Developing reading comprehencion through defferent classroom technics for B1 level learners - Английский язык - Дипломные работы

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Developing reading comprehencion through defferent classroom technics for B1 level learners

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Developing reading comprehencion through defferent classroom technics for B1 level learners

CONTENT Introduction .................................................................................................. CHAPTER I. Approaching of describing and analyzing reading strategies in B1 level. 1.1. Theoretical review on Learning strategies in teaching foreign languages … 1.2. Reading Purpose and Reading Comprehension…………………………. 1.3. The main problems and ways of applying effective strategies in teaching reading. ………………………………………………………………………….. CHAPTER II. 2.1 Strategies for Developing Reading Skills ………………………………………………………….. 2.2 Goals and Techniques for Teaching Reading ……………………………………………………… 2.3 Using Textbook on Developing Reading Activities …………………………………………. CONCLUSION……………………………………………………………... REFERENCES………………………………………………………………

INTRODUCTION From the first days of the independence in Uzbekistan root reforms began in all spheres of life of the country. Since that upbringing and educating of young generation has been of the basic priorities of our country and it is in the centre of focus of the government. Education had to be reoriented to words meeting the common national interest and ensuring competitiveness in the world market. Uzbekistan became a member of the International community and was keen to develop a modern system of education. Numerous state documents including laws about ‘The program for personnel training’ (1997) and ‘About Education’ (1997) were adopted and since then reforms have been realizing to prepare young generation to cope with the rapidly occurring changes toward a more global society / as

recreational has been found to improve reading comprehension, writing style, vocabulary, and grammatical development. Lack of literacy skills including reading causes problems for living, working and survival in general. Through reading, we acquire new ideas and knowledge, obtain needed information, relax the minds, and improve our command of language and vocabulary. The general trend of reading is for examinations rather than for information or pleasure. Research has proven that the mainstream of readers is students reading books for examinations rather than knowledge and pleasure. In my diploma work I will attempt to show the readings trends and relate the importance of reading and conditioning this behaviour towards a habitual way of life amongst students. Certain past and current resea

arranged in a particular manner, but more importantly it is the ability to understand the meaning of these arrangements. Public attention has been drawn to the growing problem of non-reading specifically among the students. Reading is regarded as a process, a mode of thinking, a kind of real experience and involves many complex skills: the ability to perceive printed words, to skim for information and then perhaps read intensively. With almost everyone in Uzbekistan owning a data based computer or phone, digital reading is much easier to access rather than the “hard copy” books which are costlier and occupy space. But why our young people are not reading enough and how do we inculcate the reading habits amongst them especially conditioning the younger generation to have a passion for readi

particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. The object of the graduation work: process of training students to foreign language s as the second important language in our country. The subject of the graduation work: the strategies of improving r eading skills and re

classroom. I have attempted to produce methods that are more practical and applicable to classroom teaching. Additional revised and expanded activities, examples, and exercises are offered. The graduation work offers Reading strategies for addressing ESL class. The work contains conclusion and the list of used references. The purpose of this study was to uncover reading problems facing ESL students in the middle school classroom and non-philological academic lyceums and collages. Research questions focused on the needs of the ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. Data sources included teacher and student interviews, classroom observations, and survey. Data showed that the students face challenges in learnin

understanding texts written in English are particularly highlighted, and implications drawn for the successful implementation of extensive reading programs in ESL classes.

CHAPTER I. APPROACHES OF DESCRIBING A ND ANALYZING READING STRATEGIES B1 students 1.1. Theoretical review on Learning strategies in teaching foreign languages . In the tough competitive world today, much of the success depends upon the communicative competence of the professionals. Apart from technical skills, communicative skills also carry an equal importance. In today’s world, where the students would be competing for job positions with a global workforce, it would be their English language proficiency that would be tested to the maximum, as English is the most widely spoken language. Language learning is a skill based learning and educational institutions need to train up its students in the skills that would help them build up a career in the corporate world A teaching strategy is the

