Xorazm ma ’ mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар

’
MUN AKADEMIYASI AXBOROTNOM
А
SI 
–
8/2020 
162
Аннотация. 
В данной статье рассматривается процесс проектирования 
читательской деятельности, стратегии чтения и потребности учащихся на основе 
материалов чтения и этапы читательской деятельности при проектировании материалов 
чтения для учащихся классов ЭСП (английский язык для конкретных целей).
 
Ключевые слова
: учащиеся ЭСП (английский язык для конкретных целей), стратегии 
чтения, техники чтения.
 
Abstract. This article discusses the process of designing reading activities, reading strategies 
and students
’
needs based on reading materials and stages of reading activities in designing 
reading materials for the students of ESP classes. 
Keywords: ESP learners, reading strategies, reading techniques.
Reading is active process of trying to comprehend and obtain the text. Reading 
comprehension requires active participation of the readers and their ability to seek, organize and 
reformulate the information in their own words, resorting to their own experiences and background 
knowledge. To prepare ESP students to read is one of the crucial tasks for us as they are required to 
become skillful in getting information without planning any strategic steps i.e. organizing ideas, 
taking notes, using reference skills, etc. In this regard, there are many kinds of effective 
instructional activities which can help students comprehend and remember what they read and 
develop multiple strategies to achieve reading comprehension skills. According to the students
’
needs, ESP teachers should prepare good reading materials to encourage the teaching-learning 
process. Designing creative and interesting reading materials is really important demand as a 
requirement in delivering their materials. The selected reading materials should be arranged 
carefully and systematically so that teaching-learning process can be conducted effectively and 
informative. Tomlinson (2012) argues that materials for language learning are those which are used 
to facilitate language learning. Printed materials, course books, websites, videos, and readings are 
some of the different materials teachers use in their classes. Materials also vary as they inform 
students about the target language (informative), provide experience of the language use 
(experiential), help to make discoveries about the language (exploratory), guide to practice the 
language (instructional), or encourage use of the language (eliciting). The author points out that the 
ideal material should include all the previous elements. Tomlinson highlights that material 
development is a very important part in the teaching processes. Material development can be seen 
as a field of academic study as it involves reflection, design, production, evaluation, adaptation, and 
piloting. According to Harwood (2010), the need to develop materials must suit the contexts in 
which they are going to be used. According to Brown (2004), there are reading strategies to develop 
comprehension skills which can be applied in the classroom:
➢
Identify your purpose in reading a text;
➢
Apply spelling rules and conventions for bottom-up decoding;
➢
Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning;
➢
Guess at meaning (of words, idioms) when you aren
’
t certain;
➢
Scan the text for specific information (names, dates, key words); 
➢
Use silent reading techniques for rapid processing;
➢
Distinguish between literal and implied meanings;
➢
Capitalize on discourse markers to process relationships.
These strategies can help students to cope with reading texts. K. Westerfield (2012) suggests 
the following pre-reading, while-reading and post-reading (follow-up) activities to accompany a 
text.