"Types of reading. Exercises for teaching different types of reading." Teaching various types of reading I. teaching learning reading
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Types of reading Prepared by: teacher of Russian language and literature Fehmi K.M. Magnitogorsk, 2016
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Types of reading based on the participation of mental processes Rational reading (introductory, viewing, analytical) Emotional reading is the creative activity of the reader, in which the leading role is played by imagination and feelings. When reading emotionally, the reader acts as a co-author of the writer, he speculates and enriches readable text
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Types of reading by purpose Functional reading is reading with the purpose of finding information to solve a specific problem or complete a specific task. It uses scanning and analytical reading techniques (in various combinations). Aesthetic reading presupposes a deep understanding and experience of a literary text. When reading this way, analytical reading techniques are used.
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Types of reading according to the degree of comprehension of information Reproductive reading is the first phase of reading, when they perceive its general meaning Creative reading is the second and third phase of reading, in which the main role is given to interpretation, evaluation and reflection
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Types of reading based on Leisure reading is associated with relaxation and entertainment; in such reading, the will and memory practically do not participate. Business reading is associated with the educational activities of the student
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Types of reading by speed Fast reading is browsing (search) reading Slow reading is analytical reading for the purpose of research and memorization
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Introductory reading Introductory and exploratory reading are types of quick reading. The difference between them lies in the degree of completeness and accuracy of understanding achieved. For introductory reading, rather long texts are recommended, language-friendly, with a small amount of redundant information.
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Search reading is associated with finding in the text specific information necessary for the reader: definitions, conclusions, factual data, regional information, etc.
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Exploratory reading involves achieving a detailed/complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the student, having an attitude towards long-term memorization, resorts to repeated reading, translation, and sometimes to written recording of the content, delving deeper into the essence of the communicative situation.
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Many animals and birds (perhaps to hide their movements from humans!) use sounds that we cannot hear. The example of bats with an ultrasonic locator is well known: by sending and catching ultrasonic waves reflected from walls and tree branches, bats easily go around the thinnest and smallest obstacles in pitch darkness. Nature often endows its creations with the most amazing devices. Many people have heard about four-eyed fish, but perhaps less known is that, for example, a grasshopper has ears located... on its widely spaced legs. This seems strange to us, but probably this technical solution is the most reasonable: if Nature placed the organs of perception of sound on the tiny head of a grasshopper, how much more difficult would it be for him to recognize from which direction danger is approaching! Engineers and inventors of our day have found a wide variety of applications for ultrasound and infrasound. Infrasound turned out to be very convenient for long-distance underwater communications and for quickly detecting obstacles under water. Ultrasound very well cleans the surface of any crystals from the smallest contaminants, crushes ore, sees hidden cavities and defects in metals and alloys, penetrates the tissues of the human body, and helps obtain three-dimensional images internal organs person. Ultrasound in this respect goes hand in hand with the very structure of the human body - the boundaries between vessels and blood, between a tumor and normal tissue reflect ultrasound in different ways, allowing one to notice subtle changes in the structure and location of internal organs. Moreover, ultrasound is completely harmless to the human body. The all-seeing X-ray radiation, which cannot be abused, has a friend-rival. The doctor can, if he finds it necessary, perform ultrasound tests several times a day without any consequences for the patient’s health.
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Exercises for teaching introductory reading: 1. read the plan/statement, determine whether it corresponds to the sequence of facts presented in the text; 2. arrange the questions (headings) given in the key in a sequence corresponding to the content of the text; (group 1 - weak students) 3. choose the correct answer from 3 - 4 options; 4. find in the text the answer to the question posed in the title; 5. make a plan for the text; 6. find the main idea at the beginning, middle and end of the text; 7. Underline 1-2 sentences in each paragraph that could be omitted as unimportant; 8. review the text and title it; 9. list the facts that you would like to remember; 10. write an annotation/short summary of what you read; 11. convey the content of the text orally/in writing; 12. draw conclusions based on what you read; 13. name the most interesting questions/data contained in the text. Indicate where this information can be used; (group 2 - strong students) 14. indicate which of the two annotations conveys the content more accurately; 15. read the text and draw up a diagram (diagram, questionnaire, etc.) based on the content; 16. Based on the content of the text you read, complete the map/diagram;
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Place in order the Devices created by nature. The use of inaudible sounds by animals and birds. Friend and rival of X-rays. The use of ultrasound and infrasound today.
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Naming plan 1. The use of inaudible sounds by animals and birds. 2. Devices created by nature. 3. The use of ultrasound and infrasound today. 4. Friend and rival of X-rays.
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Exercises for teaching student reading: 1. distribute the facts contained in the text by degree of importance; 2. name the data that you consider especially important. Justify your decision; 3. add facts without changing the structure of the text; 4. find data in the text that can be used for conclusions/annotations; 5. write an annotation/abstract; 6. pose questions to the basic and detailed information of the text; 7. write abstracts based on the content of what you read; (group 2 - strong students) 8. make a written assessment (review); 9. read the shortened version of the text, fill in the gaps with the missing words; (Group 1 - weak students)
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Many animals and birds use sounds that we cannot hear. For example, bats have an ultrasonic locator: by sending and catching ultrasonic waves, they easily navigate in pitch darkness. Nature often endows its creations with the most amazing devices. Engineers and inventors of our day have found a wide variety of applications for ultrasound and infrasound. Infrasound turned out to be very convenient for long-distance underwater communications and for quickly detecting obstacles under water. Ultrasound penetrates the tissues of the human body and helps obtain three-dimensional images of human internal organs. Moreover, ultrasound is completely harmless to the human body. The all-seeing X-ray radiation, which cannot be abused, has a friend-rival.
DEPARTMENT OF EDUCATION OF THE CITY OF TROITSKA, CHELYABINSK REGION MUNICIPAL EDUCATIONAL INSTITUTION “GYMNASIUM No. 23”
Techniques and methods for effective teaching
various types reading
(From work experience)
Mikhaleva Nadezhda Gennadievna
English teacher, Municipal Educational Institution “Gymnasium No. 23”
Troitsk, Chelyabinsk region.
Troitsk, 2009
| 1. | Introduction | 3 |
| 2. | Reading as an important part of speech activity | 5 |
| 2.1. Types of reading 2.1.1. Scanning reading; 2.1.2. Introductory reading; 2.1.3. Exploratory reading; 2.1.4. Search reading. | 5 5 6 7 8 | |
| 2.2. Stages of working with text and developing skills in extracting information from text 2.2.1. Pre-text stage; 2.2.2. Text stage; 2.2.3. Post-text stage. | 9 9 10 11 | |
| 3. | Techniques and methods for effectively teaching various types of reading | 13 |
| 3.1. Taking a quiz; 3.2. Semantic map method; 3.3. Acceptance of restoring/filling in gaps; 3.4. Reception of division into categories; 3.5 “Mosaic” technique. | 14 15 18 18 19 | |
| 4. | Conclusion | 21 |
| 5. | Bibliography | 21 |
| 6. | Applications | 22 - 53 |
Introduction
The implementation of the state Concept for the development of modern Russian education is aimed at significantly updating the content of education.
Some of the main directions of modernization of general education are:
The activity-based nature of education, the focus of the content of education on the formation of general educational abilities and skills, generalized methods of educational, cognitive, communicative, practical, creative activities, and on students gaining experience in these activities;
Formation of key competencies - students’ readiness to use acquired knowledge, skills and methods of activity in real life for solving practical problems;
Through the organization of main types of activities (cognitive, information-communicative and reflective), key competencies of students should be formed that allow them to act effectively in non-standard situations, mobilize existing knowledge and experience, their mood and will to solve a problem in specific life circumstances.
