ОҢТҮСТІК ҚАЗАҚСТАН МЕМЛЕКЕТТІК ПЕДАГОГИКАЛЫҚ ИНСТИТУТЫ

Филология ғылыми мектебі

Ағылшын филологиясы кафедрасы

КУРСТЫҚ ЖҰМЫС

Тақырыбы ___________________________________________________

Пәні ________________________________________________________

Мамандығы __________________________________________________

Орындаған ___________________________________________________

Қабылдаған __________________________________________________

Комиссия мүшелері ___________________________________________

Шымкент – 2015

Оңтүстік Қазақстан мемлекеттік педагогикалық институты

___________________________жоғары мектебі

_______________________кафедрасы

БЕКІТЕМІН

ОҚМПИ___________

кафедра меңгерушісі

_________(аты-жөні)

«___»________20__ж.

Студенттің курстық жұмысына берілетін

ТАПСЫРМА

________________________________________________________________

(студенттің аты-жөні)

1. Жұмыстың тақырыбы________________________________________________________________________________________________________________________________

2. Жұмыстың аяқталу уақыты___________________________________________

3. Жұмысқа керекті материалдар________________________________________

4. Жұмыстың мазмұны (әдебиеттік және патенттік ізденісі, экспериментальдық бөлім, заттың шығу сипаттамасы, эксперименттің әдістемесі, экспериментальдыұ материалдарға талдау, қорытынды)__________________________________________________________________________________________________________________________________________________________________________________________________

5. Кестелік және графикалық материалдардың тізімі_______________________ ________________________________________________________________________________________________________________________________________

6. Әдебиеттер тізімі___________________________________________________

________________________________________________________________________________________________________________________________________

7. Тапсырманың берілген уақыты________________________________________

8. Курстық жұмыстың жетекшісі

____________________________________________________________________

(оқытушының аты-жөні, қолы)

9. Тапсырманы алған студент

____________________________________________________________________

(студенттің аты-жөні, тобы, қолы)

Contents

INTRODUCTION…………………………………………………………3

1. THE RELATIONSHIP BETWEEN READING AND WRITING

1.2 Developing reading and writing

1.2.1 Background of reading and writing

1.2.2 Research on reading and writing

2. WRITING AND READING SKILLS

2.1 Writing activities

2.2 Reading skills

2.3 Use of reading and writing strategies in summarization

3. READING TO DEVELOP SPECIFIC WRITING SKILLS

3.1 Genre Study

3.1.1 Integrating “Sound” Instruction in Reading and Writing

3.1.2 Choice in Reading and Writing

4. MEASUREMENT

4.1 Tests and assessments

4.2 Future research needs

CONCLUSION………………………………………………………………….

BIBLIOGRAPHY………………………………………………………………..

Introdution

In my work considered the interplay between reading and writing.

For many years reading and writing were (and sometimes still are) taught separately. Though the two have almost always been taught by the same person during the Language Arts period or block, educators rarely made explicit connections between the two for their students. Over the last ten years research has shown that reading and writing are more interdependent than we thought. The relationship between reading and writing is a bit like that of the chicken and egg. Which came first is not as important as the fact that without one the other cannot exist. A child’s literacy development is dependent on this interconnection between reading and writing.

Basically put: reading affects writing and writing affects reading. According to recommendations from the major English/Language Arts professional organizations, reading instruction is most effective when intertwined with writing instruction and vice verse. Research has found that when children read extensively they become better writers. Reading a variety of genres helps children learn text structures and language that they can then transfer to their own writing.

In addition, reading provides young people with prior knowledge that they can use in their stories. One of the primary reasons that we read is to learn. Especially while we are still in school, a major portion of what we know comes from the texts we read. Since writing is the act of transmitting knowledge in print, we must have information to share before we can write it. Therefore reading plays a major role in writing.

By reciprocity I mean that as skills in some aspect of oral language increase, they help development in reading, and as a person improves his reading skills, that improvement seems to enhance further improvement in the spoken language. This seems to be a continuing spiral.

I became interested in this because some adult ESOL teachers don't seem to think that it is true. They seem to think there's somewhat of a one-way influence: that development in spoken language influences development of reading. That's true, but it's also true that as people develop stronger reading skills, they further enable their development of more sophisticated speaking skills.

At the same time, research has shown that we don't speak the way we thought we did. Our model of speech mimicked our model of reading: that we spoke by producing sequences of phonemes. But now we know that it doesn't work like that. That's one of the reasons it's difficult to learn to read. The research suggests that in the early stages of beginning reading in a second language accurate and fast word recognition is a good predictor of reading comprehension. You might say that instead of being dependent on speech, both speech and reading are dependent on the same group of abilities needed to process phonologically difficult materials. Evidence for this is that most reading difficulties reside in phonological language difficulties. Poor readers tend also to have poor speech perception, and phonological deficits in both spoken and written language.