Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Specific features of techniques and strategies in the
development of reading skills in English
Dilshifo PULATOVA
1
, Nilufar MUSTAFAYEVA
2
Termiz State University
Denau Institute of Entrepreneurship and Pedagogy
ARTICLE INFO
ABSTRACT
Article history:
Received January 2023
Received in revised form
10 January 2023
Accepted 25 February 2023
Available online
15 March 2023
Researchers around the world have found that reading skills
are the key to learning English. The article provides an
understanding of the importance of reading skills in language
learning and information exchange in a foreign language,
effective approaches and technologies for developing reading
skills. The research paper covers the most basic as well as
advanced techniques to teach students to solve the problem of
learning how to read and developing the skills further based on
their age and educational background. In the article, levels of
students are generally divided into 3 groups as per age and
learning ability criteria and vivid examples of instructions are
given based on the group level. Additionally, the article
highlights educational websites and programs that serve as
motivation for young people in developing skills. In the
formation and development of reading skills, the age of students
and the level of language proficiency are discussed based on
scientific sources.
2181-3663
/©
2023 in Science LLC.
https://doi.org/10.47689/2181-3701-vol1-iss2-pp38-45
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Reading comprehension,
productive skills,
receptive skills,
vocabuluary,
decoding,
reading strategies,
extensive reading,
intensive reading,
skimming, scanning,
Rewordify,
Newsela.
Ingliz tilida o'qish ko'nikmalarini rivojlantirishda
texnikalarni va strategiyalarni o'ziga xos xususiyatlari
ANNOTATSIYA
Kalit so
‘
zlar:
o'qishni tushunish,
ishlab chiqarish
Dunyo bo
‘
ylab tadqiqotchilar o
‘
qish ko
‘
nikmalari ingliz tilini
o
‘
rganishning kaliti ekanligini aniqlashdi. Maqolada til o
‘
rganish
va chet tilida axborot almashishda o
‘
qish ko
‘
nikmalarining
1
Master degree student, Foreign Language and Literature faculty, Denov Institute of Entrepreneurship and
Pedagogy.
2
Doctor of Philosophy (PhD), Associate Professor, Department of English Language Teaching Methodology, Faculty
of Foreign Philology, Termez State University
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
39
qobiliyatlari,
retseptiv qobiliyatlar,
lug'at,
dekodlash,
o'qish strategiyalari,
keng o'qish, intensiv o'qish,
ko'rish,
Rewordify,
Newsela
ahamiyati, o
‘
qish ko
‘
nikmalarini rivojlantirishning samarali
yondashuvlari va texnologiyalari haqida tushuncha berilgan.
Tadqiqot ishi talabalarga o
‘
qishni o
‘
rganish muammosini hal
qilishga o
‘
rgatishning eng asosiy va ilg
‘
or usullarini o
‘
z ichiga
oladi va ularning yoshi va ma
’
lumot darajasidan kelib
chiqqan holda keyingi ko
‘
nikmalarni rivojlantiradi. Maqolada
o
‘
quvchilarning saviyalari yoshiga qarab 3 guruhga bo
‘
lingan va
o
‘
rganish qobiliyati mezonlari va guruh darajasidan kelib
chiqqan holda ko
‘
rsatmalarning yorqin misollari keltirilgan.
Bundan tashqari, maqolada yoshlarning ko
‘
nikmalarini
rivojlantirishda motivatsiya bo
‘
lib xizmat qiladigan ta
’
lim
veb-saytlari va dasturlari ta
’
kidlangan. O
‘
qish malakalarini
shakllantirish va rivojlantirishda o
‘
quvchilarning yoshi va tilni
bilish darajasi ilmiy manbalar asosida muhokama qilinadi.
Особенности приемов и стратегий в развитии навыков
чтения на английском языке
АННОТАЦИЯ
Ключевые слова:
понимание прочитанного,
продуктивные навыки,
рецептивные навыки,
словарный запас,
декодирование,
стратегии чтения,
экстенсивное чтение,
интенсивное чтение,
просмотр,
Rewordify,
Newsela.
Исследователи со всего мира обнаружили, что навыки
чтения являются ключом к изучению английского языка. В
статье дается понимание важности навыков чтения в
изучении языка и обмене информацией на иностранном
языке, эффективных подходов и технологий развития
навыков
чтения.
