Abstract: Techniques and methods for effectively teaching various types of reading. Teaching different types of foreign language reading Teaching different types of reading
Reading from the point of view of mental processes occurs at various levels: from the ability to understand the content approximately to creative reading, in which the reader not only recreates the author’s train of thought, but also compares, synthesizes what he read, accepts or rejects the main idea, reorganizes his thought or comes up with a new one point of view. In other words, the reader demonstrates the ability to “understand the meaning and intention of the text and express his own intentions in a linguistic form that has influencing power” (Piepho N. E., 1974, S. 164).
Between the first and second types of reading, there are a number of intermediate ones that have important practical significance. Previous classifications of types of reading were based on factors that did not take into account levels of understanding and the degree of completeness of information extraction. A different approach to classification, developed in the domestic methodology (S.K. Folomkina) and abroad (K. Weber, A.Oliver, R.H.Alan, H. Frankenpohl), contributes not only to better organization of the material, but also to more correct development of exercises, in the construction of which, on the one hand, it is necessary to take into account the mechanisms underlying reading (both in the field of technical skills and at the level of semantic perception), on the other hand, the operations that the reader performs in each type of reading."
The foreign methodology offers over 30 types of reading, but upon closer examination it turns out that types of reading are sometimes understood as different stages of the same type or different ways of recording what has been read. For example, skimming in one of the works is divided into such types as: general review (skimming), preliminary review (preview), repeated review (review), final review (overview), scanning (Taylor S., Berg P., Frankenpohl H., 1968) 3.
The main types of reading still found in domestic and foreign works can be summarized in Table 9.
The table does not include such names as: home/class reading, reading with/without a dictionary, prepared (with previously removed difficulties)/unprepared, etc. All these names do not mean a new type of reading, they only indicate the place and form of the reading work on reading.
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Discrimination options |
Reading type |
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According to reading form |
Reading to yourself |
Reading aloud |
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By using logical operations |
Analytical reading |
Synthetic reading |
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According to the depth of penetration into the content of the text |
Intensive Reading |
Extensive reading |
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By target |
Study reading |
Introductory reading |
Scanning reading |
Search reading |
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By level of understanding |
Full/detailed understanding |
General/global understanding |
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Despite the presence of common features, there are serious differences between them, which makes special training in the two ways of reading necessary. Although most often they read silently, reading aloud often acts as a phonetic exercise, as an indirect indicator of developed speaking. It is not for nothing that M. West called reading aloud “prompted oral speech” (see: West M.R., 1960).
The oppositions “analytical - synthetic” reading are to a certain extent conditional, since in semantic perception, analytical-synthetic in nature, it is not always possible to separate these operations. Their ratio can change within the reading of not only one text, but even a paragraph. The names “intensive - extensive” reading correlate with the oppositions discussed above. Some authors call the first type reading with deep penetration into the content, and the second - fluent, superficial reading (see: Hegboldt P., 1963).
G. Westhof connects the difference in these types of reading with the speed of reading, volume and importance of texts (“important texts are read intensively, unimportant texts are read extensively”). The best result is achieved, according to the author, when both types are used simultaneously, and “the text is read as extensively as possible, and no more intensively than necessary” (“...so extensiv wie moglich liest und nicht intensiver als notwendig”) (Westhoff G. L., 1987, S. 77).
Let us dwell on a more detailed analysis of the types of reading proposed and described in detail by S.K. Folomkina (see: Folom-kina S.K., 1987).
S.K. Folomkin’s classification was based on the practical needs of readers: viewing story, article or book, familiarization with content, activity search necessary information, detailed studying, if necessary, language and content. Each type of reading is therefore associated with the solution of certain communicative tasks.
The purpose of education in schools of different types is three types of reading: introductory, search and studying 4.
Introductory and exploratory reading are types of quick reading. The difference between them lies in the degree of completeness and accuracy of understanding achieved.
Introductory reading involves extracting basic information from the text with a degree of completeness of understanding within 70-75%. This indicator is accepted by psychologists as the norm. The program refers to this level of penetration into the content as general/global understanding (see: Foreign Language Teaching Program..., 2000).
Search reading is associated with finding in the text specific information necessary for the reader: definitions, conclusions, factual data, regional information, etc. The text can be read in whole or in part if the student knows where the information he is interested in is located.
Exploratory reading involves achieving a detailed/complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the student, having an attitude towards long-term memorization, resorts to repeated reading, translation, and sometimes to written recording of the content, delving deeper into the essence of the communicative situation.
It is advisable to conduct study reading on texts that have cognitive value and informative significance, and are quite difficult in terms of language. Analysis, as S.K. Folomkina rightly notes, plays a supporting role. The linguistic form of the text contains many guidelines and tips, using which the student can later independently overcome language difficulties (see: Folomkina S.K., 1987, p. 95).
I. TEACHING EXPLAINING READING
The tasks that the reader solves in the process of reading can be divided into three main groups, corresponding to the nature of processing
information (degree of completeness, accuracy and depth):
1) perception of languages. means and their precise understanding in the text;
2) extraction of complete factual data. information contained in the text;
3) comprehension of the extracted information.
The solution to these problems is carried out at the pre-text, text and post-text stages of working with textbooks. text.
PRE-TEXT STAGE
1. Exercises to correlate the meaning of a word with a topic (situation, context)
1) fill in the gaps in the sentence with one of the words indicated.
2) find and replace words in the sentence that do not fit the meaning. and etc.
2. Exercises to expand vocabulary
1) compare words with the same root and highlight the common basis in them. Distribute them by parts of speech.
2) indicate the models by which the following derivative words are formed, determine the meaning of these words, etc.
3. Exercises for recognizing and differentiating grammatical ones. phenomena
1) mark the syntagms in the sentences.
2) read, underline and write down the syntagms in the text indicating....
It is very important that students master search actions when reading: they know where to look for a semantic verb, where an auxiliary verb can appear, etc. This can be facilitated by the use of algorithms and reminders.
4. exercises on perception and understanding of a sentence as an integral semantic structure.
1) mark the sentences that are equivalent to foreign ones.
2) indicate the correct translation of the sentences.
5. exercises to highlight keywords, subject and predicate, theme and rheme in sentences
1) read the sentences. Express the same idea in a different way.
2) in each sentence, underline the key word.
6. Exercises for language guessing (based on formal features and context)
1) determine by formal characteristics what parts of speech are
highlighted words.
2) break down a complex word into its component elements
7. forecasting exercises at the language level.
1) make up sentences using the table.
2) find a continuation to these sentences in the text
8. Exercises to predict the content of what you are reading
1) read the title and say what (who) this text will be about.
2) read the first sentences of the paragraphs and name the questions that will be discussed in the text.
9. exercises to develop skills in working with a bilingual dictionary
1) determine the part of speech which is the LE
2) name the original form of these words.
TEXT STAGE
1. Exercises on dividing text material into semantic parts.
1) read the text and highlight the main themes of the story
2) read the text, mark the places that reveal different aspects
Problems.
2. exercises to highlight semantic supports in the text
1) read aloud all the verbs that convey the dynamics of the narrative
2) read (again)... the paragraphs, formulate their main idea.
3. Exercises on equivalent substitutions, presentation of main ideas
text in more economical ways
1) replace this phrase with a shorter synonymous phrase.
2) indicate the word that best conveys the content of the text.
POST-TEXT STAGE
1. Exercises to test your understanding of the actual content of the text
1) using the text material, answer the questions.
2) read the outline of the text and tell me whether it is translated completely enough
2. Exercises for learning to interpret text
2) describe the characters in your own words
3. Exercises to determine the cognitive value of what you read
1) read the text to yourself and highlight the new things you learned from it.
The main types of reading are studying, introductory, viewing.
