Techniques for mastering the technique of reading a foreign language. Goals and objectives of teaching reading in a foreign language in a modern context. Knowledge of words in percentage

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MOSCOW STATE REGIONAL UNIVERSITY

INSTITUTE OF LINGUISTICS AND INTERCULTURAL COMMUNICATION FACULTY OF ROMAN-GERMANIC LANGUAGES

COURSE WORK ON THE TOPIC:

Teaching reading in a foreign language at the initial stage

At school

Performed:

4th year student

groups 41a5

Muravleva Elena Vladislavovna

Scientific adviser:

prof. Galskova N.D.

Moscow 2013

Plan

Introduction

Chapter 1. Organization of teaching reading in a foreign language at the initial stage

1.1 Reading is the most important type of communicative and cognitive activity

1.2 Types of reading; goals and content of reading teaching

Chapter 2. Experimental study on teaching reading to elementary school students

Conclusion

Bibliography

Introduction

foreign language reading initial stage

It is well known that reading is one of the main means of obtaining information. Its role is especially great these days, since it is precisely this that provides a person with the opportunity to satisfy his personal cognitive needs.

Thanks to reading, during which information is extracted from the text, it is possible to transfer and appropriate the experience acquired by humanity in a wide variety of areas of social, labor and cultural activity. In this regard, a special role belongs to the result of reading, i.e., the information extracted. However, the reading process itself, which involves analysis, synthesis, generalization, inference and forecasting, plays a significant educational role. It polishes the intellect and sharpens the senses. In many languages, to characterize a person, words are used that indicate a person’s attitude towards reading, “a well-read person.”

Reading in a foreign language as a type of speech activity and as an indirect form of communication is, according to many researchers, the most necessary for most people. As a rule, relatively few people have the opportunity to directly communicate with native speakers; almost everyone has the opportunity to read a foreign language. This is why learning to read acts as a target dominant.

The process of reading and its result - extracting information - are of great importance in the communicative and social activities of people. This form of written communication ensures the transfer of experience accumulated by humanity in various areas of life, develops the intellect, sharpens the senses, that is, it teaches, develops, and educates. In a word, reading forms the qualities of the most developed and socially valuable person.

When learning to read at the initial stage, it is important to teach the student to read correctly, that is, to teach him to voice graphemes, extract thoughts, that is, to understand, evaluate, and use text information. These skills depend on the speed at which the child reads. By reading technique we mean not only the quick and accurate correlation of sounds and letters, but also the correlation of the sound-letter connection with the semantic meaning of what the child is reading. It is a high level of mastery of reading techniques that allows one to achieve the result of the reading process itself - quick and high-quality extraction of information. However, this is impossible if the student does not have sufficient command of language means, cannot reproduce sounds or reproduces them incorrectly.

So, teaching the technique of reading aloud at the initial stage is both the goal and the means of teaching reading, since it allows you to control the formation of reading mechanisms through an external form, and makes it possible to strengthen the pronunciation base that underlies all types of speech activity.

An attempt to consider this problem in a more constructive manner and the need for quick and effective mastery of reading in a foreign language at the initial stage led us to choose the research topic: “Teaching reading in a foreign language at the initial stage.”

Purpose of the study: determine the effectiveness of using the technique of personification of letters and the technique of “penetration” into a foreign language text.

Object of study: English lesson in primary school.

Subject of study: techniques for teaching reading in a foreign language at the initial stage.

Research hypothesis: if you practice the technique of personifying letters and letter combinations in English lessons at the initial stage, the level of development of reading skills will increase.

Research objectives:

1. give a psychological and pedagogical rationale for the problem;

2. conduct a meaningful analysis of program material in a foreign language (grade 2);

3. justify the plan and describe the procedure for experimentally studying the technique of personifying letters and letter combinations when teaching reading techniques in English lessons in primary school;

4. justify the idea and describe the procedure for experimentally studying the technique of “penetration” into a foreign language text when teaching comprehension of what is being read in English lessons in primary school;

5. conduct a quantitative and qualitative analysis of the results obtained on a group of test subjects - students primary classes- empirical data regarding the effectiveness of using the technique of personification of letters and letter combinations when teaching reading in a foreign language;

To achieve the assigned tasks, the following were used research methods:

1. theoretical analysis and synthesis of literature data;

2. pedagogical observation;

3. experiment.

Chapter 1. Organization of teaching reading in a foreign languageke at the initial stage

1.1 Reading is the most important type of communicative-cognitiveactivities

Reading is an independent type of speech activity that provides a written form of communication. Reading occupies one of the main places in terms of use, importance and accessibility. V.A. Sukhomlinsky, when researching the causes of mental retardation in schoolchildren, correctly noted: “If in elementary school children read little, thought little, they developed the structure of an inactive brain.”

Research conducted in the last decade in a number of countries has shown: readers are able to think problematically, grasp the whole and identify contradictory relationships between phenomena; most adequately assess the situation and quickly find new correct solutions. In a word, reading forms the qualities of the most developed and socially valuable person. How does this happen? The peculiarity of reading, in contrast to the perception of such types of culture as television, video, is that it is always work - interesting, enjoyable, joy, but work. You have to work hard to learn to read, and you have to work hard to become a human being. It is the work a person puts into himself that forms these qualities in him.

Reading, like listening, is a receptive, reactive and, in its form, an unexpressed internal type of speech activity. Reading can also be partly an external, expressed type of speech activity, for example reading aloud. But even the same mechanisms (perception, internal pronunciation, mechanisms of short-term and long-term memory, prediction, comprehension) work specifically in reading, since they rely on visual rather than auditory perception of speech.

Let's compare the process of speech perception during reading and listening according to Table 1.

Reading

Listening

1. Rhythm and tempo depend on the reader

2. All information is in the hands of the reader

4. You can “skip” over some places in the text

5. You can stay in place

1. The speaker sets the rhythm and tempo

2. Information is presented gradually

3. There is no opportunity to hear the text again

4. Perception is progressive

5. It is necessary to carefully monitor

incoming information

As we see, the visual perception of information and the process of its flow can provide more reliable preservation of images than the auditory one, since the reader has the ability to regulate and control this process, which determines the slightly different operation of the reading mechanisms.

The reading process is based on the technical side, that is, on skills that represent automated visual-speechmotor-auditory connections of linguistic phenomena with their meaning, on the basis of which recognition and understanding of written characters and written text as a whole occurs and, consequently, the implementation of communicative reading skills .

When reading, a person not only sees the text, but also speaks it to himself and at the same time, as if he hears himself from the outside. Thanks to internal speech mechanism and a merging of graphic and auditory-motor images occurs. The effect of this mechanism is most clearly observed in beginning readers (whisper reading). Gradually, with the accumulation of experience, internal pronunciation becomes more concentrated and, finally, completely disappears.

An important psychological component of the reading process is probabilistic forecasting mechanism , which manifests itself at the semantic and verbal levels. Semantic forecasting is the ability to predict the content of a text and make a correct guess about the further development of events based on the title, first sentence and other text signals. Verbal prediction is the ability to guess a word from the initial letters, to guess the syntactic structure of a sentence from the first words, and to guess the further construction of a paragraph from the first sentence.

The development of predictive skills is facilitated by the development of hypotheses and the reader’s system of expectations, which activates the continuous construction of a knowledge structure in the reader’s head, activating his background knowledge and language experience. The process of preparing consciousness for the perception of information encourages the reader to remember, guess, assume, that is, to include the abilities of his long-term memory and his personal and social experience.

According to F. Smith, when reading, two types of information are needed: visual (from printed text) and non-visual (understanding of language, knowledge of a given subject, phenomenon, general ability in reading and knowledge about the world). The more non-visual information a reader has, the less visual information he needs and vice versa. When we become fluent readers, we begin to rely more on what we already know and less on printed text.

Reading is an active constructive process. Construction meaning flows like interactive activity, in the process of which two sources of information interact - information from the source of knowledge available to the reader, which is presented in the diagram (Fig. 1).

As you can see, reading is an active, constructive and interactive mental activity.

During the reading process, comprehension and evaluation of the information contained in the text occurs. Reading is one of the most important types of communicative and cognitive activity. In reading, there is a content plan, that is, what the text is about, and a procedural plan, how to read and voice the text. In terms of content, the result of reading activity will be understanding of what was read, in terms of process - the reading process itself, that is, the correlation of graphemes with phonemes; the formation of internal speech hearing, which is expressed in reading aloud and silently, slow and fast, with full understanding or with a general coverage of the content.