В
исследовательской
работе
рассматриваются самые основные, а также передовые
методы обучения учащихся решению проблемы обучения
чтению и развития навыков для дальнейшего в
зависимости от их возраста и образования. В статье уровни
учащихся, как правило, делятся на 3 группы по критериям
возраста и способности к обучению, а также приводятся
наглядные примеры инструкций в зависимости от уровня
группы. Кроме того, в статье освещаются образовательные
веб
-
сайты и программы, которые служат мотивацией для
молодых людей в развитии навыков. При формировании и
развитии навыков чтения на основе научных источников
обсуждаются возраст учащихся и уровень владения языком.
INTRODUCTION
At a time when the process of globalization is rapidly affecting the whole world,
when there is a demand for better and more effective study of all fields. Naturally, this
demand affects the teaching English and our country is not left out of this influence.
The evolution of science and education is not at a point all the time. It is so moving
forward fast that we cannot keep up with them all the time. All innovations in any field,
whether it is technology, finance, environment, or society, will be theoretically proven by
science first. Thus, the larger part of the human populace is included within the
instruction framework as scholastics, analysts, understudies, instructors, or indeed other
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
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proficient whose work demands continuous learning, we need to be up to date on almost
the final breakthroughs in our working regions. So, it implies we ought to study a part, of
past news by instructing understudies, to have veritable data whereas directing unused
learners. In arrange not to be stuck in early perusing and learning strategies, different
advances and programs are being created and put into hone to educate understudies in
English more successfully and more interests. At the same time that the Web and
computer innovations are created, learning foreign languages and creating the capacity
to read in a foreign language forces several obligations on the educator. So presently,
as we have more possibilities and assets to form our perusing and teaching time more
energizing, there’s no reason to utilize ancient strategies of reading, as they are
exceptionally less viable and more time devouring.
According to Anderson, Hiebert, Scott, & Wilkinson, reading is a basic life skill. It is
a cornerstone for a child
’
s success in school and, indeed, throughout life. Without the
ability to read well, opportunities for personal fulfilment and job success inevitably will
be lost. It was not for nothing that US President (Barack Obama) said that
“
Reading
comprehension is the gateway skill that make all other learning possible
”
.
Setting up communication and cooperation with the whole world is one of the
main ways driving to the financial and social improvement of the country. Foreign
languages, particularly English, are an instrument that specifically influences the method
of globalization.
It isn’t for nothing that uncommon consideration has been paid to
learning English in later a long time. Including the decision of (Uzbekistan, 2019,
p 19.01.2022 #34)
“
On additional measures to improve the study of foreign languages
”
recognizes the need for in-depth study of the English language will show.
As we now replied to the question o
f “Why these days do understudies have to be
perused a lot?” over, presently we need to move to encourage steps to make strides in
reading aptitudes by giving ideas and instructions. We know that reading is a receptive skill,
so as long as we instructors coordinate clear instructions to students about how to begin,
fortify and create perusing abilities, so they are competent in accepting more data. In the
article, we do find guidelines for the following issues that today’s students are facing:
–
to direct students on where to start and how to develop reading skills;
–
to increase students’ efficiency in reading complex material and being up to date
with the latest innovations in a fast and more interesting way.
–
to offer strategies, thoughts, and websites which are supportive for both students
and instructors to extend their inspiration and make their reading style more simple.
METHODS
Improving vocabulary
Before developing the reading ability, it is critical to set up its rectify arrangement.
As educating students on how to read is talked about, naturally the question about the
level of instructing audience will emerge. Subsequently, it is essential to select methods
and strategies in understanding the age and level of students and put them into hone. It is
broadly known that students are separated into 3 levels depending on their obtaining
and implementing information (Corner, 2023). They are:
1) Grade level;
2) Instructional level;
3) Ability level.
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For grade level students, who are at the exceptionally early stage of learning, it is
essential to create the capacity to read and talk, as well as the ability to listen and
understand. While learning a second language, the following step-by-step procedure
might be critically important for them to adjust on perusing handle effortlessly.
The method includes 6 main basic engagements; 1) keep a sharp eye on a particular
nearby item, 2) sound it loud, 3) summarise, 4) ask questions, 5) make predictions,
6) make a story. We offer this 6 step chain method, as it is more focused and diversified
way to new vocabulary for ESL students in beginner level. It does not ignore earlier
methods “read and memorize”
(Alshumaimeri, 2017), but enhances it. Through the steps
over, we will increment vocabulary in children. Vocabulary could be a key part of reading
comprehension.
