VIET NAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES wa Be # PHUNG TH] THANH TU ENGLISH READING STRATEGIES BY STUDENTS FROM NORTHERN MOUTAINOUS PROVINES AT TIIE FACULTY OF INFORMATION TECIINOLOGY, TITAI NGUYEN UNIVERSITY CHIẾN LƯỢC ĐỌC TIỂU TIẾNG ANII CỦA SENH VIÊN _ CÁC TỈNHMIÊNNỦIPHÍABẢAC - TẠI KHOA CÔNG NGHỆ THÔNG TIN - ĐẠI HỌC THÁI NGUYÊN M. MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Ha Noi - 2010 VIET NAM NATIONAL. UNIVERSITY, HANOT COLLEGE OF FOREIGN LANGUAGES AND IN’ \ATIONAL STUDLES FACULTY OF POST - GRADUATE STUDTES ekg edo #EẢoE ok TPHÙNG TH THANH TÚ ENGLISH READING STRATEGIES BY STUDENTS FROM NORTHERN MOUTAINOLS PROVINKS AT THK FACULTY OF INFORMATION TECHNOLOGY, THAI NGUYEN UNIVERSITY CHIẾN LƯỢC ĐỌC HIỂU TIENG ANH CUA SINH VIEN CAC TỈNH MIỄN NÚI PHÍA BẮC TẠI KIIOA CÔNG NGIIE THONG TIN - ĐẠI HỌC TIÁI NGUYÊN M. MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor IIOANG THT XUAN HOA, PhD HaNoi - 2010 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS 1 ABSTRACT Pl LIST OF TABLES TH TABLE OF CONTENTS: iv PART ONE: INTRODUCTION Error! Bookmark not defined.
Rationale Error! Bookmark not detined. Aims of the sturdy Error! Bookmark not defined. Methods of the study Error! Bookmark not defined. Scope of the study: Error! Bookmark not defined.
PART TWO: DEVELOPMENT 4 CHAPTER I: LITERATURE REVIEW 4 LL. Reading Error! Bookmark not detined. What is reading? Error! Bookarirk nut defined. Models of reading Error! Bookmark not defined.
Classroom approaches to reading Error! Bookmark not detined. Reading strategies Error! Bookmark not defined.1 What are reading strategies? Error! Bookmark not defined.2 Reading strategies Error! Bookmark not detined. Toaching reading stratogios Error! Booknerk not defined. Teaching reading strategies Error! Bookmark not defined.
Teaching reading activities Error! Bookmark not detined. 14, Research on teaching and learning reading strategies in second language learning Error! Bookmark not defined.1, Research on teaching reading strategies in second language learning Error! Bookmark not defined.2, Rescarch on learning reading strategies in sccond language leaming Error! Bookmark not defined. CHAPTER I: METHODOLOGY Error! Bookmark not defined.1 The context of the study Error! Bookmark not defined. PART TWO: DEVELOPMENT CHAPTERL LITERATURE REVIEW ‘This chapter reviews theories related to reading and reading activities in general and roatling stratogies in parlicntar.
TL also reviews current restarch on icaching and loaning reading ‘acs s that, have been conducted so far. All of thes serve as a basis for an investigation imto reading strategies in English employed by students fom northern mountainous provinces at Faculty of Information Technology, Thai Ngnyen University which is caricd out and presented in the next chapter. What is reading? ‘The definition of reading has changed substantially during the pasl few decades, from a focus on reading as decoding or as set of decontextualized. or context fiee skills, to a view of reading as information processing (Goodman, 1967, Pang S., 2003) or as an interactive process in which reader is actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003) Richards and Schmidt (2002) define reading in Pang $.(2003) perceiving a written text in order to understand its contents.
‘his can be done silently called silont reading. Ths understanding that results is culled reading comprehension. Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading Pang S.(2003:6) also consider “reading is about understanding wrillen texls. Reading is a complex activity that consists of lwo related processes: word recognition and.
Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken. language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text" PART TWO: DEVELOPMENT CHAPTERL LITERATURE REVIEW ‘This chapter reviews theories related to reading and reading activities in general and roatling stratogies in parlicntar. TL also reviews current restarch on icaching and loaning reading ‘acs s that, have been conducted so far. All of thes serve as a basis for an investigation imto reading strategies in English employed by students fom northern mountainous provinces at Faculty of Information Technology, Thai Ngnyen University which is caricd out and presented in the next chapter.
