course master degree 6M011900 Foreign language: two foreign languages
оқу стратегиялары, құзіреттілік, лингвистикалық құзіреттілік, социолингвистикалық құзыреттілік, стратегиялық құзыреттілік,
competence, linguistic competence, discourse competence, sociolinguistic competence, strategic competence
skills in the target language.
ne benefit is the culture that one gains by reading in the target language. Through reading, students gain access to literature written in the target language. This literature shows the students what authentic materials in the target language look like as well as provides them with insight into the cultural beliefs and values.
These are five important components which teachers must know in order to teach effective reading.
to have phonemic awareness as it is the foundation for spelling and word recognition skills.
Students who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words.
pend a few minutes at the beginning of class or in small groups demonstrating and reinforcing the correct production of the sound.
s that students know in English
Phonics instruction aims to help new readers understand that there are systematic and predictable relationships between written letters and spoken sounds.
eading development is dependent on the understanding that letters and letter patterns represent the sounds of spoken language.
Students who have learned to read in their native language have a distinct advantage because they were able to learn this concept with familiar sounds and words.
Students who have not learned to read in their native language, however, may struggle to put together the sound/symbol correspondence concept, new words, and new sounds all at once.
so that students aren’t trying to figure out new vocabulary items out of context.
This activity trains students to listen for the individual sounds in words and represent them phonetically in their writing.
xplain some letters may make the same or similar sounds in both languages.
knows, the better he or she will understand the text.
, the reader recognizes that the sounds make up a very familiar word that she has heard and said many times.
won’t be able to access the material they are expected to master.
explicitly teach word meanings to improve comprehension. However, to know a word means knowing it in all of the following dimensions:
The ability to define a word
The ability to recognize when to use that word
The ability to decode and spell that word
The ability to use different definitions word accurately in different contexts
Fluency is important because it provides a bridge between word recognition and comprehension.
however, comprehension problems tend to be associated with limited vocabulary and limited background knowledge. Thus, listening to text read by someone else won’t enhance comprehension.
Students may read fast, but with insufficient comprehension. Fluency without comprehension will require instructional intervention in vocabulary and comprehension skills.
In order to improve fluency in English, provide independent level texts that students can practice again and again, or read a short passage and then have the student immediately read it back to you.
words and pronunciation.
Comprehension is the reason for reading. Readers who have strong comprehension are able to draw conclusions about what they read.
who struggle with comprehension may read more slowly, have a hard time following a text or story, have a hard time picking out important events, and feel frustrated. They may also have problems mastering new concepts in their content-area classes or completing assignments and assessments because they cannot comprehend the texts and tests for these subjects.
If the text is about a fair, the student may note that the pictures are similar to fairs they have attended in the past and they can think of the kinds of experiences a person has in that environment.
ask them open-ended questions about what they are reading, and informally test students’ ability to sequence material from sentences or a story by printing sentences from a section of the story on paper strips, mixing the strips or word order, and having students put them in order.
can test their comprehension with carefully crafted questions, taking care to use simple sentences and key vocabulary from the text they just read.
These questions can be at the:
Literal level (Why do the leaves turn red and yellow in the fall?)
Interpretive level (Why do you think it needs water?)
and others Teaching Reading, International Academy of Education, 2000
Зайцев В.Н. Резервы обучения чтению. – М., 1991.
Н.Н. Методика обучения чтению: что это такое? // Начальная школа. — 2007. — № 2.
Retrieved 9/28/09 from http://www.readingrockets.org/teaching/reading101.