VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: NGUYEN TOI DONG NIUNG TEACHERS AND STUDENTS’ PERCEPTIONS OF EFFECTIVE READING COMPREITENSION TASKS WITII REFERENCE TO) ‘TIENG ANH TEXTBOOK 12: ASURVEY STUDY AT DAILMO HIGH SCHOOL Khão sát quan điểm cữa giáo viên và học sinh về các nhiệm vụ đọc hiển hiệu quá trong sách giáo khoa Tiếng Anh I2 ở Trường THPT Đại Mã M. MLNOR THESIS FEELD: METHODOLOGY CODE: 601410 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAT. STUDIES: FACULTY OF POST-GRADUATE STUDIES, NGUYEN THI HONG NHUNG [TEACHERS AND STUDENTS’ PERCEPTIONS OF EFFECTIVE [READING COMPREHENSION TASKS WITH REFERENCE TO TIENG ANII TEXTBOOK 12: A SURVEY STUDY AT DAIMO HIGH SCHOOL Khao sit quan diem cũa giáo viên và học sinh về các nhiệm vụ dọc hiểu hiệu quả trong sách giáo khoa Tiếng Anh 12 ö Trường THPT Đại Mễ M. MINOR THESIS FIELD: MiTHODOLOGY CODE: ø01410 SUPERVISOR: NGUYEN BANG, M.
HANOI - 2010 LISTS OF TABLES Sturlenis’ perceptions of what Leachers should do to make the rs ding Tessons effective Table 2. Students’ perceptions of the roles of various stages of an effective reading comprehension lesson Table Sturlenis’ perceptions of effectiv: classroarn roading activities we Table 4, How teachers should cxploit the textbook cẾtctvcly Sturlenis’ perceptions of effective a nel of Reading Comprehnsion Table 6. Teachers’ perceptions of what teachers should do to make the reading lesson effective ‘Table ‘Yeachers’’ perceptions of the roles of various stages of an effective reading comprehension lesson ‘Table 8. ‘Teachers’ perceptions of effective classroom reading activities ‘Table 9, How teachers should exploit the textbook effectively Table 10.
‘Teachers’ perceptions of effective assessment of Reading Comprehension TABLE OF CONTENTS Declaration. Acknowledgements Absiael Lists of tables. Table of contents PART ONE: INTRODUCTION 1.The scope of the study re 3, Aims of the study, wo te A. Resgarch qua: ions.
3, Methods of the study. 6, Significance of the study. Design of the study. PART TWO CHAPTER tf : LITERATURE REVIEW 1.1 Definition of Reading 1.2 The role of reading in foreign language learning.3 Good Readers vs.4 Approaches to teach reading comprehension.5 Rifective reading comnprchension tasks 1.
Chapter 2: - 7he sưáy — provides information about the study. This inchides the iting of the study, the participants and the research instruments used for this study. Chapter 3: - Data analysis and findings— gives the discription of the students and teachers survey questionnaie, This chapter also gives the discussion of the results and suggestions for teachers and students at Dai Mo Lipper- sacondary school and provides some suggestions for further sludy. Part three: — Conclusion — gives a summary of the whole study, its implicaions for the improvement of the classroom practice, its limitstiơns and sugg: future research.
CHAPTER 2: THE STUDY 17 2.1, Setting and background. Data colleotion inszument. CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3. Data analysis of the students’ survey questionnaire.2, Data analysis of the teachers” survey questionnaire 24 3.
Discussion and findings 3I PART TITREE: CONCLUSION 35 1. Summary of the major findings 2. Rocorrmendations for Classroom Practice 3. Limitations and recommendations for further study.
REFERENCES APPENDICES CHAPTER 2: THE STUDY 17 2.1, Setting and background. Data colleotion inszument. CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3. Data analysis of the students’ survey questionnaire.2, Data analysis of the teachers” survey questionnaire 24 3.
Discussion and findings 3I PART TITREE: CONCLUSION 35 1. Summary of the major findings 2. Rocorrmendations for Classroom Practice 3. Limitations and recommendations for further study.
REFERENCES APPENDICES PART ONE: INTRODUCTION 2. Rationale Reading is an essential skill for English as a sccond or forcign language (ESL/RFL) For many, reading is the most important skill to master, With strengthened zeading skills, ESL! EPL readers will make greater progress and attain greater development in all academic arcas, In Victnam, English is taught and leaned in a nou —native environment so reading is not only an important means to gain knowledge but also a means by which further study takes place, According to Carrell (19841): - for many students, reading is by far the 1nost importance of the four macro skills, particularly in English as a second or a foreign language. Reading is one of the mosl important language skills in academic sollings. TL is also one of the most complex skills to develop strong second langage (L2) fluency.
Unlike speaking and writing, the reader is not able to control the message or the language used. It is afso a skill thal, like listening, must be carried out under the real time pressure if it is donc flucntly, However, unlike listening, there arc no opportunities to ask for clarification of additional information. Moreover, the range of vocabulary encountered in reading is much greaier than is lypically used in speaking and lislening sellings (Stmovich, 2009, p. Given this starting point, it is faixty clear that the development of L2 reading, abilities represents a serious challenge for both the learners and the teachers Aware of the importance of teaching reading skill, all the teachers of Dai Mo upper-secondary school are trying their best to make the reading lessons effective.
‘The teachers themselves always try to find out the best approach to apply in teaching. Llowever, the quality of English learning and teaching still romains very low. Although a groal number of attempts have been made by the teaching staff in order to improve the situation such as applying various teaching approaches and techniques, adapting textbooks to make the lessons suitable for the students to Icam, their efforts sccm not effective at all. The students cannot improve their English competence.
