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¹ 1-2 (16) 2017
Берілген әдістемелік жұмыс жоғары оқу орнында ағылшын
тілі оқыту мәселелеріне арналған. Әдістемелік жұмыс жоғары
оқу орындары оқытушыларының, әдіскерлердің, педагогикалық
мамандықтарда
білім
алатын
студенттер
мен
магистранттардың назарына ұсынылады.
Данная методическая работа посвящена вопросам
преподавания английского языка в высших учебных заведениях.
Методическая разработка будет интересна преподавателям
учебных заведений, методистам, студентам и магистрантам
педагогических специальностей.
АХМЕРОВА НУРЖАМИЛЯ
МУСНЯТОВНА
Семей қаласының Шәкәрім атындағы
мемлекеттік университетінің аға
оқытушысы
This methodical work is devoted to the teaching Englis h in higher
education. The methodical work might be useful to the English teach-
ers, Methodists, students and students in the master's programs of
pedagogics.
HOW CAN I IMPROVE MY STUDENTS' INTEREST
IN READING?
"How can I improve my students' interest in reading?" -
is the title of my action research into the teaching process
which I am looking for a solution to a practical problem.
First I want to give an explanation about what action re-
search is. According to Kurt Lewin, "The research needed
for social practice can best be characterized as research
for social management or social engineering. It is a type
of action research, a comparative research of the condi-
tions and effects of various forms of social action, and
research leading to social action. Research that produces
nothing but books will not suffice." (Lewin, 1946, p.35),
"Action research is primarily concerned with change, be-
ing grounded in the idea that development and innovation
are an essential part of professional practice" (Altrichter,
Posch, E.Somekh, 1993, as quoted in Platteel, 2009: 33).
Action research can be divided into two groups: research
and learning which are widely used in the education sphere.
Most action research projects are collectively in progress.
The reason I chose this question is because most of my
students are from villages and they are weak in the En-
glish language. They are students of the agrarian faculty.
They do not like to read, which a problem to which I need
to find the right solution. It is difficult to read technical and
professional texts for ESL students. To solve this prob-
lem, I looked for some materials about reading from the
Internet, books and journals. I also sent some questions
to my students to know what they want to read and to my
colleagues to get some advice. I received some advice
from ICLON teachers. I have analyzed all the answers
received from my stakeholders and made a plan how to
motivate students to read and how to implement it in prac-
tice. Using new methods such as flipping the classroom,
the expert method, the Socratic method and e-learning
methods I changed my teaching methods to help my stu-
dents to read with interest. The research shows that the
students will participate with interest in reading if we in-
volve these methods of motivating: to engage students to
participate in English literature clubs, to make different
reading reports, to show them short videos with subtitles,
to use the expert method, to give them some choice in
reading materials. I think that such ways of motivating
will improve the teacher's practice.
One way to stimulate students' interest in reading is to
engage them to participate in literature clubs. A Literature
club is a group of people who meet together to read books,
journals, articles. Also the members of the club can ask
questions, discuss about chapters of books, enjoy reading
together and watch videos with subtitles about writers. The
benefit of this club is to spend time together with book-
loving people to analyze the read books, share new infor-
mation, websites, communicate, train the pronunciation,
discuss the use of different methods of reading and how to
work with a dictionary.
The Second way to motivate students to read is the flip-
ping the classroom method during the lessons. Flipping
the classroom is a home task giving by the teacher which
students accomplish themselves, then in class they dis-
cuss only problem questions and the teacher saves some
time to practice with students. In my opinion, before giving
the new material home to read the teacher should define
the unknown words or set expressions and show them
the right direction of references which students can use
them. For example, I could give my students an article about
"Rare animals in our country" to read at home. And I should
give them some definition to unknown words. For example,
"sub-species" it means a subdivision of a species, etc. The
advantages of this method are: the students have more
time to discuss problem questions, they improve their self-
study skills. Some students quickly go into details and some
understand whole information deficiently. The teacher can
identify such students quickly and gives them more atten-
tion to help.
The third way is a expert method. The Expert method is a
method in which students work in small groups. The tasks
for each group will be different. For example, the new topic
"Rare animals in our country" consists of three paragraphs.
To read this topic, the teacher splits the big group consist-
ing of 15 students into three small A, B, C groups consist-
ing of five students. Each group takes their appropriate
paragraph and reads it. After having finished reading their
paragraphs, one student from each group changes with
others to discuss their paragraph. As a result, all students
will know the contents of the whole text and at the end they
discuss problem questions. For example, the students
can discuss such global questions as: "How we must pro-
tect the rare animals in our country?", "What should we do
to protect them?", etc. The result of this method is to learn
new material in a short time, the students can share infor-
mation, new ideas, discuss problem questions, strong stu-
dents can work with weak ones and the students can use
their abilities in reading, speaking, writing. When we work
with weak students, we should check if the material will not
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