When organizing work with the text for search and viewing reading, it is necessary to remember that it is supposed to obtain the most general idea of the content-semantic plan of the text: understanding the topic and the range of issues under consideration, overall structure text material; determination of a further reading strategy in accordance with the interests of the reader.
As a result, tasks like:
Based on the title (illustration), make an assumption about the topic and content of the text; - on external structure text, features of printing design to determine the type (nature) of the text (advertising, announcement, weather reports, TV guide, etc.);
Based on the dominant word of the title, make an assumption about keywords ah text and the field of knowledge to which this text refers; - looking for keywords and other signals with a glance, highlight the necessary, interesting information in the text;
summarize the information received, evaluate it in terms of relevance and prospects for its use.
Methodological techniques for teaching introductory reading
When teaching to read texts with the extraction of basic information, the main thing is the same as when working with other types of reading, to teach students predictive actions and the ability to find answers to questions in the text: about what, about whom in question where, when it happens. Work with the text is also carried out in three stages: before reading (hypothesis, formation of expectations), in the process of reading ( fast reading based only on familiar language material, highlighting the main semantic milestones in the text, searching for answers to questions or solving another communicative task), after reading (expressing one's attitude, opinions based on the text).
Many researchers, Bim I. L., Galskova N. D., recommend using an algorithm consisting of 7 blocks during introductory reading:
1. Name (articles, books).
3. Imprint.
4. Problem (topic).
5. Factual data.
6. Features of the presented material, criticism.
7. The novelty of the material presented and the possibility of its use in practical work.
Gradually, the volume of reading increases due to the inclusion of texts for home reading, materials of linguistic and cultural nature, newspaper material. By the end intermediate level students' reading skills should be so formed that they can read on their own, using the text as a means of indirect communication with its author and characters.
Newest technologies learning to read can be found in foreign didactic. So, for introductory reading, the German didacticists G. Westhof and E. Wike offer methodical technique, named ǛFLAZ, where:
Ǜ – ǜberfliegen – fluent reading. It is proposed to view the title (subtitles, illustrations, beginning and end of the text) and determine the text and general content text;
F - Fragen - questions. Ask yourself questions like “What do I know about this topic?”, “What do I expect from this text?”;
L - Lesen - reading. Reading with a pencil (marker) in hand, during which "islands of understanding" are fixed;
A - Aufschreiben - records. Fixing the subtracted information in the form of a plan, keywords, abstracts, etc.;
Z - Zusammenfassen - generalization, summing up. Brief transmission of the content of the text in your own words in a foreign or native language or compilation general scheme subtracted content.
Literature
1. Bim I. L. German. Basic course. Concept, program. - M.: New school, 1995. - 128 p.
2. Borisko N. F. Himself a Methodist, or Tips for Learning a Foreign Language. Kyiv. Firm "INKOS", 2001. - 120 p.
3. Galskova N. D. Modern technique teaching foreign languages. A guide for the teacher. M.: Arkti, 2000. - 250 p.
1The article deals with the problems of teaching introductory reading to students in high school. The levels of understanding of the text, the formation of skills related to the operation are analyzed. language material and skills related to understanding the content of the text. In the process of working with texts, students acquire background knowledge, without which acquaintance with the culture of the country of the language being studied would be impossible. Ownership language units with a national-cultural component provides students adequate perception received information. The system of tasks for texts is considered: tasks aimed at removing the difficulties of a meaningful plan associated with background knowledge; tasks aimed at removing language difficulties; tasks that teach the most rational methods extracting information from the text, taking into account its genre; tasks in order to control understanding of the content of the text.
levels of text comprehension: a system of assignments for texts
background knowledge
introductory reading
1. Gorodnikova, M.D., Suprun, N.I., Figon, I.B. Linguistics of the text and teaching introductory reading in high school: teacher's guide / M.D. Gorodnikova, N.I. Suprun, E.B. Figon and others - M.: Enlightenment, 1997. - 160 p.
2. Grigorieva, E.Ya. Program. Theory and practice of teaching French, as a second foreign language. - M.: APK and PPRO, 2003. - 128 p.
