TECHNOLOGIES FOR DEVELOPING READING SKILLS AT FOREIGN LANGUAGE LESSONS

Abstract

Reading is the most popular form of speech activity in general education institutions. Reading skills are more effective if they are often used in everyday life. It is formed faster and easier than pronunciation, writing and listening skills. Reading is a receptive form of speech activity aimed at receiving and understanding a written text [1, 52]. In the course of reading activity, understanding and evaluation of information contained in the text is realized. The act of reading in the history of mankind arose after and on the basis of oral speech. It became a special tool for communication and worldview. A comprehensive integrated skill of reading comprehension does not mean simple decoding of information graphically recorded in the text, but means active mental activity, in which a person’s imagination, emotions, experience and knowledge are clearly visible. The active role of the reader with its own characteristics contributes to understanding the meaning of what has been read, determines the interpretation of the content from his own point of view. In the personal experience of each person, reading develops on the basis of oral speech. After the child has developed oral skills, he begins to practice reading in his native language. Thus, reading turns into a process of recognizing linguistic material in the form of graphics, which is known during oral speech. It is important to note here that the ability to learn is formed only once in a lifetime. A child who has synthesized letters and syllables (m + a = ma + ma = mama) together and understood the meaning of a new word has forever overcome the previous inability to read and learned to read the written word. Then the process of improving this initial ability occurs, including personal skills associated with the perception and understanding of the graphic content of the text. Reading is a receptive, reactive feature, like listening, and is considered an undisclosed internal form of the speech act (reading can be partly an external, obvious form of the speech act. For example, reading aloud to other people). Therefore, most of what is said about listening (the topic, work, result, structure of the speech act) is associated with reading. But even such mechanisms as perception, internal repetition, mechanisms of immediate and long-term memory, prediction, understanding, work in a special way when reading, since he perceives words not by hearing, but by sight.