The basic skills of students for all types of reading are:
1. Skills related to understanding language material:
a) known to students, i.e. the ability to operate with known linguistic material to understand individual linguistic units of a text, determine the connection between them and combine them into larger semantic units (syntagms, sentences), the ability to perceive a sentence as a semantic whole, the ability to distinguish the main and secondary in a sentence.
b) unknown to him before the moment of reading, i.e. the ability to master the basic ways of determining the meaning of new words.
2. Skills related to understanding the content of the text:
- ability to highlight individual elements of the text (support, keywords);
- ability to summarize facts, establish connections between semantic parts of the text;
- ability to predict at the semantic level (anticipate the continuation and completion of the semantic part of the text);
- the ability to correlate individual parts of the text with each other, i.e. organize the facts of an event in a logical, chronological and other sequence, group facts, determine the connection between events;
- ability to draw conclusions/generalizations, establish the idea and intent of the text;
― ability to evaluate facts/content as a whole;
- the ability to interpret what you read, which includes understanding the subtext.
The main ways to determine the meaning of new words in a text are:
- linguistic guesswork or reliance on one’s speech experience as a result of:
a) recognition of individual elements of a word, for example, root and ending;
b) establishing its similarity to a word in the native language;
c) highlighting the meaning of a word based on context.
― according to a bilingual dictionary, which also involves the development of skills in using a bilingual dictionary with the help of such exercises as: arranging words in alphabetical order, naming the original form of a word, determining whether a word belongs to a particular part of speech, identifying the main and secondary meanings of a word, etc. .
Understanding a text is the discovery of semantic connections and relationships conveyed through linguistic form.
The main qualitative characteristics of text understanding are:
— completeness of understanding – a quantitative measure of information extracted by readers from the text (75–100%);
- depth of understanding - interpretation of the extracted information (understanding of the subtext, the author’s intention).
When reading, the perceived material is subject to semantic processing at several levels:
- the meaning of a word is correlated with the meanings of others and its connection with them and its contextual meaning are established;
- words are combined into syntagms, which also correlate with each other and are combined into sentences (judgments);
- sentences are combined into semantic pieces, and they are combined into a complete, complete speech work.
There are usually two main levels of understanding:
1) level of meaning – establishing the meaning of perceived linguistic units and their direct relationship, which involves obtaining information contained in the text (understanding of facts conveyed by linguistic means);
2) level of meaning – understanding the meaning of the text as an integral speech work, which involves processing the information already received (understanding the author’s intention of the text and its evaluation), i.e. facts reconstructed during the reading process are included in the mental activity of the reader.
Study reading involves the most complete and accurate understanding of all information contained in the text.
The degree of completeness of understanding during learning reading is 100%.
For learning reading, short texts are used, usually of a popular science nature.
The main ways to check reading comprehension for this type of reading are:
― translation into the native language, preferably in written form;
- answers on questions;
― true / false statements / confirm or refute;
- draw up a detailed plan (summary, conclusions, comments);
- pose questions to the entire text.
All assignments must cover the details of the content and their wording must be different from the text.
The main stages of working on a reading text are:
1. pre-text;
2. text;
3. post-textual.
During introductory reading, the reader becomes familiar with the specific content of the book/article, focusing his attention primarily on the basic information; This type of reading is sometimes called general reading. This is a quick read at a fast pace. The final requirements reflecting the minimum level of maturity for introductory reading are:
The degree of completeness of understanding of at least 70% of the facts contained in the text, including all the main ones;
Understanding of basic information must be accurate, secondary
Undistorted.
– speed – 180–190 words per minute.
Possible exercises for pretextual stage during introductory reading are:
Exercises to understand the topic (problem) of the text (based on key words and phrases, reading and writing out key words, creating a chain of the main facts of the text; underlining words that express the main idea of the author, etc.);
Exercises to understand the connecting means of the text (reading passages of text with missing conjunctions and allied words and selecting suitable data from several), reading pairs of sentences and highlighting interchangeable words, determining the structure of a paragraph using the highlighted key sentences, highlighting key sentences in paragraphs, writing out connecting elements of the text , arrangement in a logical sequence, etc.;
Exercises to develop linguistic conjecture (determining by formal criteria what part of speech the highlighted words are; read the sentences and try to understand their meaning, shorten the sentences, leaving only words that carry a semantic load);
Exercises to highlight the structural and compositional components of the text (title, subtitle, beginning, main part, ending);
Exercises to predict the content of the text (which words from the proposed headings can be used to establish that the speech is in paragraphs, pictures, ending, etc., to determine what is being said).
At the text stage:
Exercises to control the understanding of the main content of the text read (choosing the correct answer from several; answering questions about the text; agree or disagree with the given statements, draw up an outline of the text, retell the points to the text, etc.);
Exercises to highlight semantic milestones in the text (name two main issues that are discussed in the text, determine by paragraph what is being discussed in the text, find sentences that carry basic information, choose headings for paragraphs, etc.);
Exercises to establish a semantic connection between the facts of the text (compose a coherent text from paragraphs, restore logical sequence, find extra sentences in paragraphs, make a list of questions for the text, find supporting arguments);
Exercises to combine individual facts of the text into a semantic whole (make a list of the main problems raised in the text, formulate the idea of the text, shorten the text by using details that can be omitted, explain the main idea in your own words, etc.).
At the post-text stage:
Exercises to determine the main function of the communicative intention of the text (select from the proposed main communicative intention of the author of the text; correlate the semantic parts of the text and its functions (message, persuasion, influence, evaluation);
Exercises to evaluate the information extracted (what was particularly interesting in the text for you and why; indicate facts and information from the text that you already knew; express your attitude to what you read).
Writing technique training
Teaching writing techniques is divided into teaching graphics, calligraphy and spelling. The first two tasks are solved mainly at the junior level of education and require only exercises in improvement at the middle and senior levels. Work on mastering spelling continues throughout the entire period of accumulation of active vocabulary. Calligraphy is concerned with teaching students how to form letters correctly and write legibly.
Teaching graphics, in turn, involves solving two problems:
1. Mastery of sound-letter correspondences.
2. Establishing connections between various functional variants of each letter (i.e., writing letters taking into account their characteristic configuration).
In modern curricula, it is determined that students must master semi-printed font, because... The connection between writing and reading is obvious. Writing and reading should be based on a single graphic system. Simultaneous learning to write and read allows you to more effectively master sound-letter correspondences.
The following skills must be developed in the field of graphics and calligraphy:
Correct spelling of uppercase and lowercase letters;
Mastery of letter combinations and sound-letter correspondences;
Correct spelling of words in students' productive vocabulary; correct use of periods, commas, exclamation and question marks at the end of sentences.
Drawing letters, letter combinations and words according to a model;
Copying with the completion of certain tasks: underlining specified graphemes, searching for missing letters in the text, selecting synonyms or antonyms for specified words, etc.;
Sound-letter and syllabic analysis;
Grouping words according to certain characteristics (for example, writing words with long and short vowels in two columns);
Constructing words from letters and syllables.
Spelling is a spelling or system of rules for using written characters when writing specific words.
Spelling skills are based on the principles of writing words:
1. Writing based on the phonetic principle (as you hear, so write).
2. Writing based on the morphological principle (each significant part of the word is always written the same way: write – writer, written, writing); Students should also be taught how to write the most common letter combinations (ee, oo; ch, sh, ght, gh, ph, etc.).
3. Writing according to a historical principle (i.e. words that cannot be explained either phonetically or morphologically: daughter, neighbor).
Special exercises that develop spelling skills include:
Rhyming words;
Cheating (copying text) in order to master the basic rules of spelling and punctuation;
Filling in gaps with missing letters or words with difficult spellings;
Spelling games (crosswords, riddles, color lotto, etc.);
Grouping words based on phonemic correspondences;
Finish the words you started;
Find errors in these words or sentences;
Dictations: auditory, visual, visual-auditory, self-dictation.
Visual dictation consists of writing sentences or a small text on the board, analyzing it and erasing it, and students writing down the dictated text from memory.
Visual-auditory - writing the text in a notebook is combined with simultaneous writing it on the board, then checking and analyzing errors is carried out.