In the conditions of a modern dynamic society, which sociologists and historians call information society, information and communication activities and the communicative competence formed on its basis acquire special importance.
Communicative competence presupposes mastery of all types of speech activity, the culture of oral and written speech; skills and abilities to use language in various areas and communication situations that correspond to the experience, interests, and psychological characteristics of students. Mastery of new technologies, understanding of their application, their strengths and weaknesses, the ability to critically approach information.
Reasons for choosing the topic: reading is one of the main types of speech activity. This type is included in the unified state exam in both the ninth and eleventh grades. Therefore, it is necessary to use not only new technologies, but also to develop time-tested ones.
Goal of the work: generalize the experience in selecting techniques and methods for working on different types of reading throughout the entire period of study.
Tasks:
Describe reading as an aspect of learning foreign language;
Give a description different types reading;
Describe the stages of working with text;
Systematize techniques for teaching reading;
Present possible options for using reading teaching techniques.
2. Reading as an important part of speech activity.
The founder of the Whole Language movement, Kenneth Goodman, defined reading as a psycholinguistic process in which the reader interacts with text. Reading can act as independent species speech activity and as a means of developing related language and speech skills and abilities. Reading acts as an independent type of speech activity when we read in order to obtain the necessary information from the text.
Objectives of teaching reading: teach students to extract information from the text to the extent necessary to solve a specific speech problem.
Reading can act as a means of developing and controlling related speech and language skills, since:
The use of reading allows students to optimize the process of mastering language and speech material;
Communicative-oriented tasks for control of vocabulary and grammar, listening, writing and speaking presuppose the ability to read and are based on written texts and instructions;
Exercises for the formation and development of all language and speech skills and abilities are also based on text and written instructions for exercises and assignments.
Depending on the target setting, the following types of reading are distinguished: browsing/searching (scanning), introductory (skimming), studying (intensive). Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.
This is a quick, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information of interest to the reader, and on this basis make a decision whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract.
When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.
The completeness of understanding during skimming is determined by the ability to answer the question of whether a given text is of interest to the reader, which parts of the text may turn out to be the most informative in this regard and should subsequently become the subject of processing and comprehension with the involvement of other types of reading.
To teach scanning reading, it is necessary to select a number of thematically related text materials and create viewing situations. The scanning reading speed should not be lower than 500 words per minute, and educational tasks should be aimed at developing the skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use source text material in accordance with a specific communicative task.
2.2. Introductoryreading represents cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is reading “for oneself”, without any prior special intention for subsequent use or reproduction of the information received.
During introductory reading, the main communicative task that the reader faces is to, as a result of quickly reading the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text, what exactly it says according to the data questions, etc. It requires the ability to distinguish between main and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent a subject of special study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded.
The pace of introductory reading should not be lower than 180 for English.
For practice in this type of reading, relatively long texts are used, linguistically easy, containing at least 25-30% of redundant, secondary information.
2.3. Studyingreading provides the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’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. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with a clear pronunciation of the text to oneself or out loud, establishing the meaning of the text by analyzing linguistic forms, deliberately highlighting the most important theses and repeatedly speaking them out loud for the purpose of better memorization content for subsequent retelling, discussion, and use in work. It is studying reading that teaches a careful attitude towards the text.
State budget educational institution Republic of Crimea
"Crimean gymnasium - boarding school for gifted children"
“Teaching different types of reading
at Russian language lessons"
Compiled by: Bessonova E.B.,
teacher of Russian language and literature
2016 – 2017 academic year
Reading is one of the types of speech activity that involves translating a letter code into a sound code, which manifests itself either in external or internal speech. Characteristic feature Reading is the comprehension of a visually perceived text in order to solve a certain communicative task: recognizing and reproducing someone else’s thought contained in it, as a result of which the reader reacts to this thought in a certain way. Consequently, with the help of reading, a person realizes the possibilities of so-called mediated communication: the perception and understanding of the text indicates the interaction of the reader with the author of the text, the complex thought processes that accompany his awareness. Perception of text and active processing of information are the main components of reading. Consequently, teaching reading as one of the types of speech activity is the most important educational task that a Russian language teacher must solve.
Goals of teaching reading.
The goal of teaching reading at school (including in Russian language lessons) is to teach schoolchildren rational methods of perceiving and processing information contained in texts of various types depending on the content and communicative task. The ability to read presupposes mastery of reading techniques, i.e. correct pronunciation of text written in a certain graphic system, and the ability to comprehend what is read. The most significant features of mature (good) reading are the following: high speed of reading (to oneself), which is due to the automaticity of processing perceived printed material; reading flexibility, i.e. the ability to read at different speeds depending on the speech situation. High speed and flexibility of reading are the basis (foundation) for the formation of many other skills necessary for the reading process.
These are the following skills:
ability to focus on specific content issues;
the ability to anticipate during the reading process what will be said next;
the ability to identify key places in the text;
the ability to isolate the main idea of a statement;
the ability to distinguish the essential from the unimportant in perceived information;
ability to identify (and ignore, if necessary) redundant details of information;
the ability to pose questions in the process of perceiving the text; the ability to determine the logic and structure of a statement;
the ability to draw conclusions and formulate them in your own words;
the ability to critically evaluate received information, respond to it and use it in relevant life situations.
Consequently, when teaching reading, the teacher must be clearly aware of the communicative task that will determine the nature of the students’ perception of the text. In this case, a communicative task should be understood as a determination of the purpose for which reading is carried out: where, when, and for what purpose the information extracted from the text will be used. In this case, one should take into account the functions that are inherent in reading as a type of speech activity and that are realized in the process of indirect communication between the reader and the author of the text.
Typically, there are three reading functions:
educational;
regulatory;
value-oriented.
The important thing is that, when starting to read, the student must clearly understand the communicative task that determines the perception of the text as a whole. In this case, the communicative task should be understood as an attitude towards the purpose for which reading is carried out; where, when, for what purpose the information extracted from the text will be used.
In the process of reading, variouscommunicative tasks.
There are three types of reading:
introductory,
studying.
If the reader is tasked with obtaining the most general idea of the content of the text, then an understanding of the text in the most general outline. With this setting, a newspaper publication, article, etc. can be read. This type of reading is calledviewing . If the reader is given the task of highlighting in the text only that part of it that is related to the solution of the main communicative task (find the main thing in the text, find out what is being communicated on the issue of interest), or cover the content of each part of the text in the most general form, then it is usedintroductory reading. If the most complete and accurate understanding of the information contained in the text and its adequate reproduction for certain purposes is required, then the reader must cover the entire content of the text as completely as possible and understand the meaning of each of its elements. This type of reading qualifies asstudying reading. Thus, when reading a text, the student must know for what purpose he is reading, and, having realized the goals and objectives of reading, read the text using one of the named types of reading. Consequently, it is necessary to teach not reading in general, but one or another type of reading, which involves teaching various reading techniques.
Objectives of teaching reading.
When organizing reading in a Russian language lesson, it is necessary to take into account three points:
1. Before reading, students must be assigned a clearly formulated communicative task - why, for what purpose they should read the text.
2. Since the task determines the choice of type of reading, the teacher needs to carry out special work to ensure mastery of certain reading techniques.
3. The teacher must find forms of control that would correspond to the tasks and type of reading.
In this regard, a problem arises related to taking into account the characteristics of the texts presented to students for reading. It is obvious that this or that communicative task can be set before students and solved only if the content and nature of the texts allow this to be done. Let us analyze, as an example, the texts available in the textbook for grade 5 in the “Vocabulary” section and consider how they can be used in teaching various types of reading. First of all, the section should highlight educational texts of paragraphs that explain facts and phenomena of a linguistic nature, give definitions of concepts, list characteristic features phenomena, rules are set out, etc. (“The word and its lexical meaning”, “Polysemantic and unambiguous words”, “Direct and figurative meaning of words”, etc.). Reading such texts requires the ability to “establish logical connections between sentences and the semantic structure of the text as a whole,” i.e., the skills of a student of reading. The perception of educational texts in the “Vocabulary” section is complicated by the peculiarities of the presentation of information. So, for example, material on the topic “Polysemantic and unambiguous words” is structured as follows:
1. Material for observations (drawings), which allows us to draw a conclusion about the presence of polysemantic and single-valued words in the Russian language (definition of these concepts).