3. Zhuravleva, L.S., Zinov'eva, M.D. Learning to read (based on literary texts) /L.S. Zhuravleva, M.D. Zinoviev. 2nd ed., revised. and additional - M. : Russk.yaz., 1988. - 152 p.
4. Kulibina N.V. The methodology of linguistic and cultural work on artistic text. - M.: Rus. yaz., 1987. - 148 p.
5. Folomkina S.K. Learning to read foreign language at a non-linguistic university. - 2nd ed. -M.: graduate School, 2005. - 255 p.
In the process of teaching a foreign language at school, much attention is paid to reading, as it provides information from a wide variety of sources, both traditional (books, magazines, newspapers) and modern ones, such as websites, social media and others. This enables students to satisfy the need for knowledge of the world around them. Reading is also used essential tool for the development of other types of foreign language activities, namely, speaking and writing.
In the process of learning, students must master three types of reading:
1) reading texts with the extraction of their main content (introductory reading);
2) reading with the extraction of complete information from the text (learning reading);
3) reading to get the most general idea of the topic and range of issues; considered in the text/texts (viewing reading).
Mastering the skills of introductory reading, the need to work on their development is due to the fact that it includes the largest number techniques that are common with other types of reading.
Introductory reading is defined as reading to oneself, without a special setting for the mandatory subsequent use of the extracted information, which is, as it were, taken into account. Characteristic features this type of reading is a fast pace, the requirement to read the entire text, an accurate understanding of the main content and the most significant details. The focus of the reader's attention on the semantic side of the text leads to the fact that the reader's consciousness is focused on understanding the content, interpreting it, and memorizing it. During the introductory reading, the reader solves the following problems:
1) find out, as a result of quick reading, what problems are discussed in the text;
2) what exactly it says on certain issues;
3) whether the read text is of particular interest to the reader.
Given the heterogeneity of semantic perception, several levels of understanding can be distinguished voice message- from the definition of value individual words to understand the meaning of the message.
First level characterized by an understanding of what is being said in the text. This is the most common perception.
For the second level understanding of what is being said in the text. Here connections are established between the main plans for the disclosure of thought.
Third level understanding implies awareness not only of what is described in the text, but also how, by what means this is achieved.
At the fourth level there comes an understanding of the main idea of the text, regardless of whether it is formulated or given in the subtext.
For communicative tasks solved by introductory reading, the completeness of understanding should be at least 70-75%. The main information should be perceived accurately, the secondary information with less accuracy, and it is necessary to understand not only the actual content of what is being read, but also to evaluate the information received.
First level takes into account:
1) creation or activation of background knowledge related to the culture of the country of the language being studied, with the realities of a geographical, historical and other nature, science, technology and politics;
2) clarification of the sphere of communication (for example, scientific, artistic) and, on this basis, the nature of the text (popular science article, newsreel, story), as well as the main compositional and speech forms (description, reasoning, message);
3) predicting the topic of the text, taking into account it strong positions(heading, beginning and end paragraphs).
The second level of understanding suggests:
1) definition of semantic milestones of the text (for example, terms, keywords, acting as thematic chains) to clarify and expand the topic of the text;
2) determining the ways of communication between sentences and paragraphs of the text (deployment of the topic of the text), following the facts in time, establishing cause-and-effect relationships.
Third level understanding of the text is based on the disclosure of the composition of the text in order to extract the main factual information. The title of the text and its opening paragraphs are related to its topic, the main part contains factual information, and the ending - the conclusion, i.e. is the pragmatic focus of the text.
Fourth level understanding of the text comes from the disclosure of the intention of the author based on understanding the topic of the text contained in it factually: and evaluative information, as well as its composition.
During the learning process, students develop the following skills of introductory reading.
Skills associated with operating language material: determine the meaning of words based on a linguistic guess; ignore unfamiliar words that are not important for understanding the main content of the text; recognize linking landmark words that express the logical relationships between sentences and paragraphs and indicate the sequence of development of the topic (thought), confirming the thought, summarizing what was said; navigate the grammatical structure of sentences that carry the main information.
Skills related to understanding the content of the text: determine the topic of the text based on the strong positions of the text (title, initial and final paragraphs); predict the content of the text based on the strong positions of the text, background knowledge, thematic words; navigate the composition of the text (its construction) in order to extract factual information; divide the text into semantic parts, establish relationships between them, based on the composition of the text; highlight in each semantic part the main and concretizing information; highlight key words (semantic milestones) in the text; establish logical relationships between the selected facts; evaluate the information received.
