FORMATION OF ENGLISH LANGUAGE COMPETENCE OF READING ON THE UPPER DEGREE OF STUDY OF ENGLISH LANGUAGE IN SECONDARY EDUCATION INSTITUTIONS

Abstract

Abstract. This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language described, the specifics of competency education in English lessons are determined.
 The article proves that one of the types of communicative activities in foreign language classes is reading. There is considered the general characteristics of foreign language competence of reading, the purpose of its formation in pupils; is given description of exercises and tasks; is described the means of forming the competence of reading at the highest level and control the level of its formation.
 In this work it is shown on what depends the meaningful aspect of reading and which two basic levels of understanding of the text are present during the study; the necessary conditions for forming the competence of reading English at the highest level are the relevant principles of learning; the theoretical basis of the methodology of reading on lessons should have general educative laws and principles for the construction of any learning process. Also, in this article it is proved that the ability to read allows pupils, in their further work and training, to use literature in a foreign language to find information on the speciality, to satisfy their readership or creative interests, and to improve the skills of oral speech.
 For solving the problems were used general scientific methods of theoretical and empirical research which mutually complement each other and provided the possibility of comprehensive knowledge of the subject of research. Methods (analysis of psychological and pedagogical literature, comparison and generalization of facts) were used at the stage of theoretical research. Other methods were decisive in developing a set of exercises for teaching English language instruction for senior students.