Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Teaching reading strategies in ELT
Gulmira AHMADALIYEVA
1
Fergana State University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
20 April 2021
Accepted 15 May 2021
Available online
25 June 2021
The term “strategy” can be applied to the behavior of a learner
in a foreign language environment, which directly affects his
learning – what the student does to control or transform the
information received in a foreign language and regulate his
learning. Strategies for learning a foreign language are special
actions or techniques that are always problem-oriented, that is,
students use them when the need arises, for example, to read and
understand a foreign language text. Reading includes the skills
and abilities associated with the possession of linguistic material
(reading comprehension, guessing), as well as the ability to
understand (extract) the information contained in the text for
meaningful reading. This article discusses reading strategies in
teaching English.
2181-1415/© 2021 in Science LLC.
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 strategies,
reading comprehension,
learning techniques,
classification of strategies,
learning process.
Ingliz tilini o‘qitishda o‘qish strategiyalarini o‘rgatish
ANNOTATSIYA
Kalit so‘zlar:
o‘qish strategiyalari,
o‘qishni tushunish,
o‘rganish texnikasi,
strategiyalarni tasnifi,
o‘quv jarayoni.
“Strategiya” atamasi o‘quvchining chet tili muhitidagi xatti-
harakatlariga bog‘liq bo‘lib, uni chet tilida o‘rgangan ma’lumotini
boshqarishi yoki o‘zgartirishi va o‘rganishini tartibga solishiga
bevosita ta’sir qiladi. Chet tilini o‘rganish strategiyasi bu – har
doim muammoli bo‘lib turadigan maxsus harakatlar yoki
uslublar, ya’ni talabalar ulardan zarurat tug‘ilganda, masalan,
chet tilidagi matnni o‘qish va tushunish uchun foydalanadilar.
O‘qish orqali lingvistik materialni egallashi (matnni tushunish,
taxmin qilish) bilan bog‘liq bo‘lgan bilim va ko‘nikmalarni,
shuningdek o‘qish uchun matndagi ma’lumotlarni tushunish
(ajratib olish) qobiliyatini o‘z ichiga oladi. Mazkur maqolada
ingliz tilini o‘qitishda o‘qish strategiyalari muhokama qilinadi.
1
EFL lecturer, Fergana State University. Fergana, Uzbekistan
E-mail: Gulmira2021@gmail.com.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
167
Обучение стратегиям чтения при обучении английскому
языку
АННОТАЦИЯ
Ключевые слова:
стратегии чтения,
понимание прочитанного,
методы обучения,
классификация стратегий,
процесс обучения.
Термин «стратегия» может быть применен к поведению
учащегося в иностранной языковой среде, которое
напрямую влияет на его обучение – что студент делает,
чтобы контролировать или преобразовывать информацию,
полученную на иностранном языке, и регулировать свое
обучение. Стратегии изучения иностранного языка – это
особые действия или приемы, которые всегда проблемно-
ориентированы, то есть учащиеся используют их, когда
возникает необходимость, например, чтобы прочитать и
понять текст на иностранном языке. Чтение включает в
себя навыки и способности, связанные с владением
лингвистическим материалом (понимание прочитанного,
угадывание), а также способность понимать (извлекать)
информацию, содержащуюся в тексте, для осмысленного
чтения. В этой статье обсуждаются стратегии чтения при
обучении английскому языку.
Teaching reading in ELT has been one of the actual issues and the methods and
techniques of teaching foreign language reading strategies became the subject of our research
interest. Some researches reveal that the students used a variety of reading strategies and
approaches. In the first stages of learning, students use a dictionary when reading, try to
memorize or memorize words, take notes and translate word by word. At a later stage of
training, having the necessary skills and abilities, they guess the meanings of the words
contained in the text from the context. In the final stages, students use strategies such as
“applying transition words”, “looking for clues in the text” and using accumulated and
background knowledge. When teaching to read, reading skills are often confused with
strategies. Reading skill is defined as a tool a student uses to improve his or her reading ability.
The reading strategies can be broken down into seven areas:
1.
Forecasting – prediction based on observations and / or personal experience.
2.
Visualization – the formation of mental images of scenes, characters and events.
3.
Linking – linking two or more things together or seeing a link while reading a text.
4.
Question – asking or considering.
5.
Clarification – to make it comprehensible or to be clear and free from confusion.
6.
Summation – concisely define the essence of the text.
7.
Evaluation – to form an opinion about the read [1].
To develop the skills of reading text in English, linguists offer the teacher the
following strategy – to teach students to focus on the text itself, and not on the sentences
in it. To understand most of what you read, you must learn to understand the structure of
such long units, such as a paragraph or the entire text.
