*120041*
Ñàéôóòäèíîâà À.Ñ.
Ñðåäíÿÿ øêîëà
¹86, Øûìêåíò, Êàçàõñòàí
Formation of Mechanism of Reading in
English
The reading is one
of the most important means of getting
information and plays important role in the life of modern educated man.
In real life the reading goes as
individual, independent means of communication, the motive of which satisfaction of requirement of information
concluded in the text. The reading in this role is widely used in perceived,
aesthetic aims (for example is reading newspapers, literature). Also the sphere
of use of reading is different in way of life, study and industrial spheres.
Where the extracting of information from the text through the reading serves to
realize different kinds of activity.
The essence of this
kind of communicative activity concludes in all cases to take necessary
information for readers, concluded in the text. In this plan in real functions
the reading to oneself with immediate understanding of reading in the process
of reading, mastering which and structures
one of the aims of practical teaching of foreign language.
The reading
silently represent reception form of speech activity, but as against from
hearing the information by reading delivers by visual aids with the help
codes speaking. Psychological
researches shows immediate connection by reading between visually graphical and
speech –motor analysis.
By reading silently
the work of articulating apparatus displays in the form of inner. Speech by
reading aloud it displays outwardly. So, functioning of reading is constructed
on oral speech basis.
Psycho-physiological
mechanism of reading includes
visually-graphical and speech-motor analysis, combined functioning of
which provides taking information from the text by reading and determine unity
of sides of reading–techniques of reading and understanding of reading.
As the researches
of physiologists and psychologists show, the reading base on the process of
identification. By reading the words conceive and merge with graphical form of
these words, showed in memory of readers, identify and comprehend.
By reading the main
role play the conjecture. Which lies on the basis of perception the text, what is proved by analysis of moving eyes
while reading such anticipation. Which
is based on conceived pieces of text, context and lingual experience of reader, presented in oral
speech seizes not only words, but also groups of words and even whole phrases.
By this determines the importance of oral speech practice for mastering the
reading and its development.
Reading like the
form of communicative activity may have different motives, which reflect needs for that or other size of information.
Depending on this
in one case it is necessary for reader a deep penetration to the text and
extracting out maximal volume of information, contained in the text as an
example of such reading may serve the reading of texts by students, and study
of scientific publications, of scientists, familiarizing with official
documents.
In other cases the
text is read for that, to introduce with main ideas, concluded in it, common
ideas of author, without stopping at the details and particularity. Such
reading with common grasping of content is not aimed to full extraction of
information from the text, resort to it that, when it is necessary to extract
main and essential from that information, which is placed in the text. They
usually read literature in such way,
introduction with the common content of scientific articles, and look through
the newspapers etc.
In that cases, when
it is necessary to get the most common imagination about the characteristic of
information, concluded in the text, resort to the fluent review. The reader
introduces with title or by individual paragraphs or parts, he tries to
establish minimum extracted information from the text, which is concluded in
the text and what interest present the content of this text. In this order
there is a search of necessary information. Such reading is widely used in
reading newspapers, review of magazines, in the work of the scientific
publication in searching necessary materials.
The choice of that
or another type of reading is determined by the need of man in that or other
volume of information, which is contained in the text.
And, formation of
mechanism of reading, is a content of the first stage, is realized in
lexically-grammatical material, which is previously strongly mastered by
students in oral form. First of all it consists of language material, mastered
by students during the oral introductory course. Later, in the process of
teaching mastering in oral speech of students of new language material lets
include it in reading by enlarging such volume of reading material and by
developing mechanism of reading. By speaking orally this material, students,
work out the reading, master the translation of familiar for them lingual
phenomena for written code and learn to identifying in graphical complex of
familiar for them lingual phenomena. In the beginning with the help of special
exercises the associations are established between lingual phenomena in oral
form with graphical forms, then, when these connections are assigned, the
students by visually-graphical form of these
phenomena, recreate their meaning. Preliminary of, oral mastering of
lingual material reading it is necessary for forming inner speech, which lies
in the base of reading silently with immediate understanding of reading. The
inner speech is presented in turned form and it is realized in sound form by
reading aloud.
During the teaching reading silently on
the oral base the translation from oral speech to reading silently is realized
through reading aloud, which form intermediate branch.