1.2 Types of reading; goals and content of trainingIreading

Within the framework of educational reading, the following are distinguished: paired reading types:

1. according to the degree of independence, prepared and unprepared, reading with and without a dictionary, reading with difficulties partially and completely removed.

2. depending on the participation of the native language: untranslated and translated reading.

3. by method and character academic work shared with the text:

a) intensive - a type of educational reading, which presupposes the ability to fully and accurately understand the text, independently overcome difficulties in absorbing the necessary information with the help of analytical actions and operations using bilingual and explanatory dictionaries. The focus is not only on the content and meaning, but also on its linguistic form. For intensive reading, short texts and text exercises are offered that develop lexical and grammatical skills, reading and skills related to understanding what is read and comprehending the content of the text.

b) extensive, course or systematic reading involves developing the ability to read large texts, with greater speed, with a general coverage of content, and mainly independently. Guess plays an important role in helping to overcome different kinds difficulties. We use the information received orally - verbal communication(discussions, role-playing games) or creating written speech works (annotations, summaries, essays). The most common type in a reading lesson, that is, when most of the lesson is working with texts (teacher presentation of the text), is a home reading lesson. Texts should be interesting to students, informative, and uncomplicated. Taking into account the psychology of the student, it is necessary to achieve the active conscious participation of everyone in the lesson, so that children are participants in what is being discussed. When preparing for a lesson, teachers try to think through all types of work with text so that the child actively, creatively thinks throughout the lesson.

According to the degree of penetration into the content of the text and depending on communicative needs, reading is distinguished: viewing, searching, introductory, studying. Since browsing and searching coincide in many characteristics, in teaching practice they are usually taken as one type, called search-browsing.

Scanning reading involves obtaining a general idea of the material being read. Its purpose is to obtain information about the topic and range of issues discussed in the text. This is a quick, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information of interest to the reader, and on this basis a decision is made whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract. When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader is guided by the main facts; operates on larger sections. This type of reading requires the reader to have fairly high qualifications in reading and mastery of a significant amount of language material. The completeness of understanding during skimming is determined by the ability to answer the question of whether a given text is of interest to the reader, which parts of the text may turn out to be the most informative in this regard and should subsequently become the subject of processing and comprehension with the involvement of other types of reading. To teach scanning reading, it is necessary to select a number of thematically related text materials and create viewing situations. The scanning reading speed should not be lower than 500 words per minute, and educational tasks should be aimed at developing skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use source text material in accordance with specific communicative tasks.

Introductory reading is a cognitive reading in which the reader’s attention is focused on the entire speech work without the intention of obtaining specific information. This is reading “for oneself,” without any prior special intention for subsequent use or reproduction of the information received. During introductory reading, the main communicative task that the reader faces is to, as a result of quickly reading the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text, what exactly is said in it according to the data questions and so on. It requires the ability to distinguish between primary and secondary information. This is how we usually read works of art, newspaper articles, popular science literature, when they do not represent the subject special purpose. Processing of text information is carried out sequentially, its result is the construction of complex images of what has been read. At the same time, attention to the linguistic formations that make up the text and elements of analysis are deliberately excluded. To achieve the goals of introductory reading, according to S.K. Folomkina, it is enough to understand 75% of the predications of a text, if the remaining 25% do not include key provisions of the text that are essential for understanding its content. For practice in introductory reading, relatively long texts are used, linguistically easy, containing at least 25 - 30% of redundant, secondary information.

Study reading provides the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’s ability to independently overcome difficulties in understanding a foreign text. The object of “study” in this type of reading is the information contained in the text, but not the language material. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with native pronunciation of the text to oneself or out loud, establishing the meaning of the text by analyzing linguistic forms, deliberately highlighting the most important theses by repeatedly speaking them out loud in order to better remember the content for subsequent retelling, discussion, use in work. It is studying reading that teaches a careful attitude towards the text. Although learning reading unfolds at a leisurely pace, one should point out its approximate lower limit, which, according to S.K. Folomkina, is 50 - 60 words per minute. For this type of reading, texts are selected that have cognitive value, informational significance and that present the greatest difficulty for this stage of learning, both in content and language.

Search reading focused on reading newspapers and literature in the specialty. Its goal is to quickly find well-defined data (facts, characteristics, digital indicators, instructions) in a text or an array of texts. It is aimed at descent in the text specific information. The reader knows from other sources that such information is contained in this book or article. Therefore, based on the typical structure of these texts, he immediately turns to certain parts or sections, which he subjects to student reading without detailed analysis. During search reading, the extraction of semantic information does not require discursive processes and occurs automatically. Such reading, like skimming, presupposes the ability to navigate the logical and semantic structure of the text, select information from it on a specific issue, select and combine information from several texts on individual issues. In educational settings, search reading acts more like an exercise, since the search for this or that information, as a rule, is carried out at the direction of the teacher S.K. Folomkina. Therefore, it is usually a concomitant component in the development of other types of reading. Mastery of reading technology is carried out as a result of completing pre-text, text and post-text tasks. Pre-text tasks aimed at modeling background knowledge necessary and sufficient for the reception of a specific text, eliminating semantic and linguistic difficulties in its understanding and at the same time developing reading skills, developing a “comprehension strategy”. They take into account the lexico-grammatical, structural-semantic, linguostylistic and linguistic-cultural features of the text to be read. In text tasks, students are offered communicative guidelines, which contain instructions on the type of reading, speed and the need to solve certain cognitive and communicative tasks in the reading process. Preliminary questions must meet a number of requirements:

They are built on the basis of actively acquired vocabulary and grammatical structures that are not used in the text in this form;

Taken together, the questions should present an adapted interpretation of the text. In addition, students perform a number of exercises with text, ensuring the development of skills and abilities appropriate to a specific type of reading.

Afterwards, text tasks are intended to test reading comprehension, to monitor the degree of development of reading skills and the possible use of the information received.

Forms of reading. The following forms of reading are distinguished: reading aloud and silent reading.

Reading aloud is of great importance for teaching foreign languages in general and in the process of reading in particular. Reading aloud allows you to master the sound system of the language. The communicative-active aspect of loud reading is manifested through such characteristics as the type of activity and goal setting. Accordingly, we can talk about the following subtypes of reading aloud:

Academic and general reading;

Detailing;

Reading for satisfaction or for critical analysis.

Subtypes of reading aloud can be reading a text with the difficulties removed; with difficulties partially removed, reading prepared, explained, partially explained and not explained. At the same time, passwords in the educational process, according to the location and organizational forms of reading work, hearing is divided into training, control, classroom, home, laboratory, individual and group. Reading aloud can be continuous, selective, auxiliary, main, slow, fluent with or without a dictionary, and so on. Read-aloud material may or may not be programmed. For example, at the initial stage of learning, reading aloud with the difficulties removed will be especially useful: prepared, trained, class, individual, untranslated, synthetic and choral. At the senior stage, it is good to read aloud selectively material that has not been prepared in advance and has unresolved difficulties. Laboratory programming that is programmed out loud is especially useful.

At the initial stage of teaching foreign languages, reading aloud is an important development of reading technique; at more advanced stages of development, reading aloud acts mainly as a control and expressive reading. The purpose of learning a foreign language at school is to read silently, and reading aloud is considered the first important the stage of students’ mastery of silent reading, which is justified by the presence of common components in both types of reading activity. Reading aloud contributes to the development of the skill of reading silently, acting as a way to master silent reading. At the same time, reading aloud acts as an independent type of speech activity that has its own linguistic or semantic tasks. It is used:

a) to master the letter-sound patterns of the learning language;

b) to develop the ability to combine the perceived elements of a sentence in syntagm and correctly formulate it in terms of rhythm and intonation.

c) to speed up the pace of reading;

d) to develop the ability to predict;

e) for training and monitoring the accuracy of understanding;

To achieve the considered goals, it is necessary that students master not just the skills of loud reading, but the skills of expressive reading aloud. It is close in its characteristics to oral speech. Particular attention should be paid to the transfer of expressiveness of oral speech in reading. Conversely, expressive reading contributes to the expressiveness of oral speech. For expressive reading, the transfer of expressive reading skills from the native language to a foreign language is important.