The formation of these skills in students is provided by a system of tasks for texts:
1) tasks aimed at removing the difficulties of a meaningful plan associated with background knowledge;
2) tasks aimed at removing language difficulties;
3) tasks that teach the most rational methods of extracting information from a text, taking into account its genre;
4) tasks in order to control the understanding of the content of the text.
In the process of working with texts, students acquire a certain amount of background knowledge, without which acquaintance with the culture of the country of the language being studied would be impossible. Possession of language units with a national-cultural component provides students with an adequate perception of the information received. The work of activating background knowledge consists in the fact that the teacher asks students targeted questions on the topic of the text, for example, who has heard about this (subject, event, phenomenon ...)? Who saw...? Where? Where can you see it? Do you have this item at home? Did this event (phenomenon) take place in your country (district, city, etc.)? What else do you know about this (subject, phenomenon, event)? What do you think the text will say about this? What do you think this item is for (device, installation, etc.)? and etc.
Activation of background knowledge leads to anticipation, anticipation of the content of what is being read. At this stage, non-verbal materials of texts (photographs, drawings, etc.) should be actively involved.
To remove vocabulary grammatical difficulties the teacher on the board (or on cards prepared at home) writes out unfamiliar words with their translation, and also gives short explanation those grammatical phenomena that have not been passed. The attention of students should be drawn to the main semantic milestones: thematic chains formed by words or terms, non-verbal material (numbers, diagrams, tables, etc.), visual aids ( geographical maps, pictures, photographs, etc.).
After preliminary work (pre-text exercises), the stage of reading the text begins. It is very important to formulate the task to the text. Such a task helps to navigate in it, directs the reader's attention to the units of the text that are significant in one way or another for its comprehension, thereby creating conditions for predicting its content. A correctly formulated task is also important for the formation of reading mechanisms, i.e. the ability to perceive the text in semantic blocks, visually synthesize the most informative elements of the text.
After reading the text, you can proceed to the final stage of work on it - to control reading comprehension. Such control methods can be: answers to questions on the content of what was read, selective translation, interpretation of the text, definition of a new one, statements about the attitude to what was read. All these techniques can be used at all stages of learning to read at school. Tests and semantic tasks should also be singled out among the methods of monitoring understanding.
Tests are tasks that have a specific organization that allows all students to work simultaneously in same conditions and write execution in symbols. Test tasks always have an unambiguous solution, the determination of the correctness of the answer is carried out according to the prepared key. The use of tests in control sets the direction mental activity students, teaches them to vary the process of processing perceived information. However, in tests, the answer is to some extent suggested.
The semantic task is a methodical technique that consists in presenting the reader with a number of mental operations with the information contained in the text. The semantic task contains a condition (given) and a question (explicit or hidden) that requires transformation into the desired (new). The search for this new is associated with significant mental operations that mobilize mental selectivity, ingenuity, conjecture, previously acquired knowledge in order to extract information from the text. When performing semantic tasks, students perceive them not as a language task, but as a logical one. Language factors are used involuntarily. Reduced time to control reading comprehension.
We offer some sample tasks that will help students develop the skills of introductory reading of texts. Tasks are divided into pre-text, pre-text (tasks to the text) and tasks for monitoring understanding.
Pretext assignments aimed at activating and creating background knowledge. These tasks contribute to the development of conjecture, develop the ability to ignore lexical difficulties. The work on modeling background knowledge is carried out in stages from text to text, and contributes to the accumulation of information about the culture of the country among students. Background knowledge acquired by students through other channels also has a positive role.
Pre-text assignments also remove the difficulties of understanding the country-specific content by commenting on the linguistic-cultural objects present in the text. Before reading the text, students should be introduced to background, non-equivalent words, aphorisms, phraseological units (if any are found in the text), as well as words and phrases denoting the realities of socio-political and socio-cultural life.
At the first semantization, all comments should be extremely concise, not burdened with redundant information. The use of appropriate visual aids is desirable.
