VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES --- --- BÙI THỊ VÂN ANH TEACHER’S ATTITUDES TOWARDS AND PRACTICE IN COGNITIVE READING STRATEGIES INSTRUCTION (Nhận thức và thực tiễn của giáo viên về chiến lược dạy đọc hiểu theo nhận thức) M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2012 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS Pages Declaration i Acknowledgements ii Abstract iii Table of contents iv List of Tables, Figures vii List of Abbreviations viii PART I: INTRODUCTION 1. Aims and Objectives of the study 2 3. Method of the Study 3 5.
Scope of the study 4 6. Significance of the Study 4 7. Organization of the thesis 4 PART II: DEVELOPMENT CHAPTER ONE : LITERATURE REVIEW 1. Reading and reading models 5 1.
Definition of reading strategy 7 1. Reading strategies and reading comprehension 8 1. Cognitive strategies and metacognitive strategies 8 1. Teacher‟s beliefs and classroom practice 12 1.
Reading strategy instruction 13 1. Review of related studies on teacher‟s reading strategy instruction 14 1. Summary 16 CHAPTER TWO: THE STUDY 2. Context of the study 17 2.
Data collection instruments 18 iv TIEU LUAN MOI download : skknchat@gmail. Data collection procedure 21 2. Data analysis procedure 22 2. Summary 23 CHAPTER THREE: FINDINGS AND DISCUSSION 3.
Teachers‟ beliefs about cognitive reading strategies 24 3. Correspondence between teachers' beliefs and their self-reported 28 instructional practices 3. Cognitive reading strategies teachers actually instruct at 31 classrooms 3. Factors affecting teacher‟s instructional practice of cognitive 35 reading strategies 3.
Summary 38 PART III: CONCLUSION 1. Summary of the main findings 39 2. Limitations of the study 44 4. Suggestions for further study 44 REFERENCES 46 APPENDICES Appendix A: Questionnaire on Reading Strategies I Appendix B: Observation Checklist IV Appendix C: Semi-structured Interview Questions V Appendix D: Paired Sample Correlations VI Appendix E: Suggested Activities for Some Strategies VII v TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES AND FIGURES Pages Figure 3.1 Teachers‟ familiarity with the concept of reading 24 strategies Figure 3.2 Teachers‟ reasons for teaching reading strategies at class 25 Table 3.1 Teachers‟ beliefs about the importance of instructing pre- 26 reading strategies in reading comprehension Table 3.2 Teachers‟ beliefs about the importance of instructing 27 while-reading strategies in reading comprehension Table 3.3 Teachers‟ beliefs about the importance of instructing 28 post-reading strategies in reading comprehension Table 3.4 Teachers‟ beliefs and self-reported practices on reading 29 strategies Table 3.5 Most-instructed strategies in comparison with rank of 30 importance Table 3.6 Teachers‟ actual instruction of reading strategies 32 Table 3.7 Correlation between age and instruction of reading 35 strategies Table 3.8 Correlation between qualification and instruction of 36 reading strategies Table 3.9 Correlation between years of experience and instruction 36 of reading strategies vi TIEU LUAN MOI download : skknchat@gmail.instruction LIST OF ABBREVIATIONS LVT Luong Van Tuy EFL English as a Foreign Language ESL English as a Second Language L1 First Language L2 Second Language MOET Ministry of Education and Training M Means N Number of Cases or Subjects of the study p Probability of chance (indicator of significance) SD Standard Deviation SPSS Statistic Package for Social Science vii TIEU LUAN MOI download : skknchat@gmail.instruction PART I: INTRODUCTION 1.
Rationale Reading is considered one of the most important skills which language learners should acquire, particularly as it helps to build vocabulary and leads to lifelong learning and improvement in second language skills (Bernhardt, 1991 as cited in Zhang & Guo, 2005, p. In Vietnam, students have historically studied English as a foreign language mainly through reading in classroom settings. In most cases, their teachers are also users of English as an additional language, with all sharing Vietnamese as their mother tongue. In the review of the current situation and issues of teaching English in Vietnam, Hoang (2010) stated that until recently, English textbooks in Vietnam were mainly grammar-based, taking the view that grammar could be taught systematically as a set of rules to be mastered and transferred by the learner into proficient language use (p.
In other words, the grammar-translation method used to be widely accepted in which teachers tended to focus on teaching language points such as grammar and vocabulary. However, in 2007, the Vietnamese government introduced into high schools a new standard curriculum which has required teachers to develop the students‟ ability to use language appropriately by integrating language teaching with non-linguistic teaching. Examples of non-linguistic teaching consist of affective teaching, strategy teaching and inter-cultural awareness. Approaches within the classroom began to shift from the predominately grammar- translation method to more communicative approaches which encourage students‟ interaction.
The innovative change in language approaches inclusively affects the teaching and learning of reading comprehension. In reading lessons, rather than traditionally focus on the decoding of words and sentences, teachers are strongly recommended to foster both students‟ interpretive and productive skills, as well as to provide them with instruction on reading strategies. It is proved by over 500 studies in the last 1 TIEU LUAN MOI download : skknchat@gmail.instruction twenty five years that reading strategy instruction greatly improves students‟ reading comprehension (Wellingham, 2007, p. In a lesson of reading strategy instruction, teachers guide the use of reading strategies, showing students how to utilize them in order to cope with texts in an unfamiliar language (Eskey, 1988).
