27Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
TEACHING TO READ IN A FOREIGN LANGUAGE
Sayyora Turgunovna Gaziyeva
Teacher, secondary school № 18, Jizzakh e-mail: [email protected]
ABSTRACT
In this article, the author tries to highlight the use of modern technologies in the process of teaching foreign languages and increasing the efficiency of the educational process. The article shows that new reading techniques for different ages are of great interest and inspiration to students. In short, the use of any type of modern technology in the process of teaching foreign languages is highly effective.
Keywords: interactive, reading process, socio-educational, reading aloud, Reading ability, Voice group reading
INTRODUCTION
Internationally recognized level of socio-economic achievements of independent Uzbekistan, the range of international cooperation and activization of interaction of the Republic in open and interconnected world, the need for a qualitative breakthrough in training of personnel, qualification of relevant global standards, able to realize the objectives of the accelerated modernization and development of the country, borrowing and adopting the best practices of leading countries of the world have reinforced the socio-educational importance of knowledge of foreign languages as an instrument of international cooperation, advanced foreign languages in educational priorities, providing, thus, foreign language education the status of a mandatory competency-based components does the professional qualifications of the modern professional and effective framework to prepare the young generation for life in the new environment of international interaction and cooperation. Naturally, the problems facing foreign language education task to ensure that the quality of foreign language teaching modern pace of socio-economic development of the country, its ability to prompt changes in order to meet the changing needs of society require serious reforms in the system of teaching foreign languages, understanding and overcoming as surviving inertial approaches and the effects of natural growth "innovative" programs and educational services for the teaching of foreign languages.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Reading is the receptive side of writing, the main purpose of which is to get the necessary information from the material read. In the process of reading, the perception of the printed text and its understanding are realized synchronously. In the process of reading, perception goes from form to meaning.
Reading as a type of speech activity is carried out within the framework of oral-speech topics, and in the scope of topics for reading. The reading technique refers to the sound-letter ratio in the composition of the text being read, that is, the transformation of graphemes into phonemes. The purpose of this work is to reveal and analyze the issue of teaching reading in a foreign language from a psychological and methodological point of view, as well as learn how to extract information from the text, which will allow you to successfully solve educational, developmental and educational tasks. Mastering the ability of students to read in a foreign language is one of the practical goals of studying this subject. Students will be able to use the acquired skill practically if their reading is Mature. The degree of perfection of maturity can, however, be different, and the task of the school is to provide a so-called minimum level of it. Its achievement is mandatory, since only in this case objective prerequisites are created for reading on your own initiative.
METHODS
All reading situations are divided into two groups: situations in which the reader only needs to receive the information contained in the text, and situations in which, simultaneously with receiving it, it is necessary to transmit it in the same form to other persons. In the first case, reading to yourself is used, in the second aloud.
Methods can be identified in accordance with the set goals and objectives. There are two methods of teaching reading:
1. The method of whole words. (sound).
2. Sound-letter method. (syllabic).
The whole word method is used when reading words that do not follow the rules of reading. English words are read according to the rules that require the method of sound-letter reading.
The object of this research is the method of teaching reading.
The subject of the study is teaching reading techniques.
The main material was the works of such outstanding authors as: N. I. GEZ, S. S. Kunanabayeva, A. A. Mirolyubov, G. V. Rogov, I. N. Vereshchagin, Z. I. Klychnikov and many others.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Reading Comprehension Whether reading uses just those processes that serve spoken language or requires something more turns out to be a difficult question. Clearly, reading comprehension depends on spoken language comprehension. For adults, correlations between spoken language and reading comprehension are in the range of r = .90 for adult samples (Gernsbacher, 1990), leaving little unique variance to reading. For children, the correlations are lower and increase during schooling1 (Curtis, 1980; Sticht & James, 1984). The interpretation of these correlations is that reading comprehension skill approaches listening comprehension skill as printed word identification is mastered. However, such correlations are based on the use of formally equivalent texts across listening and reading. Although this equivalence is a methodological necessity, it masks the possibility that the correlations include a text component; the texts are literate texts, characteristic of printed language rather than spoken language. However, what we read constitutes a sample of language different along formal, semantic, and pragmatic dimensions from what we speak. It is even possible that with literacy come some significant changes in the way people process spoken language (Olson, 1977), a development that would also boost the correlation of listening and reading comprehension.
RESULT AND DISCUSSION
Proficient readers. According to this model, a proficient reader is one who can orchestrate a variety of strategies to construct meaning during the process of reading. These strategies include using knowledge and contextual clues to predict and infer, monitoring comprehension, and employing fix-up strategies when comprehension breaks down.
Struggling readers. From this perspective, a struggling reader is one who is ineffective in the use or coordination of these strategies. What struggling readers need then (according to this model) is direct instruction related to the meaning-making strategies identified above, direct instruction related to the four words identification strategies (morphemic analysis, analogy, context clues, and phonics), and activities to develop all three cueing systems. These should all occur within a meaningful context to the greatest extent possible. An experienced reader has a good reading technique and a large stock of visual images of words and structures in the storage of their memory. Through his language experience, he complements, sees indirectly, and understands what is not yet fully perceived by his memory.