If a student’s lexicon is shallow, the student may be able to read the
content but not completely understand the substance of the text. Vocabulary is the key to
learning remote dialects, and victory in learning any language depends on the sum of
lexicon understudies. Vocabulary is vital not as it were in reading comprehension but too
in learning other abilities. A great number of researches support that young English
learners in beginner level show good results of reading because of being well familiarized
with the structure of reading in their own language. The idea can be supported by the
research done by (Cheung, 2004)
“How Do English Language Learners Learn to Read?”
So for beginner classes, we do warm up exercises in Uzbek then afterward start the
process of teaching a word in English. For example, before teaching the word “desk” to
young learners we speak a little bit about desk with them in Uzbek language. As soon as
students can make story and image of desk in their native language, we start sounding
the word “desk” both in 2 languages. Ultimately, students become fast in reading,
comprehending and imagining the item in unfamiliar language.
Decoding
Another important part of learning to read is pronouncing unfamiliar words.
This process is called decoding, and it has its place from the very beginning of learning to
read. Decoding is taught from primary grades. Basically, it is taught how to pronounce
letters correctly, how to combine letters into syllables, and then make words from the
syllables. Decoding is also used in large classes. Unfamiliar people either decode this
name when they come across the name of a place, after encountering this word several
times, the brain naturally recognizes and reads this word. Elementary students are
mostly auditory learners, so reading comprehension can be boring for some students. In
order to increase their interest in reading, when reading stories, try to show the
development of events through actions as much as possible.
Intensive and extensive reading strategies
The methodology is committed to students at an instructional level. The level itself
gives an understanding about students that they can follo
w teachers’ instructions
independently by including their imaginative values. So, how the concept of intensive and
extensive reading techniques works and their differences is clarified underneath.
In intensive reading, the entire text is deconstructed, trying to absorb as much
meaning as possible from the text. In this case, every word, phrase or combination that is
not understood during the reading process is searched in the dictionary and its meaning
is understood. It requires a lot of mental strength and attention from the learner.
Therefore, the teacher should give clear instructions to the students when giving a task
through intensive reading, and when choosing a text, choose a shorter and more
Xorijiy lingvistika va lingvodidaktika
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Foreign Linguistics and Linguodidactics
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interesting text. If the text is not interesting, the student will not enjoy it during the
reading process, as a result, he will quickly forget the content of the text. As mentioned
above, intensive texts should be short, because the main goal is to understand the text
down to the smallest details. The longer the text, the more difficult to analyse it.
For intensive reading, it is advisable to use news articles, Wikipedia articles, short stories.
In intensive reading, the whole content is deconstructed, attempting to absorb as
much meaning as conceivable from the content. Mixed-ability students ought to go
through each word, phrase, or combination in case it isn’t understood during the reading
process, and search in the dictionary unless its meaning is understood. It requires a lot of
mental quality and attention from the learner. Subsequently, the educator should provide
clear instructions to the students when giving a task through intensive reading, and when
choosing content, select shorter and more interesting content.
In case the content isn’t
interesting, the student will not enjoy it during the reading process, as a result, he will
rapidly forget the substance of the content. As specified over, intensive texts ought to be
brief, since the most objective is to get the content down to the littlest points of interest.
The longer the content, the more troublesome it is to analyse. For intensive reading, it is
advisable to utilize news articles, Wikipedia articles, and brief stories.
Extensive reading is the inverse of intensive reading, in which the objective is
accomplished through essential concepts that convey the meaning of the content without
focusing on points of interest and unclear words. In this sort of reading, the student gets
more joy and is free from pressure. It is advisable to utilize more magazine articles and
interesting stories of no more than 15-30 pages. When choosing content for extensive
reading, it is essential to center on choosing interesting content and selecting content
according to the level of the students.
Skimming and scanning
Among the techniques that can be applied by English teachers to improve student
’
s
reading comprehension are the skimming and scanning techniques (Diaz & Laguado,
2013; Sasmita, 2013; Ulmi, Sundari, & Sukmaantara, 2015;). In both techniques, mainly
by saving time, the meaning of the text is understood without paying too much attention
to the text. Skimming is reading quickly to get general meaning of a text. Scanning is fast
reading to find specific facts, focusing mainly on factual information.
