Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, , 84 - 91, 07.09.2023
https://doi.org/10.18768/ijaedu.1288109

Öz

Kaynakça

  • 1. Abbs, B.& Freebie, I. (1982) Building strategies 2. Teacher book. London: Longman group Limited, pp.55-59
  • 2. Belykh, I. L. (2004). Formation of motivation of students’ learning in the process of professionallyoriented additional study of a foreign language. (Doctoral dissertation, Krasnoyarsk State University, Krasnoyarsk, Russia). Retrieved from https://www.dissercat.com/content/formationof-motivation
  • 3. Blankenship, K. L., & Craig, T. Y. 2011. Language use and persuasion: Multiple roles for linguistic styles. Social and Personality Psychology Compass, 5(4), 194-205. doi: 10.1111/j.1751-9004.2011.00344.x
  • 4. Bondarevskaya, E. V. (2000). Theory and practice of personality-oriented education. Rostov-on-Don: publishing house of the Rostov pedagogical university, pp.8-9
  • 5. Bowers, J. W. (1963). Language intensity, social introversion, and attitude change, pp.88-95
  • 6. Brown, H. D. (1994). Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press, p.35
  • 7. Carroll J., Ryan, J. (2005). Teaching international students: Improving learning for all. Abingdon: Routledge, pp.1-3
  • 8. Choudhury A. S., (2011). Classroom roles of English language teachers: The traditional and the innovative, Contemporary Online Language Education Journal, I, pp. 33-40
  • 9. Rod, E. (2003). Task-Based Language Teaching and Learning. Oxford: Oxford University Press,
  • 10. Jeremy, H. (2007). The practice of English language teaching, London, Longman, 4th edition, pp.15-18
  • 11. Johnson, M. E. (2008). An investigation into pedagogical challenges facing international tertiary-level students in New Zealand. Higher Education Research and Development, 27(3), pp.231-243
  • 12. Ken Lackman. (2010). Teaching speaking sub-skills: Activities for improving speaking. Toronto, Canada: Lackman & Associates, p.6
  • 13. Kumaravadivelu B., (2006). Beyond Methods: Macrostrategies for Language Teaching, New Delhi, Orient Longman, p.44
  • 14. Leontiev A. A. (1995). A single approach to the subjects of the language cycle. Foreign languages in school, 5, pp.26-35.
  • 15. Leontiev, A. A. (1969). Language, speech, speech activity / A. A. Leontiev. - Moscow: Education, p.214
  • 16. Noonan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, pp.373-374
  • 17. Noonan, David. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press, pp.255-260
  • 18. Richards, J. C., Bohlen, D., (2011). Creating Effective Language Lessons, Cambridge, Cambridge University Press, p. 25
  • 19. Tomlinson, B. (2010). Principles of Effective Materials Development. In N. Harwood (Ed.) English Language Teaching Materials: Theory and Practice, Cambridge: Cambridge University Press, pp. 81-108
  • 20. Willis, D. (1996). A Framework for Task-based Learning: London: Longman, pp.37-38.
  • 21. https://fivebooks.com/best-books/frank-furedi-on-the-crisis-in-education/
  • 22. https://www.researchgate.net/figure/Statistics-about-English-language-teachers-in-Republic-of-Kosovo_fig1_318535363
  • 23. https://coursera.org/specialization/arizona-state-university-tesol
  • 24. https://en.wikipedia.org/wiki/Motivation
  • 25. http://library.thinkquest.org/11431/soccer_slang.htm
  • 26. https://dictionary.cambridge.org/
  • 27. https://www.oxfordlearnersdictionaries.com/
  • 28. https://ozdic.com/
  • 29. https://yuz.uz/en/news/oliy-talim-tizimidagi-ustuvor-vazifalar-belgilandi

TEACHING READING AND WRITING SKILLS TO PRE-INTERMEDIATE LEVEL STUDENTS

Yıl 2023, , 84 - 91, 07.09.2023
https://doi.org/10.18768/ijaedu.1288109

Öz

Abstract
In this article there was revealed the skills for pre-intermediate level English learners. Here there was discussed about how to make reading and writing skills shorter and easier for learning. The reason is that many English language learners face a very big problem in the writing part. In this research there was discussed basic knowledge on how to quickly understand and smooth the translation in the reading sections. Reading is important because it develops mind and gives excessive knowledge and lessons of life. It helps you understand the world around you better and keeps your mind active, enhances creative ability. Reading improves vocabulary and develops communication skills, while writing is important in its own right; the evidence clearly shows that writing supports reading and reading development. They also are vital ways of improving reading skills overall. Reading and writing are academic skills, to be sure. It is a process of organizing ideas and creativity through text. It is useful for all skill levels, from children to published authors, to develop an authentic, creative work. It breaks the act of writing into manageable steps that can be taken over a period of time, rather than all at once. Readers need a conclusion to remind them of essay's main points and give a feeling of closure to the essay. A strong conclusion: sums up the main point of your paper. Ends with a "takeaway" for readers: what lesson can be learned from your main point, or what should be done in the future? When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Conclusions that do not summarize often don't sound like conclusions. Readers expect that a writer will sum up at the beginning of a conclusion, at least for a sentence or two, and may not recognize a conclusion that doesn't open this way. Also, summarizing the main point reminds readers of the most important ideas in the essay as it comes to an end. These guide strategies are useful for all English language learners. However, by following these tips, pre-intermediate students will feel that their reading and writing skills have increased significantly.