information or skill that is being taught, and it may also be influenced by the learning style, aptitude, skills, and enthusiasm of the students. The taxonomic nature of the Common European Framework of Reference for Languages (CEFR) inevitably means trying to handle the great complexity of human language by breaking language competence down into separate components. This confronts us with psychological and pedagogical problems of some depth. Communication calls upon the whole human being. The competences separated and classified below interact in complex ways in the development of each unique human personality. Users and learners of a language draw upon a number of competences developed in the course of their previous experience in order to carry out the tasks and activities required to d

other 'learning muscles' to make them stronger, in the same way as physical muscles in the body can be developed to enhance performance. Many learners already can and do access information naturally through multiple learning styles, and offering a wide variety of learning modes enhances learning for these students. The way forward with 'different learning styles' in the classroom The real challenge for teachers is to find the right contexts and combinations that give all students the chance to excel by using those strategies which are their strengths and by developing their so-called 'weaker' learning skills so that they get better at using them. The real benefit of using different ways of learning is that when we offer a variety and range of learning activities we

responsiveness, reasoning and remembering, that researchers such as Alastair Smith and Guy Claxton 1 have highlighted as important qualities that successful learners display. We owe it to our students Whatever we call them, 'different learning styles', 'different learning strengths' or 'multiple learning strategies', we owe it to all our students, perhaps in the 21st century more than ever before, to help them see that not only can they learn in many different ways but also they must be able to learn in different ways if they are going to be able to cope with the information evolution they are living through. In 2000, adult EFL professionals at the Center for Applied Linguistics compiled an annotated bibliography that can provide a starting p

are teaching. You may want to better motivate your learners, tapping into their interest in things like current videos, software programs, or computers in general. According CEFR I can darely say that learners ESL classes can understand texts that consist mainly of high frequency of everyday or job- related language; they can understand the description of events, feelings and wishes in personal letters; they can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints or they can understand contemporary literary prose. And also they c an read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active readi

Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different

know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. Reading research shows that good readers  Read extensively  Integrate information in the text with existing knowledge  Have a flexible reading style, depending on what they are reading  Are motivated  Rely on different skills interacting: perceptual processing, phonemic processing, recall  Read for a purpose; reading serves a function Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. Reader knowledge

Goals and Techniques for Teaching Reading Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. The Reading Process. To accomplish this goal, instructors focus on the process of reading rather than on its product.  They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.  They allow students to practice the full repertoire of reading str

related information in written form: office hours, homework assignments, test content.  They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill. By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. Reading perceives written in its logical forms. It means reading reproduces what is written. Written language d

filling up charts, plans or diagrams. That can be continuing the text. If we need to consolidate some grammatical structure, we can give some extract where the student has to insert the required grammatical forms and understand the plot, as well. Not only understanding is important in reading. Every reading leads to some logical conclusions and emotional impressions. Every reading enriches the vocabulary. The teacher must connect what is read with the students' personal experience and personal emotional impressions. It can be a topic for discussions in theclass. 1.3. The main problems and ways of applying effective strategies in teaching reading. Reading is to the mind like running is to the body. If a person wants to exercise their mind, read a good book. Lamar Cole Reading is one of

letters and sounds of target language. He/she teaches the alphabet and phonics. Teacher should demand to learn phonics and alphabets from learners on time. After acquiring phonics pupils are able to combine words and read. But it requires more practice and work. On the other hand children regularly don’t want to study, especially reading. In order to involve them teacher should use illustrations, stories, picture dictionaries, activities and games, pictures, worksheets, handouts, big books for shared reading in class, audio recordings, etc. Most of young learners are unable to read and write in target language for the first time. These mentioned things help them learn easily. Look and Say Look and Say is an effective reading strategy which used by teacher for primary learners. In this acti

interest if they read the same things more than once. If words are written on the coloured cards they can easily recall and save them in memory for a long time. In order to consolidate learners’ reading skill and vocabulary teacher plans variety activities such as finding word families(or lexical sets) of words. It would be better if teacher use words or phrases which are familiar for learners. In this activity teacher collects a number of words which belong to one word or family. For example: names of birds, clothes, toys, kinds of colours, etc. Learners are asked to put these words in appropriate form: Table Birds Clothes Toys Food Matching sentences to picture Three or more pictures and sentences are given to pupils. Learners should be able to understand the meaning of sentences in orde