2. A text explaining how the phenomenon of polysemy of the lexical meaning of a word is reflected in the dictionary.
3. Exercises that develop the skill of working with a dictionary.
4. Text explaining the origin of polysemantic words.
Techniques for teaching reading.
The material that students must comprehend is presented different ways, and students must be able to reconnect these parts so that a holistic and complete understanding of the phenomenon being studied is formed. To do this, you need to teach schoolchildren to supplement an educational text with data that they receive in the process of observation or doing exercises: in order to reproduce everything learned about polysemantic and single-valued words, the student must not only retell the text of the textbook, but also supplement it with facts extracted from other sources. This leads to another requirement for learning reading - to teach students how to include new facts (examples) in the finished text. So, studying reading is thoughtful reading, requiring a deep understanding of the content of the text and its full coverage. In this case, the teacher is faced with the task of teaching the student techniques for comprehending and analyzing the text, facilitating a deeper penetration into its content. One of the main ways to achieve this goal is to ask questions after reading or before reading (pre-reading questions).
Obviously, asking preliminary questions is most effective, since with their help students can:
1) it is advisable to change the outline of the text when retelling it;
2) compare the content of the studied text with previously learned material;
3) install causal connections between phenomena;
4) improve your reasoning skills and draw independent conclusions.
A focused and correctly formulated preliminary question significantly influences the nature of reading. But “a more important means of deepening understanding of a text is not the teacher’s questions to the text, but the mastery of the technique of self-posing questions to it.” This technique allows us to consider reading and understanding an educational text as a solution to a mental problem, the essence of which is the ability to detect and solve those problems that make up the content of the text. From a methodological point of view, the essence of this technique is as follows: the teacher must teach students to read the text in such a way that, as they read, they pose questions that reflect the cognitive essence of the text, and with their help, they become aware of the logical structure of the text, highlighting the main, essential things in it. The ultimate goal in this case is to awaken in students the desire to better understand the text and understand the unclear. What are the specific ways to implement the described prima? Here is one of the possible ones.
The teacher reads the text aloud, making stops during which he addresses the class with questions of this type:
What would you like to know now?
What questions arise here?
What does this mean?
What question does this answer?
What idea is revealed in this part of the text?
Was your guess confirmed?
Subsequently, you can invite students to pose questions on their own after reading a certain part of the text indicated by the teacher, or after reading the entire text. Techniques such as drawing up a plan in the form of questions, asking questions to your friend, and composing answers to his questions can also be used. Educational texts can in one way or another be supplemented with texts of exercises, the content of which is closely related to the theoretical part of the paragraph. So, after the paragraph “A word and its lexical meaning,” the text of the exercise is given, in which the question of the number of words in the Russian language is considered in a popular form, and the need to expand your vocabulary is discussed. When performing such exercises, it is necessary to comprehend their content and connect it with the information given in the main educational text. As a rule, texts of this kind are small in volume, interesting in content, and easy to understand, so to perceive them it is enough to use familiarization reading techniques.
In this regard, it is necessary to teach students to quickly identify the main and minor points in the text, to see the key words that carry the main information of the text. These skills can be developed in the process of performing special exercises, which are based on the following tasks, for example:
summarize the content of a sentence, paragraph, text;
underline words that may be omitted; find in the text a word, phrase, sentence that expresses the main idea of each paragraph.
Let us note that these (and similar) exercises should contribute to the development of the ability not only to read quickly, but also to quickly extract the necessary information, omitting the secondary, unimportant when answering the question posed. A technique for comprehending a text, characteristic of learning reading, is asking pre-formulated questions.
The questions can be formulated as follows:
Read the tasks for the exercise and answer the question: “Which task should you start the exercise with and why?”
Which of these tasks is the most difficult and why?
What conclusion follows from this?
What material needs to be repeated (or recalled) to complete the task (or part of it)?
Read the text of the task and make a plan for completing it.
In this way, we achieve a deeper understanding of the text of the assignment, teach schoolchildren to consciously perceive it and, therefore, act more accurately and correctly at the stage of forming and improving certain skills. If it is necessary to draw students’ attention not to everything, but only to certain points of the task, to update those of them that are related to the topic being studied or to the solution of some particular educational task, then students should be directed to read the task for familiarization:
Read the assignments for the exercise and find those that are related to the topic being studied.
Read the assignments for the exercise.
What part of what you have learned should you rely on when performing them?
The methods of working with sample tasks for textbook exercises convince us that the same text can be read differently depending on the nature of the communicative task. Thus, properly organized reading of texts in Russian language lessons contributes to the development of very important general educational skills: the ability to divide a text into meaningful pieces, determine connections between them, establish causal relationships between facts and phenomena of language and speech, find supporting (key) words (sentences) , group the facts presented, navigate the text, retell the text taking into account the task, determine the logical structure of the text. The nature of texts, their role in the perception of facts and phenomena of language determine the nature of reading texts by students, the type of reading that must be used when performing each specific task.
List of used literature:
1. Ippolitova N.A. Teaching schoolchildren different types of reading. Introductory reading // magazine “Russian language at school”. - No. 2, 1998.
2. Baranov M.T., Ladyzhenskaya T.A. Methods of teaching the Russian language. – M.: “Enlightenment”, 1990.
3. Shcherba L.V. language system and speech activity. – M., 1974
The exercises discussed in § 5 create the prerequisites for the functioning of reading as a speech activity. However, in order for students to perceive it as a specific activity that corresponds to the level of their intellectual development, a number of other conditions must be met. 1.
Texts should be selected whose factual material could be used in other types of educational activities of the student (in other lessons, in extracurricular activities, etc.). 2.
It is necessary to create situations as often as possible for students to choose texts for reading (for example, read one of the three specified newspaper articles at home, choose a book for independent reading from several suggested by the teacher, etc.). 3.
Students should be given tasks similar to those they face when reading in their native language - to obtain certain information, establish the idea of the text, evaluate its merits/individual facts, etc.
A number of organizational aspects are also of great importance: the text should always act as a semantic whole, therefore it is recommended to read it entirely and at one time; it is inappropriate to read the same text repeatedly without changing the assignment for the student; To prevent reading from being perceived as an exercise with language material, students should not be introduced to the content of the text in advance (after all, understanding the text is the goal of reading); For the same reason, students are always the first to read the text, not the teacher. Starting from the end of fourth grade, the first reading should be quiet, silently, in this case, each student independently carries out all the mental work associated with understanding the content.
The work of reading the text should be carried out in line with one type or another.
The reading process is determined by the reader’s attitude, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment that the student receives. Therefore, the first requirement for carrying out reading work is the adequacy of the task to the type of reading. The creation of the necessary attitude is also facilitated by the assessment of the result of the activity, i.e. form and content of reading control. The second requirement, therefore, is the adequacy of the test forms for the type of reading being developed. The third requirement is that the text corresponds to the type of reading being worked on (see §3).
The requirements for understanding the text are different for introductory and study reading. However, there are components of the semantic content of the text that act as objects of control, regardless of the type of reading. This is the theme (idea) of the text and the nature of its disclosure. Checking these components (in the form of questions, talking points, etc.) necessarily includes an assessment of what the student has read.
