Language learning as described in the World-Readiness Standards for Learning Languages ​​is based on five goal areas that connect the development of communication skills with meaningful contexts and engaging content.

Анотація наукової статті з мовознавства та літературознавства, автор наукової роботи - Rasulmukhamedova Umida


Область наук:
  • Мовознавство та літературознавство
  • Рік видавництва: 2020
    Журнал
    Наука і освіта сьогодні
    Наукова стаття на тему 'LANGUAGE TEACHING AND LEARNING LITERACY SKILLS IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD'

    Текст наукової роботи на тему «LANGUAGE TEACHING AND LEARNING LITERACY SKILLS IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD»

    ?LANGUAGE TEACHING AND LEARNING LITERACY SKILLS IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD Rasulmukhamedova U.

    Rasulmukhamedova Umida - Teacher, DEPARTMENT OF LANGUAGE TEACHING, TASHKENT STATE UNIVERSITY OF LAW, TASHKENT, REPUBLIC OF UZBEKISTAN

    Abstract: language learning as described in the World-Readiness Standards for Learning Languages ​​is based on five goal areas that connect the development of communication skills with meaningful contexts and engaging content.

    Keywords: literacy, proficiency development, method, education, teacher, student, communicative purpose, audience, technique aids, computers.

    Improving performance in the Interpretive Mode is not just about accessing more complex texts, rather it is through consciously using a wider variety of strategies to understand what is heard, read, or viewed, including top-down strategies as well as bottom-up strategies.

    Literacy development in one language supports literacy development in the second or subsequent languages ​​learned. Knowledge and skills from a learner's first language are used and reinforced, deepened, and expanded upon when a learner is engaged in second language literacy tasks.

    "Literacy as described in individual states 'standards is often divided into the four skills (reading, writing, listening and speaking), and language (being attentive to the conventions of the language, using increasingly precise vocabulary, and understanding how language functions).

    The World-Readiness Standards for Learning Languages ​​support these same elements by emphasizing the purpose behind the communication ".

    In some situations, listening may be done to understand a message that is heard, read, or viewed (Interpretive Communication).

    In other situations, listening is combined with speaking for Interpersonal Communication. Likewise, writing may be to create a message that is written, spoken, or through media (Presentational Communication).

    Sometimes writing is combined with reading and emphases the exchange of Interpersonal Communication - as in text messaging. "Clearly, different means are required to develop, practice, and assess these skills depending on the communicative purpose behind them. In this way, the modes of communication provide additional insights for developing learners 'literacy whether in their first or second language". Through access to authentic literature from another language and culture, learners experience and interpret content and style from the authors of the culture. They gain comprehension skills and interpretation abilities through exposure to a variety of text types that may or may not be familiar to them. Proficiency development in all three modes of communication is strongly influenced by the learner's first language literacy strategies.

    Second language learners use all means possible to make meaning; gaining awareness of the strategies used to make and express meaning in a second language strengthens learners 'first language strategies. The key question around literacy is to analyze what the author, speaker, or producer of the media wants the reader, listener, or viewer to understand or do. By interpreting and actively comparing linguistic and cultural systems and the interconnections among them, students develop valuable literacy skills.

    Critical literacy strategies include the means to access and analyze information, use technology, evaluate messages from a wide variety of media, apply creativity to express and analyze messages, and use critical thinking. Contemporary definitions of literacy include more than basic reading, writing, listening, and speaking, adding the purposeful uses of these skills in today's media- and information-rich environment. Literacy is increasingly a collaborative activity, where negotiation, analysis, and awareness of audience are as critical as understanding or creating

    a message. The National Council of Teachers of English (NCTE) describes six components of 21st century literacy (2013): Manage, analyze, and synthesize multiple streams of information.

    Build intentional cross-cultural connections and relationships with others. Create critique, analyze, and evaluate multimedia texts. Attend to the ethical responsibilities required by complex environments. Language learning as described in the World-Readiness Standards for Learning Languages ​​is based on five goal areas that connect the development of communication skills with meaningful contexts and engaging content (exploring cultures, examining connections, making comparisons, and participating in communities). Literacy skills can be developed across the curriculum, as evidenced by the World Readiness Standards for Learning Languages ​​and how literacy is described in each state's standards [1, c. 406]. Second language learners use a variety of strategies acquired in their first language to construct meaning in the second language. This competence is developed and demonstrated by investigating the world, recognizing, weighing perspectives, acquiring and applying disciplinary and interdisciplinary knowledge, communicating ideas, and taking action. This interaction develops the disposition to explore the perspectives behind the products and practices of a culture and to value such intercultural experiences.

    References

    1. Warford M., White W., 2012. Reconnecting proficiency, literacy and culture: From theory to practice, Foreign Language Annals. 45 (3). 400-414.


    Ключові слова: LITERACY /PROFICIENCY DEVELOPMENT /METHOD /EDUCATION /TEACHER /STUDENT /COMMUNICATIVE PURPOSE /AUDIENCE /TECHNIQUE AIDS /COMPUTERS

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