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Напряженность учебно-воспитательного процесса на факультетах военного обучения накладывает отпечаток на весь стиль ее работы, требует оперативности и четкости в решении учебно-воспитательных задач, научный организации дела со стороны руководства факультета военного обучения. Напряженность военной подготовки имеет для студентов и большое воспитательное значение, так как приучает их к трудностям воинской деятельности, а также выбранных ими гражданской профессии, интенсивности, ответственности и разнообразию аспектов работы офицера.
Рассмотренные особенности учебно-воспитательного процесса на факультетах военного обучения в значительной степени определяют требования к преподавателю факультета военного обучения, структуру его педагогической деятельности и возможности научной организации его труда.
Список литературы
1. Национальная программа по подготовке кадров. Ведомости Олий Мажлиса Республики Узбекистан, 1997. № 11-12, С. 295 (Собрание законодательства Республики Узбекистан, 2007. № 15. С. 150).
2. Закон «О всеобщей воинской обязанности и военной службе» Республики Узбекистан «О всеобщей воинской обязанности и военной службе». Ташкент, 2003. C. 16.
3. Ефимов Н.Н. Педагогическое основы военной подготовки студентов в ВУЗе. Изд. Московского университета, 1986. C. 32.
4. Программа подготовки офицеров резерва и запаса из числа студентов высших образовательных учреждений, 2014. C. 7.
THE EFFECTS OF VOCABULARY ON READING COMPREHENSION Khayrullayeva D.
Khayrullayeva Dilorom - Senior Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: reading is something that you can do on your own and that greatly broadens your vocabulary, thus helping you in speaking (and in listening and writing). Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English.
Keywords: reading process, meta-analysis, IQ test, syntactic parsing.
Several researchers have demonstrated the influence of vocabulary knowledge on reading comprehension. The growth in vocabulary is not only important in its own right but is also an important indicator of growth in general reading ability.
Also the reverse effect of free reading on vocabulary development has been found. For example, it was claimed that the amount of free reading is one of the most important sources of vocabulary development of students in the middle grades. Free reading, in and out of school, accounts for one third of the average child's annual vocabulary growth. Swanborn and de Glopper [4] conducted a meta-analysis of 20 experiments examining incidental word learning during normal reading. They found that students on average learn about 15% of the unknown words they encounter.
It was suggested that the patterns of interrelations he found, i.e., the effects of vocabulary on reading comprehension, as well as the effects of decoding on leisure time reading, and leisure time reading on vocabulary, can be interpreted as a reciprocal causal relation between reading development and vocabulary development.
The relative influence of vocabulary appears to become stronger over the elementary school years. In the early stages of reading, when word recognition skills still have to be developed, vocabulary size seems to have a minor influence on reading because the texts in these stages contain mainly easy and high-frequency words. In the later stages of reading it becomes increasingly important to know the meaning of words as readers with a wider vocabulary are more able to infer meanings of new words encountered in the text.
Although readers with small vocabularies are more likely to encounter unknown words, which hinders comprehension of the text, the pre-training on vocabulary items from a text does not necessarily lead to a better understanding of that text. Knowledge of words seems to be a necessary but not sufficient condition to improve comprehension.
Research has shown that of the higher-level comprehension processes, integration processes in particular, seem to be responsible for individual differences in reading comprehension. Poor readers seem to have problems integrating new information with information encountered earlier in the text or retrieved from semantic memory. Poor readers have difficulty interrelating successive topics, deriving the main theme, making inferences, computing the referent for a pronoun, and using story schema. In addition, less skilled readers often are deficient in syntactic parsing, often fail to detect semantic inconsistencies, and do not demand informational coherence and consistencies in a text.
In a review of the research literature, Stanovich, Cunningham, and Feeman[3]also found that in the higher elementary grades the correlations between IQ and comprehension were stronger than in the early grades. They reported correlations of .30 to .50 for the primary grades and of .45 to .65 for the higher grades. They did not differentiate between verbal and nonverbal IQ, however. Seegers and Feenstra, using a nonverbal IQ test, found correlations of.42 for third graders and .49 for fifth graders between IQ and reading comprehension[2].
As vocabulary knowledge has been found to have a strong effect on reading comprehension, the components of vocabulary knowledge include breadth (the number of words a learner knows) and depth (the amount of knowledge a learner has about a specific word).
• Breadth of vocabulary knowledge is important to English language learners, as they frequently know far fewer English words than native speakers and find themselves ata disadvantage, particularly in academic contexts[1].
• Depth of word knowledge includes knowing how to pronounce and spell the word; what the root of the word is, whether there are prefixes or suffixes attached to the word, and what part of speech the word is; how the word is used in sentences; what connotations the word has; whether there are multiple meanings of the word; and in what contexts the word is used. For example, deep knowledge of the word rider means knowing how to spell the word, knowing that the "i" is pronounced /ay/, knowing that the word is a person or thing (a noun), knowing that because the word has the suffix "er" it refers to a person or thing that ride s, and knowing that the word might appear in a sentence such as "There was no rider on the horse."
References
1. Folse K.S., (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: The University of Michigan Press.
2. Seegers G., & Feenstra J. Eenonderzo eknaarlees vaardigh eids verschillent ussenleer lingen uitklas 3 enklas 5 van het gewoon lager onderwijs. Nijmegen: Instituutvoor Onder wijskunde, 1982.
3. Stanovich K.E., Cunningham A.E., &Feeman D.J. Intelligence, cognitive skills and early reading progress. // Reading Research Quarterly. 19 (3), 1984. P. 278-303.
4. Swanborn M.S.L., & de Glopper K. Incidental word learning while reading: A meta analysis. Review of Educational Research. 69 (3), 1999.
