Volume 03 Issue 05-2023
12
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
At the elementary, secondary, and collegiate levels, teaching English as a foreign language (EFL) typically
focuses on implementing teacher-centered approaches or merely adhering to the scope and order of
English textbooks. While ignoring students' actual interests and requirements, a lot of attention is placed
on improving grammar abilities, honing isolated concepts, and studying various realities depicted in
commercial textbooks. Because of the conscious and unconscious conditioning that these traditional
methods have had on students, many teachers believe that learning English is dependent on memorizing
grammar rules and repetition of pointless and irrelevant ideas, which lowers student academic
performance. In order to enhance the English teaching and learning process, this descriptive study suggests
using reading as a teaching technique.
K
EYWORDS
Reading, CEFR, skimming, scanning, Reading comprehension, Reading correspondence, Reading for
orientation, Reading for information/argument, Reading instructions, Reading as a leisure activity.
I
NTRODUCTION
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
SIGNIFICANCE OF READING SKILL IN TEACHING ENGLISH TO
B1 LEARNERS
Submission Date:
May 01, 2023,
Accepted Date:
May 05, 2023,
Published Date:
May 10, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-05-02
Shukhratzoda Sevarakhon Dilshod Kizi
Master’s
Degree Student, Uzbekistan State World Languages University
Normuratova Valentina Ivanovna
Supervisor, Uzbekistan State World Languages University
Volume 03 Issue 05-2023
13
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
In a variety of fields of study, including business,
science, technology, and international politics,
English is crucial. The importance of English to
the
competitiveness
of
English-speaking
countries drives educational authorities to
develop effective strategies to improve people'
English proficiency. For instance, English-
language publications, TV networks, and radio
shows have gained popularity worldwide.
Learning reading is one of the most important
elements in teaching a foreign language. Reading
is a speech activity aimed at visual perception and
understanding of written speech. Through
reading a person is introduced to the scientific
and cultural achievements of humanity, gets
acquainted with the art and life of other peoples.
The process of reading has a huge impact on the
formation of personality. With the help of reading
enriches the active and passive vocabulary of the
students, forming grammatical skills.
It is well known that the methods and resources
currently employed for teaching and learning
English as a foreign language need to be
reconsidered. The use of reading in EFL training,
according to the study's authors, may be the key
to helping students acquire the essential level of
English competence.
L
ITERATURE REVIEW
Yan (2017) in her article about close reading,
states that reading is one of the most important
ways for human beings to process information
and that reading, and literacy education, is always
a critical part of different levels of education
(p.38).
Intensive reading can be used in academic
settings where technical English can be part of an
EFL course, as indicated by Torrie (2017). She
points out that EFL students need to read and
write about topics related to their majors in
technology, math, and science (p.22).
Bernal & Feyen (2017), on an EFL postsecondary
university setting study, 106 psychology students
acknowledged that when introducing reading as
the main component of the English program at the
Psychology School, it allowed them to improve
their listening, writing, comprehension, and
speaking skills.
Toland & Fuisting (2017) indicated that extensive
reading or reading for pleasure can also be
successfully implemented in a diverse array of
English language learning contexts included ESL
and EFL.
There are also studies such as Day (2015) that
analyzed how L2 students improved their reading
rates through the practice of extensive readings
when allowing students to choose their materials.
Chang & Millet (2017) carried out a study in an
EFL setting where they used narrow reading.
They
compared
the
reading
speed,
comprehension, and perceptions of two groups of
EFL students. Each group focused on one of two
types of narrow reading: the same genre and the
same title. EFL students responded positively to
narrow reading, especially to the same title
treatment.
Volume 03 Issue 05-2023
14
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
The Common European Framework of Reference
(CEFR) was developed by the Council of Europe in
an effort to provide common reference levels for
teaching, learning, and as sessment for all
European languages. It has become widely
accepted and used to describe learners’
proficiency levels in foreign languages. Moreover,
the CEFR has constructed a set of standards to
which most major language-testing institutes
have already adhered to or are in the process of
linking their tests (Milanovic, M.; Weir, 2010).
Language learners are grouped into three general
groups by the CEFR: proficient, independent, and
basic, which are further broken into six levels.
First, the C2 and C1 levels of the CEFR framework
are used by proficient language learners. While
C2 learners are able to utilize the language in a
spontaneous, fluid, and exact manner, C1 learners
are almost as capable of doing so with some
noticeable expression searching. The B2 and B1
levels are separated for independent learners. B1
learners typically confine their language
production to known topics or areas of personal
interest, in contrast to B2 learners who can have
frequent conversations with native speakers
about a variety of topics. Third, the A2 and A1
levels are considered basic learners. A1 learners
can only use similar terms with basic words
meant to satisfy demands of a concrete type, in
contrast to A2 learners who can utilize
expressions relating to regions of most
immediate significance. The CEFR outlines what a
learner should be able to perform in reading,
listening, speaking, and writing for each level.
Reading is divided into a variety of categories,
including reading for pleasure and reading
particular genres for particular purposes.
Reading for orientation and reading for
information or argument have fundamentally
different reading purposes. The former, also
known as search reading, primarily takes two
forms: first, quickly reading a text "diagonally" to
determine whether to read (parts of it)
thoroughly (also known as "skimming"), and
second, quickly skimming a text in search of a
specific item, usually a piece of information (also
known as "scanning"). The latter is how one reads
documents like bus or train timetables, but
occasionally one browses through a lengthy prose
text in quest of a certain phrase. The essential
distinction between reading for information or
argument and reading for leisure is then made.