Reading to yourself. Reading silently is divided into viewing, familiarizing, studying and searching.

The purpose of skimming is to find out what is being said in a book, story or newspaper. The reader needs to get general ideas about the information contained in the text and decide how important or interesting it is. With this type of reading, it is enough to read the headings, subheadings, individual paragraphs or meaningful chunks. Accordingly, skimming reading can be defined as selective reading. The speed of its flow should be much higher than the speed of introductory reading.

Introductory reading performs a broader cognitive task - to find out not only what is being communicated, but what exactly is being communicated; not only what issues are addressed, but also how they are resolved. By its nature, introductory reading is a “continuous” reading, which involves understanding at least 70% of the facts contained in the text. The text is read in full, but at a fast pace.

Study reading takes place when the reader is faced with two tasks: to understand as completely and accurately as possible all the information contained in the text and to remember the information received for its further use. reading presupposes a complete adequate understanding of all information in the text. The character is significantly different from the first two types of reading. A rather slow pace is possible, re-reading certain passages, reciting the content in inner speech.

Search reading involves mastering the ability to find in the text those elements of information about the search for information that is significant for the reader.

Nowadays there is still little time spent in school cool reading. We find it useful to devote at least 10 minutes of class time to silent reading in class. This may be unprepared reading to oneself or prepared, with difficulties partially removed, sometimes it may be reading with a dictionary. In connection with the focus on oral speech, classroom reading to oneself can be a very necessary component of the work, since discussions, debates and other types of oral speech can be based on the material read to students at school. In this case, reading acts in its main function - the transmission of certain information.

Home reading should serve two purposes:

a) consolidation of reading skills and abilities acquired during class work;

b) preparing and performing a certain type of activity in the classroom (reading aloud, speaking, writing based on what has been read).

Goals and content of teaching reading

The practical component of the goal of teaching reading as an indirect form of communication in a foreign language involves developing students’ ability to read texts with different levels of understanding of the information they contain:

With an understanding of the main content (introductory reading);

With a full understanding of the content (learning reading);

With the extraction of necessary, significant information (search and browsing reading).

Certification requirements provide for achieving a subthreshold level in teaching this type of speech activity, that is, advanced communicative competence. The content of reading instruction includes:

Linguistic component (linguistic and speech material: a system of graphic signs, words, phrases, texts of different genres);

Psychological component (formed reading skills and abilities based on mastery of reading actions and operations);

Methodological component (reading strategies).

The main basic skills underlying reading are the skills:

Predict the content of information based on structure and meaning;

Determine the topic, main idea;

Divide the text into meaningful chunks;

Separate the important from the secondary;

Interpret the text.

The specificity of these basic skills depends on the purpose of reading. N.D. Galskova identifies the following groups skills:

1. understanding the main content: identify and highlight the main information of the text, establish a connection between events, draw a conclusion based on what has been read;

2. extracting complete information from the text: fully and accurately understand the facts, highlight information that confirms something, compare information;

3.understanding the necessary information: determine in general outline the topic of the text, determine the genre of the text, determine the importance of the information.

As noted by I.L. Bim, reading, like any activity, is structured from individual actions that have their own intermediate goal, which form the ability to carry out this complex type of speech activity as a whole. Bim I.L. cites three groups actions and operations aimed at mastering reading.

A. Teaching the technique of reading words aloud (word combinations of sentences).

Firstly, these are actions to recognize and correctly pronounce words.

Goal: correlating the sound image of words with the graphic image to identify them and recognize the meaning.

Condition: carried out on familiar language material.

Operations: sound-letter analysis, identification of a sound image and its meaning, correct voicing, awareness of word connections, correct pausing, correct intonation.

Secondly, these are actions to expand the reading field.

Goal: recognize and retain segments of speech in memory.

Condition: increasing the length of speech segments.

Operations: their reproduction.

Thirdly, these are actions to develop the pace of reading.

Goal: to bring the pace of reading in a foreign language closer to the pace of reading in native language.

Condition: time-limited reading.

Operations: repetition, repeated reading with increasing tempo.

B. Actions and operations that ensure mastery of reading techniques based on connected text .

B. Actions and operations aimed at text recognition, at extracting meaningful information, regardless of the form of reading.

Basic operations are anticipation of the content of a text based on the title, guessing about the meaning of unfamiliar words based on their similarity to the native language, etc.

When learning to read, it is important not only to develop in students the necessary skills and abilities that enable reading as an indirect means of communication, but also to instill an interest in reading. As rightly noted by A.A. Leontiev, reading skills, not supported by more or less constant training, disintegrate very quickly, and all efforts to teach reading are in vain.

The need for reading in a foreign language will be met when the content of the texts offered to students corresponds to their cognitive and emotional needs, and the level of their intellectual development.

The selection and organization of texts for reading can be subject to basically the same requirements as for texts for listening. They should be informative, varied in genre and topic, and as authentic as possible.

A significant problem is the methodological selection of texts for the initial stage of training. Due to the limited language capabilities of students at this level, reading texts have to be processed and adapted. Processing and adaptation techniques include abbreviation and replacement of complex grammatical structures with easier ones. At the same time, complex words that were previously unfamiliar to students, but accessible to understanding, can be preserved. An important role is also played by revising the text in accordance with the conditions of perception with the help of footnotes, side dictionary, and illustrations. It is the use of supports, believes L.A. Chernyavskaya, is the most in a productive way methodical processing of texts and bringing the process of foreign language reading closer to the natural one. At the same time, students’ vocabulary is expanded, their language experience is enriched, which allows them to gradually complicate the semantic content of texts and develop students’ reading skills.

Conclusion: reading in a foreign language as a type of speech activity and as an indirect form of communication is, according to many researchers, the most necessary thing for most people. The reading process is based on the technical side, that is, on skills that represent automated visual-speechmotor-auditory connections of linguistic phenomena with their meaning, on the basis of which recognition and understanding of written characters and written text as a whole occurs and, consequently, the implementation of communicative reading skills .

However, when learning to read, it is important not only to develop in students the necessary skills and abilities that ensure the ability to read as an indirect means of communication, but also to instill interest in this process.

Chapter 2.Experimental study on teaching reading to elementary school students

2 .1 Contents of the experiment, analysis and processing of results

The practical part of the study was carried out in General School No. 947 in Moscow. The experiment was organized and conducted as part of pre-diploma practice under the guidance of a teacher foreign language Nikiforova E.A.

The purpose of the experimental work was to test the method of teaching reading at the initial stage with the inclusion of the personification method.

The study consisted of three stages:

First stage - stating . During the experiment, control and experimental groups were formed based on students from grade 1 "B". There were 27 students in the class, 13 in the experimental group and 14 in the control group.

By the time the experimental work began, the students had already begun to study letters English alphabet(consonants were studied), but they did not directly begin the reading process. Thus, the initial level of mastery of reading skills - the ability to quickly reproduce sounds - was equal to zero.

Second phase - formative . His goal was to experimentally test the possibility of using personification in teaching reading. Practical work consisted of a series of lessons (lasting 35 minutes) using in the experimental subgroup the technique of personifying letters of the English alphabet and the technique of “penetration” into a foreign language text.

The technique of personifying letters was practiced when becoming familiar with the vowels of the alphabet. Its use builds on what students already have, i.e. to pronounced visual-effective and visual-figurative thinking, ideas, imagination, with the help of which the child operates with holistic images.

Instead of moving from sound to letter or, conversely, from letter to sound, the technique of personification allows each sound-letter correspondence to be presented in indissoluble unity, as integral parts of a single whole - a visual, emotionally rich image, attractive and understandable to a 7-year-old child. For example, the letter Aa appears in the form of a heron Aa (hey), in whose honor the following quatrain is written:

Meet Heron A (hey)!

Introduces: "My name..."

She has a friend Cat,

They have been friends together for many years.

As a support for the formation in children of a holistic understanding of new letter serves not only a verbal description of the personified image of the letter, but also a drawing of the character, a graphic image of the letter and its voice - a transcription sign.

They also repeated the consonants of the English alphabet using the same technique. A short story was invented for each letter or letter combination (the book “Magic English” by Izhogina and Bortnikov was used), for example:

The letter "S" is read [s], because the snake Ess always says: "sssssssssssssssssssssssssssss up, otherwise I'll bite you. Sit Still!!" But sometimes she gets angry and says [z]. She gets angry at the vowels. They can sing. She also wants to sing, but she can’t. And so, when vowels appear to the right and left of the “S”, she gets angry: “z-z-zz”.