Skimming is performed at a speed that is three to four times faster than typical
reading, according to Liao (2011). When they have a ton of reading material to get
through in a short period of time, readers frequently skim. In skimming, readers only
have to take the most important information and the main idea rather than read all of the
words (Sutz & Weverka, 2009). Skimming is related to speed, so Abdelrahman and
Bsharah (2014) suggest that in addition to improving focus, memory, and recall, readers
should also decrease sub vocalization, interruptions, procrastination, and tension in
order to increase reading speed. They also provide the procedure of the skimming
technique into three steps as follows (Abdelrahman & Bsharah, 2014):
➢
read first sentence of paragraph
➢
read last sentence of paragraph
➢
read key words in between
Scanning is unlike skimming, because readers are not concerned with the broader
meaning of the text, but the detail (Richard Sutz & Peter Weverka , 2009). Using scanning
technique, the readers look for specific information in a text like names, places and dates
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or others. In addition, (Brown, 2003) sets out that scanning is the process of quickly
searching for particular piece or pieces of information in a text. The purpose of scanning
is to pull out specific information without reading the whole text. It is basically fast
reading (Mikulecky & Jeffries, 2007). Thus, it involves moving your eyes quickly down the
page seeking specific words or phrases (Richard Stutz & Peter Weverka, 2009).
Developing reading skills by media
➢
Students with ability levels, those who are competent in applying handfuls of
reading strategies and procedures, have a great chance of benefitting from modern
electronic learning gadgets and applications. As said at the start of the article, advanced
technologies and programs are being made that improve teaching significantly through
media. In addition, we can provide various websites designed to assist you to learn the
language. Rewordify.com and Newsela.com, which were established especially for the
creation and development of reading skills, are two examples of this. Both websites are
focused on enhancing reading abilities and are user-friendly. Rewordify.com is easier to
use than Newsela.com, and even a beginner can do it. The primary goal of the website is
to substitute more easily understood terms with complex ones in the text. The student
level is chosen after typing the chosen text onto the website. Children are given color-
coded explanations of which words are substituted and at what level, as well as analyses
of the text’s vocabulary and the word groups to which they belong.
High-level pupils are
given explanations of specific terminology. Additionally, complicated words are
highlighted in yellow and can be tapped to reveal the comment and pronunciation.
Puzzles can be used to learn this word.
➢
Newsela is a news-based platform that empowers readers to develop their
reading skills through authentic content. In this case, the texts are collected from the real
world, that is, daily content from newspapers and magazines. Teachers can choose
appropriate material based on the level of their students.
➢
Given that students in blended capacity classrooms are at varying levels and that
it is possible to adapt the same text to multiple levels using this area, it is incredibly
helpful for teachers who instruct students of varied capacities during the same lesson.
Based on each changed piece of content, we can construct games and puzzles.
➢
Learning that implies acquiring data via information technology is e-learning
(Abd. Syakur, 2018). Doctor of English Education and Linguistics Syakur states that one
of the e-
learning method is using “absyak” websites. “Absyak” media websites are various
web pages which help students to read and learn.
As per “Absyak” method, there was
a research done (Abd Syakura, Rulam Hamadi, Zainal Fahani, 2018) by a research paper
answered by 65 students of the University of Brawijava. There were 8 key questions in
the research questionnaire about the value of
“
Absyak
”
websites. Students are more
engaged than in the past in learning through media, as evidenced by the 82% favorable
response rate from research participants. Dr. Syakur says that using websites for learning
has a significant positive influence as she wraps up the study. The websites Newslea.com
and Rewordify.com assist online English language learners in comprehending even the
most complex circumstances.
RESULTS AND DISCASSIONS
The studies mentioned above demonstrate that, depending on literacy abilities,
reading ability can be developed gradually. However, since instructional websites
increase the enjoyment of studying, they are the most efficient technique for students.
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By using the aforementioned approaches to conduct reading sessions, both the
teacher and the student can achieve significant outcomes, ensure each other’s
attendance, and successfully comprehend the context.
The first step toward increasing one’s language skills is learning to read English as
a second language. It comes before the process of comprehension. However, as soon as
the children can read by following some simple directions, the context’s meaning
becomes more and more complex.
Students of all grade levels apply the procedures and strategies mentioned above,
but only those who can combine skimming, scanning, and e-learning techniques will be
able to comprehend complicated topics more effectively. These three techniques are
more advanced than reading instructions for individuals who are just starting because at
this stage, the reader is typically predetermined by their goals, time constraints, and
conditions regarding the material.
CONCLUSION
In summary, reading comprehension holds a specific role in the ideal acquisition of
a foreign language. Modern tools and techniques play a significant role in the
improvement of English reading abilities for all categories of learners. These tools not
only help students learn more effectively, but they also considerably improve teachers’
educational skills. As a result, even teachers gain a lot from using them, enabling them to
be more thorough lecturers or helpful discussion partners by having a thorough
understanding of the subject matter. The suggested technologies will aid in raising the
bar for language acquisition, particularly in achieving the qualifying needed for the
improvement of reading abilities.
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