Тлеужанова
К.Т., Елтаева А.Е.
Карагандинский Государственный университет
им.Е.А.Букетова, Казахстан
Teaching reading
texts at English lessons
When teaching in a foreign language
reading is considered as an independent type of speech activity and occupies one
of the main places on the importance and availability. The teacher's task thus
consists not only
in teaching students to read and
understand texts in the learned language, but also to impart love to reading.
For this purpose students need to be acquainted with reading art, publicistic,
scientific and other special literature in a foreign language.
The text as system of a speech product
of carriers of the learned English is of special value as the systematized
model of functioning of language within a subject, a context, a situation, a
problem, the sphere and a genre of communication, orientation to a certain
addressee, with reflection of a certain social, activity background, expression
of a social, professional, personal position. The text is considered as the
product of oral or written language recorded in this or that form. Taking into
account the systems described above it is possible specially, in the
educational purposes to model such texts which would be not only models of
English-speaking communication, but also would operate process of mastering and
practice of English-speaking communication.
The text should be considered in the
following teaching functions: as illustration of functioning of language units;
as sample of the speech of a certain structure, form and genre; as model of
realization of speech intentions of the author; as model of generation of the
speech statement, message or speech communication (text dialogue); as structure
of management of semantic perception; as structure of management of educational
actions of learners (the educational text) in training in aspects of language
(phonetics, lexicon, grammar, intonation) and to types of English-speaking
speech activity (to all types of reading, speaking, listening, writing). The
dialogical texts which are especially specially made are capable to become a
basis of independent communicative training, that is self-training to
English-speaking communication. [1, page 34]
The text as to system closely is
adjoined also by structural and speech educations — different types of texts of
monological and dialogical character, the mixed genres of statements. Their
systematization is necessary for training in English-speaking communication
with the formation purpose at learners of ability to use various genres,
tactics and technicians of speech communication, on the one hand, and their
combinations according to activity conditions, a communication situation,
nature of role behavior of interlocutors, their boundaries of personal and
interrole interaction — with another. Training in various structural and speech
educations has to be provided, along with dictionaries and grammatical
reference books, special communicative manuals. As shows experiment, trainees
often experience difficulties in making substantial dialogue or the target
monological statement to a certain situation of communication, to conduct
multidark dialogue or to use various genres (the message, a reasoning, the
proof, a conclusion, a narration, the description, the assumption etc.) in own
developed monological statement.
The
whole block of requirements is shown to a choice of texts for reading and
acoustical perception, to their contents, types, authenticity. Together with it
the factors accompanying presentation of texts and work with them are analyzed,
possible and real difficulties of perception are especially marked out.
The block of recommendations about
formation, development and improvement of abilities of acoustical perception of
the foreign-language speech includes methodical receptions and exercises for
all stages of work with a sample of the foreign-language speech: pretext
(pre-listening activities), text (while-listening activities), posttext
(post-listening activities). [3, page 5]
At a pretext stage the learner reports
data on a text type for listening and character of a statement of material (the
message, a narration, the description, interview, etc.). Then they can be
offered: background information to the text; recommendations concerning
perception of the text, the accompanying difficulties; short which, in the form
of the summary, an oral statement of the text; the photos or drawings
illustrating contents of the text; keywords and expressions; discussion of a
subject of the text; reading the summary for the subsequent use in the course
of acoustical perception; reading the parallel squeezed / short text; a task to
fill in admissions in a printed copy (transcript) of the text.
At a text stage the following types of
tasks and exercises are offered learners: 1) question-answer (a choice true
from a set of the offered answers, "it is correct/is wrong / I don't
know", free answers); 2) reconnoitring (definition of a text type,
identification of a context — who that, where, when, why etc., definition of an
overall objective of interaction and communicative intentions of partners, a
choice of keywords, an assessment of the used language units and speech means);
3) on compliance establishment (pictures, images, etc. to short texts and
dialogues, between oral and written texts, streamlining in the necessary
sequence according to contents of the text of separate pictures); 4) on
implementation of instructions (for example, to mark the directions on the map,
to add a contour map or the picture, etc.) filling of speech "bubbles"
(speech bubbles); 5) on end of speech statements and filling of admissions
(klouz-receptions, the role hearing, end of speech statements, restoration,
addition and expansion of remarks of dialogue, end of the story or history
"patching" — patchwork — hearing of the mixed text fragments). Such
set of methods, tasks and exercises really promotes formation of auditive
ability of learners and communicative and receptive sufficiency.
