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get from A to B, and then draw a map showing the sequence, or they may read information about
a subject and then represent it as a graph.
Reasoning-gap activities:
These involve deriving some new information from given information
through the process of inference, practical reasoning, etc. For example, working out a teacher’s
timetable on the basis of given class timetables.
Role plays:
activities in which students are assigned roles and improvise a scene or exchange
based on given information or clues.
To sum up we would like to say that since its inception in the 1970s, communicative
language teaching has passed through a number of different phases. In its first phase, a primary
concern was the need to develop a syllabus and teaching approach that was compatible with early
conceptions of communicative competence. This led to proposals for the organization of
syllabuses in terms of functions and notions rather than grammatical structures. Later the focus
shifted to procedures for identifying learners’ communicative needs and this resulted in proposals
to make needs analysis an essential component of communicative methodology. At the same time,
methodologists focused on the kinds of classroom activities that could be used to implement a
communicative approach, such as group work, task work, and information-gap activities.
REFERENCES:
1.
Жалолов Ж..Ж. Чет тили ўқитиш методикаси — Т.: Ўқитувчи, 1996.
2.
Хошимов Ў., Ёқубов И. Инглиз тили ўқитиш методикаси.— Т.: Ўқитувчи, 1993.
3.
Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University
Press.
4.
Feez, S., and H. Joyce (1998). Text-Based Syllabus Design. Australia: Macquarie University
5.
Krahnke, K. (1987). Approaches to Syllabus design for Foreign Language Teaching.
Washington, DC: Center for Applied Linguistics.
6.
Littlejohn, A., and D. Hicks (1996). Cambridge English for Schools. Cambridge: Cambridge
University Press.
7.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
8.
Richards, Jack C., and Theodore Rodgers (2001). Approaches and Methods in Language
Teaching. Second Edition. New York: Cambridge University Press.
THE IMPORTANCE OF TEACHING READING
P. Jaumitbaeva
Qaraqalpaqstan awil xojaligi ha’m agrotexnologiyalar instituti
Tiller kafedrasi assistenti
Abstract:
This article devoted the most effective way of dealing with the problem of cultural
meaning in texts is to encourage students to read by themselves, choosing subjects related initially
to their own interests so that they bring motivation and experience to reading.
Key words
: Learning to read, text to understand, reading texts, educational goal, vocabulary
items, understanding written texts.
Reading is about understanding written texts. It is a complex activity that involves both
perception and thought. Reading consists of two related processes: word recognition and
comprehension. Word recognition refers to the process of perceiving how written symbols
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correspond to one’s spoken language. Comprehension is the process of making sense of words,
sentences and connected text. Readers typically make use of background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies to help them understand written
text.
Reading texts can be used for advanced learners for several different purposes:
-
developing reading skills and strategies;
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presenting or recycling grammar items;
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extending vocabulary;
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providing modals for writing;
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giving some interesting and useful information for students;
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stimulating oral work.
Also reading can be linked to other skill work, for example writing, speaking or listening.
In the process of reading, students will be concerned with the subject-content of what they read
and the language in which it is expressed. Both aspects involve comprehension, though of different
kinds. Depending on the reading purpose, different strategies and skills will be involved.
As students move on up the developmental ladder, getting closer and closer to their goals,
developing fluency along with a greater degree of accuracy, able to handle virtually any situation
in which target language is demanded, they become ‘advanced’ students. As competence in
language continues to build, students can realize the full spectrum of processing, assigning larger
and larger chunks to automatic modes and gaining the confidence to put the formal structures of
language on the periphery so that focal attention may be given to the interpretation and negotiation
of meaning and to the conveying of thoughts and feelings in interactive communication. Some
aspects of language, of course, need focal attention for minor corrections, refinement. So the task
of the teacher at this level is to assist in that attempt to automatized language and in that delicate
interplay between focal and peripheral attention to selected aspects of language. Reading and
writing skills similarly progress closer and closer to native speaker competence as students learn
more about such things as critical reading, the role of schemata in interpreting written texts, writing
a documents. Everything from academic prose to literature and idiomatic conversation becomes a
legitimate resource for the classroom. Virtually no authentic language material ought to be
summarily disqualified at this stage. Certain restrictions may come to bear, depending on how
advanced the class is. At this level most if not all of students are ‘fluent’ in that they have passed
beyond that ‘breakthrough’ stage where they are not more long thinking about every word or
structure they are producing or comprehending.
Reading is the basic foundation on which academic skills of an individual are built. Many
believe that reading is an apt measure of a persons success in academics. Most of the subjects
taught to us are based on a simple concept - read, synthesize, analyse, and process information.
Although a priceless activity, the importance of reading has been deteriorating rapidly.
Learning to read is an important educational goal. For both children and adults, the ability
to read opens up new worlds and opportunities. It enables us to gain new knowledge, enjoy
literature, and do everyday things that are part and parcel of modern life, such as, reading the
newspapers, job listings, instruction manuals, maps and so on.
A reader reads a text to understand its meaning, as well as to put that understanding to use;
to find out some information, to be entertained. The purpose for reading is closely connected to a
person’s motivation for reading. It will also affect the way a book is read. We read a dictionary in
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a different way from the way we read a novel. The teachers need to be aware of their students’
learning needs, including their motivation for reading and the purpose that reading has in their
lives.
It is often difficult to convince students of English as a foreign language that texts in
English can be understood even though there are vocabulary items and structures that the students
have never seen before. Skills such as extracting specific information can be satisfactorily
performed even though the students do not understand the whole text; the same is true for students
who want to ‘get the general idea’ of a text [1,191]. It is consider vitally important to train students
in these skills since they ma y well have to comprehend reading in just such a situation in real life.
The underlying purpose of reading is to develop your thoughts, to weave new ideas and
information into the understanding you already have and to give new angles to your thinking. If
you try to pass this thinking process, you are not really learning as you read. Learning is to do with
changing your ideas, combining them together in new ways and extending them to cover new
ground. Reading a text is one way in which you trigger off these changes. The purpose of reading
is not to have a lot of words pass in front of your eyes, nor to add a few new items to a long ‘list’
of information in your mind. It is to engage your ideas and make you rethink them, make the proper
conclusions [2,34].
Thus, researches have shown that reading is only incidentally visual. More information is
contributed by the reader than by the print on the page. That is, “readers understand what they read
because they are able to take the stimulus beyond its graphic representation and assign its
membership to appropriate group of concepts already stored in their memories” [3,134]. Skills in
reading depend on the efficient interaction between linguistic knowledge and knowledge of the
world.
Reading texts also provides opportunities to study language: vocabulary, grammar,
punctuation, models for English writing.
REFERENCES:
1. Harmer, J. The Practice of English Language Teaching. – Longman, 1989.
2. Malderez, A. and Bodozcky, C. Mentor Course. – CUP, 1999
3. Northedge, A. The Good Study Guide. – The Open University, 1990.
SOME DRAWBACKS OF TEACHING FOREIGN LANGUAGES AND THEIR
POSSIBLE SOLUTIONS BY USING MODERN INNOVATIVE METHODS
Jıenbaev Abdıbay Jıenbay ulı
PhD student of Karakalpak state university
Annotation:
Although modern teaching methods have been developed for teaching foreign
languages, especially English as a foreign language, there are specific problems with learning. In
this article we will consider these problems and the use of modern educational technologies.
Keywords
: education, knowledge, modern technology, interactive methods, pedagogy,
foreign language, grammar rule
The main purpose of teaching foreign languages is to form and develop the communicative
culture of schoolchildren, to teach them to master the foreign language. After the independence of