The latter may or may not include nonfiction, and
it need not be literary works. It will also include
books that people might read for work or school
purposes solely, depending on their interests, as
well as periodicals like magazines and
newspapers, blogs, biographies, etc. Last but not
least, there are texts that one reads in a specific
way, such as reading instructions, a specialized
type of informational reading. Reading
correspondence is different once more, and this is
shown first because the scales begin with
interpersonal language use in each area. As it was
added in 2017, reading as a leisure activity is
listed last.
According to CEFR learners on the level of B1 have following variety of abilities:
Volume 03 Issue 05-2023
15
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Reading
comprehension
Can read straightforward factual texts on subjects related to
his/her field and interests with a satisfactory level of
comprehension.
Reading
correspondence
Can understand formal correspondence on less familiar subjects
well enough to redirect it to someone else.
Can understand the description of events, feelings and wishes in
personal letters well enough to correspond regularly with a pen
friend.
Can understand straightforward personal letters, emails or
postings giving a relatively detailed account of events and
experiences.
Can understand standard formal correspondence and online
postings in his/her area of professional interest.
Reading for
orientation
Can scan longer texts in order to locate desired information, and
gather information from different parts of a text, or from different
texts in order to fulfil a specific task.
Can scan through straightforward, factual texts in magazines,
brochures or in the web, identify what they are about and decide
whether they contain information that might be of practical use.
Can find and understand relevant information in everyday
material, such as letters, brochures and short official documents.
Can pick out important information about preparation and usage
on the labels on foodstuffs and medicine.
Can assess whether an article, report or review is on the required
topic.
Volume 03 Issue 05-2023
16
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Can understand the important information in simple, clearly
drafted adverts in newspapers or magazines, provided that there
are not too many abbreviations.
Reading for
information /
argument
Can understand straightforward, factual texts on subjects relating
to his/her interests or studies.
Can understand short texts on subjects that are familiar or of
current interest, in which people give their points of view.
Can identify the main conclusions in clearly signaled
argumentative texts.
Can recognize the line of argument in the treatment of the issue
presented, though not necessarily in detail.
Can recognize significant points in straightforward newspaper
articles on familiar subjects.
Can understand most factual information that he/she is likely to
come across on familiar subjects of interest, provided he/she has
sufficient time for re-reading.
Can understand the main points in descriptive notes such as those
on museum exhibits and explanatory boards in exhibitions.
Reading instructions Can understand instructions and procedures in the form of a
continuous text, for example in a manual, provided that he/she is
familiar with the type of process or product concerned.
Can understand clearly written, straightforward instructions for a
piece of equipment.
Can follow simple instructions given on packaging, e.g. cooking
instructions.
Can understand most short safety instructions.
Volume 03 Issue 05-2023
17
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Reading as a leisure
activity
Can read newspaper / magazine accounts of films, books, concerts
etc. written for a wider audience and understand the main points.
Can understand simple poems and song lyrics written in
straightforward language and style.
Can understand the description of places, events, explicitly
expressed feelings and perspectives in narratives, guides and
magazine articles that are written in high frequency, everyday
language.
Can understand a travel diary mainly describing the events of a
journey and the experiences and discoveries the person made.
Can follow the plot of stories, simple novels and comics with a clear
linear storyline and high frequency everyday language, given
regular use of a dictionary.
C
ONCLUSION
Summarizing the article, it should be noted that
Reading has a huge impact on learning a foreign
language. With the help of reading enriches the
active and passive vocabulary of the students,
forming grammatical skills. Reading should
occupy an important and meaningful place in the
process of teaching and learning English. Fayen
(2014), Ramirez (2013), Vanegas, in (2014), and
Krashen (1985) recommend incorporating
intensive and extensive reading practice in
English language courses. Reading is the most
important core language skill used in the English
language program.
The CEFR has taken this trend into consideration
and has formed online interaction criteria for B1
level users, (Council of Europe, 2018). That is to
say:
•
B1 users can post their contribution online on
a familiar topic if they have prepared the text
beforehand and they can use online tools
(such as online dictionaries/grammars) to
check their language accuracy.
•
They can post information about personal
experiences and feelings and respond to
others’ comments. However, some lexical
errors can occur.
R
EFERENCES
Volume 03 Issue 05-2023
18
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
1.
Bernal, M. & Feyen, J. (2017). Preliminary
response from the Faculty of Psychology
students of the University of Cuenca to the
modified EFL teaching approach. Maskana,
8(1), 61-69.
2.
Chang, A., & Millet, S. (2017). Narrow reading:
Effects on EFL learners' reading speed,
comprehension, and perceptions. Reading in a
Foreign Language, 29(1), 1-19.
3.
Common European Framework Of Reference
For
Languages:
Learning,
Teaching,
Assessment. Companion Volume With New
Descriptors (2018)
4.
Day, R. (2015). Extending extensive reading.
Reading in a Foreign Language, 27(2), 294-
301.
5.
Toland, S., & Fuisting, B. (2017). Read, create,
and speed, mingle! TexTESOL IV
–
Spring,
33(1), 15-19.
6.
Torrie, H. (2017). Preparing students for
academic writing by using stem topics and
tasks. TexTESOL IV
–
Spring, 33(1), 22-25.
7.
Yan, T. (2017). Close reading: The historical
trends and application to English learners.
TexTESOL IV - Spring, 33(1), 38-41.
