BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH, NHẬT Sinh viên : Vũ Thị Liên Giảng viên hướng dẫn: ThS. Phạm Thị Thúy HẢI PHÒNG - 2019 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- A STUDY ON SOME EDUCATIONAL GAMES TO MOTIVATE THE FIRST YEAR ENGLISH MAJOR STUDENTS TO IMPROVE THE READING SKILL AT HAI PHONG PRIVATE UNIVERSITY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH, NHẬT Sinh viên : Vũ Thị Liên Giảng viên hướng dẫn: THS. Phạm Thị Thúy HẢI PHÒNG - 2019 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Vũ Thị Liên Mã SV:1512751002 Lớp: NA1902N Ngành: Ngôn ngữ Anh , Nhật Tên đề tài: A study on some educational games to motivate the first year English major students to improve the reading skill at Hai Phong Private University. Luan van NHIỆM VỤ ĐỀ TÀI 1.
Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. Luan van CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Phạm Thị Thúy Học hàm, học vị: Thạc sĩ Cơ quan công tác: Đại học Dân lập Hải Phòng Nội dung hướng dẫn: A study on some educational games to motivate the first year English major students to improve the reading skill at Hai Phong Private University.
Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày … tháng ….
Yêu cầu phải hoàn thành xong trước ngày …. năm …… Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Vũ Thị Liên ThS. Phạm Thị Thúy Hải Phòng, ngày. Hiệu trưởng GS.NGƯT Trần Hữu Nghị Luan van 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 Luan van 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. Giảng viênchấm phản biện (Ký và ghi rõ họ tên) QC20-B19 Luan van ACKNOWLEDGEMENTS I am very grateful to Dr.
Tran Thi Ngoc Lien, the Dean of Foreign Languages Department and all of my beloved teachers whose helpful lectures on the field of valuable knowledge have enlightened the arguments in this study. I would like to express my deepest thanks to my supervisor, Pham Thi Thuy, MA for her valuable guidance and encouragement she gave me throughout my study. I used to have many dificultiies during my research but my supervisor always stood by me and supported me. I would like to express my sincere gratitude to Miss Nguyen Quynh Hoa, MA from Foreign Language Department for her help and encouragement during my completion of this study.
I would like to thank my friends at class NA1902N for their helps and giving me motivation to complete this graduation paper. I take this opportunity to express my indebtedness to my parents, my siblings who have constantly inspired and encouraged me to complete this research. Finally, I wish to thank my readers for their interest and comments on this study. Hai Phong, September, 2019.
Vu Thi Lien i Luan van TABLE OF CONTENTS ACKNOWLEDGEMENTS .1 PART II: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW. Definition of reading skills. The purpose of reading skill. Definition Of Educational Games.
Types of the educational games. Educational Games Significance. The pedagogical benefits of educational games :. Educational games in English language class.
The significance of using games in English language class. Advantages of using games in English language class. Language Games Selection Criteria. When to use language game.
How to use language games in English language class .The reality of learning and teaching :. English teaching and learning condition at Haiphong Private. The teaching material:. Data collection instrument.
The design of the survey questionnaires. The data analysis:. The result from the students’ English learning time:. The result from students’ attitude toward learning reading skill.
The result from students’ perceived importance of reading skill. The result from students’ perceived difficulty of reading skill. The result from students’ impression on the English reading lessons. The result from students’ opinions on the effectiveness of educational games on motivating students.
The result from teachers’ frequency of using English games in class .30 ii Luan van 2. The result from students’ frequency of learning English reading skill with games in class time. The result from students’ opinions on the efectiveness of interesting activities 32 2. The result from students’ opinions on the current teaching method .33 CHAPTER 3: SOME SUGGESTED EDUCATIONAL GAMES TO MOTIVATE THE FIRST YEAR ENGLISH MAJORS AT HPU TO LEARN ENGLISH READING SKILL.
Some interesting games to study English reading :. The game promotes vocabulary learning :. The word search game. “ Make a word ” games.
“Professor Garfield: Reading Ring”. Zigsaw reading game. Sentence Arranging game.Weed- Read game. The games to practice about skimming and scanning : .Read , Answer and Compete Game .44 PART III: CONCLUSION.
Limitations and recommendations for further studies .1: QUESTIONNAIRE FOR STUDENTS .2 : QUESTIONNAIRE FOR STUDENTS .51 iii Luan van PART I: INTRODUCTION 1. Rationale Nowadays , English is an international language , and most young people are learning this language with the hope of being able to communicate with people in the world. Learning a new language is always a challenge for anyone. English is considered as the second language that every young person in VietNam needs to learn, thus learning English becomes more and more necessary.
Learning English is not just limited in memorizing vocabulary and grammar, but it is also a process of training and improving listening, speaking, reading, and writing skill. There is no denying that reading is one of the important skills in English and gives a variety of benefits to us. Reading is the window of the world because of the fact that people can get more knowledge and information from books, magazines, newspapers, etc. It helps readers to discover new words and phrases that they come across in everyday conversations.
Many foreign language students often regard reading as one of the most important goals in learning process and social interaction because, first, reading is an indispensable communication tool in a civilized society. Second, the reading materials produced in any period of time in history is most influenced by social background. Third, the developments over the period of the recorded history of reading have led to two very different poles. In the process of teaching and learning English as a foreign language in Vietnam in general, and at Haiphong Private University (HPU) in particular, reading has always been paid a great deal of attention from both teachers and students.
Like many other universities in Vietnam, English at HPU is learnt and taught in a non-native environment, therefore, reading is not only considered as a means to gain knowledge but also a means by which further study takes place. For the first-year English major students although they have been learning English for at least several years, it is still often difficult for them to understand text or a passage in English, since they still lack of vocabulary, grammar, reading skills and poor background knowledge. Besides, the teachers sometimes have to face with difficulties in 1 Luan van dealing with the students’ learning demand and newly introduced sources of materials. In addition, teaching methods and teaching techniques in general, are still below the international standard of education.
Therefore, identifying the methods to motivate students to learn English reading skill is necessary. It is hoped that the study will make some contributions to improve learning English in