Reading a story Young learners love stories fairytales, coloured books. Especially they want to listen to interesting stories from teacher. Children gain more benefit from listening to story than other strategies. Reading a story is one of the most effective ways of creating friendly and real English atmosphere with pupils. While listening to story learners draw the pictures of the events in their mind, fantasy and they look forward to the ending of story. But in a reading story teacher cannot change the events of story. He/she reads turn by turn which is written on the book. Telling a story There is a difference between reading a story and telling a story. During the telling stories teachers don’t need Big Books in front of pupils. It is found that telling stories is clear understandable

The simplest advice for teachers is slow down before starting reading. Teacher should give enough time to learners in order *to choose a book *to look through the book *to observe the images, pictures of the book *to guess the context Reading aloud is a good way of checking pronunciation and stress of pupils. It also verifies vocabulary and introduces new words, phrases. Hubbard (1983) suggested that reading aloud is useful as a test of pronunciation and general fluency. Reading aloud motivates learners to learn and acquire language with interest. On the other hand most of young learners like reading aloud and it improves their pronunciation too. Choral reading. One of the useful reading aloud activity is choral reading . Teacher gives a reading passage to pupils and shows the intonation,

activity motivates learners to listen to with attention and find mistakes quickly, on the other hand pupils try not to do mistakes in order to be a good reader. Reading without errors not only improves learners’ reading comprehension but it also enhances their listening skill. Reading text based on child’s language. In this reading strategy teacher allows pupils to use their native language freely. And it is based on various pictures which are shown by teacher. After showing picture to learners they are asked to describe it. If learners have some difficulties on describing the picture in second language they may use their first language (young learners are unable lack of vocabulary). Then teacher translates pupils’ sentences into target language and writes them in the child’s book. After f

house, car, plane by using papers. In order to motivate and encourage them teacher should keep their works in the reading box or should hang them on the wall. Flashcards- most of young learners cannot write and read in target language. In this case teacher uses flashcards in order to be understandable and easier for them. Especially colored flashcards which contain the theme make them happy and involve them acquiring and comprehending. A number of examples by using flashcards are given in above. Reading is not easy process for young learners. It requires knowledge and ability, different activities and games from teacher. Moreover teacher should be perfect person. In order to teach and interest young and naughty learners teacher should be a brilliant music teacher, kind and sometimes strict

Adult learners are able to read, speak and do exercises than primary learners. They are more knowledgeable. Moreover they have enough vocabulary to communicate, to do tasks individually and clearly. In order to enhance the quality of the lesson and to improve learners’ knowledge there are a number of reading strategies and activities are used by teachers during the class. These strategies are suitable for students’ level. Reading strategies are divided into three types: 1. Pre- reading strategies 2. While- reading strategies 3. Post- reading strategies Pre-reading strategies. Pre-reading strategies are used before reading the text. One of the pre-reading strategies is skimming. Skimming is look through a text quickly in order to get a general idea, to find a particular point. Skimming is

order to get the main idea of the text faster and easily students should read the first and last sentences of each paragraph. It helps readers understand the text. Identifying genre.Identifying genre is the simple and useful activity of pre-reading. It isn’t much difficult for adult learners. Students can identify the genre of the text according to its form, and “body” without reading it. Scanning.Scanning is reading the text carefully in order to get the specific information. Specific information can be dates, places, page numbers, names. It would be better readers scan *the introduction of the text *the first and last sentences of each paragraph *the summarizing chapter of the text. Learning key vocabulary .Learning key vocabulary is a pre-reading activity which based on key words. The k

Keeping questions in mind. Keeping questions in mind are used during the reading a text. It requires more attention and speed from readers. There are given some questions about the text. And students are asked to read questions with attention and answer all questions while reading the text. They should find answers during reading and answers on time. So in order not to confuse and forget the task readers should keep questions in their mind. Underlining. Underlining is considered a while reading activity. During the reading students are asked to highlight the basic points of the text, such as new words, idioms, phrasal verbs, parts of speech, unknown words according to the given task. Readers try to learn these important parts with attention and acquire them. Moreover they have a chance to

