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11SPECIFICITY OF TEACHING STUDENTS OF NON-LANGUAGE SPECIALITIES TO READ IN ENGLISH
Madina Uktamovna Buranova
Senior teacher of Samarkand State Institute of Foreign Languages madinaburanova82@gmail .com
ABSTRACT
This article describes the main aims of the teaching students of non-language specialities to read in English. The attention is focused on the specificity of foreign language teaching for specific purposes.
Keywords: foreign language teaching, reading, communication skills, professional communication
INTRODUCTION
The text is the main educational and methodological unit of training, since on the basis of the text it is possible to teach all types of speech activity. Working with text plays the most important role in teaching reading.
METHODOLOGY
One of the goals of working with text is to develop the trainees' skills and abilities to fully understand the content. Mastering the technology of reading is carried out as a result of performing pre-text, text and post-text tasks.
Pretext stage.
To remove difficulties in understanding the content of the text, the teacher provides information about the author or work[1-5]. To relieve language difficulties, you can offer exercises in which a language guess is formed, word formation skills. Pretext questions stimulate student interest.
Text stage.
At this stage, assignments should focus students not only on a general understanding of the text, but also on its interpretation, depending on the task.
Thus, students perform exercises aimed at extracting basic and secondary information from the text by finding the meaning of the text, the lexical and semantic basis for combining semantic segments into a single whole. It is necessary to equip students with different methods of working with text, since it is possible and necessary to use different strategies when performing different tasks in the text.
Post-text stage.
At this stage, the understanding of the content is monitored and its interpretation is given.
In middle and especially senior grades, the main task of the teacher is to equip students with working methods when reading to oneself, since it enables students to concentrate on the semantic side of the text.
The use of these techniques allows, on the one hand, to form the language competence of students, and on the other hand, contributes to their intellectual development[6-9].
Testing the understanding of the text can be carried out using tests. You need to familiarize students with the format of such tests and arm them with effective strategies for their implementation.
DISCUSSION
There are the main types of such tests and methods of enhancing the cognitive activity of students when performing them:
1. Multiple Matching: Headings.
The ability to highlight the main thing in the text (headings or main idea) at the paragraph level is tested. The ability to predict, the productivity of thinking develops[10].
Two types of tasks can be offered:
• Matching headings to paragraphs of text.
• Matching the sentences that express the main idea with the paragraphs of the text. Headings or sentences are printed before the body text so that students get a general idea of the main ideas before reading the text. Some find it more convenient to look at the text first and then read the sentences. Students should be encouraged to try both approaches and choose the one that works best for them. There is no need to dwell on the first choice made, since difficulties may arise with further parts, it is better to go back and reconsider whether the choice was made correctly[11].
2. Multiple choice.
This is a task for a complete understanding of the text. You need to carefully read the text and tasks for it in order to be able to distinguish seemingly similar answers, cause and effect. (Development of concentration of attention, logical thinking, ability to assess). It is necessary to teach students to match the answers with the text, avoid word-spotting using paraphrases. The main thing is value!
The questions are given in the same order as the information in the text[ 12-14]. There may be tasks for the meaning of individual words or phrases in the text, questions for determining the topic of the entire text, for determining the attitude or opinion of the author.
3. Gapped text.
These tasks are aimed at checking the understanding of the structure of the text and the logic of the development of events[15]. Students should insert sentences or paragraphs extracted from the text. There is only one correct answer possible. (Development of logical thinking, ability to predict).
You must first read the entire text with gaps in order to understand what it is about, the structure of the text and how the action develops. It is important to pay attention to the information, both before and after the omission, as well as their compliance with the logic of the entire text. First you need to study the example to understand the principle. Students should know stylistic means that show how separate parts of the text can be connected: indicators of time, cause and effect, contrast, repetition; be able to correctly use pronouns, tenses of the English verb. It's important to avoid word-spotting.
4. Multiple Matching.
Such tasks test the ability to highlight specific information in a number of texts. In some tasks, you can make several choices[16]. It is important to analyze why a certain part of the text fits this particular passage. Understanding is tested using the following tests:
Multiple Choice Cloze Open Cloze Error correction Word formation
RESULT
In order to prepare students for taking tests, you can offer the following tasks:
• Answer the questions (no answer options).
• Break the text into paragraphs.
• Underline a sentence (part of a sentence or a keyword to formulate the main idea of the text (paragraph).
• Formulate the main idea of the text in one sentence.
• Determine the author's attitude (approves - disapproves).
Does the author think that ... Look for sentences in the text that prove this.
• Find certain information in the text, present it in the form of a table, diagram.
CONCLUSION
So, working with the text stimulates the cognitive activity of students. However, it is necessary to select texts taking into account the age-related interests of students, the level of formation of their language skills and abilities, focusing not only on the zone of actual, but also on the zone of proximal development.
REFERENCES
[1]. FCE. University of Cambridge. UCLES. 2003.
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[3]. Virginia Evans, Jenny Dooley. Practice Test 2. Express Publishing, 2000.
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[5]. Virginia Evans, Jenny Dooley Enterprise 4. Intermediate. Workbook. Express Publishing, 2006
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[8]. Буранова, М. (2020). Linguistic analysis of reading and teaching reading by literary translation. Общество и инновации, 1(1/s), 501-505.
[9]. Buranova, M. U. (2019). THEORETICAL BASIS OF CASE STUDY METHOD IN TEACHING ENGLISH FOR SPECIAL PURPOSES. Форум молодых ученых, (5), 11-14.
[10]. Buranova, M. (2019). Using elicitation techniques in EFL classes. In SCIENCE AND PRACTICE: A NEW LEVEL OF INTEGRATION IN THE MODERN WORLD (pp. 132-135).
[11]. Buranova, M., & Dilmurodova, M. (2019). Communicative language teaching. In SCIENCE AND PRACTICE: A NEW LEVEL OF INTEGRATION IN THE MODERN WORLD (pp. 186-189).
[12]. Buranova, M. U. (2017). Motivation in Language Learning. Евразийский научный журнал, (2).
[13]. Buranova, M. U. (2017). EXTENSIVE READING IN A FOREIGN LANGUAGE CLASSROOM. Гуманитарный трактат, (8), 52-54.
[14]. Buranova, M. U. (2017). МЕТОДЫ ОБУЧЕНИЯ РАЗГОВОРНОЙ РЕЧИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА. Гуманитарный трактат, (20), 35-37.
[15]. Uktamovna, B. M., & Uktamovna, B. L. COMMUNICATIVE-ORIENTED TEACHING AT FOREIGN LANGUAGE LESSONS. Chief Editor.\
[16]. Buranova, M., & Davronova, S. (2019). Using innovative technologies in teaching english. In SCIENCE AND PRACTICE: A NEW LEVEL OF INTEGRATION IN THE MODERN WORLD (pp. 136-138)