–
focus on reading skills and learning strategies and plan comprehension exercises
for each;
–
you should not impose your own interpretation on students. They should be
taught to think by providing enough evidence for them to follow the correct path;
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–
should not be superimposed on the text of the exercise. You don’t have to use a lot
of exercise to ruin your reading pleasure.
–
help students to increase their reading speed.
–
it is necessary to use different procedures when guiding the student’s reading.
Self-correcting exercises are extremely beneficial [2].
There are many strategies for teaching reading. Most scientists identify the
following:
challenge the corresponding basic knowledge;
predicting what will be learned and what will happen;
creating mental images;
self-control and self-correction;
using corrective strategies such as rereading or seeking help;
identifying the most important ideas and events and observing how they are
related;
the ability to draw conclusions, substantiate your opinion;
compare and contrast what has been read and background knowledge, find out
unknown words, summarize what has been read [1].
One of the most important prerequisites for reading is background knowledge.
Scholars argue that knowledge is an essential component of reading comprehension.
Various studies have shown that the amount of a reader's prior knowledge can be a very
strong determinant of how well the reader can understand the text being read. The
accumulated knowledge helps learners to interpret reading materials personally, on an
individual basis. Thus, it is imperative that teachers teach students how to use their own
basic knowledge when reading a text as a strategy for its text. A student with strong
background knowledge will have a better ability to understand and represent what the
author is trying to portray in the text. Thus, it can be argued that a strong prior knowledge
base greatly influences how well the reader will understand the text. When students make
predictions, they decide their reading goals. Text prediction works closely with
background knowledge. Using their background knowledge, students figure out or predict
what will happen next. In addition, they make predictions before reading, relying on basic
knowledge first. By applying this strategy, students are able to integrate what they know
while reading, as well as are faced with new information that may contradict their own
assumptions, which, in turn, can strengthen critical thinking skills [3].
The strategies outlined above for teaching reading can be applied to teaching
reading in English. Linguists have developed many reasonably effective methods of
teaching reading that teachers can use and use to motivate students to focus on one or
more reading strategies can be easily applied in the lesson.
I. Procedural prompts.
Procedural prompts can be used to help students generate questions and summarize
what they have read. Linguists argue that this should be the first step in teaching students’
cognitive strategies. It is the procedural prompts that serve to develop the basic knowledge of
students and provide support for knowledge, which they can apply. For example, to formulate
questions about the narrative text, teachers recommend that teachers and students give or
formulate clues that are based on the grammar of the text itself:
–
Who are the main characters?
–
What problem did the main character face?
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–
What attempts were made to solve the problem?
–
How was the problem finally resolved?
–
What is the theme of the story? [2].
II. Discussion of the text.
In order to teach students to use different reading strategies, teachers should use
“activities” such as discussion to encourage students to relate the topic of the text to their
own experience. Since learners of reading cannot retell or relate all the events that occur
in the text, teachers should help students understand the meaning of the text being read
using their own background knowledge. An effective way to encourage students to turn to
background knowledge is to engage them in a discussion before reading. In 1996, scholars
explored ways to use informational text through discussion. They looked at research from
experienced readers who analyzed conversations about themselves before, during, and
after reading. It was found that these readers have the ability to better comprehend ideas
in the text, make predictions and hypotheses using previously gained knowledge, and are
able to critically evaluate what they read. First, individual students silently read the
highlighted text. They are then given four value statements that are relevant to reading
choices and possibly controversial. They are then asked to write down how other members
of the group will react. Finally, students are regrouped to compare predictions and should
challenge and support each other’s answers by supporting arguments using textual
information and prior knowledge. In addition, this exercise allows students to monitor
their understanding and check the accuracy of their predictions [3].
Scientists distinguish the following types of reading:
Reading. This kind of reading can be defined as a “skimming” and scanning activity.
For others, it is the amount of material read.
Home reading. In this type of activity, the teacher selects material for reading, then
this material is read by students at home.
Extensive reading. This type of reading is an individual student’s lesson, which can
be not only in the classroom, but also at home. In this activity, students may be allowed to
independently select reading materials based on their interests and language level.
Intensive reading. This type of reading is associated with short texts used by
students to learn the language. They are used in the study of lexical, syntactic or discursive
aspects of the studied languages [1].
REFERENCES:
1.
Birkner V. Reading Comprehension in Teaching English as a Foreign Language:
https://www.monografias.com/trabajos68/readins-comprehension-teaching-english/
readins-compre-hension-teaching-english2.shtml.
2.
Peacock M. (1997) The Effect of Authentic Materials on the Motivation of EFL
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3.
Nuttall C. (1996) Teaching Reading Skills in a foreign language (New Edition)
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4.
Wallace C. (1992) Reading Oxford, O.U.P.
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Sarimsakova D. (2021). Developing the sociolinguistic competence of future
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Methodological Journal, 2021(2). – PP. 54–65.
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Special Issue – 5 (2021) / ISSN 2181-1415
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