114
PRACTICAL USE OF METHODOLOGICAL TECHNIQUES IN
THE ORGANIZATION OF HOME READING
Nasibboyeva Mukarrama Salimjon Qizi
Assistant professor of the Department of Social Humanitary Sciences, Andijan
faculty of Tashkent State University of Economy. Andijan, Uzbekistan
Maqola haqida ma’lumot
Qabul qilingan: 12.06.2024
Qayta qabul : 18.06.2024
Saytda mavjud : 24.06.2024
Muallif (lar)
M.S.Nasibboyeva
Muallif bilan aloqa
© M.S.Nasibboyeva
UNIVERSAL xalqaro ilmiy jurnal
Ochiq ma’lumotlar:
https://universaljurnal.uz/index.php/jurnal
Maxfiylik bayonoti
Materialni istalgan vosita yoki formatda nusxalash va
qayta tarqatish hamda maqoladan toʻgʻri iqtibos keltirish
va litsenziyasini koʻrsatish sharti bilan istalgan maqsadda
foydalanish mumkin.
Abstract:
The
question
we
considering in this article - the role of home
reading in teaching a foreign language and its
organization in foreign language lessons - is one
of the most relevant today. I would like to make
a reservation right away, the concept of home
reading is reading a work in a foreign language
in the original. It seems to us that only the
language of artistic works, conforming, as a
rule, to the norms of modern literary language,
is an irreplaceable model when learning a
foreign language, and the role of this sample is
especially great since the language is studied
outside the aisles of the secondary linguistic
community. Reading a book written in such a
language, a pupil can observe the existence of
language in the speech of the author and his
characters, follow the ways of expressing
thoughts in a foreign language, and directly
perceive the meaning of what is being read. The
book also creates a support for visual perception
of the message, which is especially important
for those who have visual perception developed
better than auditory.
Keywords:
speaking,
communicative orientation of learning, foreign
language, material for independent conclusions
and
generalizations,
translation,
operations, development of oral speech skills,
linguistic units, home reading.
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Introduction
Being an irreplaceable and inexhaustible
source of diverse extralinguistic information,
literary works expand the general horizons of
students and, by providing material for
independent conclusions and generalizations,
creates a natural basis for the development of
their thinking. Touching upon the most
interesting and topical issues of our time,
covering historical events, being rich in plot
associations, a literary work does not cause
only mental operations, but requires "going
out" into communication, and therefore is also
the basis for the development of oral speech
skills, because it creates psychological
prerequisites for speaking, communicative
orientation of learning.
The object of the work is the process of
organizing home reading in foreign language
lessons.
The subject of the work is the
organization of home reading in English
lessons in higher school.
The purpose of the work is to identify
effective forms and methods of organizing
home reading, as one of the aspects of teaching
English, taking into account the age
characteristics of students.
Until quite recently, reading was given
little importance in the system of teaching a
foreign language. And if earlier it was believed
that reading was only a source of new words
entering the student's vocabulary and a starting
point for a variety of statements of a dialogical
and monological nature; now reading has
become perceived as one of the main goals of
learning - a source of new intellectual and
aesthetic information that will significantly
enrich the student's personality if the learning
process develops he has the ability and
habit to use this source.
Reading today is the most realistic
form of using the language competence
acquired at school. In order to apply the
oral speech skills acquired at school, the
student needs at least one interlocutor
with whom he will meet regularly, which
is very problematic in our conditions. A
student of any school (gymnasium,
lyceum) can do this independently, one-
on-one with a book, magazine, or
newspaper, and this will open up new
prospects for him in educational,
professional and personal improvement.
But presented to himself, he will read in a
foreign language only if it is not a
difficult task for him (in other words, if he
has a sufficiently developed reading
technique) and if this activity is
interesting to him, gives him pleasure.
And you can come to such a result only
by
achieving
it
thoughtfully
and
systematically from the very beginning of
learning a foreign language.
Today, methodologists, depending
on the target setting, distinguish four
types of reading: viewing, introductory,
studying and searching. Teaching all four
of these types is included in the foreign
language training program.
Viewing reading involves getting a
general idea of the topic and the range of
issues addressed in the text. This is a
cursory, selective reading, reading the
text in blocks for a more detailed
acquaintance with its "focusing" details
and parts.
If we talk about introductory
reading, then it is a cognitive reading, in
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which the subject of the reader's attention
becomes the entire speech work (book, article,
story) without the installation of obtaining
certain information. This is reading "for
yourself", without prior special installation for
subsequent use or reproduction of the
information received.
