BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH – NHẬT Sinh viên : TRẦN QUANG TUỆ Giảng viên hướng dẫn: TH.S NGUYỄN VIỆT ANH HẢI PHÒNG 07– 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- HOW CAN EXTENSIVE READING BE APPLIED TO BETTER 2ND YEAR ENGLISH MAJORS’ READING SKILLS AT HAIPHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH – NHẬT Sinh viên : TRẦN QUANG TUỆ Giảng viên hướng dẫn: TH.S NGUYỄN VIỆT ANH HẢI PHÒNG 07 – 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Trần Quang Tuệ Mã SV: 1312101007 Lớp : NA1901N Ngành : Ngôn ngữ Anh – Nhật Tên đề tài: How can extensive reading be applied to better 2nd year english majors’ reading skills at haiphong management and technology university NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp …………………………………………………………………………………. Các tài liệu, số liệu cần thiết …………………………………………………………………………………. Địa điểm thực tập tốt nghiệp ………………………………………………………………………………….
CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Học hàm, học vị : Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: Đề tài tốt nghiệp được giao ngày 30 tháng 03 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Hải Phòng, ngày 01 tháng 07 năm 2020 TRƯỞNG KHOA CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên:. Họ và tên sinh viên:. Nội dung hướng dẫn:. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp.
Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:. Họ và tên sinh viên:.
Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện. Những mặt còn hạn chế. Ý kiến của giảng viênchấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm.
QC20-B19 Giảng viênchấm phản biện (Ký và ghi rõ họ tên) CONTENTS KHÓA LUẬN TỐT NGHIỆP. 1 Giảng viên hướng dẫn:. 1 Giảng viên hướng dẫn:. Aims of the study.
Methods of the study. Scopes of the study. Design of the study. 6 CHAPTER 2: THEORETICAL BACKGROUND.
Self-selected reading. The reality of learning and teaching English for the English major sophomores at Haiphong management and technology university. The teaching staffs. Suggestions for teachers.
Suggestion for students. Limitations of the study. Suggestions for further study. 41 APPENDIX SURVEY QUESTIONAIRE.
43 2 ACKNOWLEDGEMENT In the process of doing the graduation paper, I have received a lot of help, assistance, guidance, encouragement and idea contribution from my teachers, family and friends. My great gratitude goes to my supervisor Viet Anh (M.A) for his enthusiastic guidance, helpful ideas and corrections during the process of completing this graduation paper. Secondly, I would like to express my sincere thanks to Ms. Tran Thi Ngoc Lien (MA), the Dean of foreign language department and all the teachers at Haiphong management and technology university for the precious lessons in my study process that helped me a lot during graduation time.
It would be a mistake if I didn’t mention the second-year English majors Haiphong management and technology university who took part in my survey questionnaire enthusiastically. Last but not least, I would like to give my heartfelt thanks to my family and friends who always encourage and inspirit me to complete this graduation paper. Rationale Reading, along with listening, falls into the category of receptive skills, which are used to absorb and retain knowledge. Reading teaches you how English sentences are constructed.
It provides you grammar, vocabulary, and nuances. It also helps improve writing. You learn to read as a beginner, then read to learn when you get more advanced. It is an indispensable skill in the process of learning English.
As the importance of reading skills has long been realized by the teaching staff of Haiphong Management and Technology University, a lot of support has been given to English majors at the university to provide them a comfortable learning environment. There are English reading materials aplenty to be found at both physical and digital libraries of the university; reading lessons are also paid extra attention to ensure students absorb from the reading materials as much knowledge as possible. While being a great help to students, reading lessons at school, also known as intensive reading, are often perceived as dry and difficult. Constant focus on intensive reading materials such as news articles, reports, contracts, etc.
will gradually exhaust students’ consistency and interest in reading, thus their distraction, or, furthermore, a halt to their reading activities. Applying extensive reading, whose main purpose is to help build reading enthusiasm and habit, alongside with intensive reading will complement its effectiveness and diminish its downsides, as well as enhancing students reading fluency and speed through a lot of reading. However, applying an outdated type of entertainment like reading in this day and age will take a lot of effort on both students and teachers For all the above reasons, I conduct a study on “how to apply extensive reading to better 2nd year English majors reading skills at Haiphong management 4 and technology University” with an expectation to help Management and Technology University students, especially second-year English majors improve their reading skills. Aims of the study The study aims to provide second-year English majors with an overview of reading in general and extensive reading in particular and give them suggestions so that they can improve their English with extensive reading.
