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5CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda.
STRATEGIES USED BY WEAK STUDENTS
Kodirova Lola Muzafarovna.
Kholmurodova Zarina Saydazimovna.
Gulistan State University ABSTRACT
This article describes a few strategies, provides examples of each, explains the cause or causes of such mistaken approaches, and suggests some possible solutions. Teachers can better assist students if they are aware of these mistaken approaches and their causes. Only after such awareness can they help students acquire tools for improving their strategies. The strategies reviewed in this article result from students' lack of confidence in their comprehension of EFL, texts, often making it difficult for them to use the skills they would normally use in reading their native language. Perhaps texts in the native language might be used to illustrate how to use these skills. With attention, teachers can help weak students understand what the authors are saying by using strategies that develop their reading skills.
Key words: weak students, developed skills, understand, strategies, approaches, oriented system, statement, remark.
21st century kids are very smart in handling most sophisticated electronic gadgets but always fail to complete their class work and home work on time. The student's qualities of incompleteness gradually lead him to become a poor academic performer. Weak student is low academic achiever who is less interested in academic work i.e. reading, and writing. Weak student does not show much interest in study at all. S/he will not complete his/her class work and home work on time. A student can score good marks and low marks in an examination oriented system but when we say that s/he is a weak student, no doubt at all we need to avoid passing a general statement and remark. When we consider a child right from his childhood, a child does not falls under categories of weak student. Weak EFL students adopt several mistaken strategies to understand text and/or to perform text-based tasks. The most frequent common denominator of these strategies is that they seem to be symptomatic of a lack of confidence, resulting from poorly developed skills. At the same time, skills that students have are often not appropriately applied because of a fear of the English text. One example of these strategies, called "musical context," occurs when students change the context to fit what they mistakenly think the word means. Another example, "continuation stories," is when students are attracted to one part of a sentence and read only that, thereby failing to read other important components of the sentence.
Musical context
Most of us are familiar with the game Musical Chairs, where one attempts to find any available chair whenever the music stops. In musical con text some students, fearing they will fail to understand a given text, latch on to words that seem familiar
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. but are actually misunderstood. For example, Dina thinks she knows what a particular word means, but she is mistaken for a variety of reasons. Since the context is not appropriate to Dina's understanding of the word, she will change the context to suit what she thinks the word means. This unfortunate strategy is surely familiar to experienced EFL reading teachers. The following sentence for example, serves to illustrate Dina's problematic strategy: "Diagnosis, and therefore therapy, has tended to zero in on the individual, to the exclusion of the contextual of the anorexia syndrome." Here, "to components of zero" served as a served as a miscue to Dina, who may have thought it is related to "nothing the individual is "nothing." She then recreated the context unimportant in this approach to anorexia. Another sentence illustrates the musical context problem: "The psychiatrist intimated that I had hidden masculine drives." Ron, reading this, erroneously substitutes one word for another one. Here he understood that the psychiatrist, driven by masculine drives, became "intimate" with the patient.
Alternate versions
There are subgroups of musical context. As Arden-Close [1993:892] says, "the appearance of the word can be highly misleading." In Tele phone a game that involves the mishearing of words by participants the student misreads the word phonologically. Strangely will be read as strongly, or "leave" as "live." The activity Geography involves a misunderstanding of loan words from LI which have different meanings in 12. For example, in Hebrew, a "report" is a traffic ticket. So in the following sentence, "Susan was required to write a report for her lecturer," a reader might think that Susan moonlighted as a policewoman and had to issue her lecturer a traffic ticket. In Doctor, students are tempted to dissect a word inappropriately. Of such an error, Arden Close [1993] says, "This calls in question the commonly used strategy of using prefixes, suffixes, and the root of a word as an aid to meaning. So often is there an extension of the basic meaning of the root or affix that this can often be more of a hindrance than a help." He quotes Nation [1983:89-90]: "Once a word has been analyzed according to its parts, this guessing at its meaning is more likely to result in twisting the interpretation of the context to modify the guess of the meaning" For example, "millennia" has nothing to do with a mill and "indifferent" does not mean "not different." Note the following sentence: "Pasteur's work, like Mendel's, has proved to be of momentous importance." Dan believed that "momentous" was related to "momentary," so he misread the context as saying that neither Pasteur's work nor Mendel's work had lasting impact. One important lesson to be learned from the way students handle these miscues is the importance of the general context to comprehension. As Arden-Close [1993] submits: "The weaker the student, the more likely they are to go with the look of the word, and the more they let this decide the meaning of the unknown word, even when such a meaning flies against the sense of
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. the context points to text." Weaver [1988:145] is to the confirming or correcting at importance or correcting a tentative interpretation of the text by checking it against the following context. Obviously one sentence may not be enough to check such an interpretation. A student reading the previously alluded to Pasteur sentence above might rationalize his or her misinterpretation based on the one sentence, in which ease the student would be advised to check the succeeding context and perhaps also the preceding one.