Or here is a fabulous explanation of the rule for reading the letter combination “ch”:

The villainess C decided to rob Mrs. H's kitchen. The bandit climbed into the house and made her way into the kitchen. But then Mrs. H ran in, grabbed a pepper shaker and sprinkled pepper on the bandit. “Wh! Ch! Ch!”, Si sneezed.

Thus, a whole fairy-tale land is being created, which children will rush to plunge into at every lesson, a land of Magic and the most interesting English language.

In order to study the influence of this technique on the ability to correctly voice graphemes, students of both subgroups were asked to read a poem, the lexical volume of which was 43 letters with a designated time period of 2 minutes.

I"m a lion R-R-R

My name is Clide.

My teeth are big and wide

Analysis of the results showed that 3 children coped with the task (for comparison, in the control group - 4 schoolchildren); the remaining children either failed to complete the task or did not complete it completely. As a result of the study, it became obvious that the level of mastery of reading techniques - the ability to voice graphemes - is quite low in both subgroups, but in the control group the indicators are slightly higher.

The study of vowel letters in the experimental group continued with the use of letter personification. Such presentation of sound-letter correspondences sharply reduces the need to use reading rules at the stage of learning reading techniques. Reading a letter, or rather, perceiving and comprehending a “letter in an image,” a letter combination or a word, is carried out unhindered, quite quickly, and dynamically.

However, learning to read is not only about quickly reproducing sounds, but also about understanding what is read.

Thus, in the experimental group, when working with text, the technique of “penetration” into a foreign language text was used.

This technique involves working with text aimed at teaching children to find support in their experience and in the text. The purpose of this technique is to create a reading motive and develop such an important reading skill as forecasting, i.e. the ability to assume, anticipate the content of the text, using the title, subheadings, illustrations to the text, etc. “Penetration” into a foreign language text is aimed at identifying and activating students’ personal experience, their knowledge and skills.

Thus, when working on the text before reading, students in the experimental subgroup were offered the following tasks:

Students read the title of the text, look at the illustrations for it and express their assumptions about the topic and content of the text;

Students are encouraged to use their knowledge of the topic covered by the text and ask themselves, “What do I know about this topic?”

After the pre-text stage, students are tasked with reading the text and checking their initial assumptions.

1. Students read the text independently for the first time with the intention of checking their assumptions made before reading the text.

2. When re-reading the text, students solve various communicative tasks:

Highlight meaningful information (who, what, where, when, how, why did something);

Divide the text into meaningful pieces;

Determine the main idea of each part of the text;

Highlight key words in each part of the text;

Mark information that is unfamiliar to them and clarify the meaning of individual words;

3. Conversation on the content of the text as a whole, reading by role.

As tasks to monitor students' reading comprehension, they were offered tasks that involved them in active creative activity, and not only speech, but also non-speech: (as homework)

Draw, draw...

Retell, tell, copy, prove...

Write, continue, finish, add...

Using the technique of personification of letters and the technique of “penetration” into a foreign language text allowed us not only to teach children to read in English, but also to influence their emotional sphere, relying on imagination and visual-figurative thinking. In this way, we tried to develop students’ interest in the subject, which is an important factor in teaching children English at the initial stage.

Third stage - check . At this stage, a diagnostic study was again carried out to study the influence of the method of personifying letters on the ability to correctly voice graphemes. Students in both subgroups were again asked to read the poem. Lexical volume - 48 letters. The time period remained the same (2 minutes).

Then I will write

like brother Ben.

Analysis of the results revealed positive dynamics in both subgroups. In the experimental group, 10 people completed the task, 3 people made mistakes in the words “when”, “brother”. In the control group, 5 people completed the task; the rest also had errors in these words and in the word “get”

In order to monitor reading comprehension, students were asked to read an untitled text and complete the following tasks:

Title the text;

Highlight semantic parts in the text;

Describe what is said in each part.

I have a dog. His name is Stay. He likes run and bark. Shelly is my cat. She likes sleep. I like my pets.

In the experimental group, 12 people completed the task completely; in the control group, 4 people completed the task. A large gap was visible between the groups.

Conclusion: therefore, we can talk about an emerging trend towards an increase in the level of development of reading skills - the ability to voice graphemes and understand what is read - in the studied subgroup of class 1 "B" (with a slight increase in the indicators of the control subgroup).

The study once again revealed the problems that primary school teachers may encounter in the process of teaching them to read. We took the liberty and developed a number of recommendations on how to teach a primary school student to read in a foreign language.

Teaching reading techniques should take place on lexical material that is well mastered by students;

Lyrics for junior schoolchildren must correspond to their age and emotional characteristics;

When working with foreign language texts, students should be involved in active creative activity, not necessarily speech;

When selecting texts for reading, it is necessary to take into account their methodological and educational value, accessibility of content and form;

Use a variety of techniques for working with foreign language texts in the process of mastering reading, taking into account the individual and psychological characteristics of students.

To develop students’ cognitive interest in the subject by involving them in various game situations.

Contribute to the formation of a situation of communication in a foreign language in the classroom.

Texts for reading at the initial stage of learning

Currently, the teacher does not lack texts. The problem is how to choose the most successful educational materials. To do this, it is necessary to formulate the requirements for educational texts today, and therefore the principles for their selection.

Educational texts can be of different lengths, from one word to several dozen pages in a book for home reading. Both are important and have the right to exist in the educational process. In this case, you should maintain a reasonable balance and pay attention to the following.

Texts that are too long are tiresome, and sometimes they deliberately form the idea that it is impossible to assimilate them: “I will never cope with this./I will never read this.” That's why little children love to read little books. Then they have the right to say: “I’ve already read three books.” (Each of them can contain no more than three sentences, or even just one.) The feeling of success and certain achievements is important not only for children.

Just on short texts it is impossible to form many types of reading necessary for real activities, including educational ones (preparing for a report, reporting on a topic, etc.).

Short text can be very informative, but long text cannot.

The volume of text can be determined by its format. Graphs, tables, diagrams are also texts, and very informative ones at that.

For those who have learned not just to read quickly, but have mastered the necessary technologies for extracting information from text, this provision may not be so important. However, it has been proven that understanding of a text will be achieved more quickly if the main idea is found either at the beginning or at the end of the text. This is especially important to consider when teaching young children.

A set of tasks for the initial stage of learning to read

We offer a set of tasks for microtexts for the initial stage of learning, when the same limited language material is used in different texts and is practiced by students in various mental actions, which ensures repeated repetition and strength of assimilation. At the same time, varying tasks and posing feasible problems make it possible to maintain the interest of schoolchildren and concentrate their attention on the content of texts.

1) Guessing tasks

What is this? It is in the classroom. It is big; and black. It is on the wall. (A blackboard)

I am black and red and blue. I am in the pencil-box near you. (A pencil)

I am a little girl. I live with my mother. I have a grandmother too. She doesn't live with us. Now she is ill. My name is.... (Little Red-Riding-Hood)

2) Word substitution tasks

Look at the picture and read the sentences. Fill in the blanks with words (The picture shows a girl.)

This is a... . Her name is... . She is a... .

After the guys learn to describe appearance, the text expands:

Her face is... . Her eyes are... . Her hair is... . She has a...on.

Read a short poem. Fill in the blanks with words.

And who... tea.

Read the text. Fill in the blanks with words so that you have a description of your class.

This is a classroom. The classroom is ... (size). The blackboard is... (colour). It is... (where?). The desks are not... (colour). They are... (colour). This is a bookcase. It is... (size).

This letter was written by Dunno. There are a lot of blots in the letter. What words are hidden under the blots?

I...Neznaika. I like to write letters. I...writing a letter now. My friend... Znaika. Now he... drawing a picture. We...good pupils.

3) Tasks that involve selecting facts from the text

Read the sentences and choose a gift for your friend.

This is a bag. It is big. It is black. It's not nice.

This is a cat. The cat is small. It is white. It's nice.

This is a pen. It is long. It is blue and red. It is a fine pen.

Read the sentences and choose those whose content applies to your friend. (Write them down.)