Methods of the study The study aims to provide second-year English majors with an overview of reading in general and extensive reading in particular and give them suggestions so that they can improve their English with extensive reading. Survey questionnaire is used as the main instrument in quest of finding out the attitude of students towards reading with the cooperation of 21 2nd year English majors at Haiphong management and technology university. Statistics based on the questionnaire will then be shown on charts and be analyzed to provide an overview of the topic. A few oral questions will also be given to them to have a deeper inspection of the topic.
conclusions will then be made based on the data collected and analyzed. Research questions The afore-mentioned aims will be reached by utilizing these following questions: What are the thoughts of 2nd year English majors at Haiphong management and technology university about reading? How can extensive reading be applied to better reading skills of 2nd year English majors at Haiphong management and technology university? 5 1. Scopes of the study The subjects of this study limited to second–year students majoring in English program at Haiphong Management and Technology University. 21 students will be involved in this survey.
The instrument for the survey is a self-administered questionnaire. The participants are asked to answer the questionnaire by themselves. The questionnaire consists of both closed-ended and opened-ended questions. Design of the study This study includes 4 chapters as follow: Chapter 1: introduction: includes the rationale for the study, the aims of the study, and the scope of the study.
The design of the study will also be presented in this chapter. Chapter 2: theoretical background: includes definitions of reading and its importance, as well as definitions of intensive and extensive reading, and its benefits. Chapter 3: methodology: includes the reality of learning and teaching English for 2nd-year English majors at Haiphong management and technology university, as well as the questionnaire, research methods, and data analysis. Chapter 4: suggestions: includes suggestions on how can extensive reading be applied to better 2nd year English majors’ reading skills at Haiphong management and technology university.
Chapter 5: conclusions: includes the summary, the limitations, and suggestions for further study. 6 CHAPTER 2: THEORETICAL BACKGROUND 2. Reading These definitions below will be the summaries of how reading works, what it entails, and what readers will attain from it. Wikipedia defines reading as the complex cognitive process of decoding symbols to derive meaning, a form of language processing, a means for language acquisition, and sharing information and ideas.
Like all language, reading is a complex interaction between text and reader, shaped by prior knowledge, experiences, attitude, and the language community, which is culturally and socially situated. Success in the process of reading is measured as reading comprehension. David Nunan, a renowned linguist, also defines reading as “a fluent process of readers combining information from a text and their own background knowledge to build meaning and the goal of reading is comprehension”. As indicated in both of the definitions above, the key to successful reading is comprehension.
It is “the ability to process text, understand its meaning, and to integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing the meaning of the words, ability to understand the meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage and determine its tone, to understand situational mood (agents, objects, temporal, and spatial reference points, casual and intentional inflections, etc.) conveyed for assertions, questioning, commanding, refraining, etc. and finally ability to determine writer’s purpose, intent and point 7 of view, and draw inferences about the writer (discourse-semantics).” (Wikipedia) These definitions should also be taken into account: “What do we read? The message is not something given in advance--or given at all-- but something created by interaction between writers and readers as participants in a particular communicative situation” (Roy Harris, 2000) “Reading is asking questions of printed text. And reading with comprehension becomes a matter of getting your questions answered” (Frank Smith, 1997) “the abstraction of meaning from a visual configuration, and was shown to involve desirably not a painstaking grapheme- by- grapheme decoding but the postulation of alternatives of meaning which one reduced by the parsimonious interaction of the component process with the visual configuration” (Elias and Ingram, 1977:55) “Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs.
“A psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time.