Ағылшын сабақтарында оқылымды оқытудың ерекшеліктері

THE ROLE, CONTENT, AND SPECIFICS OF TEACHING READING IN ENGLISH CLASSES

Mamyrkhanova Zhamila Temirgalievna

PHD, Taraz regional university named after M.KH.Dulaty

Kazakhstan, Taraz

e-mail: [email protected]

Orazkulova Akmaral Nurmakhanovna

Master student, Taraz regional university named after M.KH.Dulaty

Kazakhstan, Taraz

e-mail: [email protected]

Аннотация

Статья посвящена специфике обучения чтению на уроках английского языка в средней школе. В статье раскрываются механизмы, формы и виды чтения, а также его связь с другими видами речевой деятельности.

Annotation

The article is devoted to the specifics of teaching reading in English lessons in high school. The article reveals the mechanisms, forms, and types of reading, as well as its connection with other types of speech activity.

Ключевые слова: обучение чтению, английский язык, механизмы чтения, формы чтения, виды чтения, специфика обучения чтению.

Keywords: learning to read, English, reading mechanisms, forms of reading, types of reading, specifics of learning to read.

Reading is a receptive type of speech activity, which is based on the perception, processing, and comprehension of the written text. This is one of the most important educational and educational processes, during which various communication tasks are solved by extracting information from the text, and the experience accumulated by humanity in various fields is transferred and mastered: social, cultural, etc.

Reading is an effective learning tool. Its role in the process of mastering the language material and it is indisputable during the reading language units are memorized.

Memorization can be either involuntary or arbitrary [GEZ 1982: 271]. The first is carried out in the process of rapid introductory reading when the reader's attention is focused only on the content of the text, but along with it there is involuntary assimilation of language forms. Voluntary memorization is realized in the course of the conscious orientation of the reader's attention not only to the content but also to the language means used in the text.

Reading is closely related to other types of speech activity. Without writing, there would be no need for reading, while without the ability to read, writing would be extremely useless. It is impossible to start learning to read if the child does not have speech experience in speaking. It follows that reading is the process of recognizing language material already known in the form of oral speech in a printed text. In turn, reading itself has a positive impact on the development of correct oral speech, since repeated repetitions of language units in different contexts help to clarify their semantic boundaries and norms of use. Auditory perception contributes to the assimilation of the intonation side of speech, which, of course, has a positive effect on the reading technique. It should be noted that the ability to read is formed only once. Everything that happens afterward is an improvement of this initial skill by including in it particular skills related to both the perception of the graphic side of texts and their understanding [Rogova 1991: 140].

The speech mechanisms of reading, as well as in oral speech, are speech hearing, prediction, and memory. Speech hearing plays an important role in the sound-letter analysis of the printed text, which involves the ability to compare spoken sounds with letters, determine their order and number in a word, and then memorize them. Prediction, or" mental overtaking", involves the relationship between known and unknown words and largely depends on the degree of familiarity with the topic of the text being read.

In modern methods, there are two main forms of reading: to oneself (internal reading) and aloud (external reading). It is common to define internal reading as the main form of reading, and external reading as a secondary form. The purpose of the first is to extract information in private, which indicates that reading to yourself is characterized by monologue. The purpose of the second is to transmit information to other people, which indicates the dialogical nature of this form of reading. Despite the functional differences between the two forms, they are closely interrelated and complement each other. Both external and internal readings are carried out by the same mechanisms of speech activity: probabilistic forecasting, operational and long-term memory, and comprehension. Internal speech when reading to yourself largely depends on how sounding speech is formed when reading…