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общественными навыками жизни. Педагогическое мастерство специалиста по физическому воспитанию проявляется при организации фундаментальных и специальные разделы учебных программ, знание физической культуры и инструкций. Специалист по физическому воспитанию воспитывает не только физические способности, а также духовный взгляд учеников, помогает выбрать направление, обязанности. Педагогическое мастерство имеет много сторон как учебный процесс. Педагогический навык появляется в специалисте по физической подготовке с эффективным обучением и развитием своих физических способностей, духовный кругозор, организация спортивных команд учащихся, их индивидуальные особенности. Искренность и правдивость тренера положительно влияют на развитие детей, потому что в основном воспринимают не устные инструкции, а свои действия.
Список литературы / References
1. Мирзиёев Ш.М. Обращение Президента Республики Узбекистан Ш. Мирзиёева к Олий Мажлису. «Народное слово» 29 декабря 2018 г.
2. Закон Республики Узбекистан «Об образовании». // Гармонично развитое поколение -основа развития Узбекистана. / Собрание сочинений. Т.: Sharq, 1997. 20-30-p.
3. Национальная учебная программа. // Гармонично развитое поколение - основа развития Узбекистана. / Собрание сочинений. Т.: Sharq, 1997. С. 32-61.
4. Абдурахманова А.Т. Влияние педагогических технологий на познавательную и психоэмоциональную сферу учащихся // Проблемы Науки, 2019. № 8 (141).
5. Исмаилов Т.У. Педагогические особенности физического воспитания и оздоровительных мероприятий в начальных классах: Автореф. дисс. ... канд. пед. наук. Т., 2010. 21 с.
EFFECTS OF EXTENSIVE READING ON STUDENTS' LANGUAGE
LEARNING SKILLS Khamzayeva M.F. Email: Khamzayeva686@scientifictext.ru
Khamzayeva Mukaddas Fayzullayevna — Teacher, DEPARTMENT OF ENGLISH TEACHING METHODOLOGY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: ап exposure to free choice of inspiring reading materials among students has not been largely promoted in English language class, affecting negative language learning attitudes and development of a reading habit. This article examines the effects of extensive reading (ER) on university students to practical value and linguistic value before and after extensive reading. The findings suggest the use of ER approach in English as a foreign language (EFL) classes to increase students' positive attitudes, decrease their negative ones towards reading, and develop good reading habits through their reading engagement.
Keywords: english as a foreign language, extensive reading, reading attitudes, competency, proficiency, motivation.
ВЛИЯНИЕ ЭКСТЕНСИВНОГО ЧТЕНИЯ НА ЯЗЫКОВЫЕ НАВЫКИ
СТУДЕНТОВ Хамзаева М.Ф.
Хамзаева Мукаддас Файзуллаевна - преподаватель, кафедра методики обучения английскому языку, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: возможность свободного выбора вдохновляющих материалов для чтения среди студентов не была в значительной степени поощрена на занятиях по английскому языку, что повлияло на негативное отношение к изучению языка и развитие привычки к чтению. В данной статье рассматривается влияние экстенсивного чтения (ЭР) на практическую ценность и лингвистическую ценность студентов университета до и после экстенсивного чтения. Полученные результаты свидетельствуют об использовании ER-подхода на занятиях по английскому языку как иностранному (EFL) для повышения позитивного отношения
студентов, снижения их негативного отношения к чтению и развития хороших привычек чтения через их вовлеченность в чтение.
Ключевые слова: английский как иностранный язык, обширное чтение, навыки чтения, компетентность, знание, мотивация.
UDC 81-139
Introduction. ER could be a educating and learning approach to the moment dialect or remote dialect (L2/FL) extensive reading in which students studied a parcel of books or other materials that are chosen by themselves inside their dialect competency [3]. The exposure to practicing extensive reading composed comprehensible input within the English dialect which is marginally past the students' current existing information can fortify dialect procurement to happen and create their L2/FL lexicon and auxiliary mindfulness. Through expansive sums of ER, readers can superior examined influencing their comprehension aptitudes and foundation information advancement. ER moreover makes a difference to create students' independence through rehashed introduction to comprehensible materials in arrange to boost all of their dialect aptitudes, separated from the extensive reading aptitude ; and learners can ended up uncovered to the genuine world through extensive reading different sorts of target-language materials [3].
The students that continuously taken an interest in ER outflanked those that experienced a normal instruction program and this pay off in their exam victory [1]. The most excellent result that will happen may be a positive demeanor towards EFL learning since reading is chosen concurring to students' inclinations and interface which impacts students' certainty and inspiration towards L2/FL extensive reading [5].
