Совершенствование навыков выразительного чтения посредством подбора учебных материалов

Аннотация

Ключевые слова: В данной статье представлены потенциальные язык, проблемы выбора материалов для совершенствования материал, навыков выразительного чтения учащихся. Мы можем чтение, использовать учебные и наглядные материалы, учебник, знания, аудиоматериалы и аудиовизуальные материалы для словарный запас. развития навыков чтения у учеников. Interest is important because of its relation to motivation. When the topic of a passage is not of interest to students, their motivation to read is substantially lessened. Without this motivation, it is exceedingly difficult to meet one of the generally accepted aims of a reading program: to help get the learners to read in English on their own, outside the reading classroom. In looking for readings that will interest their students, teachers should try to find those that have a reasonable amount of new information. Too much new information in a story makes it difficult to read, regardless of the interest level; a passage that contains relatively little new information can be boring. There are several approaches to determining learners’ interests, including ranking and open-ended. A ranking questionnaire asks students to rank their preferences; an open-ended questionnaire has students respond to such questions as "What type of books do you read in your first language?" and "What do you do on the weekend?" Nuttall suggests paying attention to the materials students read in their first language. Williams recommends a similar strategy; he also suggests asking learners to evaluate current reading materials as "interesting," "all right," or "boring." [5, 53] Exploitability, which Nuttall defines as the facilitation of learning, is a key factor in selecting a reading passage. Simply put, will the passage allow the teacher to accomplish the objectives of the reading lesson? [4, 239] One way teachers can determine the exploitability of a passage is to do the exercises and activities in the reading lesson. If, for example, one of the objectives is to have students discover the author's point of view, the teacher could do that activity to see if the reading passage allows the students to discover the author's point of view. A descriptive article might not be amenable to that type of activity. The factor of readability ranks with interest and exploitability as one of the most important considerations in selecting a reading passage. Carrell uses the term to refer to the following phenomena: syntactic appropriateness; logical/rhetorical ordering of ideas; textual phenomena at the discourse level; lexical appropriateness; and background knowledge of the reader. [1, 333] Nuttall reserves this term only for syntactic and lexical considerations. Readability is used here to include the phenomena mentioned by Carrell, plus the length of the passage. One way of treating the problem of background knowledge is to select passages on three or four themes throughout the reading program. This issue is explored in detail later in this article. 175 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 04 (2024) / ISSN 2181-1415 Syntactic Appropriateness. Syntactic constructions in a passage affect its readability. If a passage contains grammatical constructions that the learners do not know, they might have a hard time reading it. Readability formulas are used frequently in first-language reading, and less often in foreign- or second-language reading, as a way of determining the level of syntactic complexity of a reading. Carrell provides an insightful summary of such formulas, and concludes that readability formulas fail for a variety of reasons, including a failure to take into account "the interactive nature of the reading process the interaction of the reader with the text". [1, 335] Moreover, EFL reading teachers often do not have the time, resources, or appropriate information to utilize readability formulas, even if the formulas do what they are purported to do. Reading books can be a great way to pick up new vocabulary, see grammar in action, and develop your understanding of a language. The key to success is choosing the right book for you. For beginners, we would recommend starting with something short and simple. Avoid the classics for now – they often use archaic, very old! English words and can involve complex themes. Children's books are a great place to start. Roald Dahl has written many superb books and Dr Seuss's books are guaranteed to make you laugh. Dr Seuss writes his books in rhyme and they are all very funny – The Cat in the Hat is probably his most well-known book. Starting with something like this means you are more likely to finish the book and want to read more. For more advanced learners, you could try The Hobbit by J.R.R. Tolkien. The book isn't too long and if you've seen the film it may be easier to follow. If you like reading about historical events, Anne Holm's I am David is a short story about a boy trying to find his mother during