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2. Klychnikova Z.I. Psychological features of teaching reading in a foreign language: A guide for teachers. M.: Education, 1973. 223 p.
3. Leontiev A.A. General, fundamental provisions of the psychological theory of reading. // Psychological and pedagogical problems of teaching reading technique, semantic perception and understanding of the text: Materials of the All-Union Scientific and Practical Conference. M.: Knowledge, 1989.
4. Roubaud I.G. On the question of the psychological characteristics of strategies for reading a scientific text // Foreign language for specialists / Otv. ed. M. Ya. Zwilling. M., 1990. P. 3-10.
5. Weisburd M.J., Blokhina S.A. Learning to understand a foreign language text while reading as a search activity // Institute of Nuclear Physics, 1997. № 1. S. 19-24.
QUESTIONS OF RECOGNITION OF FOREIGN LANGUAGE TEXT
Khayrullayeva D.
Khayrullayeva Dilorom - Senior Teacher, ENGLISH THEORETICAL ASPECTS DEPARTMENT № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLICOF UZBEKISTAN
Abstract: the article is devoted to the analysis recognition process of the foreign text. The article discusses three main stages of recognition such as in verbal and semantic level, holistic perception and evaluation. It also discusses the degree of completeness of understanding the text in the quantitative and quantitative measure.
Keywords: strategies, content-conceptual information, concept, situation, perception, hypertext, completeness, precision and depth, accuracy.
Understanding the text occurs as a result of the reader's solution of a number of mental tasks associated with the processing of perceived information, the peculiarity of which is that it is carried out by the reader at once at different levels. This means that at each moment of reading one has to simultaneously solve several diverse tasks, which requires to simultaneously using a number of different skills. The issue of recognizing a foreign language text in professionally oriented reading will be considered in the context of this article.
Actions aimed at extracting content-conceptual information from the text were named by Bruner J. (1984) strategies, which can be correlated with the one that emerged in the 60s of XX century as strategic approach to cognitive activity and reading as one of the most important types of cognition [1].
By "strategies", following Bruner, we mean certain ways of acquiring, storing and using information that serve to achieve certain goals in the sense that they should lead to certain results. Strategies are patterns in decision-making, they do not mean a conscious plan for finding and using information, and they are not something immutable. According to Bruner, strategies depend on the nature of the desired concept, on the characteristics of the situation, on the behavioral consequences arising from it [1].
In his research, O.I. Tsibina defines the following stages of the understanding strategy: 1) the orienting stage, where it is supposed to put forward hypotheses (assumptions about the content of the text and subjective assessment); 2) the logical processing of the content of the text, where the "main-non-main" is highlighted, there is a delay of attention on different words, sentences, paragraphs, as well as a return to the previously read, logical arrangement of information; 3) the control stage, where the conclusion is made, i.e. the assumption put
forward at the beginning is confirmed or rejected, the subjective assessment of the text that has arisen earlier is substantiated [2].
At the first stage, semantic and verbal hypotheses are put forward. The hypothesis process and the probabilistic forecasting process are components of a complex process called "anticipation", "The ability to act and make certain decisions with a certain temporal and spatial anticipation in relation to expected future events" [3, p.3]. The recipient confirms or rejects the put forward semantic and verbal hypothesis and makes a decision. If the result obtained corresponds to the hypothesis put forward, then the following information is received. According to I.A. Zimnyaa, there is a "mismatch" If not then. The second stage of the comprehension strategy is characterized by a holistic perception of what has been read, followed by a logical processing of its form and content [4].
Modern psychology considers perception as "a direct reflection of an object (phenomenon, process) in the aggregate of its properties, its objective integrity" [3, p. 55]. The perception process is characterized by such qualities as objectivity, selectivity, constancy, integrity and category. Russian psychologists consider perception as an active action, which is provided by a number of mechanisms (anticipation, apperception, association, etc.).
At the third stage of the presented understanding strategy, the reader evaluates the understanding of the text, and the extracted information replenishes the system of previously accumulated knowledge. The process of understanding the text by the recipient is accompanied not only by the acquisition of new knowledge, but also by the formation of new levels of generalization of the previously known. Based on the interpretation of the information received after its inclusion in the recipient's thesaurus system, the reader evaluates its significance and outlines further strategies for a more comprehensive, mental processing of information. So, we looked at the strategies that characterize understanding as a process.
Considering the levels of comprehension of the text, we note that different researchers distinguish them in different numbers.
References
1. Bruner J. Ontogeny of speech acts // Psycholinguistics. M.: Progress, 1984. Pp. 21-50.
2. Tsibina O.I. Teaching abstracting and annotating foreign language literature in a non-
linguistic university (English): Diss. Of Cand.of ped.sciences. M., 2000. P. 190.
3. Lomov B.F., Surkov E.H. Anticipation in the structure of activity. M.: Nauka, 1980. P.
270.
4. ZimnyayaI.A. Psychology of teaching foreign languages at school. M.: Education, 1991.
P. 222.
ПРАЗДНИК АЗБУКИ В УЗБЕКСКОЙ ШКОЛЕ Абдуллаева М.З.
Абдуллаева Матлуба Зайниддиновна - преподаватель, Общеобразовательная школа № 9 им. Алишера Навои, г. Гулистан, Республика Узбекистан
Аннотация: данная статья посвящена изучению возникновения алфавита и его исторического развития с переходом от кириллицы к латинице. А также на протяжении всей статьи мы видим, что основное внимание уделяется празднованию азбуки среди детей начальных классов.