Learning reading provides for the fullest
and most accurate understanding of all the
information contained in the text and its
critical comprehension. This is a thoughtful
and unhurried reading, involving a purposeful
analysis of the content of the text being read,
based on the linguistic and logical connections
of the text. Its task is to form the learner's
ability to independently overcome difficulties
in understanding a foreign text. The object of
"study" in this type of reading is the
information contained in the text, but not the
language material.
Speaking of search reading, I would like
to note that it is focused on reading newspapers
and literature in the specialty. Its purpose is to
quickly find well-defined data in the text and
in the array of texts (facts, characteristics,
descriptions,
numerical
indicators,
instructions).
As for the sequence of types of reading,
two options are used in the practice of
teaching:
Introductory - learning - viewing
- search;
Learning
-
introductory
-
viewing - search.
The latter option is considered more
effective, since it prepares all other types of
reading to a greater extent.
It is home reading that combines all the
types of reading mentioned above. As for its
goals and objectives, it should be noted that,
on the one hand, it is the inculcation by
students of the skills and abilities of
reading literature in a foreign language,
and on the other hand, the development of
skills and abilities of speech and writing.
Taking into account the interests of
students and their level of proficiency in
a foreign language, the availability of
reading material, as well as some tips
available in the methodological literature,
the following basic home reading options
can be offered for middle-
1).
Individualized
home
reading, that is, when each student works
on his own text, chosen by himself or
prompted by the teacher by his interests.
2).
General classroom home
reading, that is, when the whole class
reads a text that is common to all, but with
different tasks and reading settings
depending on the language capabilities of
the students.
In both variants of independent
home reading, there is no need for their
topics to correspond to the lexical and
conversational topics studied at this stage.
At the same time, the topic of home
reading should be limited, as a rule, to the
approximate topics for oral speech and
reading provided for in the curriculum.
On the part of the goal of the
organization, two trends have now
emerged in the organization of home
reading:
1)
reading
in
order
to
understand the text, that is, actually
reading;
2)
reading as a preparation for
a conversation on what you have read.
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This second direction is not the main and
constant in the characterization of reading as a
type of speech activity. It is brought into
reading by the practical orientation of the
educational process of teaching foreign
languages to the development of oral speech.
Based on the purpose of teaching foreign
languages in a modern school, in the
organization of home reading, taking into
account the above, it is necessary to
distinguish two stages. The first stage is
reading as a process of obtaining information
from the text. This stage is mandatory when
working on any text. However, at this stage,
work on most of the texts proposed by students
for independent home reading should end. The
second stage is a conversation based on home
reading material. This stage of the work should
be selective and apply only to a part of the texts
or their fragments that are most suitable for
speech practice.
At home reading lessons, one should
strive to use all types of speech activity:
speaking, listening, writing, and translation.
Two main elements of working with text are
present in each lesson:
1)
checking
reading
comprehension
2)
the development of oral speech
based on what has been read (monologue,
dialogue, discussion).
The mentioned techniques (dialogue,
discussion) serve to develop and improve
students' speaking skills. Speaking is used
when discussing what has been read,
performing exercises and tasks based on text,
that
is,
when
monitoring
reading
comprehension.
The teacher's work on a home reading
lesson begins with the selection of literary
material. His correct choice largely
determines the further results of the work.
When choosing, you need to take into
account the following features of
students:
1)
their interests, determined
by age, and cultural level;
2)
the degree of mastery of the
language.
Literary
material
should
be
interesting to students, accessible to them
for understanding, but at the same time
not be primitive. As such material, it is
more expedient to choose short novels,
short stories, or novellas divided into
separate chapters. In this case, at each
lesson, you can consider all sides of the
selected literary work, and carry out all
kinds of work on it.
The fundamental requirement for
reading texts is their passivity and
accessibility for students. However, the
feasibility of the text does not mean
lightness. Excessive lightening of the text
reduces
its
educational
value.
Psychologists note that the most effective
is such training in any activity that
requires high tension of the individual's
psyche, mobilization of his will, and
attention. It is known that the psyche
functions intensely when the performance
of an activity is associated with any
difficulties. In addition, reading lends
itself to self-regulation, that is, the reader
himself can facilitate the conditions for
performing the activity and thereby
ensure the implementation of the task
facing him - extracting information. It
should also be noted that the feasibility of
reading texts is determined not only by
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the language and life experience of the student,
but also by the type of reading for which the
text is intended. So texts for introductory
reading in general, as methodologists point
out, should be much lighter than texts for the
student of reading.
Texts for home reading can be more
complicated than texts for, for example, a
student of reading in class. The student is not
limited in time in working on the home text,
has the opportunity to use a dictionary or
additional literature at his discretion.