Such educational
function of reading aloud is appointed with its combination of activity of
reading and orally-speech activity.
For teaching
reading, it is necessary:
a) mastering by students all sounds of English;
b) mastering by students in
oral speech the grammatical structure with the verb to be;
c) mastering words in this
structures, which contained more widespread letter combination in the
enlistment, in such types;
d) acquaintance with letters
of English alphabet and their writing.
All this
characterizes volume of material, and the index of readiness of students start
to mastering the reading, serves the level of mastering of it in oral speech
with all students. Till the time how students start mastering the reading, they
must freely operate in speech by these structures containing corresponding
vocabulary correctly pronounce sounds, included in the structure of word, on
which the reading is mastered
How the practice
should, it takes not less than one quarter, what determine minimum lasting of
oral introductory course.
Acquaintance with
new letters of English alphabet realized during the oral introductory course.
For mastering letter, used tables with alphabet and cards on which the
English letters are presented in four
variants.(printed, lined, capital). By Frequently showing letters in different
variants, the teacher names them and sounds, gaining by this students
remembering of graphical form of letter, and then typical letter combines, for example: th, sh, ch, and etc. Then
students themselves name and sound these letters in any variants and
consequence. Parallel with it students master their writing, what contribute to
their memorizing.
The letters are
introduced orally by groups about 3-4 letters in the lesson, and the work over
every group of words goes on two lessons. In the base of grouping of letters
there is on graphical principle: the
letters come together, consisting of similar or single and the some
graphical elements, that simplify the work of their writing. After acquaintance
with all letters the students learn the alphabet.
The other grouping
of letters is possible, as alphabetical which demands the change in the order
of mastering writing of letters.
The mastering of
letters is concluded to the end of the first quarter.
The formation of
mechanism of reading goes on mastered
lingual material in oral speech form by stages: in the beginning the mastering
of reading words then-reading of structures with their gradual widening; after
this combination of structures of different types; and at last the reading of
short texts with gradual enlargement of their volume and complicating of the
content.
The loud speaking of text while reading aloud is
changed by whisper reading, then
students start to master the techniques of reading no silently with inner
speaking of reading. In such way the mechanism of reading is formed and the
techniques of aloud reading is mastered, and then silently.
The formation of mechanism of reading is formed from
mastering of reading English words of different types, reading of structures
and their combination, and also educational text, which are constructed
on mastered lingual material, and realize by graded scheme.
After that, when the students mastered with the help of
several exercises, the reading of words
of several types in such volume, to form the first structures, the reading of
structures are introduced with gradual widening. By continuing the work
of reading of words of new types, the students start to master the
reading aloud the structures, which are formed by these words, isolated or in
the enlistment, gaining their understanding.
Accumulated in the
sufficient number of structures are combined in short educational texts, in
which the certain logical consequence of structures are maintained for reading
aloud and silently. According to mastering reading of new structures they are included
to educated texts, letting considerably vary their contents and enlarge the
volume.
The reading aloud and silently the subject texts, which
are constructed only on mastering oral lingual material, concluded the
formation of mechanism of reading. Educational material form the enlistment of
texts, first short, then gradually increasing in volume gradual complication of
their content.
Lasting of the first stage of teaching reading is
determined by the procedure of educational process in the form. It is concluded
on the second year of education, however in the case of difficulty with the
mastering of technique of reading aloud and silently, the exercises for reading
aloud must be continued also in the further.
References
1.
Òåõíîëîãèÿ. Æàëïû îðòà á³ë³ì áåðåò³í
ìåêòåïòåðä³ң 5-7 ñûíûïòàðûíà
àðíàëғàí áàғäàðëàìà. – Àëìàòû. ÐÎÍÄ, 2003. – 36 á.
2.
Òåõíîëîãèÿ. Æàëïû îðòà á³ë³ì áåðåò³í
ìåêòåïòåðä³ң 8-9 ñûíûïòàðûíà
àðíàëғàí áàғäàðëàìà. –
Àëìàòû. ÐÎÍÄ, 2004. – 16 á.
3.
Қàçàқñòàí Ðåñïóáëèêàñûíûң 2015 æûëғà äåé³íã³ á³ë³ì áåðóä³ äàìûòó òұæûðûìäàìàñû //
Æîғàðû ìåêòåï. – 2004. ¹ 1. Á. 5-8.