Self-dictation comes down to students writing down a text or poem they have learned by heart.
Planning the educational process in a foreign language
The main types of planning the educational process in a foreign language are:
Calendar plan- an approximate work plan for a teacher in a subject for a year, including the number of hours, the subject-thematic content of communication, the amount of language material, the approximate level of development of speech skills and abilities.
Thematic plan- a plan for a cycle of lessons on one topic-problem, defining the purpose of each lesson, the sequence of developing skills and abilities, the optimal balance between class and homework, equipping the lesson with technical and visual teaching aids.
Lesson outline- a plan that defines the goals and objectives of one lesson, its content, organizational forms of work, methods of control and self-control.
A methodically well-developed plan is the basis of a modern lesson. When developing a lesson plan, the teacher should follow a certain sequence of actions:
1. Determine the topic of the lesson.
2. Determine the place of this lesson in the cycle of lessons on the topic.
3. Study the guidelines for conducting this lesson using the “Book for the Teacher” and make adjustments taking into account the individual characteristics of the group.
4. Determine the type and type of this lesson, clearly formulate the goal and accompanying tasks.
5. Determine the number of stages of the lesson and the task of each of them.
6. Think over the form and content of the beginning of the lesson.
7. Select speech material and exercises that are adequate to the tasks of each stage of the lesson.
8. Determine the mode of performing each exercise and the language means to implement the task.
9. Determine ways to control students’ skills and abilities in the lesson.
10. Prepare the necessary visual and handout material required to achieve the goal of this lesson, taking into account the individual characteristics of each student.
11. Optimally distribute working time among the stages of the lesson.
12. Consider the form of explanation of homework, taking into account the individual characteristics of the group.
Having a plan allows the teacher to make all the necessary digressions, each time returning to the main line of the lesson. Lesson planning activities necessarily take into account the logic of the lesson, its four components: purposefulness, integrity, dynamics and coherence. The plan provides the necessary support T the bone of managing the educational process: this means determining goals, observing time parameters, ensuring the necessary dynamics of student development, their cognitive activity, and a strict sequence of exercises. But the teacher must also be a fairly flexible improviser. Improvisation is manifested in the originality of solutions, in a non-standard approach to organizing exercises, and in the selection of additional material.
Preparation for a lesson begins with formulating goals. The main goal determines the entire course of the lesson, all its components. In accordance with it, the type of lesson, its stages, the content of educational material, and ways to achieve the goal are selected. An insufficiently clear understanding of the objectives of the lesson leads to problems with the selection of exercises, the choice of forms and teaching methods, etc.
Lesson objectives: practical, educational, educational, developmental.
The structure of the plan is as follows: No.; Name of the stage (substage); Task of the stage (substage); Contents of the stage (teacher activities / student activities, exercises, tasks, forms of work); time for each stage. It is possible to include the section Control, Pedagogical model; notes.
The lesson plan is accompanied by the visual aids used, handouts, background materials, computer programs, tests, etc. you should think about the equipment of the lesson.
Having written a plan, you should look at it again home, correlating not only all the moments of the lesson with each other, but also clarifying the tone in which the lesson should take place. In other words, it is important for a teacher to plan his speech and non-speech behavior, and not just the sequence of exercises.
Introduction
1. Set of goals of modern foreign language teaching
Reading as a type of speech activity
Methods of teaching foreign language reading
Conclusion
Bibliography
learning foreign language reading
Introduction
A foreign language has firmly entered the life of modern people. Good, solid knowledge of a foreign language is one of the components of an individual’s readiness for interethnic communication.
The goal of modern foreign language teaching is the formation of a secondary linguistic personality, that is, a personality expressing a set of social, physical, psychological, emotional, pragmatic and other characteristics in the language, as well as a personality “reconstructed in its main features on the basis of linguistic means.”
Within the framework of linguodidactics and methods of teaching foreign languages, problems of personality formation are developed.
The objective need of modern society is to find optimal ways to organize the educational process, rational options for the content of training and its structure. The more alternative methodological solutions there are, the more fruitful the search for new ways of teaching the subject as a whole will be.
The effort of the communicative side of this focus is reflected in the transformation of the goals of teaching a foreign language and the content of training. This is not just about knowledge of the language, but about the ability to use it in real communication, i.e. about practical language proficiency and, therefore, about the development of “communicative competence”.
The most important component of communicative competence is rightfully recognized as linguistic competence, which provides, on the basis of a decent amount of knowledge, both the construction of grammatically correct forms and syntactic structures, and the understanding of semantic segments of speech organized in accordance with the norms of a foreign language. Linguistic competence is the readiness to use a foreign language as a tool of verbal and mental activity.
A high level of linguistic development is becoming increasingly necessary in the modern world to achieve success in life.
Work aimed at the linguistic development of schoolchildren, at shaping their linguistic worldview, has long been carried out in (metropolitan) schools.
Work is progressing successfully to develop the experience of schoolchildren's activities, which is called linguistic activity. This concept refers to activities related to the perception, analysis, comparison of linguistic content, and in some cases, the creation of an appropriate language product. Drozdova O.E. is working on this issue.
The effectiveness of this activity largely depends on the interest of children. One of the sources of maintaining interest in learning a language is the process of reading. Proper organization of reading in a foreign language is the key to the success of the learning process.
Drozdova O. E. is working on this issue. Much scientific literature is devoted to teaching reading in a foreign language. This issue was dealt with by such methodologists as Rogova G.V., Vereshchagina I.N., Egorov T.G., Filatova V.M., Folomkina S.K., Leontyev A.A., Weissburg M.L.
Learning to read should be training in speech activity. Compliance with this provision is very important, since it not only creates the correct orientation for students, but also contributes to the faster formation of the necessary skills in a foreign language.
However, practice shows that schoolchildren often have low interest in this type of speech activity. This is explained by the incorrect approach of practicing teachers to organizing work on reading in the classroom.
The purpose of this work is to study the features of teaching different types of foreign language reading.
During the work, the following tasks were solved:
ü Study scientific literature on the research problem,
ü define the essence of reading;
ü consider types and forms of reading;
ü reveal the content of teaching reading.
The object of the study is teaching a foreign language at school.
The subject of the research is teaching foreign language reading.
1. Set of goals of modern foreign language teaching
The starting point in determining the strategic goal of education is the social order of society in relation to the younger generation.
In particular, foreign language education for almost the entire twentieth century consisted of high-quality mastery of the subject. Then there was a turn from grammar-translation methods to the problem of practical mastery of a foreign language. However, the very concept of “practical knowledge of a foreign language” was clarified and specified depending on the level of development of the methodology and related sciences (N.D. Galskova). Only over the past 30 years, the practical goals of teaching the subject have been understood as:
ü mastering speech within certain limits;
ü developing skills and abilities to understand the thoughts of other people (orally and in writing) and expressing one’s thoughts (also orally and in writing);
ü development of speech skills in all types of speech activity;
ü teaching communication in a foreign language in the unity of all its functions: cognitive, regulatory, value-oriented, etiquette.
Such dynamics in the development of the interpretation of the purpose of teaching a foreign language reflects the essence of the development of methodology as a science and related areas of scientific knowledge. There is no single point of view on the problem of goal setting among methodologists. So, for example, K.D. Ushinsky believed that the main goal should be familiarity with literature, then mental gymnastics, and if possible, then practical knowledge of the language. L.V.’s point of view Shcherba's answer to the problem of the goals of teaching a foreign language is as follows: to build a methodology for teaching foreign languages, it is important to understand the practical tasks that life can pose to us in the field of knowledge of these languages, and the different types of this knowledge. Here are the most important of them:
The ability to correctly read, and, if necessary, understand with the help of a dictionary, book titles, addresses on envelopes, parcels, the text of invoices, etc. This is necessary for the lower categories of library employees, for communications workers, transport workers, and for skilled workers in various industries.