Critical analysis and evaluating. This activity is considered one of the important activities of post reading. And it is done at the end of the reading. After finishing to read the text critical analysis an evaluation are given in order to analyze and evaluate critically the author’s opinion. It helps learners think and assess critically and independently. Summarizing and paraphrasing. In summarizing and paraphrasing activity after reading the whole text students are asked to identify the main idea of the text and give their own opinions about the text. On the other hand they can restate the main idea with their own words. Summarizing and paraphrasing help teacher know how the students understand the text and meaning of the text clearly. Each member of group is asked to give his/her own op

“false” if the statement contradicts the information and students tick “not given” if there is no information on this. According to the given answer by students teacher knows how well learners comprehend the text and meaning. There are a number of reading activities which were found and observed by professors. One of them is listen, read and write activity. Listen, Read and Write. This activity is suitable for advanced learners. Teacher needs intelligent group of students who write, read and listen the same speed. And it includes listening, reading and writing together. Teacher gives four stories to students. Each student has different stories. And the text should be short not long. First of all the student read the story and after finishing one student of each pair tells his/her story to

taught how to read effectively in order to get the specific information. In this case vocabulary can help learners understand the text and the meaning of the text. Researchers found that vocabulary is the key in helping the students to comprehend the text too. A number of researchers found the strong relationship between vocabulary and reading comprehension. Vocabulary leads to improved reading comprehension and reading leads to vocabulary growth. They are connected with each other. Nation(2001) suggests that in the case of the reading-vocabulary connection when we know a word well, we access at least nine components of word knowledge: 1. Orthography (spelling) 2. Morphology (word – family relations) 3. Parts of speech 4. Pronunciation 5. Meanings (referential range, variant meanings, homo

Knowing the strong relationship between vocabulary and reading comprehension helps teachers conduct and find the useful and easy strategies of vocabulary learning and comprehending the text. other researcher Hirsch(2003) explained that knowing at least 90 percent of the words of a text gives a chance the reader to get the main idea. Roehrig, Guo(2011) and Sedita also explain the relationship between vocabulary and reading comprehension. As they mentioned vocabulary is more crucial in reading comprehension and helps learners to identify the general idea of the text. in order to check students’ ability in reading comprehension and vocabulary observers organized an achievement test . The text contains 50 questions, and twenty five questions are the questions to measure students’ reading comp

through reading topics, texts or passages. And it isn’t planned process. But some learners are unable to understand new words incidentally. Because acquiring new words incidentally through reading in context is not easy process and it requires more vocabulary and practice. If learners encounter unknown words more than five or six times in context they can learn and remember them quickly and easily. The main aim of reading comprehension is to enhance learners’ vocabulary and knowledge. Incidental vocabulary learning is a good way of acquiring new words. Moreover during the incidental learning students are able to do all tasks such as identifying the specific information and comprehending the whole meaning of the text. learning a unknown words incidentally is not learning a word but it also

5-step: Students restate the structure of the sentences not changing the meaning. 6-step: After done all steps, finally, students paraphrase the whole text in their own words. This activity improves not only reading comprehension, but it also enhances learners’ speaking skill and vocabulary knowledge. Moreover students can remember the new words for a long time and they can use them in daily life. In above I gave a number of strategies of presenting new vocabulary such as circumlocution strategy, transfer strategy, dialogue, storytelling, riddles, etc. These strategies and activities are connected with reading comprehension too. They affect the quality of the lesson. There are given some beneficial instructions of learning vocabulary in below: (Nation) * Learning key words before reading.

words through reading systematically, they rich their vocabulary knowledge in short time and can save the unknown words for a long time in their mind. On the other hand more experience makes their tasks easier and interesting. Also it improves learners’ speed. Every language learner should follow the following statement “The more you practice, the better you know”. 2.1 Strategies for improving reading skills Reading is not a natural act, or as Maryanne Wolf explained it, there are no reading genes. Rather, reading is a cultural activity that has undergone profound changes since its inception. In the standard history of reading entitled Orality and literacy pointed out that the earliest basic script dates from only about 6,000 years ago. Furthermore, the first full alphabet did not have its

