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27Педагогические науки UDC 37.013.8
EFFECTIVE METHODS AND TECHNIQUES OF TEACHING READING IN A FOREIGN LANGUAGE
A.Sh. Nigmatullina1
Abstract
The article deals with the problem of improving the quality and the development of reading in a foreign languages in all the stages of the system of a continuous education. It gives the effective methods and approaches of the development of reading in a foreign languages which, no doubt, enables to improve the quality and the development of reading in a foreign languages.
Keywords: formation of reading, correct pronunciation, training, reading skills, learner, the process of reading, education, comprehension.
Reading - the main learning tool, a tool of the world of knowledge. Despite the emergence of new media reading difference in the lives of people are still enormous. This literature teaches us to love people, elevates the soul, teaches good. Each person draws wisdom and strength of the books to the extent that he possesses the ability to read, because the reading of books is directly proportional to the results of reader training, desire and ability to take all of the books that she can give.
Reading at any level of development is of practical value, and the associated sense of success increases the interest of students to a foreign language; it is the main way of familiarizing with the culture of the people who study language. As a result of reading large amounts of text, the student develops a feeling of a foreign language, thanks to which weakens the negative impact of the mother, which facilitates and accelerates the subsequent development of spoken language. Reading should be viewed not only as a goal but also as a learning tool. Learning a foreign language is identical mastering native, reading creates opportunities for a sharp increase in speech practice and to some extent make up for the lack of it when learning a foreign language. In addition, reading provides opportunities to establish direct links between the concept and the word of a foreign language. Therefore, regardless of the purpose of training, you need to start learning to read.
Let us start by considering the fact that some people hold the naive belief that reading is merely a matter of phonetics (the study of relationship between sounds and their spellings), but there is far more to reading than that. Learning to read involves complicated psychological processes. That does not mean it is difficult to learn; speaking is a complex act, yet children learn to speak apparently without difficulty.
What is reading?
It is generally agreed today that reading is both a process and a product. It is more than just receiving meaning in a literal sense. It involves bringing an individual's entire life experience and thinking powers to bear to understand what the writer has encoded. Thus, prior sensory experiences provide the basis for comprehending what is read. Above all, it is the product of human learning. Aukerman (1981) [1].2 has divided the process of reading into four major categories: perceptual learning, associative learning, cognitive learning, and affective learning.Let us look through them:
Perceptual Learning. Perceptual learning, according to Aukerman, is the ability to progress in establishing perceptual discrimination, first of gross shapes, objects, people, etc., and then of finer shapes, such as letters and words.
Associative Learning: Learning basic letter-sound correspondences is a stimulus-response process. Even though several sounds may be associated with one letter, sounds and letters pattern together in predictable ways. A large part of learning to
1Нигматуллина Альмира Шамсуновна - преподаватель, Ферганский политехнический институт, Узбекистан.
2Aukerman R.C.1981. How do I teach reading? John Willy and Sons.
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read is rote memorization. There are, however, so many variables in associative learning that it is impossible to predict exactly how much repetition each individual will need (if any) to establish a connection between a printed word and is spoken counterpart. Intelligence, past experience, motivation, physical alertness, etc., are some of the many variables in the associative process of learning to read. It is enough to say, however, that a learner whose experiences are minimal will have little basis for the development of associative learning in reading, and any other limiting variables will have a further effect on the associative process as it applies to reading.
Cognitive Learning. Cognitive learning is as essential to learning to read as are perceptual and associative learning (Aukerman 1981). Cognition is the relating of new experiential stimuli to past experiences and to past learning. It involves comparing, recognizing similarities and differences, evaluating and interpreting learning, values, and truths in keeping with reality. Inasmuch as the past experiences of each individual are different from those of all other individuals, all learning, especially reading, is subject to enormously wide ranges of individual differences. Consequently, some students easily understand what they are reading, and other do not. Much of the difference can be accounted for by the breadth and depth of the experiences that are brought to the printed page (Nuttall in McKay 1987; Aukerman 1981).
Affective Learning. Reading involves another important mode: the affective learning that is triggered by emotions. In reading this takes place when the reader's emotions are aroused by the printed word. Joy, delight, excitement, and so on, act as satisfiers to quicken and deepen the learning process. Learning to read, then, should be made as interesting and pleasurable as possible. A poem, biography, or novel, or even a single word may "affect" the reader and provide incentive for learning to read. Obviously, this goal cannot be achieved by mere repetition of words and drills.
Why do we teach reading?
It is undeniable that the overall purpose for teaching reading is to develop in the reader the attitudes, abilities, and skills needed for obtaining information, fostering and reacting to ideals, developing interests and, finally, deriving pleasure by reading through understanding or "comprehension." Comprehension is a mental process. It is not getting meaning from the printed page, as there is no meaning there, but only lines and curves that we call letters and from which we build words. Meaning lies not on the printed page but in the mind of the person who wrote the words. Comprehension will not be found on the printed page, but in the mind of the reader who reads those words. If the reader's background, training, attitude, and so on, are similar to the writer's, he is likely to interpret the text with no conscious effort. There are still dangers of misunderstanding, however, as a careless reader may read into the text meanings that are not there, simply because hi sense of having much in common with the writer is so strong. On the other hand, if the writer falsely assumes that the reader shares his knowledge, beliefs, etc., the reader may have to struggle to understand, and sometimes may fail. One reason for reading is that we want to understand other people's ideas. The understanding may not be total, but the fact that we cannot get into the writer's mind is no excuse for not doing our best to understand what he is trying to say. The meaning cannot be passively absorbed. The reader often has to work hard to get the meaning out by active "interrogation of the text" (Nuttall 1982). [2].1
How do we meet the fundamental objectives of reading?