The ability to express one’s desire and ask the simplest questions, albeit in a very incorrect, but understandable (by the way, in pronunciation) language, as well as to understand the answers to such questions. Such a skill could be called “tourist language” if the scope of its application were not actually much wider: here we mean basic communication with foreigners in general, and moreover, in any conditions (with guests, when traveling abroad, etc.). P.). When traveling abroad, this skill should be combined with the ability to read and navigate all inscriptions, as well as, if possible, newspaper headlines.
The ability to accurately understand any non-fiction text of any difficulty, leaving only unimportant words incomprehensible and only occasionally resorting to the help of a dictionary. Every educated person should have this skill, but it is especially necessary for scientists, engineers, students, as well as all those who must follow foreign literature in one field or another.
The ability to maintain a conversation on any topic, while speaking, although with errors, is quite understandable both from the point of view of pronunciation and from the point of view of vocabulary and grammar. This skill is necessary for people who are forced to conduct more or less responsible conversations with foreigners. In practice, scientists, engineers, staff officers, various trade and industrial agents, etc. may find themselves in this situation. This skill, however, is only sufficient if the individuals in question are not required to speak publicly.
The ability to competently write scientific and technical articles, business papers and letters may be necessary for the previous category of persons, as well as for employees of all those institutions that have relations with foreign countries.
The ability to freely and subtly understand the most difficult texts, among other things, fiction, newspapers and all sorts of others. It is necessary for writers, critics, literary critics, publicists, politicians and, above all, foreign language teachers and translators.
Ability to write responsible documents, literary articles, etc. well. necessary for diplomatic agents and for all speakers in the foreign press.
The ability to speak freely and absolutely correctly, from the point of view of pronunciation, in public is necessary for diplomatic workers and all public speakers.
It goes without saying that this classification does not claim absolute accuracy of the typology presented in it, but, in general, it shows with sufficient clarity that language knowledge can be very differentiated depending on practical needs.
Currently, there is a general tendency to put forward the development of communication skills in a foreign language as the goal of education. This goal reflects a broad social view of the nature of language and fully takes into account the specifics of the object of study in a foreign language lesson. But there is a point of view that it is unlawful to put forward this goal as a basis in relation to teaching foreign languages. This point of view is based on a broader understanding of the tasks of teaching foreign languages than simply ensuring practical knowledge of foreign language communication. Other important tasks related to mastering knowledge about the language and, through language, the culture of the corresponding people should also be in view. Focusing exclusively on students’ mastering practical skills and abilities does not allow taking into account the variety of possible motivations of schoolchildren in studying the subject. Not for all students communicative motivation is the main driver in mastering a foreign language. This may be the student’s desire to deepen the scope of his cognitive activity, for others it may be the essential beauty of the sound of the language itself, and for others it may be love and interest in the culture of another country.
The methodology made attempts to correlate the specific aspects of teaching foreign languages with the general focus of the entire school education system on the formation of the student’s personality. Over the course of decades, the methodology has developed the idea of an integrated implementation of practical, educational and developmental learning tasks with the leading role of the former. The promotion of the practical aspect to the first place is dictated by the specifics of the academic subject. The consequence of such an “unequal” attitude towards the target components is often an excessive pursuit of stable speech skills and abilities to the detriment of the developmental, educational and educational aspects of training. In the methodology, there are attempts to realize at the level of goal setting the equal position of all aspects of the process of teaching, upbringing, education and development of the student’s personality, while foreign language culture is put forward as the goal of learning, i.e. everything that the process of mastering a foreign language can bring in educational, cognitive, developmental and educational aspects (E.I. Passov).
Today, in the concept of the content of education in an 11-year school in the subject “Foreign Language” (authors V.V. Safonova, E.N. Solovova, I.L. Bim, M.Z. Biboletova, L.G. Kuzmina) The following main goals of teaching foreign languages at school have been identified:
1.Formation and development of the communicative culture of schoolchildren (formation and development of linguistic, speech and sociocultural competence, necessary and sufficient for communication within the threshold and advanced threshold level; training in the norms of intercultural communication in a foreign language; development of a culture of oral and written speech in a foreign language in an official environment and informal communication).
2.Sociocultural development of students (study of their native language and native culture and foreign languages and cultures of other peoples, development of students’ abilities to represent their country and culture in the conditions of foreign language intercultural communication).
.Introducing students to strategies for self-observation of their communicative development as they move from one level of foreign language learning at school to another, which will allow them to set and achieve their own goals in learning a foreign language.
.Formation in schoolchildren of respect for other peoples and cultures, readiness for business cooperation and interaction, and joint solution of universal human problems.
.Development of motivation to learn a second foreign language.
.Development of self-educational potential of youth, taking into account the diversity of the modern multilingual and multicultural world.
.Development of intellectual and creative abilities of students in the process of learning languages and cultures. Achieving the threshold level developed by the European Council is defined for those who study a foreign language from primary school to 11th grade.
The main goal of teaching a foreign language at the threshold level is the formation of communicative competence, i.e. here the authors no longer distinguish between general educational, practical, educational and developmental goals. It was an integrated approach to the implementation of these goals that allowed them to identify several of its components: 1) linguistic competence, 2) sociolinguistic competence, 3) sociocultural competence, 4) strategic competence, 5) discursive competence, 6) social competence.
Linguistic competence involves mastering a certain amount of formal knowledge and corresponding skills related to various aspects of language: vocabulary, phonetics, grammar.
Sociolinguistic competence is the ability to select linguistic forms, use them and transform them in accordance with the context.
Sociocultural competence presupposes not just dialogue at the individual level, but the readiness and ability to conduct a dialogue between cultures. Dialogue of cultures implies knowledge of one’s own culture and the culture of the country or countries of the language being studied.
Strategic and discursive competence involves the formation of certain skills and abilities to organize speech, the ability to build it logically, consistently and convincingly, to set tasks and achieve the goal.
Social competence involves a willingness and desire to interact with others, self-confidence, as well as the ability to put oneself in another’s shoes and the ability to cope with the current situation.
As an integrative learning goal, exemplary programs in foreign languages consider the formation of foreign language communicative competence, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of an academic subject.
A personality-oriented approach, which places the student’s personality at the center of the educational process, taking into account his abilities, capabilities and inclinations, assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education, familiarizing schoolchildren with the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to present it through the means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
As is known, knowledge itself, outside of certain skills and abilities to use it, does not solve the problem of educating a person and preparing him for real activities outside the walls of an educational institution. Currently, the question is posed more broadly: the goal of education is not just knowledge and skills, but certain personality qualities, the formation of key competencies that should “equip” young people for future life in society (K.V. Fokina, L.N. Ternova, N. .V.Kostycheva). These competencies were developed at the symposium in Bern:
Socio-political competence or willingness to solve problems. It's about the willingness to take responsibility for making decisions and implementing them.
Information competence. Its essence can be defined as the unity of readiness and need to work with modern sources of information, as well as a set of skills:
· find the necessary information using various sources, including modern multimedia tools;
· determine the degree of its reliability, novelty, importance;
· process information in accordance with the situation and assigned tasks;
· archive and save information;
· use it to solve a wide range of problems.
Communicative competence. This competence is multicomponent. The Council of Europe determined the threshold level of knowledge of a foreign language, in which 5 components of communicative competence were identified; they were discussed above.
Sociocultural competence. It is often considered as one of the components of communicative competence, but recently it has begun to be identified as an independent goal of education associated with the readiness and ability to live and interact in the modern multicultural world.
Readiness for lifelong learning. This provision naturally follows from the implementation of all the above-mentioned goals of modern education.
To summarize, we can draw the following conclusions:
Firstly, communicative competence is leading and core, because it is precisely this that underlies all other competencies.
