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

1.3 Significаnce оf teaching reading in enhancing Communicative competences of students
Teaching reading is an essential component of enhancing communicative competences of students. Reading is not only a crucial skill in itself but also an effective tool for developing communicative abilities. When students read, they improve their vocabulary, comprehension, and critical thinking skills. These skills are essential for learners to communicate effectively in various contexts.
Reading helps students develop their language skills, including grammar and syntax. It also exposes them to different writing styles and genres, which improves their writing abilities. Reading is an excellent way for students to learn new words and phrases that they can use in their communication.
Effective communication requires not only linguistic competence but also sociolinguistic competence, which involves understanding how language is used in different social contexts. Students who read extensively are exposed to different social situations and cultures, which help them understand the nuances of language use.
Moreover, reading provides opportunities for learners to practice their speaking skills through discussion and debate about the text that they have read. It also helps them develop active listening skills as they engage with others during group discussions.
In conclusion, teaching reading plays a significant role in enhancing communicative competences of students. It provides opportunities for learners to develop various language skills necessary for effective communication, including vocabulary acquisition, comprehension, critical thinking, sociolinguistic competence, speaking and listening skills. Therefore, educators must prioritize teaching reading as a crucial skill in developing communicative competences among learners.
The aim of teaching reading skills is to train the students to be able to comprehend or decode a variety of texts in the target language. The CLT approach used in an action research study to overcome the problems faced, by students with poor reading skills especially using narrative texts. With the assumption that implementing the CLT approach could give a positive result in improving students’ reading. Brown (2007) said that CLT as an approach to language teaching methodology that emphasizes authencity, interaction, student-centered learning, task based activities, and communication for the real world, meaningful purposes. The students are active in speaking English, giving opinion, sharing ideas, discussing some aspects of reading for academic purposes. Task consists of three aspects: fluency, accuracy, complexity. It includes classifying, predicting, inducing, taking note, concept mapping, questioning, personalizing, brainstorming, reflecting, and authentic assessment. All the activities will give influence to the students in improving the ability of reading for academic purposes in the cognitive, affective, and psychomotor aspects. Strategies to Use for Communicative Reading using CLT in reading activities consists of three steps: pre-reading, while-reading, and post-reading activities.