What is reading? ‘The definition of reading has changed substantially during the pasl few decades, from a focus on reading as decoding or as set of decontextualized. or context fiee skills, to a view of reading as information processing (Goodman, 1967, Pang S., 2003) or as an interactive process in which reader is actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003) Richards and Schmidt (2002) define reading in Pang $.(2003) perceiving a written text in order to understand its contents. ‘his can be done silently called silont reading. Ths understanding that results is culled reading comprehension.
Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading Pang S.(2003:6) also consider “reading is about understanding wrillen texls. Reading is a complex activity that consists of lwo related processes: word recognition and. Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken. language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text" rey written in Unglish.
Moreover, Vietnamese books about information ‘Technology are sometin out of datz and difficull to understand duc to bad translation, FIT students are taught reading skills fiom their first academic year. Through observing English reading classes, this author has realized that most students read the text and then translate it into Vietnamese. They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges in the classroom. A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007).
Researchers believed that tha: stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the become more successful at language learning. Besides developing reading proficiency for students, tcachers whe train students to use reading strategies can also help them become autonomous language learners. Consequently, teaching students learning strategies ts an important duly of the language teachers since learning strategies can help students monitor and take responsibility for their own learning. Helping students understand good language learning strategies and training them to develop and use them can be considered the desired characteristics of a good language teacher (Lessard C.3} Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies can be obtained via the tosulls of the re: ch tilled “English Reading stratogi s by Students from the Northern Mountainous Provinces at the Faculty of Information ‘Technology, Thai Nguyen University" 2, Aims of the study ‘This study aims to - Investigate what reading strategies FIT students employ when reading in English.
- Explore what reading strategies FIT English teachers teach. PART TWO: DEVELOPMENT CHAPTERL LITERATURE REVIEW ‘This chapter reviews theories related to reading and reading activities in general and roatling stratogies in parlicntar. TL also reviews current restarch on icaching and loaning reading ‘acs s that, have been conducted so far. All of thes serve as a basis for an investigation imto reading strategies in English employed by students fom northern mountainous provinces at Faculty of Information Technology, Thai Ngnyen University which is caricd out and presented in the next chapter.
What is reading? ‘The definition of reading has changed substantially during the pasl few decades, from a focus on reading as decoding or as set of decontextualized. or context fiee skills, to a view of reading as information processing (Goodman, 1967, Pang S., 2003) or as an interactive process in which reader is actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003) Richards and Schmidt (2002) define reading in Pang $.(2003) perceiving a written text in order to understand its contents. ‘his can be done silently called silont reading. Ths understanding that results is culled reading comprehension.
Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading Pang S.(2003:6) also consider “reading is about understanding wrillen texls. Reading is a complex activity that consists of lwo related processes: word recognition and. Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken. language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text" rey written in Unglish.
Moreover, Vietnamese books about information ‘Technology are sometin out of datz and difficull to understand duc to bad translation, FIT students are taught reading skills fiom their first academic year. Through observing English reading classes, this author has realized that most students read the text and then translate it into Vietnamese. They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges in the classroom. A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007).
Researchers believed that tha: stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the become more successful at language learning. Besides developing reading proficiency for students, tcachers whe train students to use reading strategies can also help them become autonomous language learners. Consequently, teaching students learning strategies ts an important duly of the language teachers since learning strategies can help students monitor and take responsibility for their own learning. Helping students understand good language learning strategies and training them to develop and use them can be considered the desired characteristics of a good language teacher (Lessard C.3} Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies can be obtained via the tosulls of the re: ch tilled “English Reading stratogi s by Students from the Northern Mountainous Provinces at the Faculty of Information ‘Technology, Thai Nguyen University" 2, Aims of the study ‘This study aims to - Investigate what reading strategies FIT students employ when reading in English.
- Explore what reading strategies FIT English teachers teach. PART ONE: INTRODUCTION 1. Rationale Reading is an csscntial way of obtaining information in contemporary socicty. Research discovered that readers spontaneously use reading strategies in the reading process (Pritchard, 1990).
literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990). Using reading strategies can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular school assignments and on language proficiency tests (Zhang, 1992). Reading is an activity wilh a purpose.