Another important requirement for texts
is the requirement of the teaching value of the
text. The teaching value of the text is
understood as its educational, educational and
practical value. The practical value is
determined by the effectiveness of the text as a
means of forming reading skills. The
requirements for the language form of reading
texts vary depending on the type of reading.
Therefore, although the readability of the text
is also determined by the amount of language
material
difficult
to
understand
and
unexplored linguistic phenomena, but the
implementation of this requirement will be
different. First of all, the difficulties of
recognizing the studied linguistic phenomena
will be determined not by the sound, but by the
graphic form. For example, such difficult
phenomena for listening, as homophones, are
easily identified by the reader, due to the
peculiarities of their graphic form:[tu:]-to,
two, too. On the contrary, homographs that do
not make listening difficult may complicate
the understanding of the text when reading:
read-[ri:d] and [red]. Taking into account these
difficult-to-recognize linguistic phenomena in
visual
perception
and
their
graduated
introduction into texts is especially important
at the initial stage, when the reader has no
language experience in a foreign
language, and he does not know how to
use a reasonable linguistic guess. The
amount not studied in the texts used in the
advanced stages also depends on the type
of reading. In texts for introductory
reading, only such unfamiliar words can
be used, the meaning of which can be
guessed, or those whose understanding is
not essential to the general meaning of the
text. Their number can be 8-10% and
even be increased to 20-25% according to
individual authors. As for the student of
reading, since this type of reading does
not exclude the possibility of using a
dictionary, the number of unfamiliar
words in the texts can be large.
The selection of texts will vary
depending on the stage of training. So, at
the initial stage it is recommended to offer
students only entertaining texts; at the
middle and senior - both, but at the middle
stage it is desirable to require entertaining
texts, at the senior (according to the
author - informative). The author strongly
recommends
using
informative,
informative texts, bearing in mind that the
main thing that defines a text from the
point of view of communicative value is
the information contained in it.
The use of literary texts in the
course of home reading has become
firmly established in the practice of
teaching foreign languages in secondary
school. At the same time, the search for
the most rational ways of organizing the
selection of artistic material continues.
There are many special manuals,
textbook appendices, collections of
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short stories, fairy tales for home reading. The
texts in them are adapted to the secondary
school level. But not always anthologies,
collections, stories are enough to create a
holistic picture of the richness and diversity of
the literary fund of the country of the language
being studied. There is a need to expand the
choice of literature for home reading lessons.
Selivanova N.A. advises to apply a
systematic approach to the selection of literary
texts for home reading, which will allow
students to create a clearer and deeper
understanding of the fiction of the country of
the language being studied thanks to
acquaintance with the works included in the
golden fund of national literature: pupils’,
youth and so-called "adult" literature, beloved
by teenagers.
As mentioned above, for home reading it
is more expedient to choose short stories and
short stories for a more complete and
comprehensive acquaintance with them.
However, more voluminous works, novels,
novellas should also not be ignored, and
familiarity with the entire work is optional.
A holistic approach can be provided by a
comprehensive reading of the individual parts
of the work, in which the sense of the whole is
not lost. These parts can be called text
fragments. When selecting text fragments, it is
necessary to take into account the interest of
students in the storyline of the development of
the behavior of literary heroes. It is desirable
that each text corresponds to a significant
moment for the disclosure of the plot conflict.
As you know, there are five such key
moments:
exposition,
plot,
vicissitudes
(development
of
the
action),
climax,
denouement.
The main criteria for selecting
episodes include the following:
the significance of the
episode in the development of the general
idea of the work;
problematic, that is, the
presence of a problematic situation in the
episode, which serves as an effective
incentive to penetrate into the essence of
the conflict, increases the motivation of
reading, creates a certain psychological
mood that promotes the speech activity of
students;
extralinguistic
informativeness (we are talking about the
subject of a work of art). In this case, the
subject is understood not as a circle of
events that form the life basis of the
works, but those phenomena of reality
that make up the essence of what is
happening to the characters: moral and
ethical themes of good and evil,
friendship, love, justice;
regional value- in some
fragments it is necessary to include, if
possible, episodes that reveal to students
certain phenomena of reality that are
peculiar to the country of the language
being studied.
It is important to emphasize
that home reading texts can be of different
styles and each style is characterized by
its own special scheme.
So, the suitability of texts or parts of
them for work in a home reading lesson
and speech practice with them can be
determined by the following criteria:
1)
a bright and entertaining
plot of a text or passage;
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2)
emotionality and imagery of
presentation;
3)
the relevance of the material;
4)
the thematic proximity of the
subject matter to the life experience and
interests of students;
5)
the
possibility
of
various
situational transformations of the content of
the text or passage.