How can teachers train students to be more attentive to the context and therefore more accurate in their interpretation of the text? Weaver [1988] addresses the problem as it relates to elementary reading instruction in Ll. Her suggestions seem equally applicable to older students facing the situations just described. She proposes using cloze exercises, where the missing word can only be guessed from the context, as a drill to focus students' attention on the context. An even more accurate reading of the words can be obtained through a complementary approach. Paran [1996] points out that "research findings...strengthen a bottom-up view of the reading process: good readers do not rely on hypothesis formation and prediction as much as is commonly thought. Visual input and bottom-up processing during reading are of great importance." He reaches the conclusion that "if...automaticity of word recognition is indeed a major attribute of the LI reader's reading behavior, then ways of encouraging automaticity should be found." He suggests having the student read as extensively as possible, and using "specific exercises to encourage and develop automatic processes." Such exercises include timed word recognition tasks, where students match words with precisely identical ones hidden within a group of similar words or nonsense words.
Spin the Sentence
Nuttall [1982:33] stated, "One characteristic of an efficient reader is his ability to chunk a text into sense units, each consisting of several words, and each taken in by one fixation of his eyes." So a good reader may chunk: "The good old man /raised his hand/in blessing." He would certainly not chunk: "The good / old man raised his/hand in / blessing." Ying [1996:683-684] more recently related proper word grouping to the deep structure of the sentence reflecting semantic meaning. This principle is most obvious in ambiguous sentences. Here is his example of such a sentence, preceded by the context of the paragraph: "A fireman was running to the scene of a fire carrying a heavy axe. He had to smash down a door. When he got to the scene of the fire, he found a door which had a rusty lock and a door) which was nailed shut. The fireman smashed down the door with the rusty lock, but smoke over came him."The question, of course, is whether the student understands the rusty lock as describing the door, or as being the instrument with which the fireman smashed down the door. The proper assignment of the phrase can be determined within the context of the previous sentence. In Spin the Sentence students misconstrue the text by employing improper word grouping. For
CENTRAL ASIAN RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES (CARJIS) ilmiy jurnali bilan hamkorlikda. example, in the following italicized sentence, slashes mark the word grouping Shirley mistakenly adopted, and her resulting inaccurate interpretation follows each word group in parenthesis: "Simply knowing (It's easy to know that) what another person is prepared (the other guy is better prepared.) / to do in a given situation [The solution is] / prevents much violence in human societies; [to try to make peace]:/just as similar mechanisms do for other species. (other species also try to be peaceful when threatened)." Some students might need drills in finding logical relationships within sentences and between them, as noted in the section below on Solitaire. Xin-shan [1994:28] claims that "we can reassure our students that the logical relationships they encounter in reading recur constantly and are limited in number. If they learn to identify relationships with the help of logical reliable devices, they will be able to cope with any relationships found in their readings." He lists 22 such logical relationships and makes practical suggestions for teaching them. In the illustrative sentence, had Shirley been in the habit of looking sentence, looking for cause-effect relationships, she might have noticed that the first part of the sentence up to the word "situation" is the cause, and the next part up to the semicolon, is the effect. Then she would have better parsed the words into the two large, related groups. Auerbach and Paxton [1997:abstract] point out that "recent L2 research suggests that readers' met cognitive awareness of their reading processes and strategies enhances proficiency." Therefore, teachers should make learners aware of the skills they are or should be using. References
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