Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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| 2. Reading in meaningful units: one of the factors that determine reading speed
and comprehension is the number of words the eyes can see at one glance. The more words students can see and comprehend at one glance the greater will be their reading speed and the better will be their comprehension. Students should be able to read in meaningful units instead of isolated words. A useful way to train students to read in meaningful units is to break up a sentence into sense groups and have students focus their eyes on the middle of each sense group arranged in separate lines and try to see words on each side of the middle line. For example: Successful improvement of your reading depends on your eagerness to improve and willingness to practice. At the beginning each line can be very short, and later on the lines can be made longer. 58 3. Scanning: this is a useful technique to look for a specific item of information that we need, such as a date, a figure, or a name. In scanning we focus our search only on the information we want passing quickly over all the irrelevant material. The key to scanning is to decide exactly what kind of information we are looking for and were to find it. A useful way to teach this skill is to have students search for some specific information such as a definition or a name of a person or a place, asking them to start at the same time and see who the first to find it. Then ask the students who finds the information first to explain how she or he has done it 4. Skimming.This is the technique generally use to determine whether a book or an article merits a more careful and thorough reading. The difference between scanning and skimming is that in skimming we are not locating specific, isolated, and scattered items of information. What we are trying to get is the general, overall idea (s) of the whole text. Therefore, the key to skimming is to know where to find the main ideas of different paragraphs. Since the main idea of a well-organized paragraph is in most cases either in the first or the last sentence, and the general idea of a text is usually in the introductory paragraph or in the concluding paragraph, the best way to teach skimming is to have students read the first and the last paragraph in full, and the first and last sentences of the paragraphs in between, and pick up the key words, such as dates, figures and names while moving their eyes down the page. The time assigned for skimming should be only a half or a third of their average reading speed. 5. Prediction. According to the psycholinguistic models of reading, efficient reading depends to a large extent on making correct predictions with minimal sampling (choosing meaningful units). This ability will greatly reduce our reliance on visual information, increase our reading speed and enhance our comprehension. Therefore, it is a very useful skill. Students can learn to make predictions based on the title, subtitles, and their knowledge of the topic; the linguistic context; the non- context, such as diagrams, tables, pictures, and maps which serves the same purpose as gestures and facial expressions in conversation. 6. Recognizing. The logical structure of a passage is often signaled by textual connectors, which are expressions connecting ideas. The most common organizational patterns in text-books, e.g., are cause effect definition, sequence of events, thesis-example, description, generalization, and hypothesis-evidence each of which has its characteristic textual connectors. These textual connectors are the best indicators of ideas, so most important for reading comprehension. The best way to teach this is to have students read different passages with different organizational patterns and identify their textual connectors. жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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