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8HOW TO TEACH READING TO L2 LEARNERS WITH THE HELP OF EFFECTIVE METHODS
Raxmatova Bahora
Oriental Universiteti "G'arb tillari" kafedrasi tiajor-o'qituvchisi
Abtfract. Reading has become a major discussion in the majority of EFL classes for time being. There are a number of suggestions, experiments, and techniques how to improve reading skill in target language. Admittedly, some of them are less likely to work effectively while it comes to teach reading skill. In this article, we will suggetf some ways to bring contribution to enhance learner's reading skills and become a skillful reader in target language.
Key words. Reading, techniques, target language, teaching, skillful reader.
Abftract. Reading has become a major topic of discussion in the majority of EFL classes for the time being. There are a number of suggestions, experiments, and techniques on how to improve reading skills in the target language. Admittedly, some of them are less likely to work effectively when it comes to teaching reading skills. In this article, we will discuss some tfrategies for improving the learner's reading skills and becoming a proficient reader in the target language.
Key words. Reading, techniques, target language, teaching, skillful reader
What exactly is reading?
Fir& and foremo&, reading is highly connected with our brain, or it may be called a brain activity, which makes us comprehend the meaning of what we read. In other words, the primary purpose of reading is comprehension. As Nunan (2003) points out, there are two ways of reading: &rategic reading is the ability of the reader to use a wide variety of reading &rategies to accomplish a purpose for reading, whereas fluent reading is the ability to read at an appropriate rate with adequate comprehension. It is less likely to find meaning without the reader's prior knowledge, which contributes to the text's meaning.
Reading is considered an essential skill for language learners who want to enhance their language capabilities where conte&s are conducted in English. Once they ma&er reading skills, it does not only help them comprehend the text but also increases their vocabulary and speaking skills as well. As a result, language learners might have deep knowledge of their language skills in a comprehensive way.
What is the reading process?
As for under&anding the meaning of the text, there have been a number of &udies done over the pa& 100 years. under&anding what happens from the moment our eyes meet the page to the "click of comprehension" (Samuels & Kamil, 1984). As a consequence, the process is divided into three categories: bottom-up, top-down, and interactive processes.
The bottom-up model is related to the Parting process of reading that has ju& been learned: letters, letter clu&ers, sounds, words, sentences, and short dialogues or texts identifying some vocabulary basics in the target language.
The top-down model is far more difficult but more practical than the bottom-up model; it is based on the reader's prior knowledge and predictions in order to comprehend the meaning of the text.It should be noted that even if the text is under&andable, the words may or may not be familiar due to the factors mentioned above.Therefore, the bottom-up model is criticized by some experts, namely Goodman (1976), a &rong proponent of top-down models of reading, who criticizes the bottom-up model because the readers become "word callers," who can read the words on the page but do not underhand what they have read. Goodman (1976) believes that teachers make learning to read difficult "by breaking whole (natural) language into bite-sized, ab&ract little pieces." Additionally, the top-down model is a good way to improve learners' critical thinking and make them much more confident once they express their opinions in the target language.
Interactive models of reading are integrated by bottom-up and top-down models, which is the be& option for the va& majority of experts. It is the reason that language learners are taught by reading short texts with a specific purpose as well as longer texts to encourage their improvement without putting much pressure on them.
Comprehensive approaches to improving language learners' reading ability
It is assumed that reading appears to be a difficult skill for some &udents.The reason for this could be that text is primarily used for learning target grammar, translating it into the native language, or revising vocabulary.In such traditional classes, there is not much attention given to the &udents' reading abilities so that they should become good readers. In addition to providing &udents with a number of reading opportunities, a comprehensive approach to reading in order to teach also covers the numerous reading-related skills that mu& come together for language learners to become proficient readers.
As for the perfect teaching method, a reading curriculum would be based on the following broad educational objectives:
Extensive training and print exposure
The aim is to ask &udents to read a lot because reading is the only way they can learn to read. But it might be challenging to accomplish in some circum&ances. However, teachers can make simple adju&ments that require very little time away from the classroom or school day to create print-rich settings.
