Обучение стратегиям чтения при обучении английскому языку

Аннотация

Ключевые слова: Термин «стратегия» может быть применен к поведению стратегии чтения, учащегося в иностранной языковой среде, которое понимание прочитанного, напрямую влияет на его обучение – что студент делает, методы обучения, чтобы контролировать или преобразовывать информацию, классификация стратегий, процесс обучения. полученную на иностранном языке, и регулировать свое обучение. Стратегии изучения иностранного языка – это особые действия или приемы, которые всегда проблемно- ориентированы, то есть учащиеся используют их, когда возникает необходимость, например, чтобы прочитать и понять текст на иностранном языке. Чтение включает в себя навыки и способности, связанные с владением лингвистическим материалом (понимание прочитанного, угадывание), а также способность понимать (извлекать) информацию, содержащуюся в тексте, для осмысленного чтения. В этой статье обсуждаются стратегии чтения при обучении английскому языку. Teaching reading in ELT has been one of the actual issues and the methods and techniques of teaching foreign language reading strategies became the subject of our research interest. Some researches reveal that the students used a variety of reading strategies and approaches. In the first stages of learning, students use a dictionary when reading, try to memorize or memorize words, take notes and translate word by word. At a later stage of training, having the necessary skills and abilities, they guess the meanings of the words contained in the text from the context. In the final stages, students use strategies such as “applying transition words”, “looking for clues in the text” and using accumulated and background knowledge. When teaching to read, reading skills are often confused with strategies. Reading skill is defined as a tool a student uses to improve his or her reading ability. The reading strategies can be broken down into seven areas: 1. Forecasting – prediction based on observations and / or personal experience. 2. Visualization – the formation of mental images of scenes, characters and events. 3. Linking – linking two or more things together or seeing a link while reading a text. 4. Question – asking or considering. 5. Clarification – to make it comprehensible or to be clear and free from confusion. 6. Summation – concisely define the essence of the text. 7. Evaluation – to form an opinion about the read [1]. To develop the skills of reading text in English, linguists offer the teacher the following strategy – to teach students to focus on the text itself, and not on the sentences in it. To understand most of what you read, you must learn to understand the structure of such long units, such as a paragraph or the entire text. – focus on reading skills and learning strategies and plan comprehension exercises for each; – you should not impose your own interpretation on students. They should be taught to think by providing enough evidence for them to follow the correct path; 167 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 5 (2021) / ISSN 2181-1415 – should not be superimposed on the text of the exercise. You don’t have to use a lot of exercise to ruin your reading pleasure. – help students to increase their reading speed. – it is necessary to use different procedures when guiding the student’s reading. Self-correcting exercises are extremely beneficial [2]. There are many strategies for teaching reading. Most scientists identify the following:  challenge the corresponding basic knowledge;  predicting what will be learned and what will happen;  creating mental images;  self-control and self-correction;  using corrective strategies such as rereading or seeking help;  identifying the most important ideas and events and observing how they are related;  the ability to draw conclusions, substantiate your opinion;  compare and contrast what has been read and background knowledge, find out unknown words, summarize what has been read [1]. One of the most important prerequisites for reading is background knowledge. Scholars argue that knowledge is an essential component of reading comprehension. Various studies have shown that the amount of a reader's prior knowledge can be a very strong determinant of how well the reader can understand the text being read. The accumulated knowledge helps learners to interpret reading materials personally, on an individual basis. Thus, it is imperative that teachers teach students how to use their own basic knowledge when reading a text as a strategy for its text. A student with strong background knowledge will have a better ability to understand and represent what the author is trying to portray in the text. Thus, it can be argued that a strong prior knowledge base greatly influences how well the reader will understand the text. When students make predictions, they decide their reading goals. Text prediction works closely with background knowledge. Using their background knowledge, students figure out or pred