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3. Virtual Reality (VR) Language Learning:
- VR technology creates immersive language environments, simulating real-world scenarios.
- Learners interact with virtual characters, environments, and cultural contexts.
- Benefits include authentic language practice, experiential learning, and overcoming
geographical barriers.
4. Communicative Language Teaching (CLT):
- CLT emphasizes meaningful communication and interaction in the target language.
- Activities focus on real-life situations, role-plays, and problem-solving tasks.
- Learners develop communicative competence and fluency through authentic language use.
5. Task-Based Language Teaching (TBLT):
- TBLT promotes language learning through engaging, real-world tasks.
- Learners work on projects, solve problems, and accomplish goals using the target language.
- Tasks integrate language skills (speaking, listening, reading, writing) in meaningful
contexts.
6. Integration of Technology:
- Technology tools such as AI, speech recognition, and language learning apps enhance
instruction.
- Online resources, multimedia materials, and virtual communities provide authentic
language practice.
- Blended learning models combine face-to-face instruction with digital resources for a
comprehensive learning experience.
In conclusion, innovative methods of teaching foreign languages cater to the diverse needs
and preferences of learners in today's digital age. By embracing technology, interactive platforms,
gamification, and immersive experiences, educators can create engaging and effective language
learning environments that empower students to become proficient communicators in a globalized
world.
LITERATURE:
1.
Passov E. I. General method of foreign exchange training. - Moscow., 1985: - 10 - p.
2.
Johnson, K. E. The Sociocultural Turn and Its Challenges for Second Language Teacher
Education. // TESOL Quarterly., — London., 2006: — page 235.
3.
Harmer J. The Practice of English Language Teaching. — London., 2001: — p. 64.
4.
Jalolov J. Methodology of foreign language teaching. — Tashkent., 2012: — page 48.
DEVELOPING READING SKILLS AND STRATEGIES
Allaniyazova S.
teacher of school № 39, Khodjeyli region, Uzbekistan
Annotation
: This article deals 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.
Key words
: Reading skills, intensive reading, types of texts, reading strategies, linguistic
competence.
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Advanced students who are literate in their own language sometimes are “left to their own
devices” when it comes to teaching them reading skills. They will simply learn good reading by
absorption. In reality, there is much to be gained by focusing on reading skills. It is generally
recognized that the efficient reader versed in ways of interacting with various types of texts, is
flexible, and chooses appropriate reading strategies depending on a particular text in question. The
reader has to match reading skill to reading purpose.
We can differ between reading aloud and silent reading. Reading aloud is not appropriate
for advanced students. We can use it when we have control reading. At the advanced level the
most suitable is silent reading. Sustained silent reading allows students to develop a sense of
fluency. Also silent reading can help the students to increase the speed of their reading. Reading
speed is usually not much of an issue for all but the most advanced students.
It is now generally accepted that reading is not the careful recognition and comprehension
of each word on the page in sequence. A good reader use a minimum of ‘clues’ from the text to
reconstruct the writer’s message. It is not difficult for the fluent reader to read the text with missing
words. Experiments have shown that sometimes readers are not even aware of these things. Their
successful reading depends upon their ability to predict what comes next. We read, in sense, what
we expect to read, using our knowledge of language and our knowledge of the topic to predict to
a large degree what comes next and so move on quickly [3,144].
Fluent advanced readers possess many different skills which they apply actively to the
reading of the text:
-
they predict from syntactic and semantic clues the words;
-
they read in phrases, not in single words and actually skip over words if these are not
needed for general understanding;
-
they learn to read ‘between the lines’ and working on the meaning of the text at different
levels, understanding information, making inferences and critically evaluating ideas;
-
they guess the meaning of new words from contextual clues or by applying knowledge
of how words can be formed from others;
-
they follow meaning through the paragraph by recognizing signals like ‘however’ and
‘on the other hand’ and by understanding how words and phrases like ‘it’, ‘this’, ‘the latter’ and
‘these matters’ refer back to something earlier in the text [4,128].
“Successful reading depends on the interaction of reading ‘strategies’ for ‘processing’ the
text, background knowledge and linguistic competence” [6,57]. Silent reading may be
subcategorized into intensive and extensive reading.
Intensive reading is usually a classroom-oriented activity in which students focus on the
linguistic or semantic details of a passage. Intensive reading calls students’ attention to
grammatical forms, discourse markers, and other surface structure details, for the purpose of
understanding literal meaning, implication, rhetorical relationships. Intensive reading practiced in
class needs to be complemented by extensive reading in or out of class. It is important to be sure
that students have ample time for extensive reading. Only then students are given the opportunity
to operate strategies like prediction or guessing word meaning and to develop the ability to follow
the lines of argument. It is carried out to achieve a general understanding of a text. All pleasure
reading is extensive. Technical, scientific, and professional reading can also be extensive.
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The idea that some words in the text may be skipped or ignored will certainly seem strange
to students accustomed to plodding word by word; but the techniques of skimming and scanning
require this [5,34]. These terms are sometimes used indiscriminately, but we will distinguish them
below.
Skimming consists of quickly running one’s eyes across the whole text to get the gist. It
gives the learners the advantage of being able to predict the purpose of the passage, the main topic
or message, and possibly some of developing or supporting ideas. This gives them a ‘head start’
as they embark on more focused reading.
Scanning – is quickly searching for some particular piece or pieces of information in a text.
Scanning exercises may ask students to look for names or dates, to find the definition of some
concept. The purpose of scanning is to extract certain specific information without reading through
the whole text. Skimming and scanning are useful skills. They do not remove the need for careful
reading, but they enable a reader to select the texts, or the portions of the text, that are worth
spending time on.
The strategy of semantic mapping or grouping the ideas into meaningful cluster, helps the
reader to provide some order to the chaos. Making such semantic maps can be done individually,
but they make for the productive group work technique as students collectively induce order and
hierarchy to the passage [1,76].
Guessing strategy is very broad on meaning. The students may guess the meaning of a word,
the grammatical or discourse relationships, cultural references. “Students should utilize all their
skills and put forth as much efforts as possible to be on target with their hypothesis” [2,295]. The
key to the successful guessing is to make it reasonably accurate. We can help them to become
accurate guessers by encouraging them to use effective comprehension strategies in which they
fill gaps in their competence by intelligent attempts to use whatever clues are available to them.
Language based clues included word analysis, word associations, and textual structure.
REFERENCES:
1.
Backer, J. And Westrup, H. The English Language Teacher’s Handbook. – Continuum, 2000.
2.
Brown Douglas. Teaching by Principles. – Prentice Hall Regents, 1994.
3.
Jordan, R. English for Academic Purposes. – CUP, 1997.
4.
McDonough, J. and Show, C. Matherials and Methods in ELT. – OUP, 1993.
5.
Nuttall, C. Teaching Reading Skills in a Foreign Language. – Heinemann, 1996.
6.
Wallace, C. Reading. – OUP, 1992.
THE IMPORTANCE OF INCLUSIVE INSTRUCTION IN TEACHING STUDENTS
WITH SPECIAL NEEDS
Bazarbaeva Gulparshin
Assistant-teacher of Karakalpak state university
Teaching is incredible experience that is full of bright, pleasant and mostly difficult
situations with your learners. While teaching teachers can face different type of students: shy,
sociable, funny, hard-working, lazy and etc. Every student needs individual attention from teachers
to develop their knowledge. However, there is particular group of students who need a very special