Secondly, the interpretation of goals generally accepted in domestic education at the present stage should be specified as follows:
· practical and educational goals should be aimed at obtaining knowledge that creates the foundation for educational and real-life activities;
· developmental goals can be correlated with the formation of interdisciplinary or supradisciplinary skills and abilities, as well as with the development of certain mental abilities, without which it is impossible to effectively apply the acquired knowledge, taking into account the assigned tasks and characteristics of the situation;
· educational goals are the culmination of education, the desired outcome or set of competencies associated with the readiness and ability to act and interact, taking into account the laws and norms of behavior accepted in society, the formed moral and value attitudes of the individual.
Thirdly, the effectiveness of knowledge acquisition largely depends on the degree of emotional and sensory impact on students. The more senses are involved in the process of cognition, the stronger the associations that determine the range of vision of the world, the depth and accuracy of its analysis (K.V. Fokina, etc.)
So, all components of the goal of teaching a foreign language are interconnected and mutually condition each other. The goal of training - developing the ability for intercultural communication - is integrative in its essence, says E.I. Passov. Underestimation, as well as hypertrophy, of one of the components (pragmatic or general educational) will inevitably lead to negative consequences, which will negatively affect the quality of students’ mastery of the foreign language they are studying as a means of intercultural communication.
Reading as a type of speech activity
Reading enters the sphere of communicative and social activity of people and provides a written form of verbal communication in it.
It occupies one of the main places in terms of use, importance and accessibility. According to Rogova G.V. and Vereshchagina I.N., reading has the following structure: motive, goal, condition, result.
The motive is communication or communication through the written word. The goal is to obtain information on an issue that interests the student. The conditions include mastering the graphical system of the language and the technique of extracting information. The result is understanding or extracting information from what is read with varying degrees of accuracy and depth.
According to Egorov T.G., reading is a receptive speech activity that consists of the perception and comprehension of written speech. Unlike the perception of oral speech, when reading information comes not through the auditory, but through the visual channel. The role of various sensations changes accordingly. Visual sensations play a decisive role when reading. Filatov V.M. emphasizes that the visual perception of information and the process of its flow can provide more reliable preservation of images than the auditory one, since the reader has the opportunity to regulate and control this process (slow down the pace of reading, go back, stay in place, etc.), as causes a slightly different operation of the reading mechanisms.
When reading, a person not only sees the text, but also speaks it to himself and at the same time, as if he hears himself from the outside. One cannot but agree with I.V. Rakhmanov, according to whom auditory sensations are an essential element of reading, since they make it possible to control the correctness of one’s own reading. Filatov V.M. introduces such a concept as the mechanism of internal pronunciation, thanks to which the comparison of graphic and auditory-motor images occurs. Simultaneously with the perception of what is being read, its comprehension also occurs. These two aspects of the reading process are inextricably linked; The skills and abilities that ensure its process are conventionally divided into two groups:
a) associated with the “technical” side of reading (they provide perceptual processing of text (perception of graphic signs and correlating them with certain meanings or recoding visual signals into semantic units);
b) providing semantic processing of what is perceived - establishing semantic connections between linguistic units of different levels and thereby the content of the text, the author’s intention, etc. (these skills lead to understanding the text as a complete speech utterance). It should be noted that the technical skills of a mature reader are automated, thanks to which his attention can be entirely focused on the semantic processing of what he reads. Their automation is especially clearly manifested when fluently reading a simple (both in content and in language) text while aiming to understand its main content. Leontyev A.A. considers the reading process as follows.
The reader’s eyes move along the line, but not smoothly, but in jumps: stop (pause, fixation) - jump - stop - jump, etc. Under the mentioned conditions, an experienced reader makes 4-6 stops on the line, each lasting about 0.2 s. The sum of the time of all eye stops is the reading time (eye movements account for 5% of the time), from which the reading speed is calculated. During the pause, the reader perceives a line segment exceeding one graphic word. The perception of a word ends with its recognition, that is, correlating it with a certain meaning, which requires the reconstruction of its auditory-motor pattern. Visual perception is therefore always accompanied by pronunciation of what is perceived; when reading fluently to oneself, it is carried out in inner speech and has a compressed character. It should be noted that the listed processes occur simultaneously, while the perceived material is immediately subjected to semantic processing at several levels: the meaning of the word is correlated with the meaning of others and its connection with them and its contextual meaning are established, words are combined into syntagms that also correlate with each other and are combined into sentences (syntagms), the latter, in turn, into units of a larger order, for example, semantic pieces, they form an integral, complete speech work. The minimum unit that conveys, along with lexical meaning, certain semantic relationships is the syntagma, therefore it is usually considered a unit of semantic processing (although in fact the reader can operate with larger units).
Semantic processing is based not only on already perceived material. The reader all the time seems to be running ahead, anticipating what he has not yet perceived sensory, building hypotheses about what will follow next. Filatov V.M. introduces such a concept as the mechanism of probabilistic forecasting, which is an important psychological component of the reading process and manifests itself at the semantic and verbal levels. Semantic forecasting is the ability to predict the content of a text and make a correct guess about the further development of events based on the title, first sentence and other text signals. Verbal prediction is the ability to guess a word by the initial letters, the syntactic structure of a sentence by the first word, and the further construction of a paragraph by the first sentence.
According to V.M. Filatov, the development of predictive skills is facilitated by the development of hypotheses and the reader’s system of expectations, which activates the continuous construction of the structure of knowledge in the reader’s head, activating his background knowledge and language experience. The process of preparing the consciousness for the perception of information encourages the reader to remember, guess, assume, i.e. include the abilities of your long-term memory and your personal and social experiences. .
One cannot but agree that in the process of semantic processing, the reader does not simply establish the facts set out in the text: he identifies the more significant ones among them, generalizes them, correlates them with each other (organizes), evaluates (interprets), and comes to certain conclusions based on them. conclusions. All this requires both memory work and a wide variety of mental operations - comparison and generalization, analysis and synthesis, abstraction and concretization, etc. In other words, the process of understanding is a complex mental activity, including mnemonic.
According to Smith F., when reading, two types of information are needed: visual (from printed text) and non-visual (understanding of language, knowledge of a given subject, phenomenon, general ability in reading and knowledge about the world). The more non-visual information a reader has, the less visual information he needs and vice versa. When we become fluent readers, we begin to rely more on what we already know and less on printed text. In this regard, reading is an active constructive process. In the process of reading, our brain perceives and stores not a mechanical reflection of the reality that we perceive, for example, a certain sequence of letters, but a semantic unity that we construct. The construction of meaning proceeds as an interactive activity, during which two sources of information interact - information from the source and the knowledge available to the reader.
The reader in a certain way combines various operations and actions associated with the semantic and perceptual processing of the perceived material, correlating them with the reading task. It should be especially said that reading does not exist at all; it is always realized in one of its specific manifestations, which for an experienced reader represents the most rational, from the point of view of the task at hand, combination of the operation of semantic and perceptual processing of material perceived visually. Variants of complexes of operations determined by the purpose of reading are called types of reading. There are 50 types and subtypes of reading in total.
The definition of types of reading can be approached in different ways. Mirolyubov A.A., Rakhmanov I.V. and Tsetlin V.S. consider the most significant contrast between the two types of educational reading, depending on whether they process the skills necessary for reading without a dictionary and with full immediate understanding, or the skills associated with reading with a dictionary, accompanied by elements of discursive understanding. This unit has a long history. In all methodological systems that pay attention to teaching, we are talking about techniques associated with a detailed study of the text, its painstaking decoding, and the assimilation of language material in the process of this work, which are contrasted with another type of reading - fluent reading, the purpose of which is to understand the basic meaning of what is read. Accordingly, we find in Stiro O. the terms static and cursor reading. Following him, the methodological literature identifies such terms as intensive and extensive reading. The most recent terms are analytical (explanatory) and synthetic reading. The latter, according to many methodologists, is considered the most successful, since they emphasize the most fundamental differences between the two approaches to the material of texts - the important role of the division of linguistic material as a basis for understanding and the synthetic holistic perception of linguistic form and content. The modern approach to the tasks of each of these types of reading is distinctive, but their fundamental opposition remains valid.