For all of these reasons, it would be TABLE OF CONTENTS Declaration. Acknowledgements Absiael Lists of tables. Table of contents PART ONE: INTRODUCTION 1.The scope of the study re 3, Aims of the study, wo te A. Resgarch qua: ions.
3, Methods of the study. 6, Significance of the study. Design of the study. PART TWO CHAPTER tf : LITERATURE REVIEW 1.1 Definition of Reading 1.2 The role of reading in foreign language learning.3 Good Readers vs.4 Approaches to teach reading comprehension.5 Rifective reading comnprchension tasks 1.
PART TWO: DEVELOPMENT CHAPTER I; LITERATURE REVIEW This chapter provides an overview of the theoretical background of the research 1.1 Definition of Reading Reading is defined as being composed of four elements: the text. the reader, fuoncy and reading stralegics. Reading can be soon as an “interactive” process bebween a reader and a text, which leads to automaticity or (reading fluency). In this process, the reader interacts dynamically with the text as s/he tries to elicit the meaning and where various kinds of knowledge are baing used: linguistic or systemic knowledge (through ottom-up processing) as well as schematic knowledge (through top-down processing).
Since reading is a complex process, Grabe argues that “many researchers attempt to understand and explain the fuenl reading process by analyzing the pracess inlo a set of component skills” (Grabe: 1991, p. According to Anderson (1999: 1), “Reading is an active, finent process which involves the reader and the reading material in building meaning, Meaning does not reside on the printed page, nor is it, only in the head of the reader. A synergy 0 nurs in reading which combines the werds on the printed page with the reader's background knowledge and experiences.” I think this definition is comprehensive since it describes fully not only the nature of reading comprehension but also process of reading comprehension. Reading competenceis composed of the following components or sub skills (Grabe, 1991): 1, Automatic recognition skills 2.
Vocabulary and structural knowledgs 3. Formal discourse structure knowledge 4, Content/world background knowledge 5. Synthesis and ovatuation skitts/stratogios 6. Metacognitive knowledge and skills monitoring 3.
Are there any differences between teachers’ and students’ perceptions of effective reading tasks? 5. Methods of the study In order to find out the answers to the above research questions, a survey research was adopted for this study. Significance of the stuily Resulls of the study will help the toachers and students have a more comprohensiva ook at the present situation of teaching and leaming English reading comprehension tasks. ‘And then, teachers will have appropriate and interesting ways to make the reading lessons more effective 7.
Design of the study The study is organized around three parts. Part one: - Tntroduetion —yrovides rationale for the study, slales what the study is aimed al and whal spocific lasks it resolves, spocifics the sec 2 of the sludy, and sketches the general structure of the study, Part twa: - Development— consists of three elupters Chapter 1: - Literaure Review — mentions the theoretical background of ths topic with a definition of reading, an overview of the rolos of roading in foreign language leaming, good readers vs, bad readers, approaches to teaching reading comprehension, effective reading comprehension tasks and teaching procedures CHAPTER 2: THE STUDY 17 2.1, Setting and background. Data colleotion inszument. CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3.
Data analysis of the students’ survey questionnaire.2, Data analysis of the teachers” survey questionnaire 24 3. Discussion and findings 3I PART TITREE: CONCLUSION 35 1. Summary of the major findings 2. Rocorrmendations for Classroom Practice 3.
Limitations and recommendations for further study. REFERENCES APPENDICES CHAPTER 2: THE STUDY 17 2.1, Setting and background. Data colleotion inszument. CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3.
Data analysis of the students’ survey questionnaire.2, Data analysis of the teachers” survey questionnaire 24 3. Discussion and findings 3I PART TITREE: CONCLUSION 35 1. Summary of the major findings 2. Rocorrmendations for Classroom Practice 3.
Limitations and recommendations for further study. Are there any differences between teachers’ and students’ perceptions of effective reading tasks? 5. Methods of the study In order to find out the answers to the above research questions, a survey research was adopted for this study. Significance of the stuily Resulls of the study will help the toachers and students have a more comprohensiva ook at the present situation of teaching and leaming English reading comprehension tasks.
‘And then, teachers will have appropriate and interesting ways to make the reading lessons more effective 7. Design of the study The study is organized around three parts. Part one: - Tntroduetion —yrovides rationale for the study, slales what the study is aimed al and whal spocific lasks it resolves, spocifics the sec 2 of the sludy, and sketches the general structure of the study, Part twa: - Development— consists of three elupters Chapter 1: - Literaure Review — mentions the theoretical background of ths topic with a definition of reading, an overview of the rolos of roading in foreign language leaming, good readers vs, bad readers, approaches to teaching reading comprehension, effective reading comprehension tasks and teaching procedures 3. Are there any differences between teachers’ and students’ perceptions of effective reading tasks? 5.
Methods of the study In order to find out the answers to the above research questions, a survey research was adopted for this study. Significance of the stuily Resulls of the study will help the toachers and students have a more comprohensiva ook at the present situation of teaching and leaming English reading comprehension tasks. ‘And then, teachers will have appropriate and interesting ways to make the reading lessons more effective 7. Design of the study The study is organized around three parts.
Part one: - Tntroduetion —yrovides rationale for the study, slales what the study is aimed al and whal spocific lasks it resolves, spocifics the sec 2 of the sludy, and sketches the general structure of the study, Part twa: - Development— consists of three elupters Chapter 1: - Literaure Review — mentions the theoretical background of ths topic with a definition of reading, an overview of the rolos of roading in foreign language leaming, good readers vs, bad readers, approaches to teaching reading comprehension, effective reading comprehension tasks and teaching procedures 3. Are there any differences between teachers’ and students’ perceptions of effective reading tasks? 5.