At a posttext stage the learner suggest
at to think the title to the listened text, to make new texts, to think up
questions, to continue the text, to describe or lose events, possible
throughout the text, to provide the review or supervision concerning events in
the text, to express the opinion in different occasions, to describe the identity
of a character etc.
Working with different types of texts
on a foreign language, it is possible to draw a conclusion that they help to
get more deeply the student into psychology of national character, it is better
to understand history and culture of the learned language, to broaden language
horizons, to increase interest in the learned language and to improve their
language competence.
The technique of training in reading
texts of different types is differentiated by three types of educational activity
of learners: pre-reading activities, while-reading activities and (post-reading
activities).
At pre-reading
stage the following is recommended:
1) to precede
contents of the text for reading by means of helps, support, photos, drawings,
the scheme, heading and subtitles;
2) to give
necessary background information;
3) to simplify or
reduce version of the text;
4) to rearrange
separate offers or to connect separate offers or fragments of the text;
5) to analyse a
similar text type in which keywords and expressions are presented;
6) to orient during
brainstorming in highlights of the maintenance of the offered subject and to
state the judgments;
7) to agree or to
disagree with a number of statements of the teacher of a subject with the
corresponding argument;
8) to guess a
subject and contents of the text, using keywords and options of a subject,
etc.;
At a while-reading stage it is
recommended to use the following methodical receptions, tasks and exercises:
value removal, question-answer work, recognition of language units, reduction
in compliance and a so-situation of fragments, implementation of instructions,
comparison of ways of expression, making an abstract, end and filling of
offers, decision-making and the solution of tasks, problem situations and
tasks. [4, page 151]
At a post-reading stage the following
tasks are offered learners: to express the relation to a subject or a subject
of the text; to correlate to own experience; to discuss and reason various
interpretations of the text; to execute various transformations of the text —
to dramatize it, to present in the form of a role-playing game, interview to
the writer; to create the new text on analogy, in more detail to develop or
expand its thematic contents; to express the relation to the text or to
illustrate contents of the text with episodes from own life, and also journal
photos, etc.; to reconstruct or recreate the text on keywords; to write the
summary; to use the text for studying of grammar and lexicon, to find synonyms
and antonyms etc.
Application of the text for development
of skill of understanding of the foreign speech has to be carried out only
after the text was used in the main function - for teaching in reading.
Teaching in reading has to be based as informative process.
Specifics of reading as speech activity
is that it is used at the solution of tasks of the informative plan. Being
always directed on obtaining information, it can be characterized as cognitive
activity. In this regard the importance gets contents of texts for reading. It
actually predetermines, whether will be learning to treat reading in a foreign
language as to a way of obtaining information. Therefore all texts have to
represent for them a certain interest, to be for them significant.
Along with it teaching should be built
so that reading caused intellectual activity of pupils, was followed by the
solution of certain cogitative tasks, the demanding judgment of the facts
containing in the text, their comparisons, group, etc. Besides easy texts it is
necessary to read and such which present for students known difficulties, both
according to the contents, and on language because existence of difficulties
speeds up work of thinking.
Литература:
1. Вайсбурд М. Л.,
Блохина С. А. Обучение пониманию иноязычного текста при чтении
как поисковой деятельности.// М.: Просвещение, 2011.
2. Зырянова О.Б. Способы и приемы усвоения
языкового материала при пересказе текстов// «ИЯШ» - №4 – 2006 г.
3. Потапова Н. В. Обучение чтению на иностранном языке в начальной
школе / Н. В. Потапова // Современная филология: материалы II междунар. науч.
конф. (г. Уфа, январь 2013 г.). — Уфа: Лето, 2013. — С. 4-7.
4. Полякова С.В. Восприятие и понимание текста в психологии
чтения//Вестник Пермского университета. Серии: Иностранные языки и литература. 2007. Вып. 2(7). С.150-154.