Thus, reading is a complex perceptual and mental mnemonic activity, the procedural side of which is analytical and syntactic in nature, varying depending on its purpose (Zimnyaya I.A.). A mature reader is one who freely carries out this type of speech activity, thanks to his ability to each time choose a type of reading that is adequate to the task at hand, which allows him to solve it not only correctly, but also quickly, thanks to the complete automation of technical skills. It should be emphasized that reading is closely related to other types of speech activity. First of all, it was associated with writing, since both reading and writing use the same graphic language system. When teaching a foreign language, this must be taken into account and these types of speech activities must be developed in conjunction. In addition, it must be said that reading is related to listening, since both are based on perceptual - mental activity associated with perception (reception), analysis and synthesis. When listening, the listener perceives the spoken speech, and the reader perceives the written speech. In addition, reading is also associated with speaking. Reading out loud (or reading aloud) is “controlled speaking.” Reading to yourself is internal listening and internal speaking at the same time. Depending on the target setting, viewing, introductory, studying and search reading are distinguished. Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.
Let's take a closer look at each of these types.
Introductory reading is cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is reading without prior special preparation for subsequent use or reproduction of the information received. During introductory reading, the main communicative task that the reader faces is to extract information as a result of quickly reading the entire text, that is, to find out what questions and how are solved in the text, what exactly it says on these issues, it requires ability to distinguish between main and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent the subject of social study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded.
Study reading involves the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’s ability to independently overcome difficulties in understanding the text being studied. The object of study in this type of reading is the information contained in the text, but not the language material. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with a clear pronunciation of the text by analyzing linguistic forms, deliberate highlighting of the most important theses and repeated speaking of them out loud in order to better memorize the content for subsequent retelling, discussion, use at work. It is studying reading that teaches a careful attitude towards the text.
Search reading is focused on reading newspapers and literature in the specialty. Its goal is to quickly find well-defined data (facts, characteristics, digital indicators, instructions) in a text or in an array of texts. It is aimed at finding specific information in the text. The reader knows from other sources that such information is contained in this book or article. Therefore, based on the typical structure of these texts, he immediately turns to certain parts or sections, which he subjects to student reading without detailed analysis. When searching for reading, “...extracting semantic information does not require discursive processes, it occurs automatically.”
In educational settings, exploratory reading acts more like an exercise, since the search for this or that information is usually carried out at the direction of the teacher. Therefore, it is usually a concomitant component in the development of other types of reading.
Scanning reading involves obtaining a general idea of the material being read. Its goal is to obtain the most general idea of the topic and range of issues discussed in the text. This is a fluent, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information that interests the reader, and on this basis make a decision whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract. When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.
The high school foreign language program has both general reading requirements and grade level requirements. When turning to specific types of texts, a person sets different goals and uses various strategic and tactical actions to achieve them. This significantly determines the methodology for working with text in the educational process. Thus, the program of primary general education in English involves the formation of communication skills, involves mastering linguistic means, as well as the skills of operating them in the process of speaking, listening, reading and writing.
The program defines a list of skills that primary school graduates must master: reading aloud short texts based on the studied language material; maintaining the correct stress in words, phrases, and intonation in general. Reading silently and understanding texts containing only studied material, as well as simple texts containing individual words; finding the necessary information in the text (the name of the main character; the place where the action takes place). Using the textbook's bilingual dictionary. The volume of texts is approximately 100 words (excluding articles).
Basic general education program in English. Schoolchildren learn to read and understand texts with varying depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (study reading); with selective understanding of necessary or interesting information (scanning/search reading). The content of the texts must correspond to the age characteristics and interests of students in grades V-VII, and have educational and educational value. Regardless of the type of reading, it is possible to use a bilingual dictionary. Reading with understanding of the main content highlighted in grades V-VII, including facts reflecting the features of everyday life, life, and culture of the countries of the language being studied. The volume of reading texts is 400 - 500 words. Reading skills to be developed:
· Determine the topic and content of the text by the title;
· Highlight the main idea;
· Select the main facts from the text, omitting the secondary ones;
· Establish a logical sequence logical sequence of the main text.
Reading with full understanding of the text is carried out on simple authentic texts, focused on the subject content in speech in grades V-VII. The following skills are formed and practiced:
· Completely and accurately understand the content of the text based on its information processing (language guesswork, word-formation analysis, use of a bilingual dictionary);
· Express your opinion on what you read.
The volume of reading texts is up to 250 words. Reading with selective understanding of need or information of interest involves the ability to skim a text or several short texts and select information that is necessary or of interest to students.
Secondary (complete) education program in English (basic, specialized level)
· Read authentic texts of various styles: journalistic, artistic, popular science, pragmatic, using the main types of reading (introductory, studying, searching/viewing) depending on the communicative task.
We see that over the past decades, in domestic programs, the development of students’ ability to read texts with different levels of understanding of the information contained in them has been put forward as a learning goal:
ü With an understanding of the main content;
ü With full understanding of the content;
ü With the extraction of necessary (interesting) significant information.
However, presented in programs that were in effect until the early 90s (and some still have legitimacy today), the targets were more “linguistic” in orientation. And only in recent years, in the specification of goals, an increasingly pronounced pragmatic component has been noted, oriented towards real indirect communication.
Thus, reading is associated with all the above-mentioned types of speech activity that are formed during the teaching of a foreign language in the school course. This confirms that the communicative competence of students, according to leading methodologists, lies in practical mastery of all types of speech activity.
3. Methods of teaching reading at various stages of school
In Russian methodology, issues of teaching reading have always occupied a special place.
In all periods of socio-political development of society, various arguments in defense of the special importance of reading have come to the fore, but the fact remains unchanged and obvious that it is the art of reading that is the system-forming basis for the formation of information and academic skills. It is these skills that allow a person to effectively navigate growing information flows, as well as build an autonomous educational trajectory taking into account their individual needs and the increased capabilities of the modern system of continuous education, with the presence of many models and forms of traditional full-time and distance learning.
Due to the fact that today the task is to teach students to read authentic text, it is important to teach strategies for reading texts of different types. Reading strategy is understood as a complex of knowledge and skills, the mastery of which allows schoolchildren to:
understand the type, specificity and purpose of texts; - navigate this text taking into account its specifics and in accordance with the communicative task (understand the text completely and selectively);
ü extract information at different levels. (see skills listed above);
ü use compensatory skills: guess the meaning of unfamiliar words based on context, consonance with the native language, word-formation elements (contextual and linguistic guessing); ignore unfamiliar words that do not occupy key positions in the text; use the support available in the text (keywords, pictures, explanations, illustrations, footnotes, etc.); use reference books and dictionaries of various kinds.
As a result, students should learn to understand an authentic text without resorting to translation (dictionary) every time they encounter an unfamiliar linguistic phenomenon. To do this, they must learn several rules for working with texts:
ü for understanding any text, the life experience of schoolchildren plays an important role;
ü in order to understand the text (or predict what will be discussed in this text), it is necessary to turn to the help of the title, figures, diagrams, tables, etc. accompanying this text, its structure;
ü when reading a text, it is important to rely primarily on what is known in it (words, expressions), and try, based on what is known, to predict the content of the text, to guess the meaning of unfamiliar words;
ü You should consult a dictionary only in cases where all other possibilities for understanding the meaning of new words have been exhausted.
In turn, certain requirements are imposed on the texts. The texts offered in the educational process must correspond to the communicative and cognitive interests and needs of schoolchildren, correspond in complexity to their linguistic and speech experience in their native and foreign languages, and contain information that is interesting for students of each group.
The educational process should use various types of texts of different genres and functional styles. At the same time, their selection and organization should be carried out taking into account the stages of training:
ü Primary school: poems, rhymes, short stories, fairy tales, comics, personal letter from a relative from the country of the language being studied, including in a newspaper and children's magazine, postcard; a simple culinary recipe, tickets (entrance, transport passes), TV programs, posters; map of the country of the language being studied, etc.
