• 30.03.2021
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• Maqolalar

Impact of reading during learning and teaching foreign languages.

 

Impact of reading during learning and teaching foreign languages.

 

Shamsuvaliyeva Elsuyar Asgatovna

Lecturer, Ajou University in Tashkent

е-mail: elsuyar.shamsuvalieva@gmail.com

Telephone: +998 94 6950605

 

 

Tayanch so'zlar: Texnikalar, kommunikativ o'qituvchi, o'qish qobiliyatlari, sarlavha, hikoyalarni taxmin qilish, skanerlash, o'qish rejasi.

Ключевые слова: Методы, коммуникативный учитель, навыки чтения, заголовок, догадки рассказа, сканирование, план чтения.

Key words: Techniques, communicative teacher, reading skills, title, story guesswork, scanning, reading’s outline.

 

 

Annotatsiya: Tillarni o'rganish uchun bir necha omillar talab etiladi. Ularning har qanday turi ushbu sohada potentsial bo'lishi mumkin. O'qish tillarni o'rgatish va o'rganish uchun ham muhim mahorat hisoblanadi. Demak, o’rgatish va o'rganish bir-biri bilan bog'liqdir. Asosiy maqsadni tushuntirish uchun uni ko'rib chiqish darkor.

 

Аннотация: Для изучения языков требуется несколько факторов. Любые из них могут быть потенциальными в этой области. Чтение можно считать важным навыком как в преподавании, так и в изучении языков. Итак, преподавания  и обучение связаны друг с другом. Чтобы объяснить основную цель, его следует

 

Abstract: For learning languages it is demanded several factors. Any kind of them can be potential in this field. Reading can be counted an important skill both of teaching and learning languages. So, conducting and learning are connected with each other. In order to explain the main purpose, it should be looked through

 

 

There are a lot of methods, techniques and criteria in order to learning and teaching languages. No doubt, each one of them can be beneficial and potential for the results. Reading is one of issue of learning and teaching languages.  During the reading the learner will feel the hero or the story and try to illustrate with his/her opinion, besides readers will learn new vocabulary and develop their overview.

 

But not only reading but also reading activities play the main role as well. Reading activities, for a communicative teacher, often involve helping learners know how to read using a number of different strategies. While many learners may think that reading simply involves going word by word and sentence by sentence, researchers now understand that reading is an involved process that can be aided by a number of different techniques and activities. Our job as a teacher is to support learners recognize that reading is an elaborate process that might involve predicting, scanning, skimming, and asking questions (to yourself and to others). Having a specific focus can also help to improve reading skills, such as an attempt to focus on general meaning, specific facts, a particular grammatical item, guessing a word in context, and so forth.[3] Please recognize that a teacher or an instructor  plays a significant role in helping learners “unpack” written language through the use of multiple reading strategies. What follows are a few very simple ideas to help stimulate interaction and thought in an English classroom. Notice that the first two activities here are so simple prediction activities.

 

Predict from a Title

 

Participants are invited to read a title of the reading and then predict what it could be about.  Learners are given time to discuss different possibilities, and help them elaborate on those possibilities. [1]

 

Story Guesswork

Learners are asked to guess what a story will be about after skimming the first paragraph, looking a series of pictures, or reading a short description of the characters. Guessing a storyline can intrigue students and get them thinking about key vocabulary. Writing key vocabulary on the board can also help their ability to predict and get them thinking about the reading ahead of time.[1]

 

Find a Word, Find a Sentence (Board work Scanning)

In the reading exercise, it is written a definition of a word on the board without the word itself. Students are invited to look for the word in the reading that has this particular meaning. This can be done as students are reading, thereby keeping them alert while reading. For more advanced students, teachers might invite them to look for a sentence or sentences that answer questions you have placed on the board. Board work like this can help students increase their scanning skills and can help students “look” for all kinds of important details. Using these techniques, instructors can ask students to search for an interesting sentence, a main idea, a sentence that reminds them of a story, a sentence that the student disagrees with, and so forth. [1]

 

Reading with Half the Words (Learn to Guess from Context)

Since many readings offer a lot of words students don’t know, this exercise can help students realize that they don’t need to know every word in order to understand general meaning. This activity also helps students understand the importance of guessing in context. This reading activity is done by removing half of the words of a text, which can be done easily by cutting a story or article in half vertically, or asking students to cover half of the words with another piece of paper. Now with only half of the words visible, students must try to guess or anticipate what the reading is talking about. Often, a series of questions can be asked about the article to help students guess the meaning. After learners have read the article, the rest of the article is revealed and students investigate how well they were able to predict. If done correctly, this can demonstrate to students how well they can answer questions without knowing every word in a reading. As a variation, you can make this reading activity an information gap, giving student A having half of the words and student B the other half. The goal of the activity is always to answer the reading comprehension questions the teacher has created for the activity. Feel free to see a sample version of this in the templates section.

 

6. Reader’s Outline

Invite learners  to create an outline of an article or story they have just read. An outline can help students recognize main and subordinate ideas. It also helps to increase memory and gives teachers and instructors a chance to assess student ability to identify supporting details. This activity is greatly enhanced when asking one or more students to share their outlines on the board, and then discuss with a class which details might be added.

 

Used literature:

Shane Dixon, (2020). “TESOL Activities for teachers”

Nicky Hockly, TECHNOLOGY MATTERS. Modern English Teacher

http://learnenglish.britishcouncil.org/

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