Abstract
References
- Atmaca, H., & Günday, R. (2016). Using Literary Texts to Teach Grammar in Foreign Language. Participatory Educational Research (PER), Special Issue 2016-IV, 127-133
- Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. Modern Language Journal, 72, 150–160. https://doi.org/10.1111/j.1540-4781.1988.tb04177.x
- Berardo, S.A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60–69. Retrieved on 24.09.2024 from: URL: http://www.readingmatrix.com/articles/berardo/article.pdf
- Block, E. (1992). See How They Read: Comprehension Monitoring of L1 and L2 Readers. TESOL Quarterly, 26, 319–343. https://doi.org/10.2307/3587008
- Farrell, T.S. (2009). Teaching Reading to English Language Learner: A Reflective Guide [1 ed.]. Publisher : Corwin, 120 p.
- Fathman, A., Knight, S. L., Padron, Y. N., & Waxman, H. C. (1985). The Cognitive Reading Strategies of ESL Students. TESOL Quarterly, 19(4), 789–792. https://doi.org/10.2307/3586677
- Golenko, M.D. (2014). Project method in home reading classes at the faculty of foreign languages. Yaroslavl pedagogical bulletin, 2, 143-147.
- Grellet, F. (1981). Developing reading skills (Cambridge Language Teaching Library) [1 ed.]. Cambridge University Press, 256 p.
- Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(1), 6–9.
- Jian, Y., & Ko, H. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers & Education, 113, 263–279. https://doi.org/10.1016/j.compedu.2017.06.002
- Kapustina, D., & Goyushova, L. (2024). Development of communicative competence of students studying ecology. BIO Web of Conferences, 84, 04008. https://doi.org/10.1051/bioconf/20248404008
- Kiseleva, Z.A. (2017). Creative approach to home reading in teaching a foreign language at a university. Questions of teaching methods at a university, 23, 38–43.
- Kizrina, N. G., & Eliseeva, O. R. (2022). The use of creative technologies in teaching a foreign language to students of pedagogical universities. Samara Journal of Science, 11(3), 271–277. https://doi.org/10.55355/snv2022113308
- Kuklina, T.V. (2016). Formation of communicative competence of junior students of language universities within the framework of the aspect "Home reading". Bulletin of the Taganrog Institute named after A.P. Chekhov, 2, 172–176.
- Moon, R. C., & Kwan, S. H. (2022). Improving students’ intensive reading ability by using Survey-Question-Read-Review-Recite-Reflect method. JELITA, 3(1), 12-21. https://doi.org/10.56185/jelita.v3i1.95
- Oo, T. Z., & Habók, A. (2021). Reflective Teaching Practices for Reading Comprehension in English Language Teaching: a literature review. The International Journal of Literacies, 28(2), 53–70. https://doi.org/10.18848/2327-0136/cgp/v28i02/53-70
- Rastegar, M., Kermani, E.M., & Khabir, M. (2017). The Relationship Between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners. Open Journal of Modern Linguistics, 7(2), 65–74. https://doi.org/10.4236/ojml.2017.72006.
- Shmigareva, L.O. (2023). The role of home reading in the formation of foreign language speech skills. Russian Linguistic Bulletin, 5(41), 1–6. https://doi.org/10.18454/RULB.2023.41.9
- Silawi, R., Shalhoub-Awwad, Y., & Prior, A. (2020). Monitoring of reading comprehension across the first, second, and third language: Domain - General or Language - Specific? Language Learning, 70(3), 886–922. https://doi.org/10.1111/lang.12410
- Temelman-Yogev, L., Prior, A., & Katzir, T. (2024). Comprehension monitoring across languages – The effect of online feedback. Learning and Instruction, 92, Article 101928. https://doi.org/10.1016/j.learninstruc.2024.101928
- Trenkic, D., & Warmington, M. (2019). Language and literacy skills of home and international university students: How different are they, and does it matter? Bilingualism: Language and Cognition. 22(2), 349–365. https://doi.org/10.1017/S136672891700075X
- Tzivinikou, S., Kagkara, D., Fountoukidou, F., & Kakoura, E. (2021). Reading and Writing Strategies Used by Typical and Struggling Readers: A Cross-Sectional Survey. Psychology, 12(5), 692–706. https://doi.org/10.4236/psych.2021.125043.
