обучения как самостоятельного вида речевой деятельности, но и средство развития навыков. Читая текст, человек повторяет звуки, буквы, слова и грамматику иностранного языка, запоминает написание слов, значение фраз и тем самым улучшает свои знания изучаемого языка. Следовательно, чтение является одновременно конечной целью и средством ее достижения. Переводные и непередаваемые виды чтения особенно тесно связаны с уровнем владения иностранным языком учащимися. Часто путают понятия «переведенное и свободное чтение» и «синтетическое и аналитическое чтение», ставя между ними знак равенства. Между тем психологически это совершенно разные явления.
Ключевые слова: аналитическое чтение, текст, структура, систематическое чтение, ключевая роль.
INTRODUCTION The scope of the concept of "analytical reading" is wider than the scope of the concept of "translated reading". In the case of analytical reading, an essential feature is the detailed perception of the text. Translated reading takes place when a student is
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forced to translate the entire text in order to understand what he is reading, and not some difficult passages for him. In this case, one cannot speak of reading in the proper sense of the word. Reading without translation, or rather, understanding what is being read, can take place at any stage of learning. For this, the text must be accessible to learners in terms of content and form, i.e. the content of the text should correspond to the age, cultural and intellectual level of the student, and there should be nothing in the language form that would cause special difficulties and require translation. Therefore, one of the conditions for uninterrupted reading is preliminary work on the language material.
The readiness of students to read is the general mental state of the student, expressed in the ability to perform this activity. This includes knowledge of the phonetic difficulties of the language, the use of logical and emphatic stress, knowledge of the vocabulary, grammar and stylistics of the language. Secondly, it is determined by the sophistication of the reading mechanism, the accuracy of the sound-letter correspondences and the speed of reading. Thirdly, readiness in the field of reading is determined by the general culture of the student, his age characteristics, knowledge of the large context, which provide him with an understanding of the content of the passage.
Willingness can be general and special for reading this particular text. Special readiness is achieved by work prior to reading the text. By the presence of this work, we also distinguish prepared, partially prepared unprepared reading.
There are certain difficulties in every text; you can overcome them in two main
ways:
1. These difficulties can be alleviated before students begin reading the text by adapting it or by providing appropriate explanations and exercises before reading, or by a combination of these paths.
2. These difficulties may not be removed at all or partially removed before reading the text. In this case, the difficulties that hinder understanding will have to be fully or partially overcome by the trainees in the very course of reading under the guidance of a teacher by analyzing unclear sentences in the text or using a dictionary.
Reading original fiction in the target language contributes to the development of oral speech, enriches vocabulary, introduces the culture and literature of the country of the target language, develops analytical thinking. Therefore, home reading
DISCUSSION AND RESULTS
PREPARED AND UNTRAINED TYPES OF READING.
Home reading
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lessons are essential in the educational process. These lessons are indisputably valuable: firstly, because the student comes into contact with a modern living language, and not conditionally educational; secondly, there is an opportunity to express your opinion and assess the work, characters and situations.
But in order for reading to be fun and at the same time developing speech skills, it is necessary to work on the text, both before reading the passage and after, in order to help students understand the text and activate new linguistic phenomena. Therefore, the teacher needs to know the various text-handling exercises.
By home reading, we mean additional, in relation to the student, constant and abundant reading in order to extract meaningful information. In order for this reading to be constant and obligatory, it must be feasible. Therefore, the texts should be from fiction, social, political and popular science literature, containing mainly lexical and grammatical material familiar to students.
By the nature of the understanding that is read, this is synthetic reading, since the linguistic form of texts in this case does not require significant mental and willing efforts from the reader to reveal it, and the main attention of the reader is directed to extracting information encoded in the text. By the way of reading - this is reading about oneself or in ideal form - visual reading, "as the most perfect and mature reading."
According to the place and time of reading, this is extra-curricular, home reading. So, the main purpose of home reading is to obtain information from texts in a foreign language. At the same time, systematic home reading is an important source and means of increasing the vocabulary and developing oral speech skills of students.
In the development of the skills and needs of linguistic reading, the formation of psychophysiological mechanisms of reading in students as an activity, a process, as well as in improving the oral and speech skills of students on the basis of what they read, home reading is called upon to play a leading role.
In the process of teaching a foreign language, reading is one of the most important sources of linguistic and sociocultural information. Using books for reading allows not only to turn the process of learning a foreign language into an exciting experience, but also helps students get acquainted with the modern realities of the country of the target language. Home reading lessons are indisputably valuable: firstly, because the student comes into contact with a modern language, and not a conventionally educational one; secondly, there is an opportunity to express your opinion and assess the work, characters and situations.
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From the side of the goal in the organization of home reading, two trends have now emerged:
1) reading in order to understand the text, i.e. reading itself;
2) reading as preparation for a conversation on what was read.
This second direction is not the main and constant in the characterization of reading as a type of speech activity. It is brought into reading by the practical orientation of the educational process of teaching foreign languages to the development of oral speech.
Some Methodists point out that reading at home should be an exercise in reading and that it should not be complicated by other types of language activities, such as discussion in a foreign language. However, at the present time, rejection of home reading material as a source of development of oral speech would hardly be advisable. It is during a conversation on texts read at home that students most easily "get free from the shackles of educational topics" and more freely express their judgments and emotions.
1. C, Brumfit, Communicative methodology in language teaching, Cambridge: Cambridge University Press, 1999.
2.CAMERON, Lynne. (2001). Teaching languages to young learners (Cambridge language teaching library). Cambridge, Cambridge University Press.
3.CAMERON, Lynne. (2003). Challenges for ELT from the Expansion in Teaching Children. ELT Journal, 57(2), 105-12.
4.Grellet, F. (1981). Developing Reading Skills. Cambridge: Cambridge University Press.
CONCLUSION
REFERENCES