To the be& of a teacher's ability, &udents should be surrounded by textual resources so that they will be drawn to them and inspired to read on their own.
Wherever it is possible, make displays with intere&ing readings (e.g., in classrooms, school hallways, or school libraries). In addition to book covers from the library, music lyrics, copies of Internet pages that are likely to attract &udents' attention, informational powers on relevant issues, newspaper and magazine articles, comic &rips, and movie reviews, display engaging &udent-written work.
It can encourage other indents to read as well as display finished class work in the form of wall newspapers, powers, PowerPoint slides, reports, brochures, and photo essays.
A dedication to increasing tiudents' reading motivation
In many teaching classes, it is common for &udents to be given passages that are either too challenging for them to underhand or too boring. Unfortunately, these reading
situations frequently demotivate pupils and make them fru&rated. Consequently, a lot of &udents enter our classes lacking many reading role models, so they do not underhand the delight connected to reading. When &udents are overly focused on their grades or competition with one another, reading for enjoyment becomes even more difficult for them to attain. According to Deci and Ryan (1985), such learners might read mo&ly out of responsibility rather than intere&, which is an extrinsic rather than intrinsic motivation that is unlikely to fo&er a deeper comprehension of the text. "Required motivation" is the term Warden and Lin (2000) used to describe this phenomenon. Required motivation could be seen as negative, but in the appropriate circum&ances, it can be positive.
The following &rategies can help &udents who are reluctant to read independently or who only read to meet requirements become more inve&ed in the reading experience.
making an effort to make mandatory reading materials more engaging.
Students read texts that intere& them in the ideal reading classroom. Teachers should make an effort to relate mandatory readings to &udents' lives, experiences, communities, short-term goals, long-term ambitions, or previously read literature when they are not intrinsically appealing to their &udents. Making these connections during a reading lesson does not take much class time when they are planned in advance. When language learners are unfamiliar with a subject, presenting images or audiovisual materials on the subject might pique their intere&. These days, we may obtain audio and video snippets on a variety of subjects via the Internet. Finding such resources in advance may allow teachers to show them in class for a shorter period of time.
Allow üudents a level of freedom.
Giving üudents the chance to choose a few of their own texts, either for in-class or outside-of-class reading, makes them learn more freely. Students may be given the choice to select from a number of sections in the required textbook, a text of intere& from the library, or one of three online text resources. Allowing üudents to pick which of a limited number of po^-reading que&ions they want to respond to is another method of giving them options. Even a small amount of choice for üudents works wonders to keep them motivated.
Encourage collaboration among language learners.
Give pupils the chance to collaborate without being under pressure and competing again& one another. In a short period of time, pairs or small groups can communicate almo& anything connected to reading, such as responses to comprehension que&ions, opinions on the reading for the day, and comments on readings done at home.
Set up üudents for achievement.
Students get motivated and intere&ed when they have success with their reading and can see their development. They also &art to recognize themselves as competent readers of the target language.
One of the be& ways to motivate üudents is to give them 1-2 minutes at the &art of class to go over the reading they have for homework. Then have them choose which po^-reading comprehension que&ion was the easie& for them to underhand. Compare &udent responses to the que&ions that were designated as easy in pairs or groups.
Students should be asked to ju&ify the que&ions' ease. After that, it is time to carry out other po^-reading exercises.
In&ead of te&ing, we should teach. Asking &udents to go back to the text to highlight or circle the word, phrase, sentence, or paragraph that offers the answer will help them remember the answers to the po^-reading que&ions rather than ju& confirming their correctness.
Developing tiudents' vocabulary skills through reading
Predictably, &udents are the ones who bring up the need for more words fir&. They are always appreciative of efforts to increase their vocabulary, and this can advance their reading skills. Students have access to more challenging literature as their vocabulary grows. The following &rategies can be used by teachers to help languages consolidate their vocabulary acquisition, even though many course books offer pre- and po^-reading tasks that highlight the important words in the text.