Depending on the purpose and nature of
speech practice, in some cases, its compliance
with only two or three of these criteria may be
sufficient to determine the suitability of the
text.
Now we should move on to the question
of practical lessons on home reading in high
school; what techniques should be followed so
that the home reading lesson becomes
entertaining and effective. Let's consider this
question on the example of any text.
When composing a task, the text should
not be divided into parts so as not to disrupt the
overall picture of the work, but in the course of
work, the teacher can divide the exercises into
two separate lessons at his discretion.
Assignments compiled according to the text
are
divided
into
two
parts:
separate
assignments for students' homework and
assignments for classroom work. The lesson is
given time to check home exercises, but with
some interpretation. The exercises included in
the students' homework are related to working
on vocabulary, pronunciation, translation and
grammar. There are always tasks to prepare an
expressive reading of a certain passage and its
literary translation, as well as to memorize the
proposed passage by heart. The last task is
necessary for the accumulation of speech
material in students and for instilling in them
the ability to feel a foreign language. When
composing exercises for classroom work,
it is necessary to take into account the
type of speech activity (reading and oral
speech), that is, the main attention is paid
to checking the general and detailed
understanding of the text, as well as
speaking. The latter include tasks that
begin with the words: describe, comment,
compare, etc. Initially, all work begins
with the fact that it is necessary to choose
a vocabulary, that is, to make an active
dictionary for students to expand and
deepen their vocabulary. Vocabulary
material from the literature on home
reading is selected on the basis of the
general principles of the selection of
vocabulary material based on the
available
vocabulary
minimum
of
students. These principles include the
following:
1)
the
principle
of
compatibility, that is, the ability of a word
to be combined with a large number of
words;
2)
the thematic principle, that
is, the importance of the word to express
the necessary concepts;
3)
the principle of stylistic
limitlessness, that is, the ability of a word
to be used without stylistic restrictions;
4)
grammatical principle, on
the basis of which mainly words that can
carry a grammatical function in a
sentence are selected.
The selection of active vocabulary
is made on the basis of topics for oral
speech, which is designed to cover, if
possible, fully proposed speech situations
that may arise in the process of speech
communication.
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When composing an active dictionary, it
is also useful to include there, in addition to
new and partially familiar material (new
meanings and new use of lexical units that
have already been learned in another meaning,
another use or another compatibility), already
familiar lexical material, the need for repeated
repetition of which is associated with the
presence of special language difficulties in it
that arise when speaking or understanding.
It should be noted that if home reading is
introduced at the initial stage of training, then
the lexical material of the selected book should
be reduced to the necessary minimum, which
is achieved by excluding all words and
expressions that are not necessary in the first
place to achieve the set learning goals. The
development does not include words, although
communicatively valuable, but not related to
the topics studied at a particular stage of
training,
phraseological
combinations
equivalent in function to the word, synonyms,
etc. Since the vocabulary of students is
replenished in stages, then at an advanced
stage of learning, its expansion can occur not
only through the introduction of new lexical
units (that is, in breadth), but also by including
in it meanings unknown to students or lexico-
semantic variants of already familiar words,
increasing synonymic and antonymic series,
expanding the series equivalents to Russian
words, adding derivatives and compound
words to the nests of single-root vocabulary,
replenishing
the
dictionary
with
phraseological splices and phraseological
units. When composing exercises, it is
customary to take into account the type of
speech activity (reading and oral speech) and
the language material functioning in each of
these types. However, since reading and oral
speech are functionally interrelated,
reading serves as a source of information
for oral speech, and possession of oral
speech provides understanding of the
text, it can be difficult to draw a clear line
between
exercises
aimed
at
understanding the text and exercises
aimed primarily at speaking when
composing exercises.
The following types of exercises are
aimed at a deep understanding of the text:
1)
exercises
aimed
at
facilitating
the
understanding
of
linguistically difficult passages of the
book: semantics of difficult words and
phrases, identification of unfamiliar
words by their word-forming elements
and context, translation, analysis of
sentences with a complex grammatical
structure
2)
exercises whose task is to
facilitate the perception of extralinguistic
information by students: searching for
names for individual parts (chapters) or
compositional units, substantiating the
author's title of chapters or the entire
book, questions and answers on the
content of the book
Both of these groups of exercises
can be by their nature both language and
speech
exercises,
more
or
less
reproducing
natural
speech
communication, in which all language
means known to the learner are used. The
specifics of the training stage should
affect mainly the linguistic content of the
exercises, that is, the degree of difficulty
of the lexical material and the degree of
complexity of grammatical structures. It
should be emphasized that at the initial
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stage of learning, when it is necessary to
gradually and in a certain sequence master
certain elements of speech and separate actions
with separate language units are necessary, the
role of language exercises is especially great.