Pre-text tasks can be aimed at removing lexical and grammatical difficulties. One of the tasks of pre-text work is to make accessible language text, and more broadly - to prepare students to independently overcome language difficulties. This problem is solved by accumulating a stock of receptive and potential vocabulary in students. The pre-text assignments include words that are relevant for understanding the text, which have not previously been encountered in the language practice of students or are presented in the text in a new meaning, in a new environment. First of all, it is necessary to select those lexical comparisons that are needed for understanding when reading: words that are close in visual perception, polysemantic, one word-forming nest, etc. Vocabulary is also organized taking into account its relevance to a particular group, according to its belonging to a particular topic .
Lexical work in pre-text tasks is carried out at the level of not only words, but also phrases and sentences. Attention is also paid to set phrases.
Pre-textual semantization of vocabulary is carried out equal ways: it can be carried out by the teacher, translating or interpreting new words. Students must learn:
1. Independently set the values of unexplored lexical units with the help of a dictionary (quickly navigate in a dictionary entry, choosing from a variety of meanings the one that is determined by the context).
2. Carry out semantization based on a linguistic guess (disclosure of the meaning of words based on word-formation models, recognition of international words, understanding of new lexical units in the context).
These techniques are used by students when reading a text to establish the meaning of unknown words that are not included in pre-text assignments.
Work on vocabulary in pre-text tasks takes place with the aim that students recognize and understand words, word-combinations, having met them in the text. The task of deriving new vocabulary into productive speech. Tasks to remove lexical difficulties can be formulated in a foreign language, starting from the initial stage of training.
In the texts, students may encounter unexplored grammatical phenomena. The number of tasks to remove grammatical difficulties is reduced from stage to stage of training.
Pre-text tasks can be the following:
1) Read carefully the words and their translation. The grouping of these words and the sequence of their arrangement is not accidental. What do you think caused this: a) the words are related thematically; b) they are unfamiliar to you and are arranged according to the degree of difficulty for memorization.
2) Read the words in the left column and understand the meaning of each of them in the right.
3) Review these words (terms), grouped by thematic principle in the suggested sequence.
4) Without reading the text, try to expand (expand) the topic based on the terms and their compatibility with verbs and adjectives.
5) Get to know new words and terms. They are grouped by paragraphs and reflect the general content of each of them. Without resorting to reading the text, try to determine what each paragraph might be about. Pay attention to the highlighted words.
6) Pay attention to the meaning of the keywords...
Reading tasks are important. They can be formulated both in their native and in the target language (depending on the level of students' learning).
Tasks when reading a text:
1) Read the text carefully. When reading, focus on the words written on the board (on the cards).
2) Read the text carefully. Try to understand what is being discussed in paragraphs 1,2,3 of the text; What is the main idea in each paragraph.
3) Students of a more advanced stage of learning are invited to draw conclusions for each paragraph in one or two phrases. At the same time, they use introductory sentences. The first (second) paragraph of the text refers to ..., explains that ..., it is about ...
4) Follow how with the help of terms a) ...; b) ... etc. the theme of the text is developed.
5) Follow the development of the topic of the text from paragraph to paragraph, relying on information centers.
6) When reading the text, watch out for internationalism terms, they will help you understand the content of the text.
7) Get ready to solve the semantic problem.
8) The text uses quite a lot of adjectives and adverbs evaluative, they express the attitude of the author to the facts (events, phenomena) stated in the text. Read these words and say which ones express a positive assessment: a) ..., b) ..., c) ... etc.
9) Read the third paragraph of the text. Determine its main idea. What is the semantic connection between the second and third paragraphs:
a) opposition b) comparison; c) clarification; d) concretization of facts.
Comprehension Control Tasks: answer the questions...; retell the content of the text;
What have you learned about...; using your knowledge and new information text, tell about...; put these sentences in the order of the theme of the text; multiple choice test.
After working through the test, which reveals the understanding of the main content of the text, students are invited to:
1. Make a plan for presenting what you have read; retell briefly the content of what was read; express your opinion about what you have read.
2. Semantic, the task of a complete independent solution.
a) determine the number of the sentence in which the topic of the text is revealed;
b) which sentence explains the reason (the reason for this phenomenon, this event ...);
c) which sentence refers to the difference ...
d) Which sentence talks about the results...