Reading is a cornerstone for success not just in schools but throughout life. Through reading, we acquire new ideas and knowledge, obtain needed information, relax the minds, and improve our command of language and vocabulary. It also serves as a good companion and provides pleasure, expand our horizons and enrich our lives. We are fortunate as we can easily find libraries and bookshops throughout the country and we should know how to make good use of them. But sadly, this is not the case as many of our young people only visit the libraries and bookstores during examinations or in times of need. Reading has come to hold the most significant place in education as a means of communication in a highly literate society. The book is still very much part of people's lives in our modern socie

behaviour. The lack of positive reading behaviour is one that breeds at both secondary schools as was university levels. If university students who read will continue to read after graduation, their influence as models in their respective homes, workplaces and schools if they are educators, will contribute to the amelioration of the problem of widespread reading reluctance in the nation. In learning English as a second or foreign language, asserts that reading is the most important skill to master. In Uzbekistan, where English is taught as a foreign language, reading in English would undoubtedly help a learner to be proficient in the language as language can be learned through reading. Nevertheless, a few surveys on reading habits in Uzbekistan showcased that tertiary level students spent

result was found in a reading habit survey. The survey indicated that even though most subjects had high level of motivation and attitude, only about two third of the subjects did spend time on reading English materials outside class hours. Two third who spent time on reading, almost half of them spent only less than one hour a week on English reading. The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues; and you make further inferences, for instance about how the text may be significant to you, or about its plausibility

How we read a given text also depends to some extent on our particular interest in reading it. Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room. Such dimensions of reading suggest – as others introduced later in the book will also do – that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they ma

rekindle students' positive attitude. Positive reading attitudes affect the students' ultimate academic success by increasing the amount of time that is spent on reading. Whether students read or not is largely determined by their attitudes toward reading. If students do not like to read or think reading is boring, negative attitudes are likely to hold back their reading improvement. Poor readers generally have more negative attitudes than good readers. Relatively recently, reading research has broadened in scope to consider the way in which social contexts influence reading ability. The development of reading skills is now accepted to occur not only in the classroom, but also within social settings, at home and in the wider community, including the public library. International re

students tend to employ strategies that demand more time and effort, and that enable them to process information more deeply. Students with an intrinsic orientation also tend to prefer academic tasks that are moderately challenging, whereas extrinsically orientated students gravitate toward tasks that are low in degree of difficulty. Extrinsically oriented students are inclined to put forth the minimal amount of time, energy, and effort necessary in order to receive the maximum reward. Students should be provided with sufficient homework and class work in order to help improve reading comprehension in their courses. Critical reading and thinking skills require active reading (White, 2004). Being active readers mean students have to engage with the text, both mentally and physically. Studen

read, the outcome won’t be so good either. After approximately 12 years in formal education, majority of students are able to read efficiently after finishing their secondary education. However, even equipped with literacy skills particularly reading skills, the reading habits of students are still at an unsatisfactory level. Society at large, especially parents, need to change this mind-set and be more proactive in guiding and cultivating reading habits among children from a young age. The people that are culturally closest to us and who are therefore most influential are our parents and our peers. Reading begins at home and parents are the key indicators on whether their child is acquiring the habit of learning. Children at a tender age are like sponge feeding into their minds knowledge

and professionals need a method to help them become proficient in reading in order to help them learn more effectively. Proficient reading skills give students the potential to be better self-directed learners, and therefore acquire more expertise within their professional fields. There are four items that proficient readers partake of. First, students have a reason for why they are reading and how they will read. Second, students know their skill process when they read. Third, students keep track of their reading comprehension. Finally, students use a large assortment of reading methods for different reading passages. The SQ3R method includes survey, question, read, recite and review. To survey the reading material, students need to quickly overview the text and understand the main points

achievement. Higher or average performing students are paired with a student who achieves lower results based upon a protest performance. This approach allows students to ask questions about the assigned reading together in a group Reading habit should start from young itself. There for parents should play a main role in convincing and ting their children on how important it is for a person to read no matter what type of reading material it is but it must be beneficial. Nowadays it is understood that parents are busy with their work, but they must make sure their children reads daily. Other than that, parents should bring their kids to the national library at least once a week and they have to read together with their kids, so that the kids will be encouraged to read [60]. Parents also can