The process of understanding can be simplistically represented as the reader dividing it into semantic pieces. This division takes place in both types of reading, but the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading their number is much greater. Determining the number of chunks into which students have broken the text is also part of the comprehension check in both cases.
Introductory reading. For practice in this type of reading, and thereby for its formation, relatively long texts are used (at least a page already in
V class), easy in terms of language.
~~ffa At first, text reading takes place in class,
in order to show students how to read. In the future, the reading of the text itself is transferred to home; in the lesson, its understanding is only checked. However, it should also be read in class at least once a month. This makes it possible, on the one hand, to control the reading methods used by students, and on the other, to develop fluency as a specific feature of introductory reading.
When preparing for introductory reading, the teacher first of all outlines the objects of control, i.e. highlights all the facts in the text, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading only basic understanding is tested; unimportant details, even if they are clear when reading, require additional effort to remember, so waiting to check the understanding of all the details will force the student to change the nature of reading, and it will no longer be introductory.
Examples of tasks and test forms for the development of introductory reading: 1.
" Read the text in order to then answer questions about the main content of the text.126 Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, students should be taught to integrate the meaning of several sentences. This method of verification can take various organizational forms.2.
Read the text. Tell which of the teacher's statements are correct and correct the incorrect ones. The exercise is performed orally. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time giving reasons for their answer. 3.
Find answers to pre-text questions (see §5). 4.
Provide their text with all the facts confirming the provisions said by the teacher (orally, in class).
Retelling as a form of checking understanding during introductory reading can be recommended only when the text is long enough (this will exclude the possibility of learning it by heart), and students should be required to present only the main facts.
Having finished checking the understanding of the basic facts of the content of the text, the teacher checks its understanding at the level of meaning: students establish the idea of the text (topic), how it is revealed and be sure to give their assessment of what they read.
During introductory reading, the text should, as a rule, be read once. In some cases, it is possible to read it again, but in this case, students must be given a different instruction.
There may be two educational objectives for repeated reading127: increasing speed and developing viewing techniques. This purpose is served by various tasks that require searching for various information in the text. This search, associated with rereading the text or its parts, contributes to both increased speed and better orientation in the text.
Study reading. Regular work on developing this type of reading begins in the 7th grade. It uses small texts, usually of a popular science nature. As in the previous case, the reading of the text is first carried out in class and then acts as homework.
The work begins with a quick scan of the entire text, reading the title, first and final sentences in order to determine the topic of the text128. This is followed by a repeated careful reading of the text. Translation into the native language is most often used as a way to monitor understanding. It is preferable to do it in written form, since in this case it is easier to judge the degree of its accuracy, and the teacher can determine what exactly causes difficulties for students. Parts of sentences that are conveyed inaccurately by students are subjected to lexical or grammatical analysis, depending on the nature of the difficulty.
Translation can be selective if the teacher is confident that the remaining parts of the text are understood correctly by the students.
Understanding during learning reading can also be checked with the help of questions, true/false statements of the teacher, etc., in this case there should be quite a lot of them, they should cover the details of the content, their wording should be different compared to the text. If the text is an instruction to do something, a logic problem, etc., then understanding is judged based on how students completed the task contained in the text.
Preview reading. Some tasks that develop skimming reading techniques have already been mentioned in connection with other types of reading. Let's name some other types of tasks that are given when you first access the text: determine what the text/article in a newspaper/book is about (3-4 minutes are given for viewing); find the place/section in the text where it talks about...; find an article in the newspaper about... etc. Completing the corresponding task is in this case a test of understanding.
Introduction
1. Set of goals of modern foreign language teaching
Reading as a type of speech activity
Methods of teaching foreign language reading
Conclusion
Bibliography
learning foreign language reading
Introduction
A foreign language has become firmly established in life modern people. Good, solid knowledge of a foreign language is one of the components of an individual’s readiness for interethnic communication.
The goal of modern foreign language teaching is the formation of a secondary linguistic personality, that is, a personality expressing a set of social, physical, psychological, emotional, pragmatic and other characteristics in the language, as well as a personality “reconstructed in its main features on the basis of linguistic means.”
Within the framework of linguodidactics and methods of teaching foreign languages, problems of personality formation are developed.
The objective need of modern society is to find optimal ways to organize the educational process, rational options for the content of training and its structure. The more alternative methodological solutions there are, the more fruitful the search for new ways of teaching the subject as a whole will be.
The effort of the communicative side of this focus is reflected in the transformation of the goals of teaching a foreign language and the content of training. This is not just about knowledge of the language, but about the ability to use it in real communication, i.e. about practical language proficiency and, therefore, about the development of “communicative competence”.
The most important component of communicative competence is rightfully recognized as linguistic competence, which provides, on the basis of a decent amount of knowledge, how to construct grammatically correct forms and syntactic structures, as well as understanding semantic segments of speech organized in accordance with the norms of a foreign language. Linguistic competence is the readiness to use a foreign language as a tool of verbal and mental activity.
High level Linguistic development is becoming increasingly necessary in the modern world to achieve success in life.
Work aimed at the linguistic development of schoolchildren, at shaping their linguistic worldview, has long been carried out in (metropolitan) schools.
Work is progressing successfully to develop the experience of schoolchildren's activities, which is called linguistic activity. This concept refers to activities related to the perception, analysis, comparison of linguistic content, and in some cases, the creation of an appropriate language product. Drozdova O.E. is working on this issue.
The effectiveness of this activity largely depends on the interest of children. One of the sources of maintaining interest in learning a language is the process of reading. Proper organization Reading in a foreign language is the key to the success of the learning process.
Drozdova O. E. is working on this issue. Much scientific literature is devoted to teaching reading in a foreign language. This issue was dealt with by such methodologists as Rogova G.V., Vereshchagina I.N., Egorov T.G., Filatova V.M., Folomkina S.K., Leontyev A.A., Weissburg M.L.
Learning to read should be training in speech activity. Compliance with this provision is very important, since it not only creates the correct orientation for students, but also contributes to the faster formation of the necessary skills in a foreign language.
However, practice shows that schoolchildren often have low interest in this type of speech activity. This is explained by the incorrect approach of practicing teachers to organizing work on reading in the classroom.
The purpose of this work is to study the features of teaching different types of foreign language reading.
During the work, the following tasks were solved:
ü Study scientific literature on the research problem,
ü define the essence of reading;
ü consider types and forms of reading;
ü reveal the content of teaching reading.
The object of the study is teaching a foreign language at school.
The subject of the research is teaching foreign language reading.
1. Set of goals of modern foreign language teaching
The starting point in determining the strategic goal of education is the social order of society in relation to the younger generation.
In particular, foreign language education for almost the entire twentieth century consisted of high-quality mastery of the subject. Then there was a turn from grammar-translation methods to the problem of practical mastery of a foreign language. However, the very concept of “practical knowledge of a foreign language” was clarified and specified depending on the level of development of the methodology and related sciences (N.D. Galskova). Only over the past 30 years, the practical goals of teaching the subject have been understood as:
ü mastering speech within certain limits;
ü developing skills and abilities to understand the thoughts of other people (orally and in writing) and expressing one’s thoughts (also orally and in writing);
ü development of speech skills in all types of speech activity;
ü teaching communication in a foreign language in the unity of all its functions: cognitive, regulatory, value-oriented, etiquette.
Such dynamics in the development of the interpretation of the purpose of teaching a foreign language reflects the essence of the development of methodology as a science and related areas of scientific knowledge. There is no single point of view on the problem of goal setting among methodologists. So, for example, K.D. Ushinsky believed that the main goal should be familiarity with literature, then mental gymnastics, and if possible, then practical knowledge of the language. L.V.’s point of view Shcherba's answer to the problem of the goals of teaching a foreign language is as follows: to build a methodology for teaching foreign languages, it is important to understand the practical tasks that life can pose to us in the field of knowledge of these languages, and the different types of this knowledge. Here are the most important of them:
The ability to correctly read, and, if necessary, understand with the help of a dictionary, book titles, addresses on envelopes, parcels, the text of invoices, etc. This is necessary for the lower categories of library employees, for communications workers, transport workers, and for skilled workers in various industries.