After solving the semantic problem, students are invited to:
1. Compose short plan presentation of what has been read; retell the content of the text; express their opinion about what they read (what information the students received, what is of interest to them).
2. Say what the text is about: a) ..., b) ..., c) ... etc.
5. Try to convey the content of the text using the following plan.
Students can also independent work: select material for a particular topic, prepare thematic stands, wall newspapers, albums, make reports and write essays. Such collective types of work as teleconferences, quizzes, competitions will help to activate students' knowledge.
The proposed tasks are only examples of possible work with the texts of the textbook and do not regulate the actions of the teacher, leaving room for creativity in work, taking into account the level of preparedness of each class.
Reviewers:
Ryzhova L.P., Doctor of Philological Sciences, Professor; Professor of the Department of Romance Philology of the Institute of Foreign Languages of the Moscow City Pedagogical University, Moscow.
Sorokovykh G.V., Doctor of Pedagogical Sciences, Professor; Professor of the Department of French and Linguodidactics, Institute of Foreign Languages, Moscow City Pedagogical University, Moscow.
Bibliographic link
Grigorieva E.Ya. FEATURES OF TEACHING INTRODUCTORY READING TO HIGH GRADE STUDENTS // Contemporary Issues science and education. - 2014. - No. 3.;URL: http://science-education.ru/ru/article/view?id=12953 (date of access: 03.03.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Introductory reading
In introductory reading, the goal is to extract the main information (approximately 70%), while relying on the recreating imagination of the reader, thanks to which the meaning of the text is partially replenished. For introductory reading, large texts are selected and then language redundancy comes into force. Skills acquired in exploratory reading are used in exploratory reading.
Review Reading
Viewing reading, as a result of which the reader receives the most general idea about the content-semantic plan of the text: what is it about. Viewing reading is used in professional and everyday spheres of life, for example, when reading newspapers, etc. This type of reading involves high level development of reading skills, developed ability to reasonable anticipation by stingy linguistic and non-linguistic means, great speed perception. AT school course reading in a foreign language viewing reading is used only as a preliminary phase of studying and introductory types of reading to determine common theme and thereby reduce the measure of uncertainty. Students should be encouraged to watch reading while reading newspapers. Kuzmenko O.D., Rogova G.V. Educational reading, its content and forms. General methodology teaching foreign languages”, M. - 1991.
So, all three types of reading are practiced in high school, but they specific gravity different. The predominant type of reading is introductory reading, which manifests itself in general principle approximations, assuming necessary compromises and "indulgence" stemming from real conditions teaching a foreign language. Learning reading and viewing reading are also developing, although they occupy a subordinate place in the system of teaching reading, they mainly support and "nourish" introductory reading.
Types of reading are introduced into the experience of students with the help of appropriate tasks. When learning to read, the text itself is only a kind of potency; tasks that transform this text into a specific exercise help students master its content with the necessary degree of completeness, accuracy and depth. At the same time, tasks not only focus the reader's attention on receiving end result(for example: "Read and identify main idea”), but also predetermine the nature of the flow of reading. Thus, tasks are an essential lever for controlling reading, stimulating and controlling understanding, they also determine the type of reading. Therefore, the wording back to the text is a crucial moment. They should be built taking into account the nature of reading as a type of speech duration, the crown of which is understanding.
Reading Forms
In addition to types, reading has two forms: it is carried out silently (internal reading) and aloud (external reading). Reading to oneself - the main form of reading - aims to extract information, it is "monologue", performed alone with oneself; reading aloud is a secondary form, it is "dialogical", its purpose is mainly to convey information to another person.
All private skills, types and forms of reading are polished as a person grows up, acquires literacy, develops his common culture, i.e., turning him into a "reader"; having acquired these skills, a person does not part with them, so they can become the basis for transferring to another language. As S.K. Folomkin, mature reading on different languages has the same structure. Folomkina S.K. "Teaching reading in a foreign language", M. - 1980.
The process of understanding can be simplistically represented as dividing it by the reader into semantic pieces. This division takes place in both types of reading, however, the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading, their number is much larger. Finding out the number of pieces into which the students have broken the text is also included in the comprehension test in both cases.
