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DEVELOPMENT OF READING COMPREHENSION OF A2 LEVEL.
Urazbaeva Dilbar NMPI Senior Lecturer
Askerbaeva Aziza 4th year student of NMPI English Language and Literature
One of the main strategies for developing reading comprehension at the A2 level is to focus
on increasing vocabulary. Introducing and reinforcing basic vocabulary related to common themes
and topics helps students understand the meaning of words and phrases in context. By expanding their
vocabulary, students can better understand and interpret written texts, which allows them to extract
key information and understand the overall message more effectively. Another important aspect of
developing reading comprehension skills at A2 level is reading is to provide students with graded
reading materials appropriate to their skill level. These texts must be interesting, relevant, and
appropriately challenging to stimulate students' interest and motivation. Graded reading materials
help students practice reading comprehension in a structured and systematic way, gradually
increasing their proficiency and confidence across a variety of texts. In addition to using graded
reading materials, pre-reading activities can also enhance comprehension. Engaging students in
activities such as predicting content, discussing the topic, or brainstorming ideas related to the text
before diving into the text can activate their prior knowledge and set the context for better
understanding. Pre-reading activities prepare students for the upcoming text and help them make
connections between their existing knowledge and the new information they encounter.In addition,
teaching specific reading strategies such as skimming and skimming is necessary to teach students
how to navigate texts effectively. Skimming involves reading the text quickly to get the main idea,
while scanning is looking for specific information or details. These reading strategies allow students
to effectively extract key information, identify important details, and understand the overall structure
of a text. Comprehension questions play an important role in assessing students' understanding of a
text and strengthening their reading comprehension skills plays After reading a text, asking
comprehension questions that require students to recall information, make inferences, or analyze the
text can help assess their comprehension. Encouraging students to answer questions in complete
sentences develops language production and strengthens reading and writing skills at the same time.
After reading a text to reinforce vocabulary knowledge and deepen understanding It's useful to
practice practicing vocabulary. Reviewing key vocabulary in the text, discussing their meanings, and
applying them in context can help consolidate memory and strengthen understanding. Encouraging
students to incorporate new words into their language practice increases their vocabulary and supports
general language development. Incorporating interactive activities such as discussions, role-plays, or
debates based on reading material can further enhance students' reading comprehension skills. These
activities encourage active participation, critical thinking, and engagement with the text, promoting
deeper understanding and application of the content. Interactive activities also encourage cooperative
learning experiences and allow students to practice language skills in a communicative context.
Reading comprehension is a crucial skill that plays an important role in language acquisition
and comprehension. At A2 level, students usually have a basic understanding of the language and can
understand simple texts on familiar topics. Consider the following strategies and activities to develop
reading comprehension skills at A2 level:
Focus on building a solid foundation of vocabulary. Include keywords and phrases related to
common themes and topics to enhance understanding. Providing students with graded reading
material specifically designed for the A2 level qualification. These texts should be interesting,
relevant, and appropriately challenging for students at this stage engage in pre-primary activities.
Teach specific reading strategies such as skimming (reading the main idea quickly) and skimming
(looking for specific information) to help students navigate texts effectively. After reading the text,
ask comprehension questions to assess understanding. Encourage students to answer questions in
complete sentences to reinforce reading and writing skills at the same time. Review key vocabulary
in the text after reading to reinforce recall and deepen understanding.Encourage students to use new
words in context to reinforce their meaning.Encourage students to summarize the main ideas or main
ideas of the text in their own words. It develops critical thinking and enhances comprehension and
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retention. To encourage active participation and strengthen understanding, include interactive
activities such as discussions, role-plays, or debates based on the reading material. To develop higher-
order thinking skills and develop deeper understanding, o 'engage students in predicting outcomes,
making inferences or making inferences based on the text.
Provide constructive feedback on reading comprehension exercises and encourage students to
reflect on their strengths and areas for improvement. Offer extra help or practice if needed. By
incorporating these strategies and activities into language lessons and practice sessions, A2 students
can improve their reading comprehension skills and build confidence in understanding written texts
and can achieve higher levels of language proficiency.
Conclusion.
In summary, developing reading comprehension skills at A2 level vocabulary building, graded
reading materials, pre-reading activities, reading strategies, comprehension questions, vocabulary
check , requires a holistic approach that combines interactive activities and feedback mechanisms.
By effectively implementing these strategies and activities, students can improve reading
comprehension skills, build confidence in understanding written texts, and achieve higher levels of
language proficiency. With consistent practice and support, students can build a strong foundation in
reading comprehension that will benefit them as they move forward in their language learning
journey.
REFERENCES.
1.
K.A. Krylova "Techniques of teaching listening in foreign language classes. Methodology of
teaching listening in English classes Steps of teaching listening in English classes"
2. Madina Shirova (Uzbekistan, Karshi) Methods and exercises for developing listening
comprehension.
3. Khodjamkulov, U., Makhmudov, K., & Shofkorov, A. The Issue of Spiritual and Patriotic
Education of Young Generation in the Scientific, Political and Literary Heritage of Central Asian
Thinkers. International Journal of Psychosocial Rehabilitation, 24(05), (2020). 6694-6701.
4. Makhmudov, K. Ways of Forming Intercultural Communication in Foreign Language
Teaching. Science and Education, 1(4), (2020). 84-89.
5. Makhmudov, K. Current Problems of Teaching English and New Approaches to Resolve in
Secondary Education Schools. Modern Trends in Linguistics: Problems and Solutions, (2020). 271-
273.
SHE’RIY TARJIMADAGI MUAMMOLAR
Xasanova Xilola Ikom qizi
O’zDJTU 3-bosqich talabasi
Toshkent,Xilolaxasanova77@gmail.com
Tarjima ijodiy jarayon bo’lib, boshqa tilda asarni qayta yaratish san’atidir. Tillar, she’riy
tizimlar, vazn, musiqaviy omillar orasida farq mavjud. Biroq mazkur farqlarni tarjimada qayta
yaratish orqali tarjimamatni yaratiladi [2;196]. She’riyat tarjimasi tarjimaning boshqa turlariga
nisbatan murakkabroq bo’ladi va buning o’ziga yarasha bir qancha sabablari mavjud. Jumladan,
she’riy asarlarda ijodkorning o’y-fikrlari, tasavvuri obrazli shaklda bayon etiladi va tarjimondan
asarni qiymatini yo’qotmagan holdabir tildan ikkinchi tilga o’girish talab etiladi. Adabiyotning
boshqa janrlaridan farqli o’laroq she’rdagi go’zallik shunchaki to’g’ri tanlangan so’zlar yoki ma’no
uyg’unligi bilan emas, balki jarangdor qofiya, ohang, kundalik hayotda doim ham kuzatilmaydigan
badiiy bo’yoqqa ega so’zlar orqali aks ettiriladi. She’riy tarjimaning qiyinchiliklaridan biri shundaki,
unda barcha so’zlarni aks ettirishning har doim ham iloji yo’q – vazn, qofiya va radif kabi she’riy
unsurlar shuni taqozo etadi. Chunki, nasrdagi kabi bunda erkin harakat qilib, mazmunni imkon qadar
to’la va tushunarli ifodalash payidan bo’lolmaysiz [1;98]. She’riy tarjima jarayonida eng ko’p
kuzatiladigan muammolarga quyidagilar yaqqol misol bo’la oladi:
1.She’riy tuzilish. She’rdagi sintaktik tuzilish va so’zlar tartibi nasriy asarlardan katta farq
qiladi. Ya’ni nasrda asosiy urg’u ma’noni to’liq va aniq yetkazib berishga qaratilsa, she’riyatda
