FORMATION OF ENGLISH LANGUAGE COMPETENCE IN READING ON THE HIGHER DEGREE OF STUDYING ENGLISH IN INSTITUTIONS OF SECONDARY EDUCATION

Bezkorovaina O. та Demchuk T. (2019) FORMATION OF ENGLISH LANGUAGE COMPETENCE IN READING ON THE HIGHER DEGREE OF STUDYING ENGLISH IN INSTITUTIONS OF SECONDARY EDUCATION. Інноватика у вихованні, 2019 (Вип. 9). с. 58-63.

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Анотація

This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language are described;the specifics of competency education in English lessons are determined.
The article proves that one of the types of communicative activities in foreign language classes is reading. There is considered the general characteristics of foreign language competence in reading, the purpose of its formation in students; descriptions of exercises and tasks are given; the means of formation the competence in reading at the highest level and control the level of its formation are described.
The article reveals the features of the aspects of reading and basic levels of understanding of the text; The necessary conditions for the formation of the competence
of reading English at the highest level have been clarified; the theoretical basis of the methodology of reading at lessons should have general educative laws and principles for the construction of any learning process. It is proved in the article that the ability to read
allows pupils in their further work and training to use literature in a foreign language with the aim to find information on the speciality, to satisfy their readership or creative interests, and to improve the skills of oral speech.
For solving the problems general scientific methods of theoretical and empirical research which mutually complement each other and provided the possibility of comprehensive knowledge of the subject of research were used. Methods (analysis of psychological and pedagogical literature, comparison and generalization of facts) were
used at the stage of theoretical research. Other methods were decisive in developing a set of exercises for teaching English language instruction for senior students.

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