The ability to express one’s desire and ask the simplest questions, albeit in a very incorrect, but understandable (by the way, in pronunciation) language, as well as to understand the answers to such questions. Such a skill could be called “tourist language” if the scope of its application were not actually much wider: here we mean basic communication with foreigners in general, and moreover, in any conditions (with guests, when traveling abroad, etc.). P.). When traveling abroad, this skill should be combined with the ability to read and navigate all inscriptions, as well as, if possible, newspaper headlines.
The ability to accurately understand any non-fiction text of any difficulty, leaving only unimportant words incomprehensible and only occasionally resorting to the help of a dictionary. Every educated person should have this skill, but it is especially necessary for scientists, engineers, students, as well as all those who must follow foreign literature in one field or another.
The ability to maintain a conversation on any topic, while speaking with errors, is quite understandable both from the point of view of pronunciation and from the point of view of vocabulary and grammar. This skill is necessary for people who are forced to conduct more or less responsible conversations with foreigners. In practice, scientists, engineers, staff officers, various trade and industrial agents, etc. may find themselves in this situation. This skill, however, is only sufficient if the individuals in question are not required to speak publicly.
The ability to competently write scientific and technical articles, business papers and letters may be necessary for the previous category of persons, as well as for employees of all those institutions that have relations with foreign countries.
The ability to freely and subtly understand the most difficult texts, among other things, fiction, newspapers and all sorts of others. It is necessary for writers, critics, literary critics, publicists, politicians and, above all, foreign language teachers and translators.
Ability to write responsible documents, literary articles, etc. well. necessary for diplomatic agents and for all speakers in the foreign press.
The ability to speak freely and absolutely correctly, from the point of view of pronunciation, in public is necessary for diplomatic workers and all public speakers.
It goes without saying that this classification does not claim absolute accuracy of the typology presented in it, but, in general, it shows with sufficient clarity that language knowledge can be very differentiated depending on practical needs.
Currently, there is a general tendency to put forward the development of communication skills in a foreign language as the goal of education. This goal reflects a broad social view of the nature of language and fully takes into account the specifics of the object of study in a foreign language lesson. But there is a point of view that it is unlawful to put forward this goal as a basis in relation to teaching foreign languages. This point of view is based on more broadly understood tasks of teaching foreign languages than simply ensuring practical knowledge of foreign language communication. Other important tasks related to mastering knowledge about the language and, through language, the culture of the corresponding people should also be in view. Focusing exclusively on students’ mastering practical skills and abilities does not allow taking into account the variety of possible motivations of schoolchildren in studying the subject. Not for all students communicative motivation is the main driver in mastering a foreign language. This may be the student’s desire to deepen the scope of his cognitive activity, for others it may be the essential beauty of the sound of the language itself, and for others it may be love and interest in the culture of another country.
The methodology made attempts to correlate the specific aspects of teaching foreign languages with the general focus of the entire school education system on the formation of the student’s personality. Over the course of decades, the methodology has developed the idea of an integrated implementation of practical, educational and developmental learning tasks with the leading role of the former. The promotion of the practical aspect to the first place is dictated by the specifics of the academic subject. The consequence of such an “unequal” attitude towards the target components is often an excessive pursuit of stable speech skills and abilities to the detriment of the developmental, educational and educational aspects of training. In the methodology, there are attempts to realize at the level of goal setting the equal position of all aspects of the process of teaching, upbringing, education and development of the student’s personality, while foreign language culture is put forward as the goal of learning, i.e. everything that the process of mastering a foreign language can bring in educational, cognitive, developmental and educational aspects (E.I. Passov).
Today, in the concept of the content of education in an 11-year school in the subject “Foreign Language” (authors V.V. Safonova, E.N. Solovova, I.L. Bim, M.Z. Biboletova, L.G. Kuzmina) The following main goals of teaching foreign languages at school have been identified:
1.Formation and development of the communicative culture of schoolchildren (formation and development of linguistic, speech and sociocultural competence, necessary and sufficient for communication within the threshold and advanced threshold level; training in the norms of intercultural communication in a foreign language; development of a culture of oral and written speech in a foreign language in an official environment and informal communication).
2.Sociocultural development of students (study native language and native culture and foreign languages and cultures of other peoples, developing in schoolchildren the ability to represent their country and culture in the conditions of foreign language intercultural communication).
.Introducing students to self-monitoring strategies communicative development as they move from one level of foreign language learning at school to another, which will allow them to set and achieve their own goals in learning a foreign language.
.Formation in schoolchildren of respect for other peoples and cultures, readiness for business cooperation and interaction, and joint solution of universal human problems.
.Development of motivation to learn a second foreign language.
.Development of the self-educational potential of youth, taking into account the diversity of the modern multilingual and multicultural world.
.Development of intellectual and creative abilities of students in the process of learning languages and cultures. Achieving the threshold level developed by the European Council is defined for those who study a foreign language with primary school to 11th grade.
The main goal of teaching a foreign language at the threshold level is the formation of communicative competence, i.e. here the authors no longer distinguish between general educational, practical, educational and developmental goals. It was an integrated approach to the implementation of these goals that allowed them to identify several of its components: 1) linguistic competence, 2) sociolinguistic competence, 3) sociocultural competence, 4) strategic competence, 5) discursive competence, 6) social competence.
Linguistic competence involves mastering a certain amount of formal knowledge and corresponding skills related to various aspects of language: vocabulary, phonetics, grammar.
Sociolinguistic competence is the ability to select linguistic forms, use them and transform them in accordance with the context.
Sociocultural competence presupposes not just dialogue at the individual level, but the readiness and ability to conduct a dialogue between cultures. Dialogue of cultures implies knowledge of one’s own culture and the culture of the country or countries of the language being studied.
Strategic and discursive competence involves the formation of certain skills and abilities to organize speech, the ability to build it logically, consistently and convincingly, to set tasks and achieve the goal.
Social competence involves a willingness and desire to interact with others, self-confidence, as well as the ability to put oneself in another’s shoes and the ability to cope with the current situation.
As an integrative learning goal sample programs in foreign languages, they consider the formation of foreign language communicative competence, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of the academic subject.
A personality-oriented approach, which places the student’s personality at the center of the educational process, taking into account his abilities, capabilities and inclinations, assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education, familiarizing schoolchildren with the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to present it through the means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
As you know, knowledge itself, outside of certain skills and abilities to use it, does not solve the problem of educating a person and preparing him for real activities outside the walls educational institution. Currently, the question is posed more broadly: the goal of education is not just knowledge and skills, but certain personality qualities, the formation of key competencies that should “equip” young people for future life in society (K.V. Fokina, L.N. Ternova, N. .V.Kostycheva). These competencies were developed at the symposium in Bern:
Socio-political competence or willingness to solve problems. It's about the willingness to take responsibility for making decisions and implementing them.
Information competence. Its essence can be defined as the unity of readiness and need to work with modern sources of information, as well as a set of skills:
· find the necessary information using various sources, including modern multimedia tools;
· determine the degree of its reliability, novelty, importance;
· process information in accordance with the situation and assigned tasks;
· archive and save information;
· use it to solve a wide range of problems.
Communicative competence. This competence is multicomponent. The Council of Europe determined the threshold level of knowledge of a foreign language, in which 5 components of communicative competence were identified; they were discussed above.
