Teaching foreign language in the world introduction I. The advantages of learning a foreign language in the world

I. The advantages of learning a foreign language in the world
1.1.The organization of teaching reading in a foreign language is at an early stage
Reading is an independent type of speech activity that provides a form of written communication. Reading ranks high in usage, importance, and usability. VA Sukhomlinsky, when examining the causes of mental retardation in school students, rightly pointed out: "If children in primary school read less, think less, they have an inactive brain structure."
Research in a number of countries over the past decade has shown that: readers can solve problems, understand integrity, and uncover the conflicting relationships between events; assess the situation most adequately and quickly find new correct solutions. In short, reading shapes the qualities of the most advanced and socially valuable person. How does this happen? Unlike the perception of different types of culture, such as television and video, reading is unique in that it is always hard work - fun, enjoyable, joyful, but hard work. You have to work hard to learn to read, and you have to work hard to be human. Man's labor for himself forms these qualities in him.
Reading, like listening, is an unexpressed internal type of speech activity in the form of receptive, reactive, and its flow. Reading can be partially external, a specific type of speech activity, such as reading aloud. But even the same mechanisms (perception, internal sound production, short-term and long-term memory mechanisms, prediction, comprehension) work especially well in reading because they rely on visual perception rather than hearing speech.
In Table 1, we compare the process of speech perception in the process of reading and listening.

Reading	Listen
1. Rhythm and tempo depend on the reader	1. The speaker sets the rhythm and tempo
2. All information is in the hands of the reader	2. The information is provided step by step
3. You can "jump" from some parts of the text	3. There is no possibility to hear the text again
4. You can stay in place	4. Perception is progressive
	5. Follow carefully unwanted information

As you can see, the process of visual perception of information and its flow ensures that the image is stored more reliably than hearing, because the reader has the ability to organize and control this process, which makes reading mechanisms work slightly differently. .

The reading process is based on the technical side, i.e., the ability of linguistic phenomena to have an automated visual-speech-motor-auditory connection with their meaning, based on the recognition and comprehension of written characters and written text. in general and therefore the exercise of communicative reading ability ...
When reading, a person not only sees the text, but also tells it to himself, and at the same time, as if he hears himself from the outside. Thanks to this there is an internal pronunciation mechanism and a combination of graphics and hearing-motor images. The movement of this mechanism is most clearly observed among beginners (whispering). Gradually, as experience accumulates, the internal pronunciation becomes more confusing and eventually disappears completely.
An important psychological component of the reading process is the probability prediction mechanism , which is manifested at the semantic and verbal levels. Semantic prediction - the further development of the ability to predict and accurately predict the content of the text events on the title, first sentence and other text signals. Verbal prediction is the ability to guess a word by capital letters, guess the syntactic structure of a sentence by the first words, and construct a paragraph later on the first sentence.
Hypothesis and the student's waiting system help to develop predictive skills, which in the beginning of the student begins to build a continuous structure of knowledge, activating his basic knowledge, language experience. The process of preparing the mind for the perception of information encourages the reader to remember, to guess, to guess, that is, to include his or her long-term memory and personal and social experiences.
According to F. Smith, reading requires two types of information: visual (from a printed text) and novizual (understanding a language, knowing a given topic, events, general reading ability, and knowing the world). The more non-visual information a student has, the less visual information he or she will have, and vice versa. When we start reading fluently, we rely more on what we already know and less on printed text.
Reading is an active constructive process. Construction meaning continues as an interactive activity, in which two sources of information - data from the source of student knowledge shown in the diagram (Figure 1).
As you can see, reading is an active, constructive, and interactive mental activity.
In the process of reading, comprehension and evaluation of the information in the text is carried out. Reading is one of the critical types of communicative and cognitive activity. In reading, there is a meaningful plan, that is, a procedural plan of what the text is about and how to read and make the text sound. In terms of content, the result of reading activity will be reading comprehension, procedurally speaking, the reading process itself, i.e. the association of graphemes with phonemes; Forming an inner speech hearing that finds expression in reading aloud and spontaneously, slowly and quickly, with full comprehension, or with comprehensive coverage of the content.