At home reading lessons, at the initial stage,
prepared speech sounds to a greater extent,
since students still lack the skills and abilities
to freely use a foreign language. In this regard,
the exercises are less creative and should be
repeated at certain intervals (only in other
versions). At an advanced stage of learning,
the role of speech exercises should increase,
the approach to them should be more creative,
but at the same time we should not forget about
language exercises because the assimilation of
new elements of speech continues.
After discussing the book in parts,
another, third stage of work is needed. This
stage is necessary to repeat the vocabulary and
control its assimilation, as well as to discuss
the content of the entire book. It is planned that
the third stage should prepare students to write
an essay on the book they have read.
The specificity of the last, final or review
stage is that the attention of students is focused
mainly on the content of the utterance, and the
way of expressing the utterance fades into the
background. Speech communication should be
as close to natural as possible. Students'
statements should be creative. So, if at the
beginning of the work on the book their
statements were mainly informative in nature,
at the main stage - informative and descriptive
with
separate
elements
of
subjective
assessment, now the element of subjective
assessment should become dominant in the
statements of students. At this stage, the very
nature of the discussion of the book also
changes. So, if at the beginning it was about
individual actions of the heroes and the
motivation of these actions, and the
course of events was presented by the
students in chronological order or as it
was covered in the book, that is, the
discussion was more specific and
detailed, now it should become more
generalizing. The main attention is paid to
the nodal issues of the content and
systematization of individual thoughts
and ideas of the work on the main
problems (the characteristics of the
actors, the typicality or not typicality of
their image, the connection of the work
with reality, with the author's worldview,
the relevance of the work in our days, the
features of composition, plot, language,
etc.). The main forms of work here,
respectively, should be student messages
on individual topics that have a
generalizing nature, teacher's questions to
students and students to each other,
discussion. This lesson can have two
options: the first, when students are given
questions that have a generalizing
character, they prepare messages at home
and then a conversation or discussion
unfolds in the classroom on the basis of
these messages (this option is more
appropriate for the initial stage of
learning when the student does not speak
a foreign language well enough). For the
advanced stage of learning, a more
creative approach to discussing the book
is needed. It consists in the fact that the
discussion takes place immediately in the
classroom,
without
preliminary
homework (except, perhaps, one thing -
to review the entire book from beginning
to end and restore all the main events in
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memory). During the lesson, the teacher gives
the right direction to the discussion, offering
students questions or setting them certain
tasks. It goes without saying that the nature of
questions and tasks is directly dependent on
the ability of students - their language and
general education training. But whichever
option the teacher chooses to discuss the book,
the ultimate goal should be the same - to bring
students to a written statement, since
competent command of written speech is the
main indicator of a high level of foreign
language proficiency.
Reading, being one of the sources of
information, occupies a significant place in a
person's life. The purpose of reading is to
comprehend a visually perceived speech
message. The process of reading is the process
of perception and active processing of
information, graphically encoded according to
the system of a language. Learning to read
contributes to the implementation of almost all
the main aspects of education - mental,
moral, aesthetic and labor. It promotes the
development of imaginative and logical
thinking, imagination, attention, memory.
Of
great
importance
in
the
possession of a foreign language as a
means of communication are home
reading lessons. With the correct
organization of classes, students develop
an artistic taste, they learn to analyze,
generalize, and argue.
The teacher's work on home reading
lessons begins with the selection of
literary
material
that
should
be
informative and correspond to the age,
interests of students and the degree of
their language proficiency..
References:
1.
Vaisburd M.L. Blokhina S.A. Learning to understand a foreign language text
when reading as a search activity // IYASH, 1997, No. 1-2.
2.
Kamaeva T.P., Karpova L.V., Deeva IM. Poetry in a foreign language lesson:
modern approaches to teaching reading // IYASH. 1996. No. 3.
3.
Skrebnev Yu.M. Fundamentals of the stylistics of the English language.
Textbook for universities. Moscow: Astrel, AST, 2000. - 224 p.
4.
Komissarov V.N. General theory of translation / V.N. Komissarov. - M., 2000. -
253 p.- 253 с.
5.
Clark E.V. Universals. Relativity and Language Processing / E. V. Clark, H. H.
Clark // Universals of Human Language / Ed. by J. Greenberg. - Stanford: Stanford
University Press, 1978. - Р. 225-279.
6.
Nasibboyeva Mukarrama Salimjonovna. English official style and business
correspondence style. International scientific journal “Interpretation and researches”
Volume 1 issue 9, p 154.
