Also important are issues related to learning skills using semantic context as an extension potential vocabulary. It is very important to target students from the very first steps to be attentive to the text, because the text contains a lot “Clues,” the keys to understanding both the meanings of unknown words, and content of textual material. So, for example, the meaning of some words can be identified by their semantic environment: “Some trees are deciduous, others never lose their leaves”.
Sometimes in the role of «keys» are they so:
– —called «equivalents»
– Similar words: «Contamination of water, or pollution, is very harmful to living organism»;
– Words of opposite meaning: “Unlike deciduous, coniferous trees never lose their leaves»;
– General content: «Nocturnal animals, like the opossum are rarely seen in daylight»;
– Available explanations, illustrations: “The new law provided for an program dams were to be built, reservoirs constructed, whole-areas forested, and crop potations, with subsides.”
It should be clearly demonstrated to the trainees that the reader not at all necessary every time you meet with an unfamiliar word refers to the dictionary. It is only necessary to be very attentive to context and know some simple “landmarks”. Knowing these “Landmarks” helps to more fully and deeper perceive the text, teaches working with the text as a whole, and not with individual words, which is absolutely necessary in developing the skill of reading as a kind of speech activities.
It is also necessary to develop a skill to identify semantic links. Typically, students hypothesize the content sentences, based on the meaning of words, without taking into account their semantic functions, combining and dividing words arbitrarily. Meanwhile right understanding the meaning of the sentence is determined not so much by the value a single word, how much its form and syntactic function, then there is a grammatical context.
The latter can be the form words, sequence of words in phrases, the presence or absence of article, preposition, etc.
Therefore, the student needs to develop skills perceptions of grammatical context that closely lead to the formation of language compression skills text. This can be attributed skills:
– define a sentence as simple or complex, highlight in there are elementary segments, sentences;
– find and understand within each elementary segment full-valued verbs (predicates, pivotal word turns, and also a predicative name);
– find and understand on the basis of semantic and formal alignment with the predicate subject, direct complement and predict the structural-semantic scheme of the entire global group;
– predict the informative value of circumstances, definitions.
Developing a grammar context recognition skill is very complex and time-consuming process and there cannot be universal recipe. But the goal of learning grammar when learning to read as a mind speech activities — pave the way for understanding information, contained in the text material.
The amount of material to be assimilated can be limited by the discretion of the teacher, depending on the level of knowledge of students. AND their attention needs to be focused on potential “traps”, on aspects of grammar whose incomplete understanding leads to misinterpretation of the content side of the text. It can be:
– word order;
– passive structures;
– modal designs;
– gerund and participle;
– subordinate clauses;
– adverbs, used attributively, etc.
The source material for all assignments must be text, since the purpose of learning is to develop a recognition skill listed grammatical phenomena in the perception of information of the text.
The lexical side of texts should not cause difficulties for students.
The volume of lexical material learned earlier is quite sufficient to fill selected grammatical structures.
A prerequisite is also the exclusion of traditional training exercises, such as, for example, “form a passive form” and others. They are useless here. When processing the corresponding text material all tasks must provide for thinking student activities. It is supposed to determine which part of speech omitted, what form of the verb is required, etc., based on the content.
The student must know if a word denoting a person’s name or object, or action, feature, etc.
In the final assignment, you can offer the student a large. The number of complex sentences with a large number of unfamiliar words.
The sequence of analysis should be as follows:
- Select the main sentence.
- Select the main verb. Find its meaning in the dictionary. Try to guess the content of the sentence.
- Highlight the noun in the main sentence. The noun, verbs and prepositions should give the basic representation of the content of the proposal.
- Add an adjective and an adverb. The main offer should become clear.
After mastering the technique of working out language content text material, students are quite ready to move on to the next stage.
– perception of the semantic content of the text.
Developing the skill of understanding information should also take place step by step — from the sentence to the paragraph, from several paragraphs to the text as a whole. For more successful mastering the skills of understanding information on. At the sentence level, the student must be able to quickly find words, carrying the main information load, that is, the so-called.
As for the paragraph, the definition of the content follows the line finding the main idea, as well as suggestions are built from the key, words, so the paragraph should be based on the basic idea. The last (topic sentence) can be defined in the same way as keywords.
Sometimes it can be made up of the keywords included in this paragraph.
At the text level, the content is determined by the main idea (general idea), built on the basic thoughts of the paragraphs that make up the text. Thus, Thus, an illustrative scheme for determining the content of textual material may contribute to the development of text skills:
Offer — keywords;
Paragraph — the main idea;
The text is the main idea.
To illustrate the semantic load key words, you can suggest the following type of work: write words from any suggestion and instruct students to determine the content sentences: geology / science / studies / earth. Although this proposal part of words is missing, however, you can restore the value of the whole offers. You can also give the task to identify and write out from either suggest keywords and try to recover by them content.
Examples of elements of technology reading formed at the beginning of the text. Detailed penetration into the structure of the text occurs mainly on the subject-conceptual level.
So based on the research material regarding reading as object of study in high school, highlighting the main types of reading, and also consider existing methods of teaching reading in the middle stage of learning a foreign language in high school can be identified The following factors determine the understanding of the text:
– informational (communicative) text saturation;
– compositional logical structure of the text;
– semantic categories implemented in the text;
– language means of expressing semantic relations, disclosed in the text;
– the degree of approximation of the reader’s vocabulary, grammar and style of speech to vocabulary, grammar and style of the author of the text;
– past experience of the reader, his possession of the realities (components linguistic studies);
– the reader’s knowledge of a large context and subtext;
– learning to read (mastering the technique of reading and skill extract information from the text, possession of reading techniques);
– the correct organization of the focus of attention when reading;
– emotional readiness of the reader, his interest in the readable, emotional sensitivity and emotional empathy of the reader;
– age characteristics of the reader;
– individual personality characteristics, that is, features nature and temperament of students.
References:
- Breigina M. E. Course in foreign languages in high school.Moscow, 1971.
- Vaysburd M. L. Learning to understand a foreign language text while reading as a search activity // Foreign languages at school. No. 2 1997
- Vaysburd M. L. The tasks of teaching to achieve success on lesson // Foreign languages at school. No. 5, 1978.
- Halperin I. R. Text as an object of linguistic research. Moscow, 1981.
- Gordievsky O. V. Organization of teaching reading with a dictionary //Foreign languages at school. No. 1, 1997.