- Zemskova, Y. V., & Odinokova, N. Y. (2022). Teaching and methodological potential of home reading guides in practical English course. Izvestiya of Saratov University Philology Journalism, 22(4), 471–477. https://doi.org/10.18500/1817-7115-2022-22-4-471-477
- Zheltukhina, M. R., Selenskaya, L. L., Ostrikova, G. N., Redkozubova, E. A., & Chernova, O. O. (2021). Home reading effective organization as independent work form during foreign language teaching in conditions of forced isolation. XLinguae, 14(1), 249–269. https://doi.org/10.18355/xl.2021.14.01.19
Abstract
The article analyzes and describes the personal experience of university foreign language (English) teachers and suggests effective pedagogical approaches, methods and techniques of working with aspects of home reading in order to increase their practical significance. Home reading as a type of practice-oriented activity in foreign language classes has long played a secondary role and occupied a subordinate position in relation to analytical reading and speaking practice. A set of new tasks and assignments has not yet led to noticeable changes in methodology of teaching home reading and, thus, has not improved the effectiveness of students' training of practical language skills. The purpose of this article is to identify and prove the need to change attitudes and approaches to home reading and to propose new methods and techniques for their realization. The authors describe different educational strategies for working with foreign language literary texts in home reading classes with students at the initial stage of their studies at the Faculty of Foreign Languages. These strategies can ensure that home reading will provide more effective foreign language acquisition and help build and develop various valuable components of communicative competence. Such approach seems to be quite effective, as it allows focusing on the most important aspects of work with literary texts and at the same time to cover all types of reading and speaking activities, using a variety of methods and forms of language practice. The integrative and comprehensive nature of home reading activities can significantly increase the potential of students' learning motives and make a significant contribution to the scope of their communicative skills and competencies, which are the main goals of teaching a foreign language. Home reading classes in this regard are aimed at solving the following objectives: expansion of active vocabulary as the basis of language proficiency; enhancement of students` spontaneous and situational speech skills with the use of selected active vocabulary, authentic patterns and samples; and development of students’ correct communication modes and speech styles. The following factors may also contribute to the successful implementation of the methodology proposed in this study; they include: integration of predetermined content that meets students' cognitive needs and language abilities, increases students' motivation to read and discuss a literary work, ensures their effective independent work on the text, and promotes the development of initiative and speech activity in the class; determination of clear directions of activity reflected in certain strategic stages of work with literary texts in home reading classes for junior students of the Faculty of foreign languages; and employment of a variety of methods, techniques and forms of teaching and learning based on an individual approach that will meet the learning needs of students, stimulate their creativity and active engagement in classroom activities. The proposed methodology was tested in the course of the pedagogical experience with the second-year students of the specialty “Pedagogical education with two training profiles: foreign language and social studies” of Kazan (Volga region) Federal University, and confirmed its effectiveness. This article will be of interest to foreign language teachers, educators, methodologists and researchers dealing with complex problems of improving the quality of modern higher education.
Supporting Institution
This work has been supported by the Kazan (Volga Region) Federal University Strategic Academic Leadership Program "Priority 2030".
References
- Atmaca, H., & Günday, R. (2016). Using Literary Texts to Teach Grammar in Foreign Language. Participatory Educational Research (PER), Special Issue 2016-IV, 127-133
- Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. Modern Language Journal, 72, 150–160. https://doi.org/10.1111/j.1540-4781.1988.tb04177.x
- Berardo, S.A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60–69. Retrieved on 24.09.2024 from: URL: http://www.readingmatrix.com/articles/berardo/article.pdf
- Block, E. (1992). See How They Read: Comprehension Monitoring of L1 and L2 Readers. TESOL Quarterly, 26, 319–343. https://doi.org/10.2307/3587008
- Farrell, T.S. (2009). Teaching Reading to English Language Learner: A Reflective Guide [1 ed.]. Publisher : Corwin, 120 p.
