LEARNING STRATEGIES FOR TEACHING FOREIGN LANGUAGE READING TO PUPILS OF THE PRIMARY SCHOOL AGE

Abstract

The article is devoted to the problem of teaching a foreign language to primary schoolchildren through learning strategies. One of the main communicative skills of 1–4 grades pupils is the ability to read and understand authentic texts of various genres and types with different levels of understanding its meaning, considering them as a source of diverse information and as a means of mastering it. The traditional method of teaching reading in a foreign language is aimed at mastering pupils with different types of reading. In our time, there is an urgent need for scientists and practitioners to reconsider the approaches to teaching foreign language reading of primary school pupils taking into account the peculiarities of the modern information society. The task of a foreign language teacher is to teach a pupil of primary school age to freely navigate in text information, independently set the goal of reading, choose the ways to achieve it, redefine the text in personally meaningful meanings. Significant assistance in organizing the work of schoolchildren with foreign language text can provide various educational reading strategies developed by foreign scientists. The author examines a variety of approaches to the interpretation of the concepts “learning strategies” and “strategies for teaching foreign-language reading” in the scientific and vocabulary literature. Some strategies for mastering foreign-language reading by primary-school pupils have been identified and characterized, which, in our opinion, are effective and appropriate for use in the domestic primary school (for instance, ÜFLAZ, SQ3R, Smart-7, etc.). Considerable attention is also paid to the characterization of learning strategies used to teach schoolchildren to different types of reading, as well as for step-by-step work with the text.