Introductory reading.
For practice in this type of reading, and thus for its formation, relatively long texts(at least a page already in the V class), easy to language.
At first, the reading of the text takes place in the classroom in order to show students how to read. In the future, the reading of the text itself is transferred to the home, the lesson only checks its understanding. However, at least once a month should be read in the classroom. This makes it possible, on the one hand, to control the ways of reading used by students, and on the other hand, to develop fluency as specific trait introductory reading.
When preparing for an introductory reading, the teacher first of all outlines the objects of control, i.e. highlights in the text all the facts, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, the understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading, only the understanding of the main one is checked; insignificant details, even if they are understandable when reading, require additional effort to memorization, so waiting for comprehension check all details will force the student to change the nature of reading, and it will no longer be introductory.
Examples of tasks and forms of verification during the development of introductory reading:
1. Read the text in order to then answer questions on the main content of the text. Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, students should be taught to integrate the meaning of several sentences. This verification method can take various organizational forms.
2. Read the text. Say which of the teacher's statements are correct and correct the incorrect ones. The exercise is done in oral. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time arguing their answer.
3. Find answers to pre-text questions.
4. Give their text all the facts confirming the provisions said by the teacher (orally, in class).
Retelling as a form of checking understanding during introductory reading can only be recommended when the text is long enough (this will exclude the possibility of learning it by heart), while students should be required to state only the main facts.
Having finished checking the understanding of the basic facts of the content of the text, the teacher checks his understanding at the level of meaning: students establish the idea of the text (topic), as it is revealed, and be sure to give their assessment of what they have read.
For introductory reading, the text should, as a rule, be read one once. In some cases, it is possible to re-read it, but at the same time, students should be given sure another setting.
There can be two educational tasks of repeated reading: increasing the speed and developing viewing techniques. This purpose is served various tasks that require searching in the text for various information. This search, associated with rereading the text or parts of it, contributes both to an increase in speed and better orientation in the text.
Learning reading.
Regular work on the development of this type of reading begins in 7th grade. For it are used small texts, usually of a popular science nature. As in the previous case, the reading of the text is first carried out in class, and then acts as homework.
The work begins with a cursory review of the entire text, reading the title, the first and final sentences in order to determine the topic of the text. Next comes the repeated careful reading text. The most common way to control comprehension is to translate into native language. It is preferable to do it in writing, since in this case it is easier to judge the degree of its accuracy, and the teacher can determine what exactly causes difficulties for students. Parts of the sentences that are transmitted by students inaccurately are subjected to lexical or grammatical analysis, depending on the nature of the difficulty. Translation can be selective if the teacher is sure that the rest of the text is understood by the students correctly.
Comprehension during studying reading can also be checked with the help of questions, true / false statements of the teacher, etc., in this case there should be quite a lot of them, they should cover the details of the content, their wording should be different compared to the text. If the text is an instruction to do something, logical task etc., then understanding is judged on the basis of how students coped with the task contained in the text.
Let's name some more types of tasks that are given when you first refer to the text: determine what the text / article in the newspaper / book is about (3-4 minutes are given for viewing); find in the text a place \ section that says about ..., find an article in the newspaper about ..., etc. performance of the corresponding task and is in this case a test of understanding.
Findings:
In reviewing a number of studies in the field developmental psychology it can be firmly asserted that schoolchildren in grades 7 and 8 have more mature thinking than pupils in grades 5-6. Seventh graders and eighth graders strive to find out the cause of certain phenomena, they are not inclined to take everything on faith as willingly as it was before.
Grade 7 can be conditionally called transitional from the initial stage of language learning to the senior one. If in grades 5-6 the leading role belongs to oral speech, and in grades 9-10 - to reading, then in grades 7-8 oral speech and reading occupy an equal position. This is possible, first of all, because students already own significant language material, which allows them to use plot and descriptive texts corresponding age characteristics students. Reading in the 7th grade acquires features that bring it closer to reading in native language: Students receive new information as a result of reading.
The work of teaching reading should be carried out in line with one or another of its types.
