psyhological features of teaching english lexica

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: theoretical aspects of foreign language topic: psyhological features of teaching english lexica kokand 2025 contents introduction………………………………………………………….3 chapter i the general characteristics of teaching reading and understanding technical texts 1.1 reading purpose and understanding comprehension of technical texts…..5 1.2 goals and techniques for teaching reading comprehension………….8 chapter ii problems in reading comprehension 2.1 reading comprehension strategies……………………………………12 2.2 methods that are used to solve the problems………………………….16 conclusion…………………………………………………………..26 list of used literature……………………………………….28 introduction what is reading? reading is about understanding written texts. it is a complex activity that involves both perception and thought. reading consists of two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is …

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e teaching reading comprehension was always underestimated in teaching english as a second language, nonetheless it plays a great role in second language acquisition. the aim is to analyze the existent problems in teaching reading comprehension and find the ways out of this problem by suggesting a series of exercises that can be useful in classroom activities. thus, according to the set aim we are to solve the following tasks: · to determine the aim and nature of teaching reading comprehension; · to open the essence of · to describe the reading skills and teaching technics; · to describe different approaches to teaching reading; · to work out new technologies in teaching reading; the scientific novelty: few would dispute the claim that comprehension is necessary in order for language acquisition to occur. in order to communicate effectively, learners must understand what is being said. to function successfully with a target …

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h assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. in this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. the reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them[footnoteref:2]. [2: adams, marilyn jager. beginning to read: thinking and learning about print, mit press, 1990, p. 27.] the communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. when the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism web sites become appropriate classroom materials, because reading them is one way communicative …

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port an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens[footnoteref:3]. [3: adams, marilyn jager. beginning to read: thinking and learning about print, mit press, 1990, p. 27.] reading research shows that good readers · read extensively · integrate information in the text with existing knowledge · have a flexible reading style, depending on what they are reading · are motivated · rely on different skills interacting: perceptual processing, phonemic processing, recall · read for a purpose; reading serves a function reading as a process historically, listening and reading skills have received less attention in language teaching than have the productive skills of speaking and writing. die in part to a lack of knowledge about receptive skills, teachers often failed to devote explicit attention to devoting reading abilities, assuming that comprehension …

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e of the language (a bottom-up strategy) the purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. reading comprehension is thus much more than decoding. reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose[footnoteref:4]. [4: alderson j.c. reading in a foreign language: a reading problem or a language problem? // alderson j.c. & urquhart a.h. (eds.). reading in a foreign language. london: longman, 1984. p. 1–24.] 1.2 goals and techniques for teaching reading comprehension. instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. in the case of reading, this means producing students who can use reading strategies …

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: theoretical aspects of foreign language topic: psyhological features of teaching english lexica kokand 2025 contents introduction………………………………………………………….3 chapter i the general characteristics of teaching reading and understanding technical texts 1.1 reading purpose and understanding comprehension of technical texts…..5 1.2 goals and techniques for teaching reading comprehension………….8 chapter ii problems in reading comprehension 2.1 reading comprehension strategies……………………………………12 2.2 methods that are used to solve the problems………………………….16 conclusion………………………...

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