Sociocultural competence. It is often considered as one of the components of communicative competence, but in Lately it began to be identified as an independent goal of education associated with the readiness and ability to live and interact in the modern multicultural world.
Readiness for lifelong learning. This provision naturally follows from the implementation of all the above-mentioned goals of modern education.
To summarize, we can draw the following conclusions:
Firstly, communicative competence is leading and core, because it is precisely this that underlies all other competencies.
Secondly, the interpretation of goals generally accepted in domestic education modern stage should be specified as follows:
· practical and educational goals should be aimed at obtaining knowledge that creates the foundation for educational and real-life activities;
· developmental goals can be correlated with the formation of interdisciplinary or supradisciplinary skills and abilities, as well as with the development of certain mental abilities, without which it is impossible effective application acquired knowledge taking into account the assigned tasks and the characteristics of the situation;
· educational goals are the culmination of education, the desired outcome or set of competencies associated with the readiness and ability to act and interact, taking into account the laws and norms of behavior accepted in society, the formed moral and value attitudes of the individual.
Thirdly, the effectiveness of knowledge acquisition largely depends on the degree of emotional and sensory impact on students. The more senses are involved in the process of cognition, the stronger the associations that determine the range of vision of the world, the depth and accuracy of its analysis (K.V. Fokina, etc.)
So, all components of the goal of teaching a foreign language are interconnected and mutually condition each other. The goal of training - developing the ability for intercultural communication - is integrative in its essence, says E.I. Passov. Underestimation, as well as hypertrophy, of one of the components (pragmatic or general educational) will inevitably lead to negative consequences, which will negatively affect the quality of students’ mastery of the foreign language they are studying as a means of intercultural communication.
Reading as a type of speech activity
Reading enters the sphere of communicative and social activity of people and provides a written form of verbal communication in it.
It occupies one of the main places in terms of use, importance and accessibility. According to Rogova G.V. and Vereshchagina I.N., reading has the following structure: motive, goal, condition, result.
The motive is communication or communication through the written word. The goal is to obtain information on an issue that interests the student. The conditions include mastering the graphical system of the language and the technique of extracting information. The result is understanding or extracting information from what is read with varying degrees of accuracy and depth.
According to Egorov T.G., reading is a receptive speech activity that consists of the perception and comprehension of written speech. Unlike the perception of oral speech, when reading information comes not through the auditory, but through the visual channel. The role of various sensations changes accordingly. Visual sensations play a decisive role when reading. Filatov V.M. emphasizes that the visual perception of information and the process of its flow can provide more reliable preservation of images than the auditory one, since the reader has the opportunity to regulate and control this process (slow down the pace of reading, go back, stay in place, etc.), as causes a slightly different operation of the reading mechanisms.
When reading, a person not only sees the text, but also speaks it to himself and at the same time, as if he hears himself from the outside. One cannot but agree with I.V. Rakhmanov, according to whom auditory sensations are an essential element of reading, since they make it possible to control the correctness of one’s own reading. Filatov V.M. introduces such a concept as the mechanism of internal pronunciation, thanks to which the comparison of graphic and auditory-motor images occurs. Simultaneously with the perception of what is being read, its comprehension also occurs. These two aspects of the reading process are inextricably linked; The skills and abilities that ensure its process are conventionally divided into two groups:
a) associated with the “technical” side of reading (they provide perceptual processing of text (perception of graphic signs and correlating them with certain meanings or recoding visual signals into semantic units);
b) providing semantic processing of what is perceived - establishing semantic connections between linguistic units of different levels and thereby the content of the text, the author’s intention, etc. (these skills lead to understanding the text as a complete speech utterance). It should be noted that the technical skills of a mature reader are automated, thanks to which his attention can be entirely focused on the semantic processing of what he reads. Their automation is especially clearly manifested when fluently reading a simple (both in content and in language) text while aiming to understand its main content. Leontyev A.A. considers the reading process as follows.
The reader’s eyes move along the line, but not smoothly, but in jumps: stop (pause, fixation) - jump - stop - jump, etc. Under the mentioned conditions, an experienced reader makes 4-6 stops on the line, each lasting about 0.2 s. The sum of the time of all eye stops is the reading time (eye movements account for 5% of the time), from which the reading speed is calculated. During the pause, the reader perceives a line segment exceeding one graphic word. The perception of a word ends with its recognition, that is, correlating it with a certain meaning, which requires the reconstruction of its auditory-motor pattern. Visual perception is therefore always accompanied by pronunciation of what is perceived; when reading fluently to oneself, it is carried out in inner speech and has a compressed character. It should be noted that the listed processes occur simultaneously, while the perceived material is immediately subjected to semantic processing at several levels: the meaning of the word is correlated with the meaning of others and its connection with them and its contextual meaning are established, words are combined into syntagms that also correlate with each other and are combined into sentences (syntagms), the latter, in turn, into units of a larger order, for example, semantic pieces, they form an integral, complete speech work. The minimum unit transmitting along with lexical meaning and certain semantic relationships, is a syntagma, therefore it is usually considered a unit of semantic processing (although in fact the reader can operate with larger units).
Semantic processing is based not only on already perceived material. The reader all the time seems to be running ahead, anticipating what he has not yet perceived sensory, building hypotheses about what will follow next. Filatov V.M. introduces such a concept as the mechanism of probabilistic forecasting, which is an important psychological component of the reading process and manifests itself at the semantic and verbal levels. Semantic forecasting is the ability to predict the content of a text and make the correct assumption about further development events by title, first sentence and other text signal. Verbal forecasting is a skill initial letters guess the word, guess the syntactic structure of the sentence from the first word, and guess the further construction of the paragraph from the first sentence.
According to V.M. Filatov, the development of predictive skills is facilitated by the development of hypotheses and the reader’s system of expectations, which activates the continuous construction of the structure of knowledge in the reader’s head, activating his background knowledge and language experience. The process of preparing the consciousness for the perception of information encourages the reader to remember, guess, assume, i.e. include the abilities of your long-term memory and your personal and social experiences. .
One cannot but agree that in the process of semantic processing, the reader does not simply establish the facts set out in the text: he identifies the more significant ones among them, generalizes them, correlates them with each other (organizes), evaluates (interprets), and comes to certain conclusions based on them. conclusions. All this requires both memory work and a wide variety of mental operations - comparison and generalization, analysis and synthesis, abstraction and concretization, etc. In other words, the process of understanding is a complex mental activity, including mnemonic.
According to Smith F., when reading, two types of information are needed: visual (from printed text) and non-visual (understanding of language, knowledge of a given subject, phenomenon, general ability in reading and knowledge about the world). The more non-visual information a reader has, the less visual information he needs and vice versa. When we become fluent readers, we begin to rely more on what we already know and less on printed text. In this regard, reading is an active constructive process. In the process of reading, our brain perceives and stores not a mechanical reflection of the reality that we perceive, for example, a certain sequence of letters, but a semantic unity that we construct. The construction of meaning proceeds as an interactive activity, during which two sources of information interact - information from the source and the knowledge available to the reader.
The reader in a certain way combines various operations and actions associated with the semantic and perceptual processing of the perceived material, correlating them with the reading task. It should be especially said that reading does not exist at all; it is always realized in one of its specific manifestations, which for an experienced reader represents the most rational, from the point of view of the task at hand, combination of the operation of semantic and perceptual processing of material perceived visually. Variants of complexes of operations determined by the purpose of reading are called types of reading. There are 50 types and subtypes of reading in total.