Helping students develop good reading strategies in particular and language learning strategies in general is considered to be the appreciated characteristics of a good language teacher (Lessard, 1997, p. Research in second language reading instruction in the last decades of the 1990‟s tended to focus on general explanations and descriptions of reading strategies employed by competent and incompetent readers. Less attention was given to the actual implementation of reading strategies instruction from a teaching perspective as well as teachers‟ beliefs of the importance of these strategies (Hua & Kim, 2008). Furthermore, Borg (2003, 2006) explores that significant contributions to understanding the relationship between teachers‟ beliefs and their classroom practices of reading instruction have been primarily made in first language education contexts whereas there has been a little amount of research in the area of second and foreign language (cited in Kuzborska, 2011, p.
Chou (2008) also contends this gap results into an unclear picture of teachers‟ beliefs construct in teaching reading in EFL contexts (p. Therefore, undeniably, it is essential to conduct more research on exploring teachers‟ beliefs and their actual instructional practices regarding reading strategies. With the aim to contribute some “meaningful pieces” to the unclear picture, this survey research was carried out on the topic given, namely teacher‟s attitudes towards and practices in cognitive reading strategies instruction. Aims and Objectives of the study The main aim of this study was to explore teacher‟s attitudes towards and practices in instructing cognitive reading strategies for mainstream students at Luong Van Tuy Gifted High School.
2 TIEU LUAN MOI download : skknchat@gmail.instruction To be more specific, the primary objectives of the study were set as follows: To find out beliefs teachers hold about cognitive reading strategies To investigate to what extent teachers‟ beliefs correspond to their self- reported instructional practices To examine which cognitive reading strategies teachers actually instruct at classrooms To reveal factors affecting the teachers‟ instruction of cognitive reading strategies 3. Research questions Based on the theoretical framework proposed, the researcher put forward the following research questions: 1. What beliefs do teachers hold about cognitive reading strategies? 2. To what extent do teachers' beliefs correspond to their self-reported instructional practices? 3.
Which cognitive reading strategies do teachers actually instruct at classrooms? 4. What factors affect teachers‟ instructional practice of cognitive reading strategies? 4. Method of the study Because the purpose of the study was to reveal teachers‟ beliefs and the correspondence with their classroom practice, the survey research was adopted in the study with data collection instruments of questionnaires, observations, and interviews. All ten English teachers of the targeted school were asked to express their opinions on the importance and practice of teaching cognitive reading strategies through questionnaires.
Later, in order to obtain direct information on actual teaching practices, each teacher was observed in three 45-minute lessons followed by semi-structured interviews. 3 TIEU LUAN MOI download : skknchat@gmail. Scope of the study The study was conducted to explore teacher‟s attitudes towards and practices in instructing cognitive reading strategies for mainstream students at a high school named Luong Van Tuy Gifted High School in Ninh Binh Province. Therefore, no intention was made to generalize the findings.
Significance of the study The study is strongly hoped to provide teachers in the targeted school with useful insights into the situation of teaching cognitive reading strategies based on which some implications are made for more efficient reading comprehension lessons. Although no generalization is intended, the findings of the study could inform other teachers of the effectiveness of reading strategies instruction on students‟ reading comprehension. Organization of the thesis The thesis is organized in three parts. Part I is The Introduction which presents the rationale for the research topic, its aims, scope, significance, as well as research methods.
Part II is The Development which consists of three chapters. Chapter one provides a theoretical framework for the study, including definitions and types of reading, issues in teaching reading skills and reading strategies, teachers‟ beliefs and their classroom practices. Chapter 2 reports the methodology used in the research including research questions, participants, instruments and the procedures for data collection and analysis. Chapter 3 presents detailed discussion of the data given by questionnaires, classroom observations and interviews.
Part III is The Conclusion which discusses the major findings and limitations of the research, draws pedagogical implications and provides some suggestions for further study. 4 TIEU LUAN MOI download : skknchat@gmail.instruction PART II: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1. Reading and reading models Reading as a research area is an extremely large and complex field about which much has been written. Substantial efforts to define and explain the process of reading have brought about various models and views of reading.
Through a very comprehensive review of many reading models, Barnett (1988) categorizes reading models into three basic types, namely “top-down”, “bottom-up”, and “interactive” models. Bottom-up model The bottom-up model suggests that the meaning of the text is contained only in the text itself. The reader merely receives information from the printed text, building up meaning by decoding the symbols (letters), words, phrases and sentences serially. In this model, reading was viewed as the process of meaning interpretation in which the language is translated from one form of symbolic representation to another.
Therefore, the goals of the bottom-up model are automatic word recognition and rapid reading rate. The term of „text-based‟ is frequently used for this type of model. The introduction of bottom-up model has provided justifications for the reading processes of poor or beginning readers who depend substantially on lower-level processing (Hassan, 1999). However, the notable limitation of the model is the inflexibility of the representation which, on the whole, is serial and linear.
As a result, the reader‟s creativity and ability to move from lower level processing to higher level processing and vice versa are not depicted (Rayner and Pollastek, 1989, p. 5 TIEU LUAN MOI download : skknchat@gmail.instruction Top-down model The top-down model is influenced by schema theory, which emphasizes the importance of the reader‟s background knowledge in the reading process. According to this theory, in order to comprehend a text, readers make use of both the text and their background knowledge. In “top-down” processing, the reader begins with higher-order concepts (i.
general knowledge of the world or a specific situation) and full texts (i. paragraphs and sentences), then works down to the actual features of the texts (e. letters, words, phrases, and grammatical structures). As to top-down teaching model, the learner‟s prior knowledge is activated; therefore, it enhances learner‟s language learning, and makes possible reading comprehension.