Pokonferencyjna

Conclusion. reading sequences and 
principles are very important for teaching 
reading because they include effective 
methods and ways of teaching reading 
skills. According to reading principles 
reading skill needs to be practiced every 
day. Learners read further reading materi-
als such as newspapers, journals, fiction 
books two hours a day in order to im-
prove reading speed and widen their out-
look. The purpose of reading is usually 
related to pleasure, information and gen-
eral understanding. According to reading 
sequences, we need reading sequences in 
order to read instructions, stories, activi-
ties such as a picture story. Reading se-
quences also help us to understand the 
meaning of topics, activities, games.
References:
1.  Burns,A and de Silva Joyce,H”a new look 
at reading practices” Sydney,2017.
2.  Jeremy Harmer “How to teach English”new 
edition,2001
3.  Hu,M and Nation,P “unknown vocabulary 
density and reading comprehension”2000
4.  Nuttall,C “Teaching reading skills in a 
foreign language”Oxford,1996

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  135 
PHILOLOGY,  SOCIOLOGY AND CULTUROLOGY №14
The use of L1  in foreign language 
teaching has been a controversial issue. 
Learners are believed to achieve foreign 
language learning effectively when they 
are involved in L2 in the language learn-
ing process, but using mother-tongue in 
the target language learning has obvious 
advantages. The widespread beliefs that 
the constant use of the target language in 
the language learning process will lead to 
achievement. Learners are prone to devel-
oping their L2 knowledge on the basis of 
L1  knowledge. This comparison allows 
them to master the rules in L2 effectively. 
Simply put, learners through transferring 
their L1  knowledge can easily pick up 
L2  knowledge. When students can use 
their L1  to ask questions and confirm 
comprehension, it often leads to a clearer 
realization of the form and meaning of 
the language. Students may ask either 
their teacher or peers. Although students 
can ask similar questions solely in Eng-
lish, lower-level students may need fur-
ther clarification on some point or aspect 
of the new material. They may not know 
how to phrase the question to the answer 
they seek. Without this opportunity to ask 
in their L1, some students may get frus-
trated with their inability to receive im-
proved comprehension and language pro-
duction. Some types of students need to 
understand the details in order to use and 
link the target language correctly, and so 
will very much need the chance to seek 
clarification in their L1. It should be not-
ed that the teacher can sometimes use the 
L1 to help students provide sentences be-
yond their ability. Students say a sentence 
in their native tongue, which the teacher 
translates for future use and/or reference.
Scientists advocate this idea and they con-
clude that “since teachers are often the 
primary source of linguistic input in the 
TL, it is therefore reasonable to argue that 
maximizing the TL in the classroom is a 
favorable practice” [1;56]. Similarly, 
Krashen [1985] said that learners learn