I have a friend. Her name is Nina. She is a pupil. Nina is a Pioneer. She isn't tall. Her face is round. Her eyes are blue.

I have a friend. His name is Nick. Etc.

4) Tasks requiring analysis and conclusion

Read the sentences and say what items you will give to the guys (which are mentioned in the sentences). (There are drawings on the board showing a toothbrush, an airplane, a pipe, and soap.)

Pete doesn't clean his teeth.

Tom wants to be a pilot.

Ann likes music. Mike doesn't wash his face.

Read the sentences and dress the doll according to the season. (The pictures show items of clothing.)

It's winter. It is very cold. It is snowing. The girl is going to school.

It is summer. It is warm. The children are going to the forest.

It is the East of May. The children are having a meeting.

Read the sentences, showing the corresponding picture each time. (The pictures show two boys of different ages and a young man.)

Mike is a big boy. He is a Pioneer.

Tom is small. He is not a pupil.

Nick is a Komsomol member. He is not a pupil. He is a student.

Read the sentences and put things in your briefcase. (Textbooks, notebooks and other school supplies are laid out on the table.)

This is my bag. I have three books in it. I have four exercise-books in it too. There is a pencil-box and a nice picture in my bag.

5) Tasks requiring determination of the sequence of facts

This letter was written by Dunno. He got everything mixed up. Read the sentences in the correct order.

Dear Znaika! Good-bye. We go to bed at 11 o"clock. We are blowing up a balloon. We are busy. We get up at 7 o"clock.

6)Tasks that require determining cause and effect

Read the text and answer the question in Russian: Why is Ann's mother tired every day?

Ann"s mother is a doctor but she does a lot of housework too. She cooks breakfast, dinner and supper. Then she washes up. She cleans the flat. She washes Ann"s clothes. In the evening she is tired. Why? Is your mother tired too?

Read the sentences in the first column and find the explanation in the second.

Bob is often ill. He is lazy.

Nick is often tired. He has a birthday.

Pete is happy today. He is ill.

Tom is absent today. He works a lot.

Steve is not a good He doesn't like sports.

Conclusion

As you know, the need to master the English language is becoming increasingly urgent in modern world, where every fourth resident uses it to communicate at one level or another.

In order for a primary school graduate to have the set of knowledge, skills and abilities necessary for further successful language acquisition, the teacher should know how and what to teach the child at the very first stage of learning.

Learning to read acts as a target dominant.

According to the foreign language program in the field of teaching reading, the teacher is tasked with teaching schoolchildren to read texts, understand and comprehend their content with different levels of penetration into the information contained in them.

The work on the formation and development of reading skills and abilities goes through several stages, each of which is aimed at solving a specific problem. Learning to read consists of two main components: learning the technique of dynamic reading and learning to understand what is being read.

Mastering the technique of reading in English at the initial stage is an independent problem. That's why we pay Special attention on the formation of this skill in the process of learning to read.

At the initial stage of education, it is important that all processes of education and development of schoolchildren follow modern methods.

...

Learning words

1. Find out the meanings of unfamiliar words.

2. Write down these values immediately in the margins of a book, newspaper, magazine, or better yet, on a separate piece of paper.

3. Repeat and memorize them.

You don't need to spend a lot of time figuring out the meaning of words. There are 3 main ways:

1. Try to understand the meaning of the word from the context.

2. Find the word in a bilingual dictionary.

3. If your vocabulary is sufficient, then you can look up an unclear word in a monolingual dictionary.

When reading a book in a foreign language, you need to read the first 40-50 pages very carefully, while finding out the meaning of all unclear words. And after that, you can open the dictionary only with keywords, without which it is generally unclear what you are talking about.

It is useful to write down the meanings of words in the margins of a book or newspaper in pencil. In this case, by repeating the written words, you can regularly refresh your memory of the context in which they occurred. But some overly neat people hate to write something in the margins of books. They keep a notebook for these purposes. It should be noted that such notebooks are the most reliable way to bury knowledge of words. It is better to make notes on separate pieces of paper and leave them as bookmarks on the corresponding pages.

How to read literature

It is necessary to look at the language being studied not as an end, but as a means. Therefore, it is best to read what is truly interesting. It is better not to pick up boring and unsubstantial literature. At the same time, the Bible works very well as a teaching text. Constructing phrases in Holy Scripture extremely simple, and the vocabulary is limited to 10 thousand words. As for newspapers, you should first focus on international news. When reading such information, sometimes it is enough to find only 2-3 unfamiliar words.

Fiction is harder to read. Here you need to know about 8 thousand words so as not to consult a dictionary. And first it is better to take on children's literature, and then move on to detective stories and mysticism, since this genre is interesting in itself.

What makes up success?

Knowing 1000 words, you can cope with simple texts using a dictionary.

Knowing 2000 words, you can understand most of the text in your specialty and quite a lot of what is written about in magazines and newspapers.

With knowledge of 4000 words, literature in the specialty can be easily read and understood most of what the press writes about.

The maximum level is 8000 words. At the same time, you can read and understand everything, including fiction.

Knowledge of words in percentage

In order to be able to read in a foreign language, you need to be familiar with the vocabulary. If you correctly select and memorize the 80 most frequently occurring words, they will cover 50% of the most common text. And to understand 60% of what you read, you need to know 200 words. 800 words already provide 80% understanding of the text, and with 2000 words, you can understand 90% of the text. How do you get to 99% understanding? Here you need to know 8 thousand words. In this case, you can read literature of any complexity without looking at the dictionary.

This calculation is a general guideline. In principle, knowledge of 3-4 thousand words is quite sufficient, since such a vocabulary covers 95% of the text. What is not clear can be thought out or guessed from the context. But each person chooses for himself how many words he should know and how to read. All of the above is only a recommendation, which, undoubtedly, should benefit all those who want to read and understand literature in a foreign language.

Yuri Syromyatnikov

Teaching reading in a foreign language. Types of reading.

Reading is a motivated, receptive, indirect type of speech activity, occurring internally, aimed at extracting information from a written text, proceeding on the basis of processes visual perception voluntary short-term memory and recoding of information.

When teaching a foreign language, reading is considered as an independent type of speech activity and occupies a leading place in its importance and accessibility.

It does following functions:

instills skills independent work.

Text often serves as the basis for writing, speaking and listening.

Educational goals (morality, worldview, values).

Expanding your horizons.

Instills a love for books.

To achieve these goals, it is necessary to engage in reading fiction, journalistic, scientific and specialized literature in a foreign language.

The subject of reading is someone else's thought, encoded in the text and subject to recognition during visual perception of the text.

The product is inference, understanding of semantic content.

The result is an impact on the reader and his own speech or non-speech behavior.

The unit of this type of speech activity is a semantic decision made on the basis of processing the extracted information and its appropriation.

The basis for teaching reading is the following principles, highlighted by S.K. Folomkina:

teaching reading is teaching speech activity, i.e. communication, and not just the way of voicing text;

reading instruction should be structured as cognitive process;

teaching reading should include, along with receptive, reproductive activity of students;

Learning to read involves relying on mastery of the structure of language.

Like any human activity, reading has a three-phase structure.
Namely:

1. Motivational and incentive phase of this activity, i.e. the emergence of a need, desire, interest in its implementation. It is activated by a special communicative task that creates a reading mindset. Focuses on extracting all or basic, specific information. This determines the intention and strategy of reading.

2. The analytical-synthetic part of reading occurs either only on the internal plane (understanding when reading silently), or on the internal and external plane (understanding when reading aloud) and includes mental processes: from visual perception of graphic signs, known and partially unknown linguistic material and its recognition to its awareness and making a semantic decision, i.e. to understanding the meaning.
Consequently, when reading, the analytical-synthetic part includes the executive part.

3. Control and self-control constitute the third phase of reading as a type of speech activity, ensuring the transfer of understanding to the external plane. This can be done with the help of other types of speech activity - speaking and writing. And also non-verbally, for example, using signaling or behavioral reactions.

All of the above allows us to clarify the characteristics of reading as complex type speech activity. Having an internal and external plan, occurring in two forms (aloud and silently), carried out in close interaction with other types of speech activity.

The main educational and methodological unit of teaching reading is the text. First of all, a text is a communicative unit that reflects a certain pragmatic attitude of its creator.

