Казахстан, г. Астана
Евразийский Национальный Университет им. Л.Н.Гумилева
Студент филологического факультета
Усенова Г.К.
Научный руководитель
Абдыхалыкова Акжан Мырзакадыровна
Reading in a foreign language as a mediated form of communication provides opportunities to expand the horizons of students by cognitive information embedded in the texts to affect their interests, feelings and emotions. According to L.A Chernjavskaja, it influences the development of students' mental functions (perception, attention, memory, thinking), in their worldview, system of moral norms and traits. As reading in their native language, it is associated with the process of self-expression and self-knowledge, as it implies the correlation of the information retrieved from their life experiences [1; 23].
Reading is the most important types of independent work. In order to reading was constant and binding, it should be possible. Therefore, the texts should be light (adapted) with artistic, social, political and popular scientific literature, comprising mostly students familiar lexical and grammatical material reading was constant and binding, it should be feasible. Therefore, the texts should be light (adapted) from the artistic, social, political and popular scientific literature containing mainly student’s familiar lexical and grammatical material.
At different stages of education must receive texts that provide the highest level of understanding. Failure to comply makes reading a tedious task. Forms and methods of work with texts must deliver intellectual and aesthetic satisfaction, be diverse, purposeful, meaningful, logically related to each other. In the selection of books to read, we must also take into account the data of developmental psychology. Our observations suggest that high school students eagerly read adventure stories, stories about their peers, school life, nature, animals, and fiction.
According to the nature of understanding readable - a synthetic reading, as the linguistic form of texts in this case does not require the reader considerable mental effort to expand it and focus the reader is directed to retrieve information encoded in the text.
By the method of reading - reading it silently or in perfect form - visual reading, as the most perfect and mature reading.
Place and time of reading - it extracurricular, home reading.
So, the main purpose of home reading is getting information from texts in a foreign language. Along with this systematic and home reading are an important source and a means of increasing vocabulary and expound oral communication skills of students.
Thus, taking into account the interests of students and their level of foreign language material availability: reading, as well as some tips is available in a methodical literature for middle school students can offer the following basic options home reading:
1. Individualized home reading, i.e. when each student is working on his own text, of his own choosing or prompted by the teacher in accordance with its interests.
2. Class home reading, i.e. when the whole class reads the same for all the text, but different in terms of jobs, facilities for reading, depending on the language capabilities of students.
3. Apparently, a third way to organize home combined reading. In this case, along with an individualized reading, periodically can be carried home or read the lesson common to all students in the text.
General reading for all students of the text in this case may have a double target orientation: a) actually read and b ) reading as a means to further the development of speech .
As pointed out by V.M Fadeev any approach to the organization of home reading the latter should not only be a constant and abundant light, but untranslated containing interesting information and providing educational impact [2;28 ] . Satisfaction of cognitive interest is intelligent and develops positive feelings. To
Some Methodists indicate that home reading should be an exercise in reading it , that it should not complicate other types of language activities, such as discussion of a foreign language. Currently, however, the rejection of home reading material as a source of development of speech would hardly have been appropriate. In terms of school teaching foreign languages in our opinion, there is not a real source of stimulating speech activity than texts . Besides, we should not forget that the peculiarity of middle school students is their smaller oral- verbal communication skills. Therefore, as noted Shatilov SF they do not often take the initiative in speaking a foreign language and need constant stimulation [ 3:140 ] . It was during a conversation on the text to read at home, students are free to express their opinions and emotions.
With the goal of foreign language teaching in the modern school, organizing home reading view of the above, it is necessary to distinguish two stages: the first stage - reading as a process of obtaining information from the text. This step is required to work on any text. However, this should be completed and the work on most of the texts proposed by the students for self- home reading.
The second stage is the conversation at home reading material. This stage should be selective and apply only to the part of the most under walking for speech practice texts or fragments thereof.
Thus, home reading literary texts in a foreign language can be a reliable way to extract information important means of developing speech in a foreign language if students master the system work on the text as a model the reading process. Under the model the reading process in this case refers to a generalized scheme for synthesizing sequential reading of the semantic content, the encrypted text.
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