The definition of types of reading can be approached in different ways. Mirolyubov A.A., Rakhmanov I.V. and Tsetlin V.S. consider the most significant contrast between the two types of educational reading, depending on whether they process the skills necessary for reading without a dictionary and with full immediate understanding, or the skills associated with reading with a dictionary, accompanied by elements of discursive understanding. This unit has a long history. In all methodological systems that pay attention to teaching, we are talking about techniques associated with a detailed study of the text, its painstaking decoding, and the assimilation of language material in the process of this work, which are contrasted with another type of reading - fluent reading, the purpose of which is to understand the basic meaning of what is read. Accordingly, we find in Stiro O. the terms static and cursor reading. Following him, the methodological literature identifies such terms as intensive and extensive reading. The most recent terms are analytical (explanatory) and synthetic reading. The latter, according to many methodologists, is considered the most successful, since they emphasize the most fundamental differences between the two approaches to the material of texts - the important role of the division of linguistic material as a basis for understanding and the synthetic holistic perception of linguistic form and content. Modern approach to the tasks of each of these types of reading differs in its originality, but their fundamental opposition remains valid.
Thus, reading is a complex perceptual and mental mnemonic activity, the procedural side of which is analytical and syntactic in nature, varying depending on its purpose (Zimnyaya I.A.). A reader who freely carries out this type speech activity, thanks to his ability to choose each time the type of reading that is adequate to the task, which allows him to solve it not only correctly, but also quickly, thanks to the complete automation of technical skills. It should be emphasized that reading is closely related to other types of speech activity. First of all, it was associated with writing, since both reading and writing use the same graphic language system. When teaching a foreign language, this must be taken into account and these types of speech activities must be developed in conjunction. In addition, it must be said that reading is related to listening, since both are based on perceptual - mental activity associated with perception (reception), analysis and synthesis. When listening, the listener perceives the spoken speech, and the reader perceives the written speech. In addition, reading is also associated with speaking. Reading out loud (or reading aloud) is “controlled speaking.” Reading to yourself is internal listening and internal speaking at the same time. Depending on the target setting, viewing, introductory, studying and search reading are distinguished. Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.
Let's take a closer look at each of these types.
Introductory reading is cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is reading without prior special preparation for subsequent use or reproduction of the information received. During introductory reading, the main communicative task that the reader faces is to extract information as a result of quickly reading the entire text, that is, to find out what questions and how are solved in the text, what exactly it says on these issues, it requires ability to distinguish between main and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent the subject of social study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded.
Study reading involves the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’s ability to independently overcome difficulties in understanding the text being studied. The object of study in this type of reading is the information contained in the text, but not the language material. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with a clear pronunciation of the text by analyzing linguistic forms, deliberate highlighting of the most important theses and repeated speaking of them out loud in order to better memorize the content for subsequent retelling, discussion, use at work. It is studying reading that teaches a careful attitude towards the text.
Search reading is focused on reading newspapers and literature in the specialty. Its goal is to quickly find well-defined data (facts, characteristics, digital indicators, instructions) in a text or in an array of texts. It is aimed at finding specific information in the text. The reader knows from other sources that such information is contained in this book or article. Therefore, based on the typical structure of these texts, he immediately turns to certain parts or sections, which he subjects to student reading without detailed analysis. When searching for reading, “...extracting semantic information does not require discursive processes, it occurs automatically.”
In educational settings, search reading acts more like an exercise, since the search for this or that information is usually carried out at the direction of the teacher. Therefore, it is usually a concomitant component in the development of other types of reading.
Scanning reading involves obtaining a general idea of the material being read. Its goal is to obtain the most general idea of the topic and range of issues discussed in the text. This is a fluent, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information of interest to the reader, and on this basis make a decision whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract. When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.
The foreign language program for secondary school includes both General requirements reading and grade level requirements. When turning to specific types of texts, a person sets different goals and uses various strategic and tactical actions to achieve them. This significantly determines the methodology for working with text in the educational process. Thus, the program of primary general education in English involves the formation of communication skills, involves mastering linguistic means, as well as the skills of operating them in the process of speaking, listening, reading and writing.
The program defines a list of skills that primary school graduates must master: reading aloud short texts based on the studied language material; maintaining the correct stress in words, phrases, and intonation in general. Reading silently and understanding texts containing only studied material, as well as simple texts containing individual words; finding the necessary information in the text (the name of the main character; the place where the action takes place). Using the textbook's bilingual dictionary. The volume of texts is approximately 100 words (excluding articles).
Basic general education program in English. Schoolchildren learn to read and understand texts with varying depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (study reading); with selective understanding of necessary or interesting information (scanning/search reading). The content of the texts must correspond to the age characteristics and interests of students in grades V-VII, and have educational and educational value. Regardless of the type of reading, it is possible to use a bilingual dictionary. Reading with understanding of the main content highlighted in grades V-VII, including facts reflecting the features of everyday life, life, and culture of the countries of the language being studied. The volume of reading texts is 400 - 500 words. Reading skills to be developed:
· Determine the topic and content of the text by the title;
· Highlight the main idea;
· Select the main facts from the text, omitting the secondary ones;
· Establish a logical sequence logical sequence of the main text.
Reading with full understanding of the text is carried out on simple authentic texts, focused on the subject content in speech in grades V-VII. The following skills are formed and practiced:
· Completely and accurately understand the content of the text based on its information processing (linguistic guesswork, word-formation analysis, use of a bilingual dictionary);
· Express your opinion on what you read.
The volume of reading texts is up to 250 words. Reading with selective understanding of need or information of interest involves the ability to skim a text or several short texts and select information that is necessary or of interest to students.
Secondary (complete) education program in English (basic, specialized level)
· Read authentic texts various styles: journalistic, artistic, popular science, pragmatic, using the main types of reading (introductory, studying, searching/viewing) depending on the communicative task.
We see that over the past decades, in domestic programs, the development of students’ ability to read texts with different levels of understanding of the information contained in them has been put forward as a learning goal:
ü With an understanding of the main content;
ü With full understanding of the content;
ü With the extraction of necessary (interesting) significant information.
However, presented in programs that were in effect until the early 90s (and some still have legitimacy today), the targets were more “linguistic” in orientation. And only in last years in the specification of goals, their increasingly pronounced pragmatic component is noted, oriented toward real mediated communication.
Thus, reading is associated with all the above-mentioned types of speech activity that are formed during the teaching of a foreign language in the school course. This confirms that the communicative competence of students, according to leading methodologists, lies in practical mastery of all types of speech activity.
3. Methods of teaching reading at various stages of school
In Russian methodology, issues of teaching reading have always occupied a special place.
In all periods of socio-political development of society, various arguments in defense of the special importance of reading have come to the fore, but the fact remains unchanged and obvious that it is the art of reading that is the system-forming basis for the formation of information and academic skills. It is these skills that allow a person to effectively navigate growing information flows, as well as build an autonomous educational trajectory taking into account their individual needs and increased capabilities. modern system continuous education, with the presence of many models and forms of traditional full-time and distance learning.
Due to the fact that today the task is to teach students to read authentic text, it is important to teach text reading strategies different types. Reading strategy is understood as a complex of knowledge and skills, the mastery of which allows schoolchildren to:
understand the type, specificity and purpose of texts; - navigate this text taking into account its specifics and in accordance with the communicative task (understand the text completely and selectively);
ü extract information at different levels. (see skills listed above);
ü use compensatory skills: guess the meaning of unfamiliar words based on context, consonance with the native language, word-formation elements (contextual and linguistic guessing); ignore unfamiliar words that do not occupy key positions in the text; use the support available in the text (keywords, pictures, explanations, illustrations, footnotes, etc.); use reference books and dictionaries various kinds.
As a result, students should learn to understand an authentic text without resorting to translation (dictionary) every time they encounter an unfamiliar linguistic phenomenon. To do this, they must learn several rules for working with texts:
ü for understanding any text, the life experience of schoolchildren plays an important role;
ü in order to understand the text (or predict what will be discussed in this text), it is necessary to turn to the help of the title, figures, diagrams, tables, etc. accompanying this text, its structure;
ü when reading a text, it is important to rely primarily on what is known in it (words, expressions), and try, based on what is known, to predict the content of the text, to guess the meaning of unfamiliar words;
ü You should consult a dictionary only in cases where all other possibilities for understanding the meaning of new words have been exhausted.