Methodology. ER is good at getting students studied in English and to like extensive reading, and it is additionally great at spurring them to spend more time on extensive reading. Moreover, ER can be done through non-printed or printed materials, such as graded readers composed in a streamlined dialect and reviewed concurring to distinctive trouble levels in terms of lexicon, linguistic structure, and a number of headwords in arrange to assist EFL students perused and learn L2/FL centering on best every day words records and uncomplicated linguistic structures at each level.
Reading state of mind is "a framework of sentiments related to extensive reading which causes the learner to approach or dodge a extensive reading situation" [4]. Students' extensive reading demeanors are as a rule associated to their past extensive reading encounters and occasions, the presentation to individuals that studied, and their recognitions around the value of extensive reading [5]. Considers by Yamashita and Takase as cited in de Burgh, found that students' discernments of the convenience of their to begin with dialect (L1) extensive reading are more likely to be exchanged to their L2/FL extensive reading than their possess sentiments. When students accept within the benefits of extensive reading, their conviction will influence their state of mind towards extensive reading and their extensive reading demeanor will influence their behavior with respect to extensive reading [6].
Yamashita ponders the impacts of ER on extensive reading states of mind toward the English dialect of 61 second-year undergrad Japanese students employing a extensive reading state of mind survey made by Yamashita [6]. Five attitudinal components were examined under 22 things. The primary variable is consolation, which is significant to students' positive and negative sentiments towards ER. The moment variable is uneasiness or an awkward feeling of anxiety approximately ER. Both factors speak to the students' sentiments or feelings towards ER. The other three factors demonstrate the students' evaluative convictions approximately the three distinctive values, which comprise of mental esteem, or the students' convictions concerning the mental benefits that they might get from extensive reading broadly, down to earth esteem, or the thought that ER might bring benefits to them in terms of ponder or work, and phonetic esteem, or the students' convictions approximately the benefits of FL consider.
Various thoughts about have found that ER includes a positive impact on L2/FL improvement and learners' demeanors toward extensive reading. For case, significant ponders on broad readings have been conducted from distinctive viewpoint such as the relationship between ER and lexicon advancement; ER and lexicon educating within the think about of Benettayeb. ER and its impact on extensive reading comprehension [2]. The opinion about of both rearranged and unsimplified materials are to for delight extensive reading by Beglar, Chase, and Kite report an increment within the extensive reading rates of Japanese college students. Yamashita examined the impacts of ER on Japanese college learners' extensive reading demeanors in their L1 and L2 and found that ER increment the students 'positive states of mind towards extensive reading and move forward their extensive reading capacities .In her later ponder she recommended more ponders on extensive reading motivation. This study serves as one of the investigation considers that have inspected the attitudinal factors
with respect to the ER of EFL University students. The discoveries from this consider shed lights on the utilize of ER as a instructing strategy for persuading university students to spend more time on extensive reading with delight to create superior extensive reading propensities to ended up eager, independent, and life-long pursuers. Seeing ER benefits takes time and needs students to seek after extensive reading ceaselessly amid such a longer period of time so giving marks as a compensate to spur craved and determined behaviors to interest their extensive reading objectives is considered as an introductory and outside drive to start to studied. Ideally, they will create their inner crave to do ER, which is considered to be more critical in L2/FL accomplishment and maintain their learning capacity [6].
For long haul ER hone, the instructor ought to give chances for students to share their readings with companions in course such as having an ER club in arrange to extend their extensive reading engagement and empower their inspiration to perused in expansive sum that can support their drawn out extensive reading behavior. As a social being, students may frame or build their characters in agreement with a group they share the same interface with, they too may be proud of themselves when somebody is inquisitive about what they share.
Conclusion. ER shows up to be one of the most excellent choices to bring students' moo inborn inspiration back and remain locked in with dialect learning through the self-control over appealing reading materials based on students' preferences. For teachers and instructive directors, the discoveries of the display ponder will empower them to alter their course substance or educational programs so as to advance ER within the dialect classroom.
References / Список литературы
1. Alexander J.E. & Filler R.C., 1976. Attitudes and reading. Newark, DE: InternationalReading Association.
2. Benettayeb A., 2010. Extensive reading and vocabulary teaching. Revue Academique des Etudes Sociales et Humanies, 3, 20-30
3. Day R.R. & Bamford J., 1998. Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
4. Krashen S.D., 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
5. Pigada M. & Schmitt N., 2006. Vocabulary acquisition from extensive reading: A case study. Reading in a foreign language. 18, 1-28.
6. Yamashita J., 2007. The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41, 81-105.
7. Yamashita J., 2008. Extensive reading and development of different aspects of L2 proficiency. System, 36, 661-672.