they are showing children that reading is important. In addition, it is also important that children understand that reading comprehension, vocabulary and the ability to discern critically the information being read are important elements for successful reading. Adults should never hesitate to explain to children the importance of reading, building vocabulary skills, and increasing reading comprehension. As Uzbekistan move towards Vision 2020, which incorporates nine strategic objectives and the sixth is the challenge to establish a scientific and progressive society, a society that is innovative and forward looking, one that is not only a consumer of technology but also contributor to the scientific and technological civilization of the future. And being poor readers, it is not going to b

 Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection  Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content  Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions  Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up  Paraphrasing: stopping at the end of a sec

When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language. Reading to Learn Reading is an essential part of language instruction at every level because it supports learning in multiple ways.  Reading to learn the language: Reading material is language input. By giving students a variety of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in which the elements of the language work together to convey meaning.  Reading for content information: Students' purpose for reading in their native la

2. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short- term memory. 3. Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning. 4. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies. Integrating Reading Strategies. Instruction in reading strategies is not an add

 Evaluate comprehension in a particular task or area  Evaluate overall progress in reading and in particular types of reading tasks  Decide if the strategies used were appropriate for the purpose and for the task  Modify strategies if necessary Reading Aloud in the Classroom Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning t

2.3 Using Textbook Reading Activities Many language textbooks emphasize product (answers to comprehension questions) over process (using reading skills and strategies to understand the text), providing little or no contextual information about the reading selections or their authors, and few if any pre-reading activities. Newer textbooks may provide pre- reading activities and reading strategy guidance, but their one-size-fits-all approach may or may not be appropriate for your students. You can use the guidelines for developing reading activities given here as starting points for evaluating and adapting textbook reading activities. Use existing, or add your own, pre-reading activities and reading strategy practice as appropriate for your students. Don't make students do exercises simp

combine comprehension with word recognition and speaking ability in the way that reading aloud requires. In addition, reading aloud is a task that students will rarely, if ever, need to do outside of the classroom. As a method of assessment, therefore, it is not authentic: It does not test a student's ability to use reading to accomplish a purpose or goal. However, reading aloud can help a teacher assess whether a student is "seeing" word endings and other grammatical features when reading. To use reading aloud for this purpose, adopt the "read and look up" approach: Ask the student to read a sentence silently one or more times, until comfortable with the content, then look up and tell you what it says. This procedure allows the student to process the text, and lets you

Authentic Assessment. In order to provide authentic assessment of students' reading proficiency, a post-listening activity must reflect the real-life uses to which students might put information they have gained through reading.  It must have a purpose other than assessment  It must require students to demonstrate their level of reading comprehension by completing some task To develop authentic assessment activities, consider the type of response that reading a particular selection would elicit in a non-classroom situation. For example, after reading a weather report, one might decide what to wear the next day; after reading a set of instructions, one might repeat them to someone else; after reading a short story, one might discuss the story line with friends. Use this response typ

 How familiar are the students with the topic? Remember that misapplication of background knowledge due to cultural differences can create major comprehension difficulties.  Does the text contain redundancy? At the lower levels of proficiency, listeners may find short, simple messages easier to process, but students with higher proficiency benefit from the natural redundancy of authentic language.  Does the text offer visual support to aid in reading comprehension? Visual aids such as photographs, maps, and diagrams help students preview the content of the text, guess the meanings of unknown words, and check comprehension while reading. Remember that the level of difficulty of a text is not the same as the level of difficulty of a reading task. Students who lack the vocabulary to identi

Sample pre-reading activities:  Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information  Looking at pictures, maps, diagrams, or graphs and their captions  Talking about the author's background, writing style, and usual topics  Skimming to find the theme or main idea and eliciting related prior knowledge  Reviewing vocabulary or grammatical structures  Reading over the comprehension questions to focus attention on finding that information while reading  Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)  Doing guided practice with guessing meaning from context or checking comprehension while reading Pre-reading activities are most important at lower levels of langu