- Fathman, A., Knight, S. L., Padron, Y. N., & Waxman, H. C. (1985). The Cognitive Reading Strategies of ESL Students. TESOL Quarterly, 19(4), 789–792. https://doi.org/10.2307/3586677
- Golenko, M.D. (2014). Project method in home reading classes at the faculty of foreign languages. Yaroslavl pedagogical bulletin, 2, 143-147.
- Grellet, F. (1981). Developing reading skills (Cambridge Language Teaching Library) [1 ed.]. Cambridge University Press, 256 p.
- Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(1), 6–9.
- Jian, Y., & Ko, H. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers & Education, 113, 263–279. https://doi.org/10.1016/j.compedu.2017.06.002
- Kapustina, D., & Goyushova, L. (2024). Development of communicative competence of students studying ecology. BIO Web of Conferences, 84, 04008. https://doi.org/10.1051/bioconf/20248404008
- Kiseleva, Z.A. (2017). Creative approach to home reading in teaching a foreign language at a university. Questions of teaching methods at a university, 23, 38–43.
- Kizrina, N. G., & Eliseeva, O. R. (2022). The use of creative technologies in teaching a foreign language to students of pedagogical universities. Samara Journal of Science, 11(3), 271–277. https://doi.org/10.55355/snv2022113308
- Kuklina, T.V. (2016). Formation of communicative competence of junior students of language universities within the framework of the aspect "Home reading". Bulletin of the Taganrog Institute named after A.P. Chekhov, 2, 172–176.
- Moon, R. C., & Kwan, S. H. (2022). Improving students’ intensive reading ability by using Survey-Question-Read-Review-Recite-Reflect method. JELITA, 3(1), 12-21. https://doi.org/10.56185/jelita.v3i1.95
- Oo, T. Z., & Habók, A. (2021). Reflective Teaching Practices for Reading Comprehension in English Language Teaching: a literature review. The International Journal of Literacies, 28(2), 53–70. https://doi.org/10.18848/2327-0136/cgp/v28i02/53-70
- Rastegar, M., Kermani, E.M., & Khabir, M. (2017). The Relationship Between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners. Open Journal of Modern Linguistics, 7(2), 65–74. https://doi.org/10.4236/ojml.2017.72006.
- Shmigareva, L.O. (2023). The role of home reading in the formation of foreign language speech skills. Russian Linguistic Bulletin, 5(41), 1–6. https://doi.org/10.18454/RULB.2023.41.9
- Silawi, R., Shalhoub-Awwad, Y., & Prior, A. (2020). Monitoring of reading comprehension across the first, second, and third language: Domain - General or Language - Specific? Language Learning, 70(3), 886–922. https://doi.org/10.1111/lang.12410
- Temelman-Yogev, L., Prior, A., & Katzir, T. (2024). Comprehension monitoring across languages – The effect of online feedback. Learning and Instruction, 92, Article 101928. https://doi.org/10.1016/j.learninstruc.2024.101928
- Trenkic, D., & Warmington, M. (2019). Language and literacy skills of home and international university students: How different are they, and does it matter? Bilingualism: Language and Cognition. 22(2), 349–365. https://doi.org/10.1017/S136672891700075X
- Tzivinikou, S., Kagkara, D., Fountoukidou, F., & Kakoura, E. (2021). Reading and Writing Strategies Used by Typical and Struggling Readers: A Cross-Sectional Survey. Psychology, 12(5), 692–706. https://doi.org/10.4236/psych.2021.125043.
- Zemskova, Y. V., & Odinokova, N. Y. (2022). Teaching and methodological potential of home reading guides in practical English course. Izvestiya of Saratov University Philology Journalism, 22(4), 471–477. https://doi.org/10.18500/1817-7115-2022-22-4-471-477
- Zheltukhina, M. R., Selenskaya, L. L., Ostrikova, G. N., Redkozubova, E. A., & Chernova, O. O. (2021). Home reading effective organization as independent work form during foreign language teaching in conditions of forced isolation. XLinguae, 14(1), 249–269. https://doi.org/10.18355/xl.2021.14.01.19
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | December 29, 2024 |
| Publication Date | |
| Submission Date | October 30, 2024 |
| Acceptance Date | November 7, 2024 |
| Published in Issue | Year 2024Volume: 10 Issue: 30 |
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