Multidisciplinary Journal of Science and Technology

MICHAEL WEST'S METHODICAL SYSTEM OF TEACHING READING

Ibragimov Rashit Nikolaevich

Senior Lecturer Department of "English Language Practice" National Pedagogical University named after Nizami

Keywords: Michael West, extensive reading, graded readers, language pedagogy, vocabulary control, English as a foreign language, reading comprehension, second language acquisition.

Abstract

Michael West, a pioneering linguist and educationist of the early 20th century, made a significant impact on second-language reading instruction, especially in colonial and post-colonial education systems. His methodical approach emphasized graded reading materials, controlled vocabulary, and extensive reading as the foundation for language acquisition. This article explores the theoretical underpinnings, pedagogical principles, and practical applications of West’s system. It also analyzes its historical relevance, methodological rigor, and enduring influence on contemporary approaches to English as a Foreign Language (EFL) instruction. By critically evaluating West's contributions, the article sheds light on how foundational ideas in reading pedagogy continue to shape modern educational practice.

References

1. West, M. (1953). A General Service List of English Words. Longman.

2. West, M. (1926). Learning to Read a Foreign Language. Longmans, Green & Co.

3. Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.

4. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

5. Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.