As a unit, a text, in addition to reproducibility in different conditions, is characterized by integrity, social conditioning, semantic completeness, manifested in the structural and semantic organization of a speech work, the integration of parts of which is ensured by semantic-thematic connections, as well as formal-grammatical and lexical means.

In the methodology of teaching reading, various types of reading are distinguished. Currently, the most widespread classification of types of reading according to the degree of penetration into the text, proposed by S. Kh. Folomkina, which divides educational reading into studying, familiarizing, viewing and searching.

Study reading is a careful reading of the test in order to fully accurately understand the content and memorize the information contained for its future use. When reading with full understanding of the content of an authentic text, it is necessary to understand both the main and secondary information, using all possible means of revealing the meaning of unfamiliar linguistic phenomena.

Introductory reading involves extracting basic information, while relying on the reader’s recreating imagination, thanks to which the meaning of the text is partially completed. When reading with an understanding of the main content, the student must be able to determine the topic and highlight the main idea of a written message, separate the main facts from the secondary ones, omitting details.

Search reading involves mastering the ability to find in the text those elements of information that are significant for performing a particular task. educational task.

According to the reading function, the following types are distinguished:
Cognitive - reading only to extract information, comprehend and store it, and briefly respond to it, verbally or non-verbally.
Value-oriented – reading in order to then discuss, evaluate, retell the content of what was read, i.e. use reading results in other types of speech activity.
Regulatory - reading with subsequent substantive actions, correlating or not correlating with those described in the text.

In the last two cases, reading simultaneously acts as a means of learning.

The goal of teaching reading at school is the formation and development of reading skills as a type of speech activity, and not teaching types of reading that are only a means to achieve a common goal.

The sequence of identifying types of reading is essential for achieving the basic type of learning in foreign languages, acting as state standard, the achievement of which is mandatory for all students, regardless of the type of school and the specifics of the course of study, and the measurement of which should give an objective assessment of the minimum level of students’ proficiency in a foreign language.

The initial stage of education in secondary school plays the role of a foundation in the formation of a communicative core and is at the same time a preparatory stage, during which students acquire a set of fundamental skills and reading abilities. Starting from known sounds, students master the design of letters, the technique of reading aloud and silently with a full understanding of the text containing 2-4% of unfamiliar words. By the end of this stage, reading acquires relatively independent significance as a method of foreign language communication.

The middle stage of learning is characterized by reading with a full understanding of the main content, which involves the use of all reading skills in a complex: the ability to achieve understanding, overcoming interference in all available ways, as well as the ability to ignore interference, extracting only essential information from the text, the ability to read to oneself for the first time texts in order to fully understand the information, in order to extract basic information and partial information.

At the senior stage, skills, abilities,
previously purchased. Reading at this stage is aimed at learning to read with complete and accurate understanding. Teaching this reading skill is discussed as a practical necessity: graduate high school must understand original and slightly adapted texts from socio-political and popular science literature that he may encounter in his professional activity, in further language learning or for self-educational purposes.

Particularly important at this stage of training is the development of the following skills:
- determine the nature of the text being read (popular science, socio-political, artistic);
- extract the necessary information from the text;
- compose and write abstracts and annotations of the text read;

IN school curriculum for the study of foreign languages, the requirements for practical knowledge of a foreign language in the field of reading are indicated. According to the program, by the end of the senior stage, students should be able to:
A ) in order to extract complete information read silently for the first time presented simple original ones from socio-political and popular science literature, as well as adapted texts from fiction containing up to 6-10% unfamiliar vocabulary;
V ) in order to extract basic information read silently (without using a dictionary) texts from socio-political and popular science literature presented for the first time, containing up to 5-8% unfamiliar words, the meaning of which can be guessed or ignorance of which does not affect the understanding of the main content of what is being read.
With) in order to extract partial information read silently in viewing mode (without using a dictionary) partially adapted or unadapted texts from socio-political and popular science literature presented for the first time.

Principles of teaching reading:

teaching reading should be teaching speech reality. Compliance with this principle is important for the correct orientation of student motivation. Often texts are needed for informational purposes only. Reading should also be a goal. This is achieved if the text is considered as material for practical activities. Reading a text always involves comprehension and verbal and nonverbal communication.

Reading should be built as a cognitive process. The content of the text is important. The content determines whether students will relate to reading in a foreign language as a way of obtaining information. All texts should be interesting and meaningful.

Principles of relying on students’ reading experience in their native language.

When learning to understand a text, one should rely on students' mastery of the structure of the language. Connection of text with vocabulary and grammar.

Inclusion of not only receptive, but also reproductive activity.

The principle of automation of reading techniques. It is necessary to develop reading technique.

Today, there are many methods for teaching reading.

Methodology I.L. BIM is based on the step-by-step organization of learning to read: from orientation in individual actions to different levels of material organization (word, phrase, separate offer, connected text) to the execution of these actions and reading in general, first in the form of loud reading and then through a specially organized transition - learning to read silently and the further formation of text recognition actions in line with it.

I.L. Beam identifies four types of exercises:
1. orientation exercises
2. executive exercises of the first level
3. executive exercises of the second level
4. control exercises.

I type of exercises:
A – exercises that guide the implementation of this activity, directing students’ attention to individual aspects of the technique of reading aloud and to the development of individual reading mechanisms: at the word level, at the level of phrases, at the level of sentences, at the level of connected text.
B – exercises to guide you in the technique of silent reading. They are usually carried out at the level of the sentence and the associated text.

Type II exercises are performance exercises at the level of training in reading as mediated communication. They are carried out on a related text, involve repeated return to it and fix the attention of schoolchildren both on the content side of the texts and on ways to remove interference, i.e. on how to read to achieve understanding: whether by guessing or using a dictionary. They can contain various supports: pictorial (drawings, font), verbal (footnotes with commentary, translation, synonyms).

Type III exercises are control exercises, specifically used to determine the development of reading skills. These can practically be the same exercises, but aimed specifically at control, as well as special tests: multiple choice, recovery of missing words, and others. Control exercises can be part of a program of actions with the text, or they can act as an end in themselves, for example, during the final control of reading at the end of work on a paragraph.

Methodology E.A. Maslyko and P.K. Babinskaya is based on step-by-step work with the text. They distinguish three stages of work on the text:

Pre-text – awakening and stimulating motivation to work with text; updating students’ personal experience by attracting knowledge from others educational areas school subjects; predicting the content of the text based on students’ knowledge, their life experience, on headings and pictures, etc. (formation of predictive skills). Here one important rule must be observed: all preliminary work on the text should not concern its content, otherwise schoolchildren will not be interested in reading it, since they will no longer find anything new for themselves in this text.

Test - reading the text of its individual parts) with the aim of solving a specific communicative task formulated in the task for the text and posed to the student before reading the text itself. The object of reading control should be its understanding (of the result of the activity). At the same time, monitoring the understanding of the text read should be associated both with the communicative tasks that are set for students and with the type of reading.

Post-text – using the content of the text to develop students’ abilities to express their thoughts in oral and written speech. The exercises proposed at this stage are aimed at developing reproductive skills, reproductive-productive and productive.

To develop reading skills and organize work with texts at different stages, E.A. Maslyko and P.K. Babinskaya offer a developed system of exercises.

The first group of exercises is related to the reproduction of text material based on its keywords, supporting sentences, its abbreviated or simplified version. Students are offered tasks in creative text processing.

The second group of exercises is related to the development of skills of a reproductive nature, that is, the ability to reproduce and interpret the content of a text in the context of the issues raised in it.

The goal of the third group of exercises is to develop productive skills that allow students to use the information received in situations that simulate authentic communication, and in situations of natural communication, when the student acts “on his own behalf.”

To teach reading more complex texts with full understanding, carried out in high school, it is necessary to develop in students the ability to independently overcome difficulties in extracting information using analytical actions, which makes it necessary to analyze incomprehensible passages.

Difficulties in understanding German texts are often associated with the inflectional-analytical feature of the German language. This is due to the phenomenon of grammatical homonymy, which is especially dangerous in a purely formal approach to analysis.

S.F. Shatilov in his approach has two types of analytical exercises for recognizing similar elements:
- Partial semantic-formal analytical action, the purpose of which is to clarify inaccurately understood grammatical phenomena while understanding the context as a whole. The student moves from the meaning of the context to the analysis of grammatical form.
- Formal-semantic analytical action - pursues the goal of finding out the meaning of incomprehensible grammatical phenomena when the microtext is not understood. In this case, the student is forced to proceed from the formal features of a grammatical phenomenon and identify its function (meaning) in a given context.