Kaynakça

  • 1. Abbs, B.& Freebie, I. (1982) Building strategies 2. Teacher book. London: Longman group Limited, pp.55-59
  • 2. Belykh, I. L. (2004). Formation of motivation of students’ learning in the process of professionallyoriented additional study of a foreign language. (Doctoral dissertation, Krasnoyarsk State University, Krasnoyarsk, Russia). Retrieved from https://www.dissercat.com/content/formationof-motivation
  • 3. Blankenship, K. L., & Craig, T. Y. 2011. Language use and persuasion: Multiple roles for linguistic styles. Social and Personality Psychology Compass, 5(4), 194-205. doi: 10.1111/j.1751-9004.2011.00344.x
  • 4. Bondarevskaya, E. V. (2000). Theory and practice of personality-oriented education. Rostov-on-Don: publishing house of the Rostov pedagogical university, pp.8-9
  • 5. Bowers, J. W. (1963). Language intensity, social introversion, and attitude change, pp.88-95
  • 6. Brown, H. D. (1994). Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press, p.35
  • 7. Carroll J., Ryan, J. (2005). Teaching international students: Improving learning for all. Abingdon: Routledge, pp.1-3
  • 8. Choudhury A. S., (2011). Classroom roles of English language teachers: The traditional and the innovative, Contemporary Online Language Education Journal, I, pp. 33-40
  • 9. Rod, E. (2003). Task-Based Language Teaching and Learning. Oxford: Oxford University Press,
  • 10. Jeremy, H. (2007). The practice of English language teaching, London, Longman, 4th edition, pp.15-18
  • 11. Johnson, M. E. (2008). An investigation into pedagogical challenges facing international tertiary-level students in New Zealand. Higher Education Research and Development, 27(3), pp.231-243
  • 12. Ken Lackman. (2010). Teaching speaking sub-skills: Activities for improving speaking. Toronto, Canada: Lackman & Associates, p.6
  • 13. Kumaravadivelu B., (2006). Beyond Methods: Macrostrategies for Language Teaching, New Delhi, Orient Longman, p.44
  • 14. Leontiev A. A. (1995). A single approach to the subjects of the language cycle. Foreign languages in school, 5, pp.26-35.
  • 15. Leontiev, A. A. (1969). Language, speech, speech activity / A. A. Leontiev. - Moscow: Education, p.214
  • 16. Noonan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, pp.373-374
  • 17. Noonan, David. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press, pp.255-260
  • 18. Richards, J. C., Bohlen, D., (2011). Creating Effective Language Lessons, Cambridge, Cambridge University Press, p. 25
  • 19. Tomlinson, B. (2010). Principles of Effective Materials Development. In N. Harwood (Ed.) English Language Teaching Materials: Theory and Practice, Cambridge: Cambridge University Press, pp. 81-108
  • 20. Willis, D. (1996). A Framework for Task-based Learning: London: Longman, pp.37-38.
  • 21. https://fivebooks.com/best-books/frank-furedi-on-the-crisis-in-education/
  • 22. https://www.researchgate.net/figure/Statistics-about-English-language-teachers-in-Republic-of-Kosovo_fig1_318535363
  • 23. https://coursera.org/specialization/arizona-state-university-tesol
  • 24. https://en.wikipedia.org/wiki/Motivation
  • 25. http://library.thinkquest.org/11431/soccer_slang.htm
  • 26. https://dictionary.cambridge.org/
  • 27. https://www.oxfordlearnersdictionaries.com/
  • 28. https://ozdic.com/
  • 29. https://yuz.uz/en/news/oliy-talim-tizimidagi-ustuvor-vazifalar-belgilandi
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Sarvinoz Polatova Botır Kızı

Erken Görünüm Tarihi 7 Eylül 2023
Yayımlanma Tarihi 7 Eylül 2023
Gönderilme Tarihi 26 Nisan 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

EndNote Polatova Botır Kızı S (01 Eylül 2023) TEACHING READING AND WRITING SKILLS TO PRE-INTERMEDIATE LEVEL STUDENTS. IJAEDU- International E-Journal of Advances in Education 9 26 84–91.

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