the importance of extended reading in efl

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the ministry of higher and secondary specialeducation of the republic of uzbekistan samarkand state institute of foreign languages faculty of english philology and translation theory department of english filology subject: language teaching methodology and educational technology course work theme:the importance of extended reading in efl classes scientific supervisor:giyasova d.x. head of the chair: performed by:ochiltoshova madina group 3.21 samarkand-2023 contents: introduction…………………………………...…………………….3 chapter i. theoretical review of teaching strategies in teaching foreign languages…………………………………. 1.1. reading comprehension and its development……………..……….5 1.2. the role of modern pedagogical technologies in teaching foreign languages…………………………………………………………………….10 conclusion on chapter i…………………………………………………...15 chapterii.methods of teaching reading in different classes………………………………………………………………….. 2.1. the ways of teaching reading………………………………………..16 2.2.the use of games in teaching reading ………………………………26 conclusion on chapter ii...............................................................................30 conclusion……………………………………………………………33 references……………………………………………………………34 introduction “the best way to improve your knowledge of a foreign language is to live among native speakers. the next best way is to read extensively in it” [nuttall,168] these …

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derstudies, or both, such as the apparatuses, approaches, etc. utilized by the educator. current writing focuses to the significance and benefits of broad perusing. broad perusing gives contextualized clues for way better perusing comprehension [krashen, 1982], and significant phonetic input [chime, 1998] required for dialect advancement. a few thinks about have found a relationship between broad perusing and particular etymological abilities counting breadth of perusing choices, progressed composing abilities, ease in verbal communication, and advancement in other angles of dialect. this paper briefly tries to portray the nature of broad perusing, the reasons why broad perusing is imperative, and how is the finest hone of broad perusing in efl classroom. characterizing perusing isn't a straightforward assignment since it includes the interaction of different components and viewpoints utilized completely different ways, by diverse perusers. perusing is portion of our standard of living. we perused for data and survival as we read …

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iate the meaning of the communicative approach as awhole of informations of extended reading to young learners. the object of the course paper is a speech act as a educational action that learners perform by learning things in a certain way in a certain context. the subject of the course paper is importance of extended reading in efl classes theoretical value for this work is methodological course paper on the work of extended reading in efl classes practical value of this paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in extended reading the paper consists of introduction and two chapters followed by conclusion. the first chapter is about the scientific basis of the comprehension,development and modern technologies in foreign language the second chapter is about the ways of teaching and prepairing reading materials …

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d perusing familiarity, phonological mindfulness, working memory, and morphological and syntactic mindfulness were evaluated. inside this test, three bunches were examined: (1) children with destitute comprehension (pc) within the nonattendance of word perusing troubles (2) children with destitute word perusing and destitute comprehension (destitute peruser) on a assortment of phonological, memory and phonetic forms which satisfactory word acknowledgment aptitude are vital for perusing comprehension. the predominance of the efl and l1 understudies was comparable over the three perusing bunches. the efl and l1 understudies illustrated comparative execution, showing that the aptitudes basic perusing comprehension are comparative within the efl and l1 understudies. this consider illustrated that efl understudies are able of creating word perusing and perusing comprehension abilities that are as solid as those of their l1 peers [6,10]. within the 1980s annemarie sullivan palincsar and ann l. brown created a method called complementary instructing that instructed understudies to anticipate, …

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composed of a plot, characters, setting, point of see, and topic. instructive books give genuine world information for understudies and have interesting highlights such as: headings, maps, lexicon, and an record [ 14,317] reading is one of the aptitudes that a learner of outside dialect ought to procure. within the dialect classroom it is most regularly instructed by cautious perusing (or interpretation) of shorter, more troublesome remote dialect writings. the objective of perusing is ordinarily total and detailed understanding. but perusing is additionally considered by numerous individuals as an awfully pleasurable free time movement that broadens ones information and lexicon. however,if you inquire pre-intermediate learners of english whether they like perusing in a outside dialect their reply will tend to be generally negative. understudies who are learning to perused in english as a rule loathe it andthe time they spend perusing is exceptionally limited[11,124] assume you're a understudy of an …

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the ministry of higher and secondary specialeducation of the republic of uzbekistan samarkand state institute of foreign languages faculty of english philology and translation theory department of english filology subject: language teaching methodology and educational technology course work theme:the importance of extended reading in efl classes scientific supervisor:giyasova d.x. head of the chair: performed by:ochiltoshova madina group 3.21 samarkand-2023 contents: introduction…………………………………...…………………….3 chapter i. theoretical review of teaching strategies in teaching foreign languages…………………………………. 1.1. reading comprehension and its development……………..……….5 1.2. the role of modern pedagogical technologies in teaching foreign languages…………………………………………………………………….10 conclusion on chapter i……...

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