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Foydalanilgan adabiyotlar:
1. Qosimova “ Matematika o‘qitish metodikasi”
42
Апрель 2021 10-қисм
Тошкент
TECHNIQUES OF INCREASING STUDENTS’ READING SKILLS
Student:
Najimov Khusniddin Mumin Ugli,
Uzbek State World Languages University
Scientific supervisor:
Nishanbekova Saida
Uzbek State World Languages University
Abstract:
the article deals with the issues on reading strategies. Reading is a difficult type of
speech activity. The problem is that the analysis of the training results shows that half of students
find it difficult to complete the section.
Key words:
speech activity, reading, language, knowledge.
Scientists, linguists dealing with language give the following definition to the term “reading” -
the relationship between the reader and the text. Language scholars believe that mastering such a
communicative skill as reading requires extensive versatile knowledge about the world and about
the topic, as well as perfect knowledge of the language. According to linguistic educators, reading
requires extensive background knowledge, or, as they are called, basic knowledge, as well as
certain skills and abilities in order to understand the texts.
In addition, other scholars agree that good readers must perform some other actions in order
to understand the text: they must associate the new text with past experience, or, as it can also
be called, basic knowledge, namely, interpret, evaluate, synthesize and consider alternative
interpretations. In completing this task, students should also know some strategies that can help
them easily understand reading comprehension [1].
When teaching to read, reading skills are often confused with strategies. Reading skill is defined
as a tool a student uses to improve his or her reading ability. Unfortunately, many students do not
understand what they are reading.
A reading strategy is a plan or a way to do something; the specific procedure used to perform
the skill.
For example, students have difficulty completing a short reading assignment such as a newspaper
article. This difficulty is due to the lack of the ability to focus and concentrate on the written words.
As such, many students need guidance and strategies to help them focus on reading and do more
than just read words on paper. The strategic reader’s content skills can be broken down into seven
areas, namely:
1. Forecasting - prediction based on observations and / or personal experience.
2. Visualization - the formation of mental images of scenes, characters and events.
3. Linking - linking two or more things together or seeing a link while reading a text.
4. Question - asking or considering.
5. Clarification - to make it comprehensible or to become clear and free from confusion.
6. Summation - concisely define the essence of the text.
7. Evaluation - to form an opinion about the read [1].
To develop the skills of reading text in English, linguists offer the teacher the following strategy
- to teach students to focus on the text itself, and not on the sentences in it. To understand most of
what you read, you must learn to understand the structure of such long units, such as a paragraph or
the entire text. To do this, it is necessary to start with a global understanding of the text and move
towards detailed understanding, and not vice versa, the learner also needs to use authentic text
whenever possible. Authentic writing doesn’t make learning more difficult. The difficulty depends
on the activity required of the students, not on the text itself. In other words, the teacher should
evaluate the assignments that he gives for reading, not the reading itself;
- focus on reading skills and learning strategies and plan comprehension exercises for each;
- you should not impose your own interpretation on students. They should be taught to think by
providing enough evidence for them to follow the correct path;
- should not be superimposed on the text of the exercise. You don’t have to use a lot of exercise
to ruin your reading pleasure.
- help students to increase their reading speed.
- it is necessary to use different procedures when guiding the student’s reading. Self-correcting
exercises are extremely beneficial [4].
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