ü grades 5-7: the types of texts mentioned above, as well as signs, signs in stores, at the station, labels for goods, train schedules, city signs, announcements, weather forecasts; magazine and newspaper articles of a regional nature; catalogues, guidebooks, excerpts from fiction, etc.
ü 8-9 grades: the types of texts mentioned in the previous paragraph, as well as advertising, prospectuses; publications from teenage newspapers and magazines of various types (messages, reviews, essays, interviews, statistics, etc.)
ü Grades 10-11: texts indicated for previous grades, as well as instructions, publications in periodicals of a regional and cultural nature, on problems of interpersonal relationships, etc.
Any text influences the reader in a certain way: either it gives new information (for example, pragmatic texts), or it influences feelings, opinions (“Do I agree?...”), behavior (“What would I do?... "). This once again emphasizes the importance of addressing the content aspects of the texts used in the educational process.
The texts offered to students at each stage of learning should reflect their communicative function in communication. With the help of their content, students should create an objective image of the country of the language being studied and form an idea of various aspects of the life of a foreign language of foreign peers; on the basis of the texts, mediated communication should be taught in the context of a dialogue of cultures. The content of many texts serves as the basis for many exercises directly aimed at developing oral speech - question-and-answer exercises, retellings, conversations, discussions on what has been read, etc.
Reading aloud occupies a special place. It is widely used for teaching pronunciation and is a component of work when explaining new language material. The commonality of communication tasks (transmitting information) and the presence of loud external speech makes reading aloud a valuable exercise in developing speaking skills. It makes it possible to work on the expressiveness and address of speech, gradually increase its tempo, while maintaining correctness, etc. Reading aloud, according to many leading methodologists, is a necessary link in the formation of mature silent reading, but its role is limited to the sphere of only common components with silent reading.
According to G.V. Rogova, at the initial stage and especially in the first year of studying a foreign language, it is advisable to teach reading using lexical and grammatical material previously acquired orally. This allows you to remove difficulties associated with understanding what you are reading, and pay more attention to technique and expressiveness of reading. Gradually, the texts may contain unfamiliar words, the meaning of which can be guessed or which are given in page-by-page footnotes. Linguistically accessible texts help create and maintain reading motivation.
In the process of developing the ability to understand the content of a text (reading itself), various communicative tasks are set: to understand the content completely, or to extract basic information from the text, or to search for the necessary information in the text. The search for this or that information can (and at the initial stage should) be accompanied by notes that students make while reading one or more texts.
Work on the text is based on the following stages:
ü Pre-text - awakening and stimulating motivation to work with texts; updating students’ personal experience by attracting knowledge from other educational areas of school subjects; predicting the content of the text based on students’ knowledge, their life experience, the title and pictures, etc. (formation of predictive skills).
Here one important rule must be observed: all preliminary work on the text should not concern its content, otherwise schoolchildren will not be interested in reading it, since they will no longer find anything new for themselves in this text. At the first stages of working with the text, the teacher should make it easier for students to understand the content and show them a number of important strategic points in working on an authentic text: determine before reading by the title and (or) structure of the text, by the pictures accompanying the text, what type (type) it is. this text refers to (for example, a recipe or a newspaper advertisement); what or who it might be about. So that students can see primarily familiar phenomena in the text, they can be offered tasks in searching and underlining unknown words in an unfamiliar text, as well as words whose meaning can be guessed, and asked to predict the content (in their native or foreign languages) based on the underlined words.
ü Reading a text (its individual parts) with the aim of solving a specific communicative task formulated in an assignment for the text and set by students before reading the text itself. The object of reading control should be its understanding (the result of the activity). At the same time, monitoring the understanding of the text read should be associated with both communicative tasks and the type of reading. If we are talking about working with an authentic literary text or an informational text, then they are intended to work on all types of reading. So, for example, the first reading of a literary text may be associated with understanding the main information: determining its main idea, theme, problem, etc., searching for (maintaining/writing out) the main information; establishing logical and semantic connections (drawing up a plan, tables, diagrams), etc.
Repeated reading of the text can guide students to understand details and evaluate them, etc. As for pragmatic texts, a number of them are advisable to use for exploratory reading (city map), others for complete understanding (recipes, instructions), and others for introductory reading (signs, advertisements, etc.) A large role in managing the process of understanding the content text (especially at the initial stage) plays tasks of purposefully searching for information and recording it in writing (filling out various types of tables: the names of the characters, the actions they perform, their characteristics, etc.) At this stage, the following rule should apply: it is inappropriate to read the same text repeatedly the same text, but if the content of the text is known, then its reading loses its communicative meaning (in this case we are dealing with formal exercises, and not with communication). Repeated reading is advisable only if we are talking about searching for additional, clarifying information.
ü Post-text - using the content of the text to develop students’ abilities to express their thoughts in oral and written speech.
Reading is always aimed at perceiving a finished speech message (and not at creating it), at obtaining information, therefore it is classified as a receptive type of speech activity. The peculiarity of reading is that the assessment of the success of its implementation is subjective and is expressed in the reader’s satisfaction with the result obtained - the achieved degree of completeness and accuracy of understanding.
Thus, the task of teaching reading as an independent type of speech activity is the ability to extract information from the text in the object that is necessary to solve a specific speech task. This involves mastering certain types and technologies of reading. This does not mean that in high school the role of reading as a means of learning fades into the background. Reading continues to be the optimal means of developing and controlling related speech and language skills, which allows optimizing the process of students learning new things and using already studied factual language and speech material. Communicatively-oriented tasks for the development and control of vocabulary and grammar, listening, writing and speaking skills presuppose the ability to read and are based on written texts and instructions for them.
Conclusion
Modern teaching of a foreign language involves the formation of communicative competence in students, which in turn is divided into: speech, language, compensatory, educational and sociocultural. One of its components is speech competence, which involves mastering such types of speech activities as: reading, speaking, listening, writing.
Learning to read occupies an important place in mastering a foreign language. It is one of the main places in terms of use, importance and accessibility, since reading is a receptive speech activity that consists of the perception and comprehension of written speech.
Reading is not only a means of teaching language, but also an independent type of speech activity. Therefore, it cannot be subordinated to oral speech; it must be separately taught to understand the text, without turning reading into a banal translation. In order for the text to have a certain informative value for the child, the teacher must not forget about the methodology for working with texts. According to research by methodologists, 3 mandatory stages were chosen when working with text /before/text/post-text.
Based on the above, we can conclude that then and only then will reading texts carry a certain educational load that contributes to the acquisition of a foreign language.
As a result of the analysis of methodological literature, we came to the conclusion that the effectiveness of the process of teaching foreign language reading depends on the extent to which the teacher is able to involve students in active creative activity, creating various situations of speech communication, where students accumulate and expand their lexical vocabulary, as a basis for successful mastery by reading.
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Citro O. The role of reading in teaching a foreign language. Foreign language at school; 1940, No. 5.
Tupalskaya N.I., Folomkina S.K. Teaching reading in a foreign language at a non-linguistic university; 1990, no. 1. - p.34-35.
Folomkina S.K. Methods of teaching reading in English in secondary school. Abstract of doctoral dissertation. M., 1974.
Filatov V.M. Methods of teaching foreign languages in primary and secondary schools: A textbook for students of pedagogical colleges / series "secondary vocational education - Rostov n/D Phoenix, 2004. - 416s
Http://sdo.bspu.ru/node/4011 Technology and methodology of teaching a foreign language / State Educational Institution of Higher Professional Education Bashkir State Pedagogical University named after. M. Akmulla.
Http://ruschool.cz/index.php?dn=article&to=art&id=422 Teaching reading aloud.
Http://www.prosv.ru/ebooks/Verewagina_Angl_2klass/Verewagina_Angl_2kl/0.html Teaching reading.
Http://sdo.bspu.ru/node/8851 Requirements for educational texts.
