Andijon davlat chet tillar instituti

References

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2. 
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3. 
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4. 
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Lecture-7
Teaching reading
Plan
1.Teaching reading and its role in foreign language from practical point of view. 2.Stages of teaching reading.
3.Types of reading.
4.Typology of difficulties in teaching reading.


Key words: reading, content of teaching reading, intensive reading, extensive reading, comprehension, linguistic competence, difficulties, strategies, loud reading, silent reading.


Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include:
1) Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
2) Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
3) Sociolinguistic competence: knowledge about different types of texts and their usual structure and content

4. 
   Strategic competence: the ability to use top-down strategies, as well as knowledge of the language (a bottom-up strategy)
   

The goal of reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results is when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
Teachers want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
In recent years, language teaching methodologists have gained a greater appreciation of the nature of the reading skill. They have come to understand that in fact it is not a single monolithic skill. Rather it is a behaviour which is made up of a large number of component skills sometimes referred to as microskills. These range from such foundational skills ass the ability to recognise the letters of the alphabet and to match spoken words and sentences with their written representation, to quite sophisticated skills such as skimming a piece of writing to gain a general idea of its content, or evaluating a text for its general tone or bias.
Methodologists have also come to believe that the types of reading done in the language classroom should reflect the many uses to which reading is put in real life. You use reading not only for study purposes but also for daily living. You read not just novels, essays, and poetry, but also newspapers, instruction manuals and the labels on the products you buy in the supermarket. Thinking of this variety of reading tasks, you can see that different tasks require different approaches. For maximum efficiency, students must be taught to vary their approach to suit the purpose of their reading.
Reading is one of the main skills that a pupil must acquire in the process of mastering a foreign language in school. The syllabus for foreign language lists reading as one of the leading language activities to be developed. It runs: By the end of the course pupils must be able to read easy texts of social-political contents, popular-science and fiction. In learning to read they should acquire skills in skimming and searching reading.
Therefore reading is in one of the practical aims of teaching a foreign language in schools. Reading is of great educational importance, as reading is a means of communication, people get information they need from books, journals, magazines, newspapers, etc. Through reading in a foreign language the pupil enriches his knowledge of the world around him. He gets acquainted with the countries where the target language is spoken.
Reading develops pupils’ intelligence. It helps to develop their memory, will, imagination. Reading ability is , therefore, not only of great practical, but educational, and social importance, too.
Reading is not only an aim in itself, it is also a means of learning a foreign language. When reading a text the pupil reviews sounds and letters, vocabulary and grammar, memorises the spelling of words, the meaning of words and word combinations. The more the pupil reads the better his retention of the linguistic material is. Reading helps them to acquire speaking and writing skills as well.
Reading is, therefore both an end to be attained and a means to achieve that end.