|
ISSN: 2278-4853 Special Issue, March, 2020 Impact Factor: SJIF 2020 = 6.882
TRANS
Asian Research Journals
http://www.tarj.in
269
Special
Issue
MAIN PART
First, in his opinion, primary is understanding, not expression of thoughts, and reading is easier
than understanding by ear, since there is no need to understand different pronunciation variants
and you can return to what you read if you do not understand individual sentences.
Secondly, reading is of great practical importance, and the skill itself can be improved
independently.
Thirdly, with the mastery of reading, the student feels his successes even easier at the initial
stage, and at the subsequent stages, reading serves as a source for the development of oral
speech. It is also important that, sensing success, the learner shows a great interest in learning.
Fourthly, when teaching reading, the occupancy of classes does not matter, because any number
of students can work simultaneously.
Fifthly, teaching reading is easier than teaching speaking, and in this case there is no need for a
highly qualified teacher. The last points were especially important for working in classes with a
large occupancy, and teachers did not always correspond to the proper qualifications.M. West
also paid great attention to the selection of language material, recognizing a differentiated
approach to the selection of productive and receptive minimums. This is clearly seen when
defining a vocabulary selection unit.
The day of productive ownership as a unit he defined the word in one sense. When selecting a
receptive dictionary, M. West considered the root values with a “deduction field” as a unit of
selection, i.e. the ability to understand single-root words with different meanings or shades of
meanings, if they can be understood on the basis of knowledge of the root and word-formation
elements. To select a dictionary, he was offered certain principles. In total, M. West offered
3,500 words for teaching reading, and 1,200 words for productive use.M. West paid much less
attention to the selection of grammatical material for reading. For the unit of selection was
considered the phenomenon that is difficult to understand. As for the grammatical minimum for
active use, then M. West limited himself to a comment on its minimum volume.M. West has
especially carefully developed the method of teaching reading, considering it not only as a goal,
but also as a learning tool. Recognizing that teaching a foreign language is identical to mastering
one's native language, he believed that reading creates opportunities for a sharp increase in
speech practice and to some extent make up for its lack in teaching a foreign language. In
addition, reading creates opportunities for establishing direct links between the concept and the
word of a foreign language. Therefore, in his opinion, regardless of the purpose of training,
training should begin with reading.
M. West developed the requirements for textbooks. He considered it necessary that the texts
were fascinating, appropriate to the age of the students. Interestingly, M. West recommended
avoiding in the texts information about the peculiarities of life in the country of the language
being studied, because this is unfamiliar to students, and therefore uninteresting.For the first time
in the methodology, M. West recognized the possibility of adapting texts by reducing or
simplifying the original language.An important requirement was the implementation of the
pretext task, on which the degree of understanding of the content depends.M. West distinguished
two types of reading: observant and search, or moving fluent. The essence of the first is that the
reader fixes his attention on every or almost every word. The second type of reading is reading
with a wide range of content when the reader is looking for information. This type of reading,
ISSN: 2278-4853 Special Issue, March, 2020 Impact Factor: SJIF 2020 = 6.882
TRANS
Do'stlaringiz bilan baham: |
