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SEVERAL TEACHING METHODS AND THEIR PROBLEMS IN
TEACHING READING AT PRIMARY SCHOOL
RIXSIBOYEVA UMIDABONU
Student of the group 2223
Supervisor: Rsxulova Dilafruz
UzSWLU
Key words:
intellectual, verbal, communications, cognitive interests, word-byword
reading
Learning how to read in a foreign language at an early stage encourages earlier
initiation of younger students to a new linguistic world, creates in children a
willingness to communicate in a foreign language and positive attitude to further
study. It allows familiarizing children with the world of foreign peers, foreign songs,
poems, folklore and with available samples of children's art literature on the studied
foreign language. The process of teaching reading allows forming some universal
linguistic concepts that can be observed in native and foreign languages, developing
at once intellectual, verbal and cognitive abilities of children.
At an early age the children have not a psychological barrier during learning a
foreign language, so that they learn the necessary skills much faster and easier.
Children learn to pronounce correctly and distinguish on hearing sounds, words
phrases and sentences of a foreign language, to follow the intonation of basic types of
sentences. They get an idea of understanding of the basic grammatical categories of
the target language, recognize familiar vocabulary and grammar in reading and
listening, use it in oral communications, learn the technique of reading aloud and
reading inwardly.
The success of learning and children's attitude to subject largely depends on
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how interesting and emotionally the teacher conducts the lessons. It should be
remembered that one of the most effective methods of teaching reading in a foreign
language at primary school age is a game. The more playing techniques, clarity the
teacher uses, the more interesting are the lessons, the stronger to digest the material.
In order that reading contributes to the development of cognitive interests of
children, the teacher should consider the educational needs, age and individual
psychological characteristics of children. It's necessary to involve children in creative
activities through using active learning methods; to give them opportunity to show
independence and initiative in learning activities. Work on the development of interest
in reading needs to be carefully targeted and carried out both in the classroom and
outside it.
One of the forms of such work is extra-curricular reading. In order to begin
teaching reading, firstly each teacher should define the aims. Some of them can be: to
teach students to read texts, to understand their contents, to comprehend the
information contained in the texts and etc. Also it is necessary to take into account
that teacher and children need to overcome a lot of difficulties in the process of
forming reading skills. These are: the difficulty associated with mastering the
technique of reading, which involves the adoption of a system of graphic symbols,
different from the native language; formation of skills of sound-letter and lettersound
correlation, syntagmatic reading. It's necessary to work carefully on the technique of
reading aloud, as learning activities are formed firstly in the outer speech, and then
come to the internal speech. It is important to bring to the stage of holistic perception
of blocks of words; otherwise word-by-word reading will impede understanding of
content of the text. Mastering the technique of reading is accompanied by mental work
on recognition of visual forms, so it is necessary to teach the technique of reading in
a familiar material with new additional information.
Initial learning to read words can be:
•
on the basis of words with similar sound. The words with the same sound is
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included in some of these words.
For example, duck, run, jump, son, mother;
•
using partial transcription with highlighting of the relevant letters that transmit
this sound
. For example, [u:]: too, school, fruit, ruler, blue, two, do;
•
using the full transcription.
For example, autumn, daughter;
•
by analogy.
For example, children are able to read the words right, night,
they
need to read a new word light. (It's necessary to establish association).
Other
examples: brought-thought, ring-bring, drink- think.
Teaching children to extract the main information from each paragraph of the
text, that is, create the ability to distinguish main ideas from what they read, are very
important. The next important skill is to convey the meaning of the paragraph or the
text in a limited number of sentences. Owing to such kind of tasks children learn not
only reading but understanding and interpreting information too.
It's necessary to emphasize that a suitably-selected texts and tasks contribute to
the development of interest of pupils to reading in a foreign language. The usage of
texts, selected in accordance with the cognitive interests of children, gives an
indication of the increased interest of pupils to a subject, on improving the art of
reading and deeper understanding of foreign language texts.
List of Used Literature
1.
Harmer, J.2001. The practice of English Language Teaching.
2.
Longman. Cook, V. 1996. Second Language Learning and Teaching. Second
Edition.
3.
http: //fis.ucalgary.ca/Brian/611/readingtype. html
4.
Rivers 1968Teaching Foreign Language Skills, Chicago.
5.
Methodology in TESOL, Boston: Heinle & Heinle
6.
Хакимбаева, О. К. "ОБРАЗ ЖЕНЩИНЫ И МУЖЧИНЫ ВО
ФРАЗЕОЛОГИЗМАХ
РУССКОГО
И
АНГЛИЙСКОГО
ЯЗЫКОВ." Multidiscipline Proceedings of Digital Fashion Conference. Vol. 2. No.
1. 2022.
