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scientific article to support an opinion needs to know the vocabulary that is used, understand the facts
and cause-effect sequences that are presented, and recognize ideas that are presented in it.
The Reading Process
Additionally, reading in ESP, following the parameters of the communicative approach requires
the usual - pre-reading, while-reading and post-reading –activities:
* Pre-reading activities prepare students to do an efficient reading, it is related to students’
background which facilitates comprehension. Lebauer [3;122] points out: “Pre-reading activities can
lighten students’ cognitive burden while reading because prior discussions will have been
incorporated.” So, teachers have to enhance pre-reading activities as a useful habit in students to do
an efficient reading.
* During-reading students carry out an active reading with activities such as arguing,
summarizing, questioning, evaluating and comparing the text with the personal experience. While
these activities it is necessary that teachers avoid the use of dictionaries and encourage students to
work in the strategies given (mentioned before) in order to do a faster and meaningful reading
practice.
* After-reading. It depends on the purpose of reading and the type of information taken out.
Barnett [4;5] remarks: “post-reading exercises first check students’ comprehension and then lead
students to a deeper analysis of the text.” Finally, reading has to accomplish the function to get new
knowledge, consequently, these are the activities which are useful to verify and internalize the
information.
REFERENCES
1.
Alderson, C. Reading in a foreign language: a reading problem or a language problem. In
Alderson, C&urquuhart, A. H. (Eds.), Reading in Foreign language 1984 (pp. 114-141). London:
Longman.
2.
Anderson, N. Exploring second language reading. Boston: Heinle&Heinle. 1999
3.
Beresova, J. The impact of the CEFR on teaching and testing English in the local context.
Theory and Practice in Language Studies
, 2017.
7
(11)
4.
Barnett, M.A. Teaching Reading in a Foreign Language. ERIC Digest. 1988
5.
Bernhardt, E.B. Reading in the Foreign Language. In B. H. Wing (Ed.). Listening, reading,
and writing: Analysis and application. Middlebury, VT: Northeast Conference. 1986
6.
Brown, H. D., &Abeywickrama, P.
Language assessment. Principles and Classroom
Practices.
White Plains, NY: Pearson Education. 2004
7.
Brown, H.D. Teaching by Principles: an Interactive Approach to Language Pedagogy. NY:
Longman. 2001.
THE ROLE OF COLLOCATIONS IN ENGLISH TEACHING
Utegenov Ruslanbek Bakhtiyarovich-master’s student of the National Research Nuclear
University MEPhI (Moscow Engineering Physics Institute), Moscow,
Nuranov Mansur Makhmudovich– master’s student of the National Research Nuclear
University MEPhI (Moscow Engineering Physics Institute), Moscow
Collocations are essential for language learning because they improve accuracy, fluency, and
naturalness in spoken and written English. Collocations are crucial for learners who want to become
proficient in the language to comprehend and master.
Word combinations that commonly appear together in everyday language usage are known as
collocations. Due to idiom, convention, or tradition, these word pairings or groupings have a
significant tendency to occur together. Collocations enhance the naturalness and fluency of language
by combining different components of speech, such as nouns, verbs, adjectives, and adverbs. Here
are a few instances of typical collocations:
1.Strong coffee
: To characterize the taste or potency of coffee, the adjective "strong" frequently
collocates with the noun "coffee".
401
2.
Make a decision
. The noun "decision" with the verb "make" collocate to form a popular
phrase that denotes the process of selecting or coming to a decision.
3. Heavy rain.
Abbreviations like "heavy" and "rain" are often used interchangeably to refer to
heavy or substantial precipitation.
4. Fast sleep.
The adjective "asleep" and the adverb "fast" are used interchangeably to
characterize someone who is profoundly or deeply asleep.
5. Bitter cold
.When describing extremely cold temperatures that are unpleasant or biting, the
adjective "bitter" collocates with the noun "cold".
6. Golden opportunity.
The adjective "golden" collocates with the noun "opportunity" to
describe a chance or prospect that is highly favorable or advantageous.
These examples illustrate how specific words tend to occur together in common language usage,
forming collocations that native speakers recognize and use effortlessly. Learning and understanding
collocations are essential for language learners as they strive to achieve fluency and naturalness in
their communication
It takes careful preparation and implementation to incorporate collocations into English
language training. Collocations can be taught using a variety of methods by educators, including word
maps, graphic organizers, and contextual learning exercises. Word maps help with comprehension
and recall by visually representing collocations by grouping them into semantic areas. Students’
comprehension and recall are improved when they can see the connections between words andtheir
collocates through the use of graphic organizers like concept maps and semantic webs. Additionally,
there are a few methods for successfully teaching collocations:
a) Provide context
. Introduce collocations within meaningful contexts, such as dialogues,
stories, or real-life situations. This helps learners understand how collocations are used naturally in
communication.
b) Use authentic materials.
Incorporate authentic texts, such as articles, songs, or videos, that
contain natural collocations. This exposes learners to real-world language use and helps them see
collocations in context.
c) Highlight patterns.
Help learners identify patterns and common structures of collocations [1;
273]. For example, categorize collocations by parts of speech (e.g., noun + adjective, verb + noun) or
by semantic relationships (e.g., cause and effect, similarity).
d) Practice in context
. Encourage learners to practice using collocations in context through
activities such as role-plays, discussions, or writing tasks. Provide feedback on their usage and help
them correct any errors and etc.
There are many advantages for language learners when collocations are incorporated into
instruction. It encourages students to acquire new words, broadens their language skills, and improves
their capacity for precise and natural communication. By emphasizing collocations, teachers can help
students develop a greater understanding of how to use English by raising their awareness of lexical
nuances and subtleties.
There are several ways to include collocation training into the curriculum: vocabulary exercises,
role-playing exercises, and language games. By designing contextualized learning activities,
educators may help students recognize, use, and internalize collocations in real-world communication
situations. Including collocations in reading and writing assignments also helps students come across
them in context, which improves their understanding and application.
In conclusion, the role of collocations in English teaching cannot be overstated. By equipping
learners with the knowledge and skills to recognize and use collocations effectively, educators
empower them to communicate fluently and confidently in English. Through targeted instruction and
meaningful practice, students can develop a nuanced understanding of collocations and apply them
proficiently in both spoken and written language.
REFERENCES:
Ходжаниязова У. Сопоставление грамматических свойств в английском и
каракалпакском языках в области письменной речи //Общество и инновации. – 2021. – Т. 2. –
№. 9/S. – С. 272-280.
