Volume 04 Issue 02-2024
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article emphasizes the importance of a differentiated approach to teaching reading, specifically focusing on
skimming reading in middle and senior classes. It addresses psycholinguistic, didactic, and methodological aspects and
offers a set of exercises for pre-text, text, and post-text stages. The content is valuable for English language teachers
in senior classes.
KEYWORDS
Reading, activity-based approach, type of speech activity, types of reading, skimming.
INTRODUCTION
Reading is an indirect form of communication. During
the reading process the following is carried out:
- perceptual actions, including operations of
perception, recognition, understanding of linguistic
means (phonetic, lexical, grammatical);
- mental - operations: linguistic and semantic
forecasting, decoding, isolating semantic milestones,
etc.;
- mnemonic - related to memory work;
- motor - pronunciation, carried out in internal speech.
Research Article
PECULARITIES OF TEACHING READING (SKIMMING) IN ENGLISH
LANGUAGE LESSONS IN SECONDARY SCHOOL
Submission Date:
February 01, 2024,
Accepted Date:
February 06, 2024,
Published Date:
February 11, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-06
Yulduz Mamutova
Doctoral student, Karakalpak State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The listed actions constitute the procedural side of
reading. The content side is the result of reading
activity - understanding what is read. Reading as a type
of speech activity represents the unity of two sides -
procedural and content.
METHODS
Thus, “reading is the process of perception and active
processing of information graphically encoded
according to the system of a particular language” [3].
While reading, the eye makes jerky translational
movements along the line. Reading is carried out at the
moment the eyes stop - a comparison of graphic signs
with the standards of linguistic signs stored in the
memory of the reader takes place [5].
Mamutova's paper emphasizes teaching English
introductory reading with a focus on silent reading and
comprehension. It advocates for prioritizing silent
reading skills, transitioning from reading aloud. The
importance of mastering introductory reading skills
and employing strategies for understanding authentic
texts is highlighted. The paper provides valuable
insights into effective methodologies for enhancing
students' reading proficiency in English. [6]
Reading acts as both a means and a goal of learning.
The program provides the following goals for teaching
reading:
1. developing the ability to read authentic texts of
various functional styles: artistic, journalistic, popular
science, pragmatic;
2. the ability to read authentic texts with full
understanding and understanding of the main content;
3. be able to use reference literature when reading
(bilingual dictionary, linguistic and cultural dictionary,
grammatical reference book) [1].
The State Standard states that schoolchildren at the
middle stage of education must “learn to read and
understand authentic texts with varying depth and
accuracy of penetration into their content (depending
on the type of reading) and with an understanding of
the main content (introductory reading), with a full
understanding of the content ( studying reading), with
selective understanding of the necessary information
as information of interest (scanning/search reading)”
[4].
The text simultaneously serves as an object of
perception and is an object of semantic processing,
being at the same time a product of speaking [2] and a
means of verbal interaction with the reader [4].
Different types of texts are used in school settings:
1. educational (supporting) texts compiled by the
authors of the teaching materials, containing only
familiar lexical and grammatical material;
2. texts - models intended for working on an oral topic,
by analogy with which students compose monologue
statements;
3. texts of different functional styles [5].
Texts offered for teaching skimming must be
accessible, interesting for learners, correspond to the
age and psychological characteristics of their age, it is
necessary to take into account the content,
information richness, language and volume of the text
[1].
Volume 04 Issue 02-2024
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
At the stage of improving reading skills and abilities
(middle and high school), learning to read, or
communicative reading, occurs.
When working on each type of text, a differentiated
approach is required, because the reader sets different
goals for himself:
1. when reading a literary text - the concept of the
storyline, the actions of the characters, their
relationships, the main ideas of the text;
2. popular science text - find interesting facts to
broaden your general horizons;
3. pragmatic texts - find information of interest, for
example: when reading a theater program, choose a
performance staged by a director you are interested in,
or with the participation of an actor you are interested
in.
Work on teaching skimming is carried out in the
classroom under the supervision of a teacher in 2
modes - without and with time limits. The technology
for teaching different types of reading is based on the
following scheme.
I. Pre-text stage.
1. Students are given a speech instruction, a
communicative task.
2. Removing difficulties. To ensure translation-free
understanding of what is being read, the teacher
writes down language units that are phonetically and
semantically difficult on the board. Phonetic difficulties
can arise from proper names and place names.
Understanding of the meaning can be disrupted by
unfamiliar but necessary words to reveal the content
of the text. The teacher either tells their meanings (the
words are given on the board with translations), or the
students themselves guess their meanings based on
the context.
II. Text stage:
reading a text to yourself with a task. The
presence of preliminary tasks speeds up reading and
directs the reader’s attention to the content,
narrowing the field of search for the necessary
information.
III. Post-text stage.
1. Search tasks of a conditionally communicative
nature, which help the teacher find out the degree of
students’ understanding of the text read. For example:
- Multiple choice;
- Put the sentences from the text in the correct order;
- correct sentences from the text if they are incorrect;
- answer problematic questions based on the text -
Think and explain why ...