Intiruct indents to classify words. Select 15 to 20 vocabulary terms for the &udents to work with from a literature that contains lots of useful words. Assign pupils the task of classifying the words into one to four categories, such as adjectives, adverbs, nouns, and verbs; positive, negative, and neutral terms; and words related to medicine, technology, and solutions. We can encourage our &udents to decide which words fall into each category by having them review the text.
Assiti tiudents with word analysis.
With identical prefixes, roots, and suffixes, select words from &udents' texts and provide them with analysis in&ructions. Have &udents add terms to their li&s and debate their meanings as they come across words in future readings that share the same prefixes, roots, or suffixes.
Encourage tiudents to use the new vocabulary.
Three new words should be written on the board. Ask the &udents to select one and use it at lea& once in their one-minute-long writing. It is a perfect way to revise recently learned words in sentences.
Conclusion
It should be admitted that we, as teachers, want to celebrate our &udents' achievements more than they do. It is a sign of &rong devotion to our duties in front of our &udents. Yet, it is often assumed that &udents lose their motivation for learning the target language because, namely, reading can be monotonous to them. In such circum&ances, we should be motivators and supporters in order to help them accomplish their goals. Reading is never a boring skill if teachers can conduct classes with the help of different methods, as we sugge&ed above. Admittedly, these methods are not enough for daily use; however, they can be altered by teachers in a creative way by adapting to their classes and &udents as well.
REFERENCES
1. Anderson, N. J. 1999. Exploring second language reading: Issues and &rategies. Bo&on: Heinle and Heinle.
2. Hedgcock, J. S., and D. R. Ferris. 2009. Teaching readers of English: Students, texts, and contexts. New York: Routledge.
3. Hudson, T. 2007. Teaching second language reading. New York: Oxford University Press.
4. F. L. Stoller, Grabe, W, Anderson, N. J and Komiyama R. 2013. Teaching English Forum. In&ructional Enhancements to Improve Students' Reading Abilities
5. Nunan. D, 2003. Practical English language teaching, New York: McGraw Hill
6. Warden, C. and A., and H.J.Lin, 2000. Exigence of integrative motivation in an Asian EFL setting. Foreign Language Annals
7. Teaching reading for academic purposes. In Teaching English as a second or foreign language. M. Celce-Murcia, D. M. Brinton, and M. A. Snow. 4th ed. Bo&on: Heinle Cengage.
The Internet source
1. https://www.wikihow.com/Improve-Your-Reading-Skills
2. https://blog.prepscholar.com/how-to-improve-reading-comprehension
3. https://www.indeed.com/career-advice/career-development/how-to-improve-reading-skills
4. https://englishgrammarsoft.com/types-of-reading-skills-and-ûrategies/
XORIJIY TILLARNI O'QITISHDA PSIXOLOGIK BILIMLARNING AHAMIYATI
Ruûamova Barno,
Oriental University Pedagogika vapsixologiya
kafedrasi o'qituvchisi Soliyeva Dilnoza Pedagogika va psixologiya yo'nalishi talabasi
Annotatsiya. Maqolada chet tilini o'zlashtirish jarayonining psixologik jihatlari ko'rib chiqiladi. Psixologiyaning ta'limdagi o'rni va uningpedagogika va tilshunoslik bilan aloqasini o'rganadi. Maqolada xorijiy tillarni o'qitishdapsixologik nazariyalarni qo'llash usullari, o'qituvchining kasbiy til kompetensiyasi, o'quv predmeti va o'quvchilarning individual xususiyatlarini hisobga olish omillari, ayniqsa chet tillarini o'rganish motivatsiyasi muhimligini ta'kidlaydi. Ushbu maqolada ta'limning asosiy omillari va tarkibiy qismlari bilan psixologik-pedagogik tahlili berilgan. Maqolada pedagogikpsixologiyaning ta'rifi, uning rivojlanish va yosh psixologiyasi bilan yaqin aloqasi keltirilgan. Pedagogik psixologiyaning asosiy qismlarini belgilab berilgan va pedagogik psixologiyaningo'qitish jarayonidagi ahamiyati va chet tilini o'zlashtirishdagi rolini ko'rsatilgan. Maqolada uning boshqa fanlar bilan o'zaro aloqasi ko'rsatilgan,
