Depаrtment оf the english lаnguаge аnd literаture cоurse wоrk оn theme: “Develоping students' cоmpetencies thrоugh brоаd reаding”

II CHАPTER. Teaching reading fluency: approaches and methods.
2.1. Methodology of teaching reading in enhancing students’ communicative competences
Teaching reading is a critical component of enhancing students’ communicative competences. Here are some methodologies that can be used to effectively teach reading and improve students’ communication skills:
1. Interactive Reading: Interactive reading involves actively engaging students in the reading process by asking questions, discussing ideas, and making predictions about the text. This approach encourages students to think critically, make connections between their own experiences and the text, and articulate their thoughts and opinions.
2. Collaborative Reading: Collaborative reading involves group work where students work together to read and analyze texts. This approach fosters social interaction, encourages cooperation, and helps students develop interpersonal communication skills.
3. Extensive Reading: Extensive reading involves providing students with a wide range of texts that they can choose from based on their interests and proficiency levels. This approach increases motivation, improves comprehension, and enhances vocabulary acquisition.
4. Sustained Silent Reading: Sustained silent reading involves providing students with time to read independently without interruption or intervention from the teacher or peers. This approach promotes self-directed learning, enhances concentration skills, and improves fluency.
5. Task-Based Reading: Task-based reading involves assigning specific tasks related to the text that require critical thinking and communication skills such as summarizing information or debating different perspectives presented in the text.
By using these methodologies in teaching reading, teachers can enhance students’ communicative competences by improving their ability to understand written texts, express their ideas clearly and coherently both orally and in writing, as well as interact with others effectively through discussion and debate.
Communication suggests interaction of some sort, perhaps in many students' minds between speaker and listener. Is reading, therefore, since it is often a solitary activity, a non-communicative activity? Surely not since the reader is interacting with the writer, albeit in a less direct way than speaker and listener. Reading is, of course, just as communicative as any other form of language use and as teachers our aim is to bring out that communicative element. For example by establishing direct communication between reader and writer by exploiting students' written work for reading practice (see below for ideas). Another feature of real reading is that while we may read alone we communicate what we read to others constantly. Talking about what we have read is a rich source of classroom possibilities.
Strategies I use for communicative reading
One of the things to bear in mind when lesson planning is that classroom reading is not the same as real reading. Classroom reading aims at helping students develop the skills they need to read more effectively in a variety of ways (the same variety of ways as they can employ in their own languages, of course). To enable this we plan 'pre-reading', 'while-reading', and 'post-reading' stages. These stages can help us make reading more communicative.
Pre-reading tasks
Pre-reading tasks often aim to raise the readers' knowledge of what they are about to read (their schematic knowledge) as this knowledge will help them to understand the text. In our L1 we use this knowledge subconsciously and as a result need to raise it consciously in an L2. This raising of awareness is most effectively done collaboratively. Approaches I use include:

1. 
   Tell your partner what you know about the topic
   
2. 
   Do a quiz in pairs to find out what you know about the topic
   
3. 
   Look at some pictures related to the topic
   
4. 
   Skimming the first paragraph for gist and then predicting.
   

When reading in our L1 we are constantly using our schematic and linguistic knowledge to predict content (both related to the topic and the language itself). In class, predictions can be communicated to colleagues, of course. Some examples of what predictions can be based upon include:

1. 
   A title
   
2. 
   Visuals
   
3. 
   Knowledge of the author
   
4. 
   A skim of the first paragraph
   
5. 
   A set of keywords from the text
   
6. 
   Reading the end, predicting the beginning.
   
7. 
   Reading the middle, predicting the beginning and the end.