This is followed by text-based exercises for the
development of oral speech.
We have developed a set of exercises aimed at
optimizing the process of learning to read by sight. This
complex contains a variety of tasks, divided into two
groups - preparatory exercises and exercises for
extracting information from the text at the level of
content and meaning.
Preparatory exercises. The proposed set of exercises
includes exercises aimed at developing a probabilistic
forecasting mechanism, teaching the identification of
various categories of semantic information, attention,
imagination, logical thinking, and linguistic guesswork.
Volume 04 Issue 02-2024
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
This complex was used when working with each
authentic text and included exercises based on the
material of the corresponding text.
1. Grapheme-phoneme exercises, the purpose of which
is to instantly recognize the graphic form of words and
prepare for reading coherent sentences, paragraphs,
and text.
2. Operational and structural. The goal is the ability to
divide the text into meaningful passages, determine
the known and the new, the main and the secondary.
To do this you need:
- training in correct intonation from the point of view
of the logical division of a sentence;
- training in formal indicators for expressing something
new: there is/there are; excretory particles alone, one,
so, even; syntactic phrases - It was Smith who ...
Exercises to extract information from text at the level
of content and meaning.
We offer students the following tasks:
- Look through the article and guess what it is about.
- Read the title / subtitle, the first sentence of the text
and guess the topic, place and time of events.
- Choose from these articles the articles on the topic ...
- Choose which articles you could use when preparing
for a lesson on the topic ...
- Find out if there is an article about ... in this journal ...
One of the important points when working on
developing
reading
skills
is
monitoring
the
understanding of the text. We found it appropriate to
use the test as a means of monitoring understanding.
Students were asked to choose from among the
control sentences those that corresponded to the
content of the text. We used this technique for
monitoring understanding because it allows us to
check all students at the same time, it is economical
and objective.
Here is an example of a fragment of a lesson on
teaching exploratory reading. Students were asked to
read the text "Robin Hood" (a selected short story
about Robin Hood) [5].
The work was carried out according to the following
plan:
1. Pre-text stage.
Do you remember who was Robin Hood? What was he
famous for?
Look at the text, but don't read it yet. What type of text
is it?
a) a newspaper article
b) a letter
c) a TV script
d) a biography
e) a short story
2. Text stage.
Goal: finding the necessary information.
Look through the text very quickly. Finish the
sentences:
1) Robin Hood is...
Volume 04 Issue 02-2024
33
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2) He lived in ...
3) One day Robin Hood was...
4) The young man was.
5) So Little John married.
6) When the young man came.
7) She was going into.
Put the sentences in the correct order to make a plan.
1. The priest refused to marry the girl to Allan-a-Dale.
2. The young man was sad and unhappy.
3. Robin Hood met a young man.
4. Little John married the young people.
5. Allan-a-Dale became Robin Hood's true servant.
6. They saw the girl in the church.
3. Post-text stage.
Goal: identifying the main elements of the text
content.
Agree or disagree with the sentences.
1. Robin Hood is a legendary hero of England.
2. The young man answered that his name was Robin
Hood.
3. Robin Hood lived in Greenwood with his merry men.
4. The young man was wearing a red coat and singing
merrily.
- Give your opinion about his text.
CONCLUSION
Teaching reading will be more effective if it is
combined with a rational control system. Control acts
as a stimulus for learning activities for the student and
as a way of managing this activity for the teacher. The
main task of a teacher when teaching reading is to
teach students to read with understanding, extracting
content from a written text, as this is required by
modern living conditions.
REFERENCES
1.
Белова, Е.Е. Современный подход к обучению
чтению на английском языке / Е.Е. Белова, Ю.А.
Гаврикова
//
Проблемы
современного
педагогического образования. Сер.: Педагогика
и психология.
-
Сборник научных трудов:
-
Ялта:
РИО ГПА.
- 2018. -
Вып. 59.
-
Ч. 3.
-
С. 80
-83.
2.
Клычникова, 3.И. К вопросу о взаимоотношении
внимания
и
понимания
при
восприятии
иноязычного текста / З.И. Клычникова // Иностр.
языки в высшей школе.
- 1968. -
Вып. 4.
-
С. 34
-38.
3.
Aebersold, J.A. From reader to reading teacher:
issues and strategies for second language
classrooms. / J.A. Aebersold, Lee M. Field. -
Cambridge University Press, Vol. 21. - Issue 3. - 1997.
- 263 p.
4.
Brown, D. Teaching by principles: an interactive
approach to language pedagogy / D. Brown. -
Pearson Education ESL, 2010. - 491 p.
5.
Grellet, F. Developing reading skills: A practical
guide to reading comprehension exercises / F.
Grellet. - Cambridge University Press, 1999. - 150 p.
6.
Yulduz Mamutova Reymbergenovna. (2024). KEY
FEATURES OF TEACHING READING TO SCHOOL
STUDENTS. European International Journal of
Volume 04 Issue 02-2024
34
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
29-34
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Pedagogics,
4(01),
29
–
32.
https://doi.org/10.55640/eijp-04-01-07
