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17needs and they usually work better with imaginative learners who can think themselves into the role they are assigned.
Pre-experience learners will be more likely to respond well to role play than job -experienced learners, perhaps because they are less likely to have strong opinions of their own. Simulations, on the other hand, allow the learners to be independent. There will be a situation to be acted out (a business dilemma or a problem), but they can express their own ideas and opinions as if they themselves were in the imagined situation. In this respect, simulations are easier for some personality types. Both a role play and a simulation can focus on a variety of business skills such as meetings, telephone calls, and social situations.
In short it is very fruitful process which is impossible to state information within 1-2-3 paged sheets. Generally role play is the most effective ways of learning foreign language. The next decade simply facilitates learners with the need to use role play, because other options of learning become traditional.
References
1. Crookall D., Oxford R.L. Simulation, Gaming, and Language Learning. New York: Newbury House; Burns A.C. & Gentry J. W., 1998.
2. Klippel F. Keep Talking, Communicative Fluency Activities for Language Reaching. Cambridge: Cambridge University Press, 1999.
3. Kaplan M.A. Learning to Converse in a Foreign Language: The Reception Game // Simulation and Gaming., 1997. № 28. P. 149-163.
4. Ladousse G.P. Role Play. Oxford: Oxford University Press, 1997.
KIDS' PROGRESS IN COMMUNICATION THROUGH READING
Sobirova D.H.
Sobirova Dilorom Haydaraliyevna - English Teacher, ACADEMIC LYCEUM UNDER GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article the focus goes on some peculiarities of reading skill and especially on the talk about the ways to improve children's reading comprehension. Author state descriptive examples to strengthen her words toward the explanation of the criteria she has mentioned.
Keywords: perception, competency, words, complex.
Reading is a many-sided process involving word perception, competency, fluency, and motivation. Reading is making meaning from print. It requires that we:
• Determine the words in print - a process called word recognition
• Build an understanding from them - a process called comprehension
• Organize identifying words and making meaning so that reading is automatic and accurate - an achievement called fluency [3].
Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles.
Sometimes you can identify words without being able to construct much meaning from them. Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence:
It
isn't
as
if
the words
identify or
the spaces
j pause
means your : less
are understand
difficult
to
or
but
make
you
between
words,
which
reading
fluent.
Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes [2]?
To develop word recognition, children need to learn:
• How to break apart and manipulate the sounds in words - this is phonemic awareness example: feet has three sounds: f/, /e/, and /t/
• Certain letters are used to represent certain sounds - this is the alphabetic principle example: s and h make the /sh/ sound
• How to apply their knowledge of letter-sound relationships to sound out words that are new to them - this is decoding
example: ssssspppoooon - spoon!
• How to analyze words and spelling patterns in order to become more efficient at reading words - this is word study
example: Bookworm has two words I know: book and worm.
• To expand the number of words they can identify automatically, called their sight vocabulary
example: Oh, I know that word - the!
To develop comprehension, children need to develop:
• Background knowledge about many topics
example: This book is about zoos - that's where lots of animals live.
• Extensive oral and print vocabularies
example: Look at my trucks -1 have a tractor, and a fire engine, and a bulldozer.
• Understandings about how the English language works example: We say she went home, not she goed home.
• Understandings about how print works example: reading goes from left to right
• Knowledge of various kinds of texts example: I bet they live happily ever after.
• Various purposes for reading example: I want to know what ladybugs eat.
• Strategies for constructing meaning from text, and for problem solving when meaning breaks down
example: This isn't making sense. Let me go back and reread it. To develop fluency, children need to:
• Develop a high level of accuracy in word recognition
• Maintain a rate of reading brisk enough to facilitate comprehension
• Use phrasing and expression so that oral reading sounds like speech
• Transform deliberate strategies for word recognition and comprehension into automatic skills
But if reading isn't pleasurable or fulfilling, children won't choose to read, and they will not get the practice they need to become fluent readers.
Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning? The key word here is active. To develop and maintain the motivation to read, children need to:
• Appreciate the pleasures of reading
• View reading as a social act, to be shared with others
• See reading as an opportunity to explore their interests
• Read widely for a variety ofpurposes, from enjoyment to gathering information
• Become comfortable with a variety of different written forms and genres
In general reading is dedicated to variety of purposes, the fact is that they all serve to increase the learners' awareness about the features of language learning. It is said that via reading one can develop not only reading skill but also, several skills may noticeably be developed throughout the time spent for reading [1].
References
1. Krashen S.D., Terrell T.D. Approach language acquisition in the classroom, 1995.
2. Adler C.R. (Ed.), 2001. Put reading first: The research building blocks for teaching children to read. Jessup, MD: ED Pubs.
3. Anderson R., Hiebert E., Scott J. & Wilkinson I., 1985.Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading.
