Стратегии обучения предварительному чтению в учебниках английского языка как иностранного для учащихся средних школ Эфиопии

Цель данного исследования состоит в изучении стратегий обучения предварительному чтению, используемых в учебниках английского языка как иностранного для средних школ Эфиопии. Исследование проводилось на базе описательно-оценочного метода, в рамках социокультурного подхода к обучению чтению на занятиях по английскому языку как иностранному. Объектом исследования послужили учебники английского языка за одиннадцатый и двенадцатый классы. С этой целью задания по предварительному чтению учебников были собраны в отдельный текстовый файл. В качестве инструмента для сбора данных выступил составленный исследователями перечень стратегий обучения предварительному чтению, полученный на основе различных теоретических и эмпирических материалов. Для исследования учебной деятельности использовался метод контент-анализа. Затем вместе с другим участником — кандидатом наук, преподавателем TEFL — исследователь обсудил результаты и пришел к выводу, что данные анализировались последовательно. Как показали итоги исследования, в учебниках не используется широкий спектр стратегий предварительных вопросов. Например, задаются предварительные вопросы для общего понимания, но не для подтверждения ожиданий, извлечения конкретной информации, а также не для получения навыков детального или критического чтения. Помимо этого, не учитывается стадия знакомства с неизвестной лексикой из текста и предварительное обучение метакогнитивным задачам чтения. Исходя из полученных результатов, исследователь считает, что в учебниках английского языка как иностранного для средней школы следует уделять должное внимание различным стратегиям обучения предварительному чтению, необходимым для того, чтобы помочь учащимся развить навыки понимания прочитанного.

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