“Young Scientist”  .  # 23 (261)  .  June 2019 Philology, linguistics

“Young Scientist”  .  # 23 (261)  .  June 2019

flipping through the entire dictionary in search of the right 

word, forgetting its spelling and constantly returning to the 

list of words while finding a word, they often do not analyze its 

polysemy or compatibility with subsequent lexical elements, 

etc. We see our task in finding the meaning of an unfamiliar 

word in a dictionary with a student.

First of all, you must enter the word in memory, i. e. 

remember its literal composition by speaking or prescribing; 

It is advisable to open the dictionary in the part where there 

may be an unfamiliar word; to find the necessary spread of 

pages should be given the printed on the top and bottom of 

the page of the first and last on this spread of the word (letter 

combination); A dictionary entry should be reviewed, giving a 

set of meanings of this word in different grammatical forms and 

different phrases. The last crucial step is to correlate the data 

in the dictionary of several word meanings with the desired 

context and select the most appropriate value. Mastering the 

culture of working with a dictionary ensures the speed and 

accuracy of finding the desired meaning of a word and greatly 

helps independent reading of texts.

In modern methodology, the allocation of types of reading 

is produced:

1) on the basis of a psychological attitude (analytical and 

synthetic reading). Analytical reading means reading detailing, 

i. e. perception takes place in detail (in this case, it’s good 

means of disclosing the meaning of the text), synthetic — 

holistic perception (a large role is played by independent work, 

which is combined with analytical working out in the class of 

individual parts of the text);

2) according to the degree of participation of the native 

language (translated / non-translatable);

3) degree of assistance to students (prepared / unprepared; 

reading with and without a dictionary);

4) the form of organization of educational work (individual, 

frontal, classroom / home);

5) the amount of material and depth of study (intensive / 

extensive);

6) the focus and nature of the process (learning, searching, 

introductory, viewing).

The most common classification has acquired 

S. K. Folomkina — four types of reading that can be transferred 

to the system of dichatomic division: according to the degree 

(depth) of penetration into the content of the text, it is possible 

to distinguish learning and introductory, according to the 

speed of reading, since the following types are related to rapid 

reading (speed is the most important characteristic) — search 

and viewing [2].

S. Folomkina based her classification on the practical 

needs of the readers: viewing the story, article, familiarization 

with the content, searching for the necessary information, 

detailed study of the language and content [2].

The stages of learning to read are general, but the content 

of their main components is different: the text (purpose and 

results of reading), the task before reading and the control of 

understanding must correspond to the specific type of reading. 

Thus, the main stages of reading: pre-text; text; post-text.

The most significant principles of teaching reading, from 

our point of view, are the following:

1. Training based on the selection of texts.

2. Differentiation of training depending on the types of 

reading.

language.

4. Phased learning to read.

Based on the internal structure of reading (motivational-

conquering, analytical-synthetic, control-executive), correct 

reading activity is a three-step process, also consisting of three 

phases (before reading, during reading, after reading).

So, there are three means of indirect influence on the type 

of reading: the text itself and the tasks that are performed 

before and during the reading of the text, as well as the 

conditions in which the reading proceeds, and the method 

of control.

References:

1.  Solovova E. N. Methods of selection and work with texts for reading at the senior stage of schoolchildren learning / 

E. N. Solovova // Foreign lang. at school. — 2007. — № 2. — p. 2–10.

2.  Folomkina S. K. Learning to read in a foreign language in a non-linguistic university / S. K. Folomkina. — M.: Higher. 

school., 1987. — p. 5–12, 177–189, 191–199.

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