RELEVANCE OF FORMING THE SKILLS OF MEANINGFUL READING OF TEXTS IN THE SPECIALTY IN A NON-LINGUISTIC UNIVERSITY

Abstract

The paper deals with the study of the features of forming the skills of meaningful reading of professional-oriented texts in a non-linguistic university. Within the framework of the study, the essence of the reading process, linguistic difficulties in reading professional-oriented texts in a non-linguistic university are considered, and the main methods of overcoming linguistic difficulties in reading professional-oriented texts in a non-linguistic university are described. The purpose of the work is to determine the ways and methods of forming the skills of meaningful reading of professional-oriented texts in a non-linguistic university. The purpose of the work caused the presence of the following tasks as: to consider the essence of the reading process, linguistic difficulties in reading professional-oriented texts in a non-linguistic university, to describe the main methods of overcoming linguistic difficulties in reading professional-oriented texts in a non-linguistic university. It is established that reading is one of the receptive types of speech activity aimed at the perception and understanding of the written text. As part of the study, the following types of reading were identified: learning reading, thorough reading, introductory reading, and home reading. The analysis allowed us to identify three main groups of difficulties that students have while reading:1. graphic difficulties. 2. Spelling difficulties such as: difficulties in reading vowels; difficulties in reading vowel combinations; difficulties in reading vowels after some consonants; difficulties in reading some vowels before consonants or consonant combinations; difficulties in reading vowel combinations before consonant combinations; difficulties in reading some consonants whose reading is determined by their position among other letters; difficulties in reading combinations of consonants that are the part of different letter combinations; difficulties in reading words with “dumb” consonant combinations, difficulties in reading words that are spelled differently but are read the same; difficulties in reading the letters qq and rr; difficulties in reading words that are exceptions to the rule. 3.Lexical difficulties – difficulties in perceiving the technical terminology of professional texts.