There are two ways to learn reading: by reading whole words and whole sentences. In the current textbooks for the initial stage, the first path is used.
1 Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology Google Scholar Scientific Library of Uzbekistan
Academic Research, Uzbekistan 154 www.ares.uz
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Stage I: Schoolchildren first learn to read individual words, organized according to the rule of reading, represented by the highlighted letter, sound, keyword. The keyword contains a graphic image and a picture. Students impose a sound image on a graphic image and read the word first to themselves, and then out loud. In this case, it is important not to deprive them of their independence. After the keyword, other words are given and their recording is intended to ensure listening to exemplary reading and reading by the speaker (it is important that students do not imitate but read). Reading behind the announcer will help to consolidate in the memory of the graphic images due to the active joint work of the auditory, speech-motor and visual analyzers. Students then read the following exercise on their own. It is important to work out the pace of reading (it is recommended to use flash cards with the words written on them, gradually reducing the time for exposure of the card). It is useful to hold a competition for reading and the correct reading of words from the exercise presented in the textbook. It is necessary to check the formation of the skill based on the rule. To do this, you should include in the exercises a small number of unfamiliar words (while reading the students independently, the teacher only corrects). Stage II: Students begin reading phrases and sentences and their correct design. The sequence of student work: Attentively peer at the offer, read it about itself, try to understand. The purpose of the actions performed is to prepare for perception. Listen, follow exemplary reading, understand the word combinations and sentences. Repeat for the speaker in a chorus, then there is an individual reading. When learning to read sentences, it is important to demonstrate exemplary reading, since intonation is imitatively absorbed. Stage III: Reading texts. The most common is the technique L. M. Urubkova, which is a definite sequence in the training of normative and expressive reading the text out loud. Let us consider in more detail the sequence of work on this method: Intonational marking of the text. The teacher offers to look through the text, listen to it and make a markup of the text, i.e. put the icons: '(phrase stress), || (pauses, division into syntagmas ), (upward, downward tone of utterance). Collective reading aloud — the reception of acoustic visibility, its goal — the development of a conscious imitation based on the marked text. Pair-facing reading is the next stage of work, which is necessary to develop the ability to best understand the content and transfer it to another person (which is directed against monotonous reading). Individual whisper reading to strengthen articulation skills. Individual control reading out loud. The purpose of the last stage is to complete the work and control the result obtained. The described modes of operation form the procedural plan of reading (reading technique) due to repeated reading, but with different tasks.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Such detailed work is carried out not with all the texts, but with those that allow one to draw the attention of the student to normative expressive reading. It has been discussed above how learning to read aloud occurs.
CONCLUSION
When reading, it is important to make sure that the understanding of what is being read is also achieved by recognizing grammatical forms, grammatical signals, and grammatical structure of the sentence, and not just by knowing words.
Reading texts is an important tool that contributes to the formation of skills in speaking, in its monological and dialogical forms.
Reading can be considered as a means of teaching listening, as well as a means of obtaining information from printed text, that is, as an important goal of teaching English at the initial stage.
With reading aloud, mastering reading to oneself also occurs, i.e., the quality of the initial stage depends on the assimilation of reading as a type of speech activity, since the procedural and informative reading plans are closely related to each other (although this connection is not straightforward, i.e. comprehension is also possible with an undeveloped reading technique and vice versa).
A Mature reader is a reader who freely performs this type of speech activity, thanks to his ability to choose the type of reading that is appropriate to the task at hand each time, which allows him to solve it not only correctly, but also quickly. Thanks to the full automation of technical skills. Reading skills increases the motivation of students to learn a foreign language and, in general, contributes to the formation of foreign language communicative competence. The research confirmed that reading aloud, Skimming, scanning and using music while reading can help and boost effectiveness of the reading comprehension. Thus, these techniques could be applied to the practice in early stages of reading.
REFERENCES
1. Belyaev B. V. Essays on the psychology of teaching foreign languages. Izv-vo: Enlightenment. Edition 2.
2. Kunanbayeva S. S. Modern foreign language education: methodology and theory. Almaty. 2005.
3. Rogova G. V. methods of teaching English (in English): Textbook. L.: Prosveshchenie, 1985
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
4. Gazieva, S.T. (2021). READING IS THE RECEPTIVE SIDE OF WRITING. ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES. ARES, 2 (5), 15641570.
5. Gazieva, S.T. (2020). Modern technology in learning foreign languages. Academic research in educational sciences, 3.
6. Ashirbaeva, A. (2020). POSITIVE TRAITS OF TEACHING LANGUAGE THROUGH LITERATURE. "Science and Education" Scientific Journal.
7. Jumanova, K. G.K., Yusupova, M. A. (2021). A vital impact of syllabus in teaching process. Science and Education, 2 (5), 518-520.
8. Toliboboeva, S. J. (2020). LANGUAGE AND EMOTIONS. Экономика и социум, (7), 60-62.