When working on the lexical side of reading S.F. Shatilov pays special attention to exercises that develop students' contextual guessing based on the structure of words.

Exercises related to vocabulary also deserve close attention:
- to orient students in the alphabet based on knowledge of the sequence of letters of the alphabet;
- to master generally accepted symbols and decipher them;
- exercises to develop the ability to transform any grammatical form of a word found in the text;
- exercises in finding in the dictionary the meaning of a polysemantic word and stable phraseological phrases required for a given context;
- exercises to determine the meaning of a complex word by its elements.

G.V. Rogova believes that it is necessary to teach reading in two stages:
- learning to read aloud,
- learning to read silently.

When learning to read aloud, the following modes are used:
I mode. Reading aloud based on a standard.
The standard can come from the teacher, it can be given in the recording. In both cases, reading aloud is preceded by a certain analytical stage, which consists of sound-letter analysis of difficult phenomena and marking up the text. The standard is read twice: expressively, in continuous text, then with pauses, during which students read, trying to imitate the standard (“paused reading”). In conclusion, students begin reading the text completely, first in a whisper, then out loud. An indicator of correctness is intonation and the solution of elementary semantic problems.
However, you should not overuse reading aloud based on the standard, since a large proportion of imitation can lead to passive perception, which will slow down learning to read. Therefore, this mode must be combined with independent reading without a standard.

II mode. Reading aloud without a standard, but with preparation in time.
This mode maximizes the perception of graphic matter by students and increases their responsibility. The sequence of work is as follows:

“Reception” in the form of silent reading followed by marking the text. Here reading acts as a means of finding intonation, that is, as a stage of reading aloud

"Mutual Reading" During pair work, students first check each other's text markup, then take turns reading the text to each other. Mutual reading enhances the appeal and overall expressiveness of reading.

III mode. Reading without a standard and preliminary preparation.
Here two successive stages are distinguished: reading without standards and preliminary preparation of previously worked texts and new ones.

Reading aloud previously worked texts is aimed primarily at developing reading fluency and expressiveness. It should be carried out periodically at the end of work on the topic, when 3-4 texts have accumulated. Such reading should be organized as a kind of “show of forces”; it can be organized in the form of a “competition for the best reader.”

Reading new texts is also done without any preparation in time. Such reading comes as close as possible to the natural conditions of reading in a foreign language, under which students identify unfamiliar language material, recognize potential vocabulary, and generally become accustomed to the perception and understanding of unfamiliar parts of the text. This mode of reading aloud involves the activation of thought processes.

All of the above modes of teaching reading aloud should be used together.

Learning to read silently is also important. Introduction to silent reading begins already at the initial stage, being a subordinate form of reading aloud. Sometimes it is used as a certain stage of learning to read aloud, when the processes of perception and understanding have not yet become simultaneous; Students scan the text with their eyes. Grasping its general content, looking for adequate intonation. Then reading to oneself begins to “break through” as an independent activity, first in a small volume, and then expanding from class to class.

“Reading in a foreign language is much more difficult than reading in one’s native language; it is determined by the degree of proficiency in a foreign language and the learning objectives.”
(From the article"Reading" in Russian Wikipedia )

Too philistine look. For those who are seriously engaged in the study of foreign languages, and even more so have chosen languages as their profession, reading in a foreign language is not much more difficult than reading in your native language.

After all, in order to receive pleasure and benefit from reading, absolutely you don't have to understand every word and all the smallest details. Even when reading in their native language, a person does not always understand 100% of the information that the author has included in his work.

Reading books and texts in the target language still remains one of the effective ways improving your knowledge and skills in a foreign language.

You ask: “What is more useful to read for better mastery of a foreign language?” It is advisable to choose to read what interests you and is close in topic. At the same time, the choice of literature to read also depends on the purpose for which you are studying a foreign language and how you intend to use it in the future.

If your future profession is not directly related to the language, that is, you are not going to become either a professional translator or a foreign language teacher, then it makes sense to read not only fiction and entertaining books in a foreign language, but also texts related to your future specialty.

For a future translator, it is both easier and more difficult at the same time. Again, if you are going to do translations in a specific area (for example, banking or medicine), then in addition to books and texts on general topics it will be useful already at the middle stage of learning a foreign language read foreign books and texts on your future specialty.

If you're going to be general translator, actively engage in both written and oral translations, then read the language necessary from all relevant areas of knowledge, and read constantly and as much as possible.

I have used this approach myself in three languages, and students have used it with great success in four others. I first read about this training technique almost 20 years ago. And I am constantly amazed by its speed and efficiency, as well as ease of use. There are two steps to learning any written language. Learn the alphabet and letters first, then read regularly at a good speed.

Translation and memorization of word lists

First, let me explain that it is up to you whether to include additional steps or not. If you want to memorize word lists before you start reading, do it! In my experience, memorizing lists of words is slow and inadequate, perhaps because the words so often have no equivalent in another language, perhaps because it is boring, or perhaps people learn better when immersed in the subject matter being studied. Whatever the case, if you're happy with your studies now, it's worth considering alternative learning methods if you want to improve your understanding quickly.

If you want to translate something using a dictionary for each word, do it! One of my students began studying English by translating classical Japanese plays. At first, he used a dictionary for every word (literally!) and spent many hours translating each page. At first his work required a lot of corrections, but within a year he was able to translate 2, 3, 5 pages a week, reducing the amount of time spent. By the end of the year, his work required few revisions and he was able to “publish” it to family and friends. He was almost 50 years old when he started and had not learned English since school. If you want to learn this way, and it's interesting and enjoyable for you, do it! However, this is not the fastest way to learn, but keep in mind that it may be appropriate for you at the moment. Do whatever motivates you to exercise regularly, if possible during the day.

Two steps

Of course, you start by learning the alphabet or set of letters of a new language. In alphabetic languages, you need to become familiar with diphthongs, triphthongs, and modifiers. Then you start reading. It is so simple! Let's start by looking at the two main types of writing, alphabetic (where letters or groups of letters represent sounds) and symbolic (where each symbol has a meaning and a sound). But first a warning.

If you want to learn how to speak, listen and communicate, don't think reading will help you much. Maybe, but it’s better for you to do other things - read the articles in the section Colloquial. The techniques outlined in these pages almost completely separate reading/writing and listening/communicating as two different areas of study. And you too share. It's faster, easier and more interesting. Moreover, these two groups of activities are suitable for different times and places, so this division easily fits your daily work.

Learning the alphabet

An alphabet or phonetic writing uses letters to represent sounds. The pronunciation may be simply phonetic, as in newly written languages such as Tok Pisin, used in Papua New Guinea, where one letter always sounds the same, or it may be complex, as in English, where sounds have many letters (shwa is the most famous of them), or one letter can have 2-3 readings (the letter "c" for example).

If this suits your situation, focus on socializing for a while before you start reading. In phonetic languages you can read and write in a week or two if your speaking is good. When you really want to learn to read and write, make it a separate activity. First memorize the sounds using a tape or teacher. In English it starts with a, b, k, d, i, f, g (but not ei, bii, sii, dii, ii, ef, jii, which is the name of the letters). Explore your options as well; "c" can be read to or with, for example, and treat the modified letters (in accents) as separate sounds.

Once you're done with the sounds, switch to writing letters and use the flash cards to relate the basic letters to their sounds. For English there are 52 cards, lower case abc and upper case ABC. Native speakers, teachers or friends, can help by giving phonics tests while you write the letters - "ee" represents the letters e, i or y, for example. Because There are less than a hundred of them in almost every language; learning the sounds of letters and vice versa will only take a few hours. Then it's time to move on to letter groups, diphthongs like ch, ph, ee, triphthongs like sch and chr, and large groups like ight.

I have found that most English beginners, whether child or adult, can master this stage in a few hours. Next to sounding out the words on the cards. If you have learned the basics of phonetics (sounds) well, even words like telephone, elephant, school can be read quite well. If you are learning an alphabetic language, skip the next paragraph.