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Study reading provides a thoughtful, deep understanding of the content of the text and its full coverage. One of the main techniques to help achieve this goal is asking questions after students read the text, or before reading (preliminary questions). The most effective is asking preliminary questions, since with their help students can: 1) it is advisable to change the plan of the text when retelling it; 2) compare the content of the studied text with previously learned material; 3) establish causal connections between phenomena; 4) improve your reasoning skills and draw independent conclusions. A purposeful and correctly formulated preliminary question significantly influences the nature of reading.
A more effective means of deepening understanding of a text is to pose questions to it in the process of reading and comprehending the content of what is being read. This technique allows us to consider reading and understanding an educational text as a solution to a mental problem, the essence of which is the ability to detect and solve those problems that make up the content of the text. The teacher must teach schoolchildren to read the text in such a way that, as they read, they pose questions that reflect the cognitive essence of the text, and with their help, they become aware of its logical structure, highlighting the main, fundamental things in it. The goal of the work is to awaken in students the desire to better understand the text and understand the unclear.
The specific ways to implement the described technique are varied. The teacher, for example, reads the following text aloud: “At Artek it has become a tradition to go out to the open sea and send letters to unfamiliar friends. The boats approach the pier and the journey begins. The outlines of familiar mountains melt into the foggy haze. Far out in the open sea, the guys throw bottles. They are picked up and carried away by the waves... (stop)
One of the bottles was thrown onto the Bulgarian coast by a wave. She was sent to the editorial office of the newspaper “Narodna Mladezh”... (stop)
making stops during which he addresses the class with questions of this type:
What would you like to know now?
What questions arise here?
Subsequently, students are invited to pose questions independently after reading a certain part of the text indicated by the teacher, or after reading the text as a whole. Mastering the techniques of learning reading is also facilitated by drawing up a plan, asking questions about the text to friends or a teacher, and drawing up answers to the questions posed.
Techniques of learning reading are implemented by students in the process of working with various texts in Russian language textbooks. First of all, these are the texts of paragraphs in which theoretical material is presented, facts and phenomena of a linguistic nature are explained, definitions of concepts are given, their characteristic features are listed, and rules are set out. Reading them is associated with the study of new material, with the knowledge of new phenomena and facts.
Deep penetration into the content of the text, awareness of the interconnection and sequence of all its parts is required from schoolchildren when studying texts containing examples of reasoning, methods of applying rules, examples of performing various types of analysis. By reading such texts, they master the appropriate methods of activity, assimilate the sequence of actions that must be performed in the course of solving a learning task, and realize their interconnection and interdependence.
And finally, studying (deep) reading is necessary when working with source texts at the stage of preparation for writing expositions (such texts are also contained in Russian language textbooks). The nature of its reproduction by students depends on the depth of perception of the source text, on the degree of awareness of its structure and features of linguistic design.
Introductory reading is a quick type of reading, the task of which is to understand the main ideas of each paragraph (each part) and the text as a whole, assimilate its content without a special intention for subsequent reproduction. Introductory reading is based on techniques for general coverage of content, requiring the ability to determine the topic of a text by the title, by its title, by its beginning and ending, to predict the content of the text, to navigate its composition, to divide the text into semantic parts and to establish relationships between them, to highlight the main and specific, essential and non-essential information, to see the key words that carry the main load.
These skills are formed in the process of performing special exercises, which are based on the following tasks: summarize the content of a sentence, paragraph, text; read sentences in which detailing words are underlined, first in full, and then without them (compare the meaning); emphasize words that can be omitted without compromising the transmission of basic information; find keywords in the text that carry basic information; find the main ideas of the text (paragraph), focusing on its title (abstract, outline). The listed exercises contribute to the development of the ability to quickly extract the necessary information, omitting the secondary, unimportant.
Introductory reading techniques are implemented in working with exercise texts, the content of which is closely related to the theoretical part of the paragraph. As a rule, texts of this kind are small in volume, interesting in content, and easy to understand. They provide information about the origin and life of words, about the norms of their use, illustrate certain provisions of the theoretical part of the topic being studied, etc. Introductory reading techniques are necessary for students to work with the texts of notes to paragraphs that provide additional information about the study -my facts, the provisions disclosed in the main text are clarified.
Reading in this case is guided by special tasks that specify the students’ task: to find that part of the text that could complement the text of the paragraph studied; what new things have you learned in comparison with previously studied material; briefly formulate the main idea of the text (the specified paragraph); find the part of the text that answers the question...; read part of the text and answer the question what needs to be done to... .
A special type of text in Russian language textbooks is represented by tasks for exercises, the mastery of which requires schoolchildren to use various reading techniques: either studying (if you need to reproduce tasks after reading, determine the main purpose of the task, the sequence of its implementation), or educational (if there is no intention for subsequent reproduction, if the number of specific tasks is small, and their nature does not require deep understanding).
Depending on the purpose and special tasks of analyzing tasks for exercises, appropriate reading techniques are put into action. To achieve a deep understanding of the nature of the task, the teacher precedes reading the text with a series of questions: read the task for the exercise and answer the questions: which task should you start with and why? Which of these tasks is the most difficult and why? What conclusion follows from this? What material needs to be repeated (or recalled) to complete the task (or part of it)? Read the text of the task and make a plan for its implementation.
If it is necessary to draw students’ attention not to everything, but only to certain points of the task, to update those of them that are related to the topic being studied or the solution of any particular educational problem, then students should be directed to introductory reading, giving such, for example , tasks:
Scanning reading is based on the ability to identify semantic milestones by the initial phrases of a paragraph, by headings, divide the text into semantic parts, highlight and summarize facts in the reading process, and predict the further development of the text.
To develop these skills, it is necessary to teach schoolchildren to analyze the title (title) of the text in the process of reading texts; correlate text material with non-verbal information (drawings, illustrations, tables, diagrams, etc.); predict the content of a text (paragraph) based on its initial sentences; comprehend ways of summarizing what was said at the end of the text. The following types of tasks are used for this:
name the key sentences of the paragraph;
name sentences that open a new topic of the text;
how can you continue the text if it is called...;
what (how many) parts will the text “Who would you like to be and why?” consist of?
Which part of the text of the paragraph does the pictures (diagrams, tables), etc. correspond to?
Russian language textbooks present texts that will require students to use skimming skills. These are excerpts from fiction, popular science works, and newspaper publications, which form the basis of many exercises. Tasks for them, as a rule, involve naming texts, determining the main idea, theme and style of the statement, highlighting its parts, etc. Completing some of these tasks is based on skimming reading skills, when the student must get a general idea of the content of the material, find the answer to any one specific question contained in the task (determine the style of the statement; name the main questions that the author raises; determine the type of connection between sentences, etc.). Similar tasks are provided in almost every exercise if it is based on text.
If the exercise is based on a literary text, students should pay attention to its expressive qualities, to those means of language that give it a special sound. For this purpose, tasks of the following nature are used:
what role do adjectives (or other parts of speech) play in the description?
what verbs are used to describe actions. ..;
how and why the order of words in the first and second parts of the text changes;
what forms of the verb help to describe past events visibly, figuratively;
Tasks of this type are provided in Russian language textbooks. They require students to deeply penetrate the content of the text, fully comprehend it, and are aimed at developing in schoolchildren an emotional perception of what they read, a sense of language, and a sense of beauty. In this case, it will be necessary to update the techniques of the student reading, because the nature of the reading task has changed. It follows from this that when working with exercise texts, it is necessary to correctly organize the implementation of tasks aimed at understanding their content:
If the exercise is based on a text, first of all you should complete tasks aimed at comprehending it (reading).
Before starting work, you need to clearly formulate a question that orients students to a specific type of reading.
Summarizing the results of the exercise, you should evaluate the completion of tasks related to reading and analyzing the text.
Teaching reading, developing and improving techniques for thinking about what is read is the most important methodological task facing a teacher of the Russian language. The ability to read correctly ensures the formation of other speech skills and creates the necessary basis for teaching schoolchildren to write summaries and essays, abstracts, notes, and annotations.