Does what I'm reading agree with my predictions, and, if not, how does it differ? To check comprehension in this situation, students may  Stop at the end of each section to review and check their predictions, restate the main idea and summarize the section  Use the comprehension questions as guides to the text, stopping to answer them as they read.  Using Authentic Materials and Approaches  For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.  1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad,

 To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.  3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

REFERENCES 1. Ackersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press. 2.Anderson, N. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle. 3.Barnett, M. A. (1989). More than meets the eye: Foreign language learner reading theory and practice. Englewood Cliffs, NJ: Prentice Hall Regents. 4.Bernhardt, E. (1991). Reading development in a second language . Norwood, NJ: Ablex. 5.Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 121-133. 6.Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press. 7.Devine, J

11.Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises . Cambridge: Cambridge University Press. 12.Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14, 415-422. 13.Kramsch, C. (1985). Literary texts in the classroom: A discourse model. The Modern Language Journal, 69(4), 356-366. 14.Phillips, J. K. (1985). Proficiency-based instruction in reading: A teacher education module. Introductory Packet; Applications Packet; Sample Materials. Material produced in conjunction with a grant from the International Research and Studies Program, U.S. Department of Education. 15.Silberstein, S. (1994). Techniques and res

define the importance of every sort of communication. If spoken language is very stimulating, it can be base for complex and deep language learning. If students are interested in written language which they can show to parents, the teacher can start from writing which will be the base for the same complex and deep language learning. How does perceptive language mechanism work? At first, The student perceive sounds in their verbal or idiomatic complexity, connects definite sound with definite meaning. Word used in one meaning and for one time is fixed in the primary memory. Primary perception is fixed logically with the help of associations with language and non language structures, and after such associative fixation it is consolidated in the deep memory. At the last stage, it is to appear

the action takes place, or where murder happened, etc. 5. A dynasty. Students are given a scheme of a family tree with empty places for grandparents, mother, father, sister, etc. One student is standing in front of the class and speaking about his family. Other students listen and fill in the family tree. 6. Listen and find differences. Students must find differences between the texts they will hear. 7. Listen and make a summary. The text is read twice. At first time, students only listen while the second time, they make a summary or a plan. C. Developing speaking skills. Natural conversation forces adjustment of a listener to a produce, but talk and perception are mutually connected. Conversational acoustical contact must be a stimulus for a student's and a teacher's work. In the

imitating, retelling the plot. Very often conversation goes smoothly when students have significant vocabulary, logical and grammar structures, and trust that they will be understood. But conversation must start at the very beginning of the learning process and expand according to the lexico-grammatical abilities. If the student is afraid of talking there will be any communication. He must join students of similar abilities and create positive conditions to developing conversation. Conversational skills must be developed step by step. A teacher must prepare students for conversations. At first, situation can be discussed in Lithuanian. Making contact with problem is stimulus and that will determine student's position. Now discussion can take place in groups in English. Structuralists c

Communicative method determines purposes of oral conversation spontaneously, without preliminary preparation. A student has to define purposes of conversation at the very beginning or even in the course of it. Defining of conversational purposes is dictated by need to transmit some information or emotional state. The grammatical aspect has a secondary role if it does not confuse understanding and conveying the purpose of the conversation. Grammatical and phonetic correctness is developed not before the speech but in its course. Structural principle determines strict grammatical laws by which topics are defined. These schemes are applied only id defined conditions. Structural idea persuades strict rules of communication and look after every mistake. In structural class, student first thinks

D. E. Developing writing skills In developing writing skills, as well as in listening, reading and speaking skills, first of all it is necessary to pay attention to communicative purpose and then to the communicative technique. Structuralists and audiolinguists under the influence of the American immigration took into account the needs of immigrants and emphasised oral forms of communication and reading, but left writing at the last stage of learning. Today, writing is necessary no matter whether we use a pen or a computer. At the beginning, Teachers teach only oral language forms. But elementary students are willing to write and show their works to parents. Writing is such a visual category which motivates the learning process, creates the feeling of progress. On the other hand, there is

sentences and give a task to compose a story and write it. Exercises for developing writing can be varied not only in difficulties of using "clever" words, but in complexity making up of sentences. Every written complex must not be simply gymnastic grammar exercise but informative and emotional structure where grammar is a natural way of expressing ideas. The teacher can give a task to write a story according pictures which are not connected thematically. That gives liberty of expression, interest and purpose in the course of work. Every story has some structures, so exercises can be built according to a principle of developing: -at first................. -then............. -after.................. -inaddition........ - and finally................................. Description of ob

