Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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Шеттілдік
| The first type of speed is study speed (200-300 words per minute). This is the
slowest speed, used for reading textbooks and difficult materials such as legal document, when the reader desires a high rate of understanding. (80% - 90% comprehension) as well as good retention. In this type of reading the reader studies the material carefully in order not to miss a single point. The second type of speed is average reading speed (250-500 wpm.) This is the speed that educated native speakers use to read everyday materials such as newspapers, magazines, novels, and stories. At this speed the rate of comprehension is lowered (usually about 70%). They sometimes even skip over paragraphs or pages that don’t interest them. The third type of speed is skimming speed. This is the fastest speed that native speakers use, when they wish to cover the material in hurry and high comprehension is not required. Generally speaking the skimming speed is at least twice as fast as the average reading speed (800 wpm), comprehension 50%. So we can see that speed and comprehension are inseparable in efficient reading. An efficient reader can not only read slowly with good comprehension, but can do also fast with needed comprehension when circumstances require. Experimental evidence has shown that a poor reader is typically one who reads everything at the same slow speed and does not get much meaning from reading. Therefore, the major objective of EFL reading is to improve the average and skimming speeds of the students and to help them develop the ability to vary their speed in reading different materials for different purposes. 4. Teaching efficient EFL reading. Techniques of reading. An effective way to teach EFL reading “Improving the reading skill of any student begins with identifying his weaknesses, and then implementing appropriate methods for strengthening these skills.” So the first thing for the teacher of EFL reading to do is to find out the weaknesses or problems of the students. Usually students have five major reading problems: 1. Reading word by word, relying too heavily on the visual information, which greatly impedes their reading speed and hampers their comprehension. 2. Focusing too much attention on form at the expense of meaning. 3. Paying too much attention to the details, with the request that they often miss the main ideas and see only the trees instead of forest. 57 4. A small reading vocabulary and heavy reliance on the use of a dictionary for word meaning. 5. Limited background knowledge. It is obvious that some of these problems result from the intensive reading, which emphasizes intensiveness and accuracy. Students analyse words, phrases and sentences before tackling the meaning. This slow word by word meaning does not mean efficient reading and by concentrating on every word they delay the transmission of information from their short-term memory to their long-term memory, which results in poor comprehension. The task before the teacher is to help the students change their reading habits by teaching them efficient reading skills. An effective use to do this is through guided reading. The term guided reading refers to timed reading conducted in class under the guidance of the teacher. In guided reading students can learn how to read in different ways at different speeds for different purposes. The teacher can also observe how the students actually read and can give them prompt help by correcting reading habits. How to teach some of the skills through guided reading. 1. Word-attack skills.These skills enable the reader to work out the meaning of unfamiliar words and phrases without looking them up in the dictionary. There are two useful word-attack skills. - Using context clues: this includes using the meanings of other words such as synonyms and antonyms in the same sentence of paragraph, or the meaning of the sentence or paragraph as a whole, to deduce the possible meaning of unfamiliar words and phrases. For example: The Indians cut their canoes out of tree trunks by using an adʒe (an instrument for cutting something like an axe). - Using structural information: this refers to word-formation. Analysis of the stems and affixes of words can help students get the meaning of many unfamiliar words. жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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