Teaching reading to A1 level learners. Sayfiyeva Shahnoza Faxridinovna

Teaching reading to A1 level learners.
Sayfiyeva Shahnoza Faxridinovna
Student of Uzbekistan State World Language University
Shayhontohur district,Toshkent city,Uzbekistan
[e-mail]
Usmonova Momagul Abdulla qizi
Teacher of English
English language teaching methodology 2 department
Uzbekistan State world Language University
Theme of the article:Teaching reading to A1 level learners.
Abstract: Language is a structured system of communication. The structure of a language is its grammar and the free elements are its vocabulary. Languages are the important ability by means of which humans communicate, and can also be conveyed via a range of methods, along with spoken, sign, and written language.
Key words: Reading skills,new technologies,comprehension,grade-level,vague,degree of difficulty,educational implications
Language is the regular way people communicate. Only people use language, though different
animals speak via different means. The find out about of language is referred to as linguistics.
Human language has syntax, a set of guidelines for connecting words together to make
statements and questions. Language can additionally be changed, by means of adding new
words, for example, to describe new things. Other animals may additionally inherit a set of calls
which have pre-set functions.
Language may also be finished by using speech or by way of writing or by means of shifting the
arms to make signs. It follows that language is no longer just any way of communicating. Even
some human conversation is no longer language: see non-verbal communication. Humans
additionally use language for thinking.
The ability to study effectivitily is critical in our society. We read for pleasure and enjoyment
when studying a novel, to comply with pointers when reading a recipe, to get basic information
when studying the guidelines of a gadget. We read lengthy fragments –such as texts in
Wikipedia– and quick ones –such as instantaneous text messages. Teaching reading in a
second language for these distinct purposes is a stressful task. Besides, studying with very
younger kids regularly requires a unique method to instructing reading capabilities to older
learners, who may additionally be cognitively closer to us. These beginners can also no longer
yet be able to study well in their own language so dealing with a unique language may
additionally deliver up extra difficulties. Another relevant issue is concentration: young learners
have much shorter interest spans than older ones. And as they get older, no longer all youth like
reading (as they like speaking, for instance!), which is an additional complication.
Many attempts have been made to give an explanation for how we read. They commonly agree
on the following: throughout the L2 reading comprehension task, readers are engaged in
backside up and top down processes. Bottom up tactics are based totally upon the assumption
that the reader, in order to build up the that means of the text, begins from decoding the most
specific ranges of the language earlier than grasping the most prevalent ones. That is, the
reader first recognises man or woman letters which, when articulated together, make up words;
these in flip make up phrases, then clauses, sentences, texts… Top down tactics are based upon
the assumption that the reader does no longer want to decode each single phrase in the textual
content to parent out the frequent meaning. The technique starts offevolved from the greater
degrees of processing (inferring, hypothesising, contrasting…) and proceeds to apply the
decrease levels selectively. In this approach, history understanding performs a key position on
account that the reader combines the new data from the textual content with what he/she
already knows. The first-rate readers in any language are these who use interactive reading,
which integrates elements of both bottom-up and top-down processes .
At early stages of lan guage acquisition, stories are one of the most valuable reading
resources to contextualise and introduce new language, making it meaningful and
memorable (Wasik & Bond, 2001; Wright, 2000).
Reading is carried out in different ways, depending on what we what to ‘do with the
text’. For example, we scan the text when we are most concerned with the search of
specific information within it. Typical scanning activities may include: looking for names,
relevant dates, numbers in a directory, times on a timetable, etc.
Skimming, on the other hand, is what we do to get a global impression of the content of
a text –the gist of the text. Techniques used for skimming are reading bold letter, italics,
capital letters, repeated ideas or conclusions. Skimming is essential for everyday life and
develops students’ self-confidence since they obtain a lot of information without doing much reading.
On the other hand, intensive reading usually involves focusing on linguistic and content
accuracy. It has to do with drawing our attention to the different aspects of the lexical,
syntactic and discourse systems with the objective of gaining a full understanding of the
literal that functionality introduced in the written passage. Texts used for intensive examining are usually speedy and they are studied in depth. Extensive analyzing is oriented nearer to
grasping a normally taking place draw close of the textual content material for the purpose of
enjoyment or learning.
This pastime is frequently carried out in silence. Texts used for remarkable studying are
usually lengthy texts such as books or articles; analyzing them takes extended intervals of time.
Teaching big inspecting implies encouraging a inspecting dependancy and reading for pleasure.
Unfortunately, we have regarded that teachers do no longer promote this as an lousy lot
considerable reading.
Reading is a beneficial manner and can be enjoyed by A1 level learners and the teacher alike.
Our remaining be aware is clearly this, strategy studying with the intention of having enjoyable in
the gaining knowledge of technique and your intention will be mirrored by means of your
learners. Happy reading!

REFERENCES:

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Englewood Cliffs, New Jersey: Prentice Hall Regents.
Dunst, C. J., Meter, D. and Hamby, D. W. (2011). Relationship between young children’s
nursery rhyme experiences and knowledge and phonological and print-related abilities.
CELL reviews 4(1): 1-12.
Simensen, A. M. (1987). Adapted readers: How are they adapted? Reading in a Foreign
Language 4: 41–57.
Wasik, B. A. and Bond, M. A. (2001). Beyond the pages of a book: Interactive reading and
Language development in preschool classrooms. Journal of Educational Psychology 93:
243-250.