In turn, certain requirements are imposed on the texts. The texts offered in the educational process must correspond to the communicative and cognitive interests and needs of schoolchildren, correspond in complexity to their linguistic and speech experience in their native and foreign languages, and contain information that is interesting for students of each group.
The educational process should use various types of texts of different genres and functional styles. At the same time, their selection and organization should be carried out taking into account the stages of training:
ü Primary school: poems, rhymes, short stories, fairy tales, comics, personal letter from a relative from the country of the language being studied, including in a newspaper and children's magazine, postcard; simple recipe, tickets (entrance, transport passes), TV programs, posters; map of the country of the language being studied, etc.
ü grades 5-7: the types of texts mentioned above, as well as signs, signs in stores, at the station, labels for goods, train schedules, city signs, announcements, weather forecasts; magazine and newspaper articles of a regional nature; catalogues, guidebooks, excerpts from fiction, etc.
ü 8-9 grades: the types of texts mentioned in the previous paragraph, as well as advertising, prospectuses; publications from teenage newspapers and magazines of various types (messages, reviews, essays, interviews, statistics, etc.)
ü Grades 10-11: texts indicated for previous grades, as well as instructions, publications in periodicals of a regional and cultural nature, on problems of interpersonal relationships, etc.
Any text influences the reader in a certain way: either it gives new information (for example, pragmatic texts), or it influences feelings, opinions (“Do I agree?...”), behavior (“What would I do?... "). This once again emphasizes the importance of addressing the content aspects of the texts used in the educational process.
The texts offered to students at each stage of learning should reflect their communicative function in communication. With the help of their content, students should create an objective image of the country of the language being studied and form an idea of various aspects of the life of a foreign language of foreign peers; on the basis of the texts, mediated communication should be taught in the context of a dialogue of cultures. The content of many texts serves as the basis for many exercises directly aimed at developing oral speech - question-and-answer exercises, retellings, conversations, discussions on reading, etc.
Reading aloud occupies a special place. It is widely used for teaching pronunciation and is a component of work when explaining new language material. The commonality of communication tasks (transmitting information) and the presence of loud external speech makes reading aloud a valuable exercise in developing speaking skills. It makes it possible to work on the expressiveness and address of speech, gradually increase its tempo, while maintaining correctness, etc. Reading aloud, according to many leading methodologists, is a necessary link in the formation of mature silent reading, but its role is limited to the sphere of only common components with silent reading.
According to G.V. Rogova, on initial stage and especially in the first year of studying a foreign language, it is advisable to teach reading using lexical and grammatical material previously acquired orally. This allows you to remove difficulties associated with understanding what you are reading, and pay more attention to technique and expressiveness of reading. Gradually, the texts may contain unfamiliar words, the meaning of which can be guessed or which are given in page-by-page footnotes. Linguistically accessible texts help create and maintain reading motivation.
In the process of developing the ability to understand the content of a text (reading itself), various communicative tasks are set: to understand the content completely, or to extract basic information from the text, or to search for the necessary information in the text. The search for this or that information can (and at the initial stage should) be accompanied by notes that students make while reading one or more texts.
Work on the text is based on the following stages:
ü Pre-text - awakening and stimulating motivation to work with texts; updating personal experience students by attracting knowledge from other educational areas of school subjects; predicting the content of the text based on students’ knowledge, their life experience, the title and pictures, etc. (formation of predictive skills).
One thing must be observed here important rule: all preliminary work on the text should not concern its content, otherwise schoolchildren will not be interested in reading it, since they will no longer find anything new for themselves in this text. At the first stages of working with the text, the teacher should make it easier for students to understand the content and show them a number of important strategic points in working on an authentic text: determine before reading by the title and (or) structure of the text, by the pictures accompanying the text, what type (type) it is. this text refers to (for example, a recipe or a newspaper advertisement); what or who it might be about. So that students can see primarily familiar phenomena in the text, they can be offered tasks in searching and underlining unknown words in an unfamiliar text, as well as words whose meaning can be guessed, and asked to predict the content (in their native or foreign languages) based on the underlined words.
ü Reading a text (its individual parts) with the aim of solving a specific communicative task formulated in an assignment for the text and set by students before reading the text itself. The object of reading control should be its understanding (the result of the activity). At the same time, monitoring the understanding of the text read should be associated with both communicative tasks and the type of reading. If we are talking about working with an authentic literary text or an informational text, then they are intended to work on all types of reading. So, for example, the first reading of a literary text may be associated with understanding the main information: determining its main idea, theme, problem, etc., searching for (maintaining/writing out) the main information; establishing logical and semantic connections (drawing up a plan, tables, diagrams), etc.
Repeated reading of the text can guide students to understand details and evaluate them, etc. As for pragmatic texts, a number of them are advisable to use for exploratory reading (city map), others for complete understanding (recipes, instructions), and others for introductory reading (signs, advertisements, etc.) A large role in managing the process of understanding the content text (especially at the initial stage) plays tasks of purposefully searching for information and recording it in writing (filling out various types of tables: the names of the characters, the actions they perform, their characteristics, etc.) At this stage, the following rule should apply: it is inappropriate to read the same text repeatedly the same text, but if the content of the text is known, then its reading loses its communicative meaning (in this case we are dealing with formal exercises, and not with communication). Repeated reading is advisable only if we are talking about searching for additional, clarifying information.
ü Post-text - using the content of the text to develop students’ abilities to express their thoughts in oral and written speech.
Reading is always aimed at perceiving a finished speech message (and not at creating it), at obtaining information, therefore it is classified as a receptive type of speech activity. The peculiarity of reading is that the assessment of the success of its implementation is subjective and is expressed in the reader’s satisfaction with the result obtained - the achieved degree of completeness and accuracy of understanding.
Thus, the task of teaching reading as an independent type of speech activity is the ability to extract information from the text in the object that is necessary to solve a specific speech task. This involves mastering certain types and technologies of reading. This does not mean that in high school the role of reading as a means of learning fades into the background. Reading continues to be the optimal means of developing and controlling related speech and language skills, which allows optimizing the process of students learning new things and using already studied factual language and speech material. Communicatively-oriented tasks for the development and control of vocabulary and grammar, listening, writing and speaking skills presuppose the ability to read and are based on written texts and instructions for them.
Conclusion
Modern training learning a foreign language involves the formation of communicative competence in students, which in turn is divided into: speech, language, compensatory, educational and sociocultural. One of its components is speech competence, which involves mastering such types of speech activities as: reading, speaking, listening, writing.
Learning to read occupies an important place in mastering a foreign language. It is one of the main places in terms of use, importance and accessibility, since reading is a receptive speech activity that consists of the perception and comprehension of written speech.
Reading is not only a means of teaching language, but also an independent type of speech activity. Therefore, it cannot be subordinated to oral speech; it must be separately taught to understand the text, without turning reading into a banal translation. In order for the text to have a certain informative value for the child, the teacher must not forget about the methodology for working with texts. According to the research of methodologists, 3 mandatory stages were chosen when working with text /before/text/post-text.
Based on the above, we can conclude that then and only then will reading texts carry a certain educational load that contributes to the acquisition of a foreign language.
As a result of the analysis of methodological literature, we came to the conclusion that the effectiveness of the process of teaching foreign language reading depends on the extent to which the teacher is able to involve students in active creative activity, creating various situations of speech communication, where students accumulate and expand their lexical vocabulary, as a basis for successful mastery by reading.
Bibliography
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