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Апрель 2021 10-қисм
Тошкент
THE EFFICIENCY OF USING READING STRATEGIES
Nishanbekova Saida
Teacher, 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.
Reading is one of the four foundational skills in learning English or any other language, and is
considered one of the most difficult skills for a person learning a foreign language.
As with listening, there are bottom-up and top-down approaches to teaching to read. In a bottom-
up approach, the reader assembles letters to form words, sentences, sentences, and paragraphs in
order to capture meaning. Thus, at the same time, the reading activity is carried out according to
the structure of the text that is read by the students of the language. According to Carrell, bottom-
up text processing structures the meaning of the text from the smallest units of the language to the
largest, and then changes the existing basic knowledge of the student and his predictions about
the text based on the information that occurs in the text [1]. According to Miller, the bottom-
up approach, or as it is also called, bottom-up processing, helps students become fast and good
readers, but, on the other hand, without effective knowledge of a second language, this processing
will not be successful [1].
On the other hand, other researchers are focusing on a conceptually oriented top-down
approach, or, as it is also called, a top-down approach. This approach encourages students to
use their accumulated knowledge at the time of reading in order to make predictions about the
texts they have read. When reading in English or a foreign language, the reader, applying a top-
down approach, is not only an active participant in the reading process, predicting and processing
text information. The accumulation of knowledge, or basic knowledge, plays a significant role in
teaching reading. Miller, in his study on teaching reading, presents certain strategies for teaching
reading [1]. He argues that reading was based on top-down skills about forty years ago, the main
concern of learners in using their background knowledge to improve reading comprehension.
However, there has been a recent shift from bottom-up skills to top-down skills; it primarily
focuses on an accurate, literal understanding of the text [5].
Other scholars in their research found that students used a variety of reading strategies and
approaches. In the first stages of learning, students use a dictionary when reading, try to memorize
or memorize words, take notes and translate word by word. At a later stage of training, having the
necessary skills and abilities, they guess the meanings of the words contained in the text from the
context. In the final stages, students use strategies such as “applying transition words”, “looking
for clues in the text” and using accumulated and background knowledge [2].
The strategies outlined above for teaching reading can be applied to teaching reading in English.
As students become more competent readers, they, in turn, become more motivated to learn the
language. According to linguistic research, student motivation to learn is extremely complex and
continues to challenge researchers with its conceptualization and re-conceptualization, as well as
its inclusion and operationalization in interventional research. In addition, research has shown that
learning motivation should be seen as a concept that is intertwined with learning strategy. Thus,
students, in order to become strategic, self-regulating readers, must also be attracted by the readers
[1].
Linguists have developed many reasonably effective methods of teaching reading that teachers
can use and use to motivate students to focus on one or more reading strategies. Considering most
of the literature in this area, there are many examples of lessons. Let’s consider briefly some of
them that are especially useful and can be easily applied in the lesson.
To teach students how to generate questions or make predictions, scientists suggest using a
strategy. During the lesson, the teacher asks questions to the students before they begin to read
the passage. First, she or he models questions, literal or logical. Students should then read the
passage looking for answers. The students are then divided into small groups or pairs and asked
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