A SYSTEM OF EXERCISES FOR TEACHING READING TO FOREIGN STUDENTS

Abstract

The article examines the system of exercises used in teaching reading to foreign students learning Ukrainian as a foreign language within the communicative-activity approach. This approach emphasizes the development of different types of speech activity and focuses on learners’ real communicative needs. Reading is considered not only a receptive skill but also a key component of communicative competence, contributing to the acquisition of vocabulary, grammar, and cultural knowledge.

The paper analyzes the concept of a “system of exercises” in linguodidactics and identifies its main characteristics: integrity, consistency, communicative orientation, and gradual progression of difficulty. An exercise is defined as a specially organized learning activity aimed at developing language skills through repeated performance. The effectiveness of teaching reading depends on a well-structured system of exercises that ensures a transition from decoding graphic symbols to text comprehension and interpretation.

Four stages of reading skill formation are distinguished: the preparatory stage, the stage of developing reading technique, the stage of semantic comprehension, and the stage of text interpretation. Each stage includes a set of exercises aimed at developing specific subskills.

At the preparatory stage, students learn the Ukrainian alphabet, phonetics, and basic vocabulary. The second stage focuses on developing reading technique, including fluency, accuracy, and reading speed. The third stage develops comprehension skills such as identifying key information, establishing logical connections, and understanding meaning from context. The final stage involves interpretation, including summarizing, discussing, and expressing personal opinions.

The study confirms that effective reading instruction requires a coherent and systematic set of exercises integrated with other types of speech activity. The proposed model ensures the gradual development of reading skills and can be adapted to different proficiency levels.

Further research should focus on differentiated exercise systems (A1–C1) and the integration of digital technologies into reading instruction.