First of all, let us try to understand that the fundamental objectives of reading may be met by a programme that:
1.Developing skills in each reader
a.recognizing many words at sight
b.gaining the meaning of unknown words or expressions quickly by using on or a combination of the following:
•analysis of structure
•phonics
•configuration of the graphic symbol
•contextual analysis
1 Nutall Ch.1982. Teaching reading skills in a foreign language. Jordon: Heinemann Educational Books, ltd.
Педагогические науки
•the dictionary
c.comprehending and interpreting the meaning of words, phrases, and sentences
d.reading silently at speeds appropriate to the content and purpose
e.reading orally with fluency, suitable speed, expression, correct pronunciation, and attention to enunciation
f.evaluating the content of what is read
g.using books efficiently - locating information, using the library, etc.
2.provides many opportunities for rich and varied experiences through reading;
3.develops a lasting interest in reading;
4.fosters the resourceful and creative use of reading to meet particular needs and interests.
We cannot deny that there are not only differences between languages, there are also predictable relationships. Mature readers of various languages use two basic reading skills.
The first is identifying and discriminating between the graphic symbols of the writing system. Having mastered this initial step, the learner can proceed to the second step: interpreting the symbols he has identified to derive the message they are intended to convey. For an experienced reader these two processes blend so that the reader is hardly ever aware of the combination of skills employed in decoding a written message.
At the early stages of reading, however, meaning seems to be derived word by word. Even at this early stage it is not clear whether the meaning of the word comes to the mind of the reader as a byproduct of his being able to sound it correctly or vice versa, whether he understands the meaning and so is able to pronounce it. Experienced teachers believe that the two processes interact and that some words are derived by one process and some by the other. It is a well-known fact that experts today agree that meaningful reading is essentially a cognitive process during which the reader not only understands the ideas presented but also interprets and evaluates them. The reader must therefore possess not only adequate vocabulary and structural knowledge of the language, but also an adequate level of cognitive development and intelligence in order to be according to Feitlson (1973), the ability to interpret depends not on the reader's attitude, his receptivity to new ideas, and his prejudices, as well as his interest in the material read and his motivation.
This brings us to problems facing the EFL student. For one learning to read his native language, the task is essentially one of decoding the graphic representation of the language he already uses. The task of the L2 Leaner is infinitely more difficult. Even if he succeeds in decoding the written forms of individual words, he may find that they do not go together in any pattern that is familiar or meaningful to him (Steward in Aukerman 1981).The foreign-language teacher often assumes that because his students have already acquired reading skills in their native language, reading in the foreign language should not be difficult for them. What is more, the main element transferred from the student's native-language reading is a comprehension of what reading is about and an awareness of the importance of latter and word combinations. Unlike the child learning to read in his native language, the foreign-language student is not recognizing symbols for words and expressions with which he already has considerable acquaintance. [3]1
From these facts, we may conclude that learning to read is a process that goes on at several levels and continues over many years. It is only when the learner successfully overcomes all the difficulties inherent in every one of the stages he has to pass through that we can confidently say that success in learning to read has been attained. Yet at every one of the stages many problems may arise, e.g., problems related to material taught, the method of teaching adopted, the pressure put on the learner, and, most important, the personality of the teacher. Whenever a problem is not successfully overcome, some difficulty remains.
1 Rivers W.1968.Teaching foreign -language skills. Chicago:University of Chicago Press.
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Taking everything into account and according to Feitlson (1973), success in learning to read clearly requires careful "mapping" out of all the stages of learning to read and an attempt to co-ordinate materials, methods, and procedures, and suit them to the special requirements of each case. As far as I am concerned differences among groups of learners have to be taken into account when preparing learning materials and in devising teaching techniques. No one method of teaching reading can fit all circumstances, but ways of dealing with special features of a reading system and of adapting teaching practices that were successful in meeting the needs of a particular group of students can be applied wherever a similar situation exists. It is only when these carefully mapped strategies are carried out stage by stage, and the planned goal is attained in every one of them, that we can speak of a successful situation in learning.
References
1. Aukerman R.C.1981. How do I teach reading? John Willy and Sons.
2. Baker. T.2008.Applying reading research to the development of an integrated lesson plan.
3. Bouchard D.V.1979.Reading English as a foreign language: A reading skills perspective for teachers. Washington, D.C
4. Downhower S.L. 1989. Repeated Reading. Reading Teacher 42(7)
5. Greeenalls. and M. Swan. 1986. Effective Reading. Cambridge. Cambridge University Press.
© A.Sh. Nigmatullina, 2016
УДК 37.013.8
ПРОБЛЕМА ПОВЫШЕНИЯ И РАЗВИТИЯ ЭФФЕКТИВНОСТИ КАЧЕСТВА ЧТЕНИЯ НА ИНОСТРАННОМ ЯЗЫКЕ
А.Ш. Нигматуллина
Аннотация. В статье рассматривается проблема повышения и развития эффективности качества чтения на иностранном языке в системе непрерывного образования. В ней описываются методы и подходы развития чтения иностранным языкам, предлагаются новые подходы, что несомненно будет способствовать повышению развитию эффективности качества чтения иностранным языкам.
Ключевые слова: формирование навыков чтения, правильное произношение, обучение, навыки чтения, учащийся, процесс чтения, образование, понимание.
© А.Ш. Нигматуллина, 2016