Character set

Chinese, Japanese and Ancient Egyptian are examples of languages that use character sets, where each character has a meaning and a sound or sounds. Since this type of letter has many characters, more than 2 thousand, you can't wait, start now! Don't even wait until you start talking, it won't help. Treat writing as a completely separate task and it will become much easier.

Fortunately, the main character set in use today is kanji, used in various Chinese languages and Japanese. This is fortunate because kanji is relatively standard, so you will be able to understand a lot of Chinese if you are learning Japanese, for example. Moreover, kanji can be learned in any language because the symbol is always the same in meaning no matter where bi appears. This means you can get up to speed quickly by learning how to read kanji in your native language.

You need to start by learning the directions, left to right, top to bottom for kanji, and writing the first hundred characters a hundred times of each - a good start. Don't skip this step! As you progress, remember the basic meaning or meaning of each symbol.

Then you can move on to flash cards with a symbol on one side and the main meaning/meanings on the other. Look at the meaning and try to write the symbol before you look at it - write it on paper or with your finger on the palm of your other hand or in the air. Always work from meaning to symbol - you must be able to write. I determined that 2 hours a day of exercise allowed me to remember 15 hundred kanji in 6 months. It's not hard. Others learned 2 or 3 thousand kanji in a month, devoting more time to it every day.

Because now you understand at least the basic meaning, the reading becomes more interesting once you get started. If you're learning kanji, you can probably start "reading" after you've written the first thousand characters by looking at the basic meaning, although memorizing the second thousand is much, much faster than the first, so you may want to continue memorizing before moving on to reading.

Start reading

Once you can roughly sound out the words or recognize enough characters, start reading! See the article "Choosing Reading Material" for information on what to read.

Read silently

Read silently. Yes it is, don't make any sounds, don't move your tongue or lips and breathe normally. Reading out loud slows you down and (notoriously!) doesn't help your pronunciation. You get pronunciation, speed, stress, etc. through Mimicking. Reading is reading. It is important. Reading out loud also doesn't help you remember word meanings, grammar, or anything else. Remember, in elementary school, learning to read aloud is only a stepping stone to learning to read silently. We look at the concept of written language. Adults and children who can read do not need this help with cognitively understanding the meaning of writing. Skip this step - there is no need to read aloud. (If you need to present a paper at a conference, take a look at Hikaru Surprises the World, which talks about how to prepare for a public presentation). Try to sound out the words in your head or identify the meaning of a symbol as you read. After all, your mind needs to be active. Continue as fast as you can.

Read faster

Try to read for longer than ten minutes at least twice a day. More is better. Vary the speed to keep things interesting, but gradually increase the speed. Your initial goal is to work on your rote reading speed until it is at least twice as fast as normal speech in your target language. In English this is 500 words per minute or more. From the beginning of this article to this point there are about 15 hundred words, so at 500 words per minute you should be able to read here in 3 minutes.

Concentrating on your rote reading speed is your goal. Understanding topics, paragraphs, words or sentences - no. Learning to read and understand a foreign language is not easy or mechanical process. If the approach I'm suggesting seems simple and mechanical, do me a favor and try it for a month or two before complaining. You will find that it is almost completely impossible to concentrate only on the mechanical aspect of reading.

Using Dictionaries

It's boring. No! You will see at an early stage when you start working. Writing samples, common words and phrases, etc. will begin to occupy your thoughts. You start with word lists when you learn the alphabet, so your vocabulary is at least above zero, and the human mind naturally loves solving puzzles. Try to read in blocks of 20 or 30 minutes, using a dictionary to look up curious words after you've finished reading. If it seems too long, just set yourself that goal, but don't be hard on yourself. Without any idea of the content, you will not be able to understand a completely unfamiliar language, but use the dictionary discretely. New words that appear frequently should come to mind when you get to the dictionary. After your first sessions you will be looking for words like the, and, a, too and other very common words, but this is normal. Reading in blocks of half an hour or more will give you a chance to learn from context, and holding back on using a dictionary involves this learning.

Why does it work

Why do these two steps - three if you count the way you use dictionaries - produce results? I don't know, although I shared some of my guesses in the previous paragraph. What I do know is that I and many of my students are excited about how fun and exciting this path to learning to read is. It would be easy to write a list of the many authors who have learned written language with relative ease in a surprisingly short period. As a teacher, I constantly look out for those special people who have achieved something quickly and well compared to what they were doing, and then offer these methods to my students. Fortunately, what works for one person works for others, and I constantly maintain the suspicion that people are essentially alike in talent and ability when it comes to learning languages. I also constantly receive evidence in favor of the assumption that some teaching methods used give significantly better results in terms of the speed of learning and the quality of the language you acquire.

Tips on how to read faster.
Learning English as a foreign language while living in a non-English speaking country requires courage, perseverance and determination. Consistent reading is a big help in making it more enjoyable. Significant increases in speed without loss of understanding are possible and feasible in a short period of time.

At low speeds of up to 200 words per minute (wpm), reading speed is primarily a physical skill. A skill that can be improved through practical training that focuses on what you do with your eyes. Learners of English as a second language, by focusing on this skill, find that they can increase their reading speed and therefore language learning by focusing on the experience of one individual, whom I will call Hikaru-san (Not his real name). Excerpts from his letters about reading appeared in a previous article, Growing in reading).

Hikaru-san first needed to understand the difficulties facing him. The benefits were obvious:
Read more in the same amount of time
· It becomes easier to learn from context.
· More memorable.

While learning kanji from context, Hikaru-san knew this technique, but did not realize that he could also learn English from context. By pointing out that only the basic kanji are memorized and the rest are learned by repeated appearance while reading, I was able to convince Hikaru-san:
1. Read non-stop (without stopping). At the end of your reading, use a dictionary to look up frequently occurring words if you wish.

It was easy and allowed me to control the reading speed, which turned out to be 80 seconds per minute. Trying to make some progress, Hikaru-san tended to re-read it 3-4 times to analyze the sentence. He believed that finding the subject, predicate and object is an important part of reading English. So the next sentence was obvious:
2. Read non-stop without repeating or analyzing.

As with many students, the following point raises a lot of debate because it is a new idea:
3. Choose INTERESTING reading material - this will motivate you to continue.

Although it seems self-evident, most of my students did not read things that interested them. In fact, they often pored over nonsense that they found boring, in the mistaken belief that it was good for them because it was 'on their level'. This may or may not be true - but poorly chosen material leads to start-stop reading and lack of commitment. Consistency is what gets results, and definitely the fact that I'm reading something that interests me means that I find it worth pursuing...

By strengthening these three points, Hikaru-san was able to integrate reading into his daily studies. Consistency began to pay off, and reading English became interesting in itself. After a few months, Hikaru-san decided to significantly improve his reading speed. The sudden jump to 500 rpm was disappointing, so more tips are on the way:

4. Increase your reading speed in discrete steps.

5. Slow down if necessary to avoid frustration when you don't understand.

6. Try faster.

Of course, I said things like, “Your understanding will improve quickly in months. Stay at this speed (500 cpm) for 6 months, then increase by 100 cpm every 6 months up to 800 cpm. Stay at 800 rpm for a year, then jump up to 1200.” The time period may seem excessive, but I tried to encourage Hikaru-san to integrate English into his life. To accomplish this, I provided short-term help and long-term strategy and information so that he understood the technique he was using and had the opportunity to improve, even without my advice.

I also try to make sure he knows enough to apply his knowledge to other areas of language learning. Hikaru-san started reading at 500 cpm, but found that he “could not grasp the meaning at all, so he started reading at the usual speed of 200-250 cpm.” In response, I gave him more information.

A strong suggestion: stick to 500 cpm and don't re-read. My Japanese friend who studied English in America advised me this. She said that she usually re-read, but soon discovered that this did not help improve the language.

She also said that she often varied her reading speed (for example, 500 cpm - 15 min, then 250 cpm - 5 min, then 350 cpm - 10 min, then 500 cpm - 5 min, etc. .) so she didn't get tired, understood enough to keep her interested, and increased her reading speed.

As a result of this suggestion, Hikaru-san changed his strategy and began reading the first 1-2 pages of each chapter at 200s/min, then speeded up to 500s/min and finished reading. According to him, it's pretty good. Understanding the situation is a big help in following the plot when you read 500 ppm.

Hikaru-san is surprised at how much he has achieved in the last 6 months and has started reading Chinese and German! You can read excerpts from his diary in the article Growing in reading.

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