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Abstract


STUDENT LESSONS LEARNING EXPERIENCE

The goal of the “Kazakh language” course in higher education is to teach students to improve their ability to speak and express their opinion in Kazakh language, improve their thinking and listening skills. In carrying out these processes, the language learner improves his knowledge with the help of different forms of interaction. “Reading” plays one of the most important roles in the learning process of a foreign language. It is always aimed at perceiving a ready-made speech message (rather than creating it), receiving information. Considering that reading activity is the main direction in improving student's language proficiency, it is clear that the studying process of grammatical structures and lexical features have a significant impact on the use of language in real-life practice. It is known that the basis of reading is text, and textuality is realized in three stages. The purpose of the first part of the text is to perform lexical tasks. These tasks can be divided into two types: discussion of the text and vocabulary of the text. When performing these tasks, the student can enter and anticipate the content of the text.While working with the text, the type of work with information is analyzed. Text is taught to find and understand the key, additional information. The goal here is to work with the content of the text, that is, the use of language units that occur when reading the text in different versions. During the post-text period, the content of the text raises tasks related to the creativity of the student, such as feedback, support and contradictions. The article presents three types of theoretical tasks that are used in reading our experience and are analyzed by examples.



Keywords
Student Lessons, Learning Experience



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