Problems in teaching reading

The article is devoted to some theoretical aspects and the basic components of problems in teaching reading. Different reading strategies are applied to have the better result. Reading is an active skill; it constantly involves guessing, predicting, checking and asking oneself questions. The article presents some structure in sentence in three languages – Kazakh, Russian, and English. In addition, serious problem for the schools with the Kazakh language of instruction. The article analyzes the process of the logical thinking.

Reading skills formation is one of the main tasks in the process of teaching a foreign language, it is especially of great importance in the three language instruction schools. As we know understanding, a written text means extracting the required information from it as efficiently as possible. Different reading strategies are applied to have the better result. Reading is an active skill; it constantly involves guessing, predicting, checking and asking oneself questions. It is possible to develop the students’ power of predicting through systematic practice or it is also possible to introduce questions, which encourage them to anticipate the content of the text from the text title and from the illustrations or to predict the end of the story from the preceding paragraph.

Reading skills formation is one of the main tasks in the process of teaching a foreign language, it is especially of great importance in the three language instruction schools. As we know understanding a written text means extracting the required information from it as efficiently as possible. Different reading strategies are applied to have the better result. Reading is an active skill; it constantly involves guessing, predicting, checking and asking oneself questions.

Language comparative analysis on the morphological and syntactical levels may be the tool for prognosis and predicting the mistakes which arise due to the language interference of the three languages (Kazakh, Russian and English). The author [1, p.70] understands the likeness as the basics for understanding and the differences as the possible interference in the above mentioned levels.

O.N. Ivanova, U.K. Yusupov [1,p.70, 2,p. 36] suggest the lingua comparative analysis which is based on the following principles:

• simplicity principles
• synchronical

As an example we can mention the brief typology of difficulties experiencing by the Kazakh pupils in the morphological and syntactical levels while teaching reading which is based on the lingua comparative analysis of the three languages.

The main difficulty of the morphological level is the absence of some phenomena in the native language.

1. In the very beginning of learning English the pupils face one of the main difficulties – the absence of articles and grammar category of the general and private in the Turkish languages which are expressed by special service words. The difficulty is not only in the practical using of the article in their utterances. It is also necessary to form a special coincidence in the concepts of definite and indefinite which are differently expressed in the native and foreign
2. Different types of word formation in the compared languages are the source of the numerous mistakes of the students. They experience difficulties in defining the parts of speech using the word-formation affixes.The endings -s, -es are homonymous, and this prevents the students from the semantization of the word meanings while translating.
3. The absence of the cases produces a lot of difficulties for the English language learners where the word order and the system of prepositions play the leading
4. The Turkish languages lack such phenomenon as the vowel changing or the whole word changing while changing the non-standard verbs. It is quite strange for these languages where the root is never changed and the verb changing system is formed by gluing the affixes. Only a special system of exercises may help to overcome the difficulties, to develop the skills of identifying the English non-standard verbs in speech.
5. The Gerund performs complex functions in a sentence. The Gerund is homonymous because the stem of the verb with the –ingending may also be a participle, and the verbal noun; these formations are completely strange for the Turkish languages. So, the Gerund is one of the most difficult for schools with the Turkish instructive language.There are some similarities on the morphological level which may be used as basics. Both English and Kazakh lack the grammatical category of gender, and this general characteristics doesn’t need any additional exercises to overcome these

As N.O. Ivanova mentions [1, p. 71] the adjective usage doesn’t produce any difficulties with the Turkish language students. Here we can have a native language as a support.

The sentence structure is formed differently in three languages – Kazakh, Russian, and English, so the ability to master the sentence as a grammatically formed instruction unit is a very serious problem for the schools with the Kazakh language of instruction. Though the word order in the compared languages operates the same functions there is still a great difference between them. Mentions that the word order in the Turkish languages mainly performs the stylistic function, but in English it performs the semantic-syntactical function’’. This is the consequence of the morphological structure of both of these languages. As it is known the English language which has lost its rich reflective forms, the word-order mainly expresses the objectivesubjective relations.

In the Turkish languages which are rich of the morphological means the syntactical ties between the parts of the sentence are mainly performed by the formal indices; in this connection the word-order in the given language family first of all has got a meaning of a stylistic device.

The following are the main difficulties which the students of the three lingua school, whose native language is Kazakh, come across on the syntactical level while reading an English sentence:

• The Kazakh students often acquire a word in the end of the sentence as a predicate,because they transform the native language norms into the studied language. A special attention should be paid to the ability of the students to place the verb-predicate in the right place in the English
• The students experience difficulties to determine the definite and indefinite category which are expressed by the articles a andthe while translating an English
• While reading the English sentences containing prepositions the Kazakh students experience difficulties because there are no prepositions in the Kazakh
• The students of the high school with the three lingua instruction experience difficulties while reading the sentences containing participles, gerunds, infinitive constructions, complex objects, complex subjects, absolute nominative participle construction, because the above mentioned syntactical complexes are differently expressed in the Kazakh and Russian

In [1, p. 72]N.O.Ivanova suggests the usage of exercises aiming to overcome morphological syntactical interference while reading texts in the English language. The exercises were based on the results of the lingua comparative analysis whichproduced the revealing of the similarities and divergences. She thinks that ‘’lingua comparative analysis and three language exercises permit to overcome the inter language interference on the morphological and syntactical levels. So, there is a great necessity to form the skills and habits of scanning, searching, studying, and informative types of reading in the English language with the students of the high school basic level in the three languages functioning conditions.

So, the author D.В.Ivanov[1, p. 72] revealed some specific difficulties of teaching different types of the reading process – scanning, searching, studying, and informative. They are as follows:

• in the frames of scanning, searching, studying, and informative reading the students experience difficulties in defining the style, genre, type and structuralcompositional characteristics of the text;
• in the frames of studying reading the students experience difficulties in guessing the meanings of the unknown words according to the context, in fully and exactly understanding the text meaning, in determining the value of the information, in disclosing the cause-consequence connections, in revealing the implicit information;
• in the frames of informative reading the students experience difficulties in understanding the general content, main idea, meaning; they fail to distinguish the primary information from the secondary, factual from the hypothetic, to state the logical /chronological connection of the facts and events, to classify/ group information according to some

The ‘loop learning’ technology was chosen by (4) as one of the main possible ways to overcome such difficulties, as lack of time, different level of mastering a foreign language while teaching reading in the high school. The technology provides all possibilities for formation and development of the general and specific skills of scanning / searching, studying and informative reading in the English language. The main idea of the technology may be understood with such concept as ‘discourse understanding’ [4,p. 72]. ‘Discourse understanding’ is a complex many-folded process of the logical thinking.

1. Ivanov О.N. Обучение чтению на английском языке учащихся 10-11 классов в условиях триязычия (базовый уровень) // Иностранные языки в школе. – 2008. № 5. – С.70-76.
2. YusupovU.К. Проблемы сопоставительной лингвистики. – Ташкент: Фан, 1980. – 136с.
3. Walker, C. (1998) [Review of the book Teaching reading skills in a foreign language] ELT Journal, 58, 169-173. 4 IvanovD.В. Об основах аналитического чтения // Ученые записки МОПИ, Т. Х1Х, вып.4. –