CC BY
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СИМВОЛ НАУКИ ISSN 2410-700X № 1 /2019
УДК-37
Шутова В.Д.
студент
ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: vasilisa_shutova@mail.ru
FORMATION AND DEVELOPMENT OF READING SKILLS AT THE SENIOR
STAGE OF EDUCATION
Abstract
The article deals with the problem of reading skills development at the senior school stage. Also, the article reveals the most effective methods of working with students within this kind of speech activity.
Key words:
a foreign language, kinds of speech activity, reading, the senior stage.
The usage of a certain reading type in teaching a foreign language depends on the goals and objectives, on the stage of schooling and also on the age-specific features of the students.
Researchers A.K. Markov [1, стр. 104] and N.I. Galskov [2, стр. 334], regard 9-11 grades of schooling (1517 years old) as the senior school age.
To improve the efficiency of the educational process, one should take into account the peculiarities of the psychological development of older students. A.K. Markova identifies the following features of the development of high school students:
- A selectivity of attention, which is determined mainly by the way the student, assesses the practical importance of a subject;
- The thinking of older schoolchildren acquires an active, independent and creative character;
- A rapid enrichment of moral, intellectual and aesthetic feelings of the student. Consequently, the emotional basis of the attention of the senior schoolchildren becomes more multifaceted, affecting various aspects of the personality;
- In addition, high school students tend to have a responsible attitude to learning [1, стр. 104].
Reading represents a great opportunity for the development of intelligence and, therefore, corresponds to the psychological characteristics of high school students. However, it is necessary to take into account a number of things that contribute to the effectiveness of teaching reading and raising its general educational value.
According to Y.S. Shvetsov, at the senior stage should be simultaneously on the one hand, the objective difficulties that the learner encounters in mastering this type of speech activity and ways to overcome them, on the other hand, the psychological characteristics of high school students, teaching methods that are adequate to the goals and conditions [3, стр. 142].
In this connection, the position of B.V. Belyaev, considered by the researcher Yu.S. Shvetsova, that for more or less free reading, students should have a rather large amount of vocabulary. Working with vocabulary is appropriate in that it corresponds to one of the features of high school students, namely, their desire for the concreteness of knowledge, the desire to achieve real academic achievement [3, стр. 142]. It is also possible to say that a constant and visible increase in lexical stock brings students satisfaction and a desire to expand knowledge, while the development of skills and abilities is felt little by schoolchildren.
T.G. Egorov said that "the reading technique is not a sufficient condition for understanding the text, however, a large gap between the technical and semantic sides of the reading is impossible" [4, стр. 304]. Developing this idea, N.I. Gez and N.D. Galskova notes that the simultaneous perception of form and content, characteristic of a mature, experienced reader, provides a complete understanding of the text [2, стр. 334].
Thus, at the senior stage of education, correction and improvement of the reading technique is carried out,
СИМВОЛ НАУКИ ISSN 2410-700X № 1 /2019
the development of introductory and learning reading in students is brought to the level of maturity. To improve the efficiency of teaching reading, it is necessary to take into account the peculiarities of the psychological development of older students.
Consider the basic requirements for the text when learning to study reading at the senior level of education. Requirements for the choice of texts are determined by the goals and objectives of training. As S.K. Folomkina, a study reading assumes the achievement of a detailed / complete and accurate level of understanding of the main and secondary facts contained in the text-ste. This reading is slow, because the student, having a setup for long-term memorization, resorts to re-reading, translating, and sometimes writing to the content, and he goes deeper into the essence of the communicative situation.
As reported by researchers N.D. Galskova and N.I. Gez, the basis of the study reading are the following skills: to determine the importance of information; fully and accurately understand the content of the text; make peri -phrases / interpretation of words / sentences that are difficult to understand; disclose cause-effect relationships; to anticipate the further development of events; to make plan; to separate objective information from subjective; translate the text completely or selectively [2, стр. 334]. O.V. Alikina also singles out the development in students of the installation for independent semantization of unfamiliar lexical units [5, стр. 28-35].
For this type of reading, as shown by the data of the "Handbook of a Foreign Language Teacher", texts are selected that have cognitive value, informative significance and present the greatest difficulty for this stage of learning, both in content and in linguistic terms.
N.D. Halskova recommends that reading text and interviews, instructions, and samples of artistic prose should be attracted to the student of reading. In this regard, it seems expedient to conduct studying reading on texts of a popular science character, as well as on texts related to the future profession of students [2, стр. 334].
When choosing a text for a particular type of reading, its volume, logical - compositional structure, and complexity of language material play an important role. We agree with the researcher E.N. Solovov, in that the students should be familiar with different types of texts: informational, scientific and journalistic and popular science, artistic. At the same time, as A.N. Azovkin, when selecting texts it is also necessary to take into account their methodological and educational value, availability of content and form [1, p. 48-50]. EAT. Maslennikovo offers to select texts of national - universal cultural significance for educational text communication.
As reported by M.K. Borodulina and A.L. Karlin, work on educational texts serves the implementation of the main methodological tasks of teaching - the introduction and consolidation of language material, the development of speech skills and skills based on verbal and educational-cognitive activity of students. Thus, the main requirement for educational texts is their exemplary nature, i.e. maximum correspondence of the text in content and form as a general methodological concept of the training system, and a narrow goal that must be achieved during the work with the text [3, p. 255].
At the senior stage of study, the student of reading is conducted in authentic or partially adapted texts from the artistic, popular science, and public-political literature. Texts should contain cognitive value, informative significance and contain certain difficulties, both in meaningful and in terms of language.
References.
1. Маркова, А. К. Формирование мотивации учения в школьном возрасте : пособие для учителя / А. К. Маркова. - М.: Просвещение, 2013. - 104с.
2. Гальскова, Н. Д. Теория обучения иностранным языкам. Лингво-дидактика и методика: учеб. пособие для студ. / Н. Д. Гальскова, Н. И. Гез. - М. : Академия, 2013. - 334 с.
3. Бородулина, М.К. Обучение иностранному языку, как специаль-ности : учеб. пособие / М.К. Бородулина, А.Н. Карлин, А.С. Лурье. - М.: Высшая школа, 2016. - 255 с.
4. Егоров,Т.Г. Психология овладения навыком чтения : учеб. пособие/ Т.Г.Егоров. - СПб.: КАРО, 2016. - 304 с.
5. Аликина, О.В. Формирование лексических навыков при обучении французскому языку как второму иностранному в процессе чтения / О.В.Аликина //Иностранные языки в школе.-2015. - №4. - С.28-35.
© Шутова В. Д., 2019
