|
References:
1. JILL MCMILLAN “ English Pronunciation”
2. Rodney Saulsberry “ Tongue-Twisters and Vocal warm-ups with other vocal-care tips”
3. Barbara Bradford “ Intonation in Context”
SCIENTIFIC COLLECTION «INTERCONF» | № 3(39)
826
UDC 811.111
Manapova Gulzhan
Senior lecturer
Kazakh national women’s teacher training university, Republic of Kazakhstan
THE ROLE OF HOME READING IN TEACHING STUDENTS
OF NON-LINGUISTIC SPECIALTIES
Despite the increased interest of modern people in oral forms of communication in
a foreign language, which is explained by social, political and economic situations
reading continues to be the most important source of information. Nowadays reading
began to be perceived as one of the main goals of education – a new source of intellectual
and aesthetic information, which significantly enriches the identity of a student.
In modern methods of teaching foreign languages, reading is considered to be as
one of the fundamental skills, without mastering it further education is impossible.
Reading as a speech activity is always purposeful, its purpose is to extract information
contained in a recorded speech work - a text. In addition, on the basis of the text, you
can teach other types of speech activities: speaking, listening, writing in the target
language.
The curriculum for students of all non-linguistic specialties includes such aspect
as individual or home reading. The task of home reading is to teach students how to
read texts in their specialty, understand and extract professionally significant
information. Home reading is a set of skills and abilities that learners must possess to
extract information with varying degrees of depth and accuracy of understanding.
Home reading can be characterized as smooth, communicative reading; flexible
reading to oneself (fluent or in slow motion); "mature" reading. This, as
N. I. Nakaznyuk points out, is educational activity closest to “reading for pleasure”,
which is the highest stage of the ability to read in a foreign language [1]. Home reading
is extensive reading, which involves the ability to independently read a large amount
of text at a high speed, while focusing on the content of the read text.
SCIENCE AND PRACTICE: IMPLEMENTATION TO MODERN SOCIETY
827
Home reading is an important part of foreign language teaching for non-linguistic
students. The teaching process of reading texts according to a specialty should be
carried out purposefully on the basis of specially selected texts that meet the criteria of
authenticity, professional orientation and contribute to the creation of positive
motivation for learning. The selection of texts for home reading should be carried out
by students under the supervision of a teacher. The most optimal in modern conditions
is the use of materials from the English-language periodicals.
Individual home reading in higher education implies an independent search for
material. The most available resources for students are bookstores and libraries. When
having a computer, students have a real opportunity to find the necessary material on
the Internet.
The student must take the initiative himself when choosing a text for home
reading, which allows him to find the most interesting topic for himself and get deeper
and more solid knowledge of a foreign language, as well as of the studied specialty.
The use of Internet resources for individual reading in English is encouraged, since in
the modern world, a specialist in any field cannot do without referring to Internet
sources. Teaching to read in non-linguistic universities takes place in accordance with
certain stages of education, and these are not only stages corresponding to the structural
hierarchy of higher education: bachelor's, master's, postgraduate studies, it is necessary
to distinguish several stages of training.
So, if at the first stage of learning to read it is required to perform a large number
of exercises aimed at mastering the language material (the goal is to form the skills of
an accurate understanding of the text units), then at the subsequent stages it is necessary
to perform tasks reflecting the real situations of the professional activities of future
specialists [2] selection of texts with the aim of solving problems, comprehending
foreign experience based on reading articles from a profiling field of knowledge, and
at the higher stages, the most important thing is to develop the ability to process
scientific information obtained from the text (we are talking about the original
scientific and technical literature in the specialty).
SCIENTIFIC COLLECTION «INTERCONF» | № 3(39)
828
Thus, for teaching individual reading, a systematic approach to the selection of
texts for reading should be provided. This will lead both to mastering the skills of
individual reading and increasing the level of English proficiency, and to strengthening
the professional orientation in teaching foreign languages in a non-linguistic
university [3].
Learning to read and understand texts in the specialty at different
faculties of higher educational institutions should be carried out purposefully.
Working with the text requires the reader, first of all, to know the language itself,
which includes knowledge of the vocabulary, rules and models for generating
lexical units, knowledge of idiomatic expressions, grammar rules (morphology
and syntax), spelling rules, knowledge of lexical and syntactic means of text
coherence, etc.
Written language is generally more fully structured and more consistent, as well
as being more permanent, than speech. This means that key features of the language
are visible and open to review in a way that they are not in spoken language. It also
means that if we want to motivate learners to read widely in the second language, the
overall content of the text we select will be more important than specific linguistic
features [4].
Thus, reading broadens the horizons of students, acquaints them with
the works of foreign authors, develops thinking and imagination, creates additional
motivation for learning a language. All of this can be achieved by introducing
regular home reading lessons into the learning process. Such lessons will allow the
teacher to diversify the forms of work, ensure the practical application of the foreign
language learned in traditional lessons, develop oral speech skills when discussing
the text, form various reading skills, and significantly expand the vocabulary of
students.
Do'stlaringiz bilan baham: | 
