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Foydalanilgan adabiyotlar:
1. I.Yo’doshov, I.Kamolov “Tarix darslarida interfaol metodlar” metodik qo’llanma
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Май 2021 10-қисм
Тошкент
PECULARITIES OF TEACHING READING TO STUDENTS IN SECONDARY
SCHOOL
Safarova Malika
Tashkent, Bachelor Student,
Uzbekistan State University of World Languages
safarova.malika11@gmail.com
Annotation
: The article is devoted to investigation of some peculiarities of teaching reading
to secondary school students; the article is focused on revealing the importance of teaching
reading and some techniques that can be used in the process of teaching reading.
Key words:
reading skills, authentic materials, teaching, methods, techniques.
Teaching reading is one of the most important goals of teaching foreign languages in secondary
schools. At the intermediate stage (6th-7th grades) students read aloud and to themselves more
complex texts in structure and content which are presented in textbooks and reading books.
Textbook texts are based on the studied linguistic material with the use of up to two three
per cent of unfamiliar words, the meaning of which can be guessed from the context. The
development of ability of guessing in the process of reading is one of the important tasks of
teaching and learning at the middle stage.
In 6-7
th
grades synthetic reading prevails, i.e. introductory reading of linguistically uncomplicated
texts with a simple plot. The text is usually read once. If there is a need to read again, the teacher
should set a new task, such as extracting certain information or reading the text at a faster pace.
Special attention is given to the development of fluency; by the end of 7th grade the speed of
reading to themselves should be faster than the speed of reading aloud.
As content and language material, mostly grammatical, becomes more complex so structure
of sentences and texts becomes more complex as well and it is necessary to check reading
comprehension and work on eliminating the difficulties that prevent direct comprehension. To do
this, lexical, grammatical, structural or semantic analysis of the text is carried out, translation into
the native language is used, i.e. elements of analytical reading are introduced. Eskey points out that
teaching reading it is very important to teach reading as ‘a kind of linguistic analysis’ [1, 93-100].
The main tasks in teaching reading at the intermediate stage are as follows: improving reading
techniques, increasing the speed of perception and understanding; mastering the methods of
synthetic reading; acquaintance with the methods of analytical reading; mastering the skills of
working with bilingual dictionaries; independent reading of the adapted texts of the textbook.
One of the greatest difficulties in teaching reading to students of secondary school is motivation.
It is very important to choose materials for students based on their interests. It is very important
for students to read for pleasure. Strong argues that ‘the only sensible reason for reading anything
is because we enjoy it or hope to enjoy it’ because ‘pleasure covers a whole variety of feelings
and shades of feeling’ [2, 41]. And authentic materials are very helpful in achieving this goal.
Authentic materials can be used as supplementary materials to teach reading.
Authentic texts in a foreign language are not always available at any time and in any place
(magazines or newspapers), so the use of the Internet makes this process more natural and habitual
due to the instant availability of information and allows students to be aware of the latest events
taking place in the country of the studied language, to take part in forums, discussions, feel a
full member of another culture. The use of information resources of the Internet in the process
of teaching a foreign language allows students to simultaneously develop skills of working with
information: carry out research and select necessary information in the process of doing the task,
systematize it; develop the ability to productively plan their work and optimize their activities.
Moreover, systematic practice in reading makes it possible for students not to use a dictionary.
After all, authors often use standard grammatical structures and lexical units. Reading without a
dictionary is a real indicator of the student’s success and is closer to natural reading in a foreign
language. Teaching reading in English contributes to the expansion of the philological outlook
of students, their idea of word formation; words borrowed from other languages; international
words. The main purpose of the text is that the student is given the opportunity to expand his/her
existing knowledge in a particular area, that is, the text performs two main functions: cognitive
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