The process of reading is determined by the attitude of the reader, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment the student is given. Therefore, the first requirement for carrying out reading work is the adequacy of the assignment to the type of reading. The assessment of the result of the activity also contributes to the creation of the necessary attitude, i.e. the form and content of reading control. Therefore, the second requirement is the adequacy of the forms of verification for the type of reading being developed. The third requirement is that the text matches the type of reading being worked on.
Methods of teaching introductory and learning reading. Introductory reading - page №1/1
Methods of teaching introductory and learning reading.
Introductory reading - reading, the purpose of which is to understand the main information of the text: the topic. Key facts, most important details, message =70-75% of text content. This type of reading is widespread. Quite long texts are recommended, which are easy in terms of language + redundant information. This is a fairly fast reading.
Reading text requirements:
In terms of linguistic complexity, these texts should be relatively easy. These texts are long, light in terms of language + redundant information. Aimed at the average reader. The level of language complexity correlates with the level of language proficiency: so that there are not a large number of unfamiliar words, especially in key positions.
-- Saturation with information- the text should contain secondary, redundant information, in addition to the main one. From the point of view of skills - highlight the main, separate the secondary, etc. Naib. favorable conditions are created in the text of the type – narration.
Structure of training exercises
reading of any kind.. This structure is divided into: pre-text stage, text reading, post-text stage.
Introductory reading.
1) Pretext assignments: This should be a semantic task that creates the reader's attitude to understand the basic information, osn. facts, naib. important details.
General issues to the text;
Reading the text according to the proposed plan;
It is proposed to fill in the table on the basis. facts;
Game tasks: make paragraphs in order; text mosaics (insert 1 piece of text into another); parallel texts(2 almost identical texts → what facts are missing in the 1st text); groups (3 groups read from different texts on the same topic).
2) post-text- checking reading comprehension:
Multiple choice: compose 1 unfinished sentence and 4-5 variants of continuations. One must match the text, but not quote it;
List of the main facts - students choose what relates to the text;
Questions, tablet on the main. information (give the gist).
The texts should contain distracting facts.
Exercises: predict content by title; put questions to the information and respond to them; choose a title that matches the text; make extracts. information, etc. Does the plan correspond to the sequence of facts stated in the text?; find in the text the answer to the question contained in the title; find the main thought at the beginning, middle, end of the text; make a plan; title the text; draw the map based on the content, etc.
This is reading from rapidly, a one-time reading to yourself in order to understand the basics. information.
Learning Reading
involves a detailed, complete and accurate understanding of all information, including implicit information. Can be distinguished 2 subtypes of learning reading:
study of information for the purpose of its subsequent use or reproduction
reading for the purpose of critical reflection, aesthetic perception
In principle, it is possible to teach this type of reading on any text. However, given that it is important here to read the context, compare, compare, comprehend all the details, it is most advisable to study reading on texts that have cognitive value and informative significance and are quite difficult linguistically, which have a certain subtext.
Conditions for the success of teaching learning reading:
Slow reading to yourself without time limit
Rereading with the solution of new problems
Translation into the native language of the entire text or its fragments
Independent reading associated with the use of a dictionary
This type of reading is based on such skills as:
Determine the importance/significance/reliability of information
Completely and accurately understand the content of the text
Paraphrasing or interpreting difficult-to-understand words or sentences
Uncover cause and effect relationships
Make plans, diagrams, tables
Anticipate further development events
Compose questions to the main or secondary information
Separate objective information from subjective information
A system of exercises for teaching learning reading consists of two parts.
pretext stage(pre-reading part), which involves tasks such as:
b) precede reading by studying diagrams, tables, graphs, terms
c) Introduction to the topic (What do you know/think/remember about…; Give your opinion on…)
exercises to teach learning reading and control comprehension:
b) name the data that you consider particularly important and justify your opinion
c) add facts without changing the structure of the text
d) find data in the text that can be used for conclusions / annotations
e) make questions to the main and detailed information of the text
e) write a thesis on the content of what you have read
g) explain, paraphrase
h) read the shortened version of the text, fill in the gaps with the missing words (cloze test)
i) translate the indicated sentences/paragraphs into your native language
j) select information from the text that explains or describes ...
k) compare parallel texts, one of which contains something that is not in the other
l) draw up a detailed plan/summary/abstract/comments/conclusions
m) confirm or refute statements