In this paper we have looked at some of the issues surrounding development, exploration, and use of vocabulary and reading strategies, the strong relationship between vocabulary and reading comprehension. As it was mentioned in my work the aim of learning language is to communicate with people who speak in target language. Communicating and speaking in the second language requires adequate vocabulary and experience. As researchers suggest vocabulary is the first main step for communicating well. I tried to explain the role of vocabulary in our life, the significant feature and use of vocabulary, how to present a new word for learners, the aim and types of reading strategies, the strong relationship between vocabulary and reading comprehension clearly in my diploma work. I knew that teachin

6. Focus on word relationships (parts of speech variations, synonyms, antonyms, word families). 7. Work with dictionary definitions and rewrite more accessible definitions. 8. Develop various activities and useful games in order to motivate learners and to interest them. 9. Create a vocabulary-rich environment. 10. Develop student motivation for word collecting and provide a supportive learning environment. There are a lot of useful strategies and activities which contain vocabulary and reading comprehension given in my diploma paper. Their usage and beneficial sides are explained. One of the effective strategies is using visual aids in the class in front of learners, such as realia, flashcards, pictures, video materials, illustrations, movies, cartoons, coloured storytelling Big Books in

system is the attention of our President to youth. As our President Islam Karimov’s state “our children must be stronger, wiser, more educated an certainly happier than us”.

THE LIST OF USED REFERENCES 1. I.A. Karimov. Decree of the president of the republic of Uzbekistan on m easures for further enhancement of the system of teaching of foreign languages ( PD 1875 Issued in December, 2012) 2. I.A. Karimov “Harmoniously developed generation is a basis of progress of Uzbekistan “. 1998. 3. Ж. Жалолов. Чет тил ўқитиш методикаси – Тошкент 2012 й. 4. Benson, T., Cohen, A., & Buskist, W. (2005). Rapport: Its relation to student attitudes and behaviors toward teachers and classes. Teaching of Psychology, 32(4), 237-239. 5. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, students perceptions, student motivation, and English achievement. The Modern Language Journal, 08, 387-401. 6. Bradford, A. (2007). Motivational orientation in under-researched F

14. Clément, R. (1980). “Ethnicity, contact and communicative competence in a second language”. In H. Giles, W. P. Robinson & P. M. Smith (Eds.) Language: Social psychological perspectives: Selected papers from the First International Conference on Social Psychology and Language held at the University of Bristol, England, July 1979. Oxford: Pergamon. 15. Clément, R., Dörnyei, Z. & Noels, K. (1994). “Motivation, self-confidence and group cohesion in the foreign language classroom”. Language Learning, 44:417-448. 16. Council of Europe (2006) European Language Portfolio (ELP) Principles and Guildelines (with added explanatory notes). Language Policy Division, Strasbourg. Digital document at www.coe.int/portfolio 17. Deniz, S. (2010). Student teachers' evaluation of the motivational strate

27. Ghenghesh, P. (2010). The Motivation of L2 learners: Does it decrease with age? English Language Teaching, 3(1), 128-141. 28. Gonzales, R. (2010). Motivational orientation in foreign language learning: The case of Filipino foreign language learners. TESOL Journal, 3, 3-28. 29. Gorham, J., &Christopel, D. M. (1992). Students' perception of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239-252. 30. Gorham, J., &Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46(4), 245-261. 31. Guilloteaux, M. J., &Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effect of motivat

42. Richards, J. & Rodgers, T. S. (2001). Approaches and methods in language teaching.New York: Cambridge University Press. 43. Shaaban, K. A., &Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33(6), 632-644. 44. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA Colombia. The Modern Language Journal, 85(2), 244-258. 45. Stephen Krashen. (1988). Second language acquisition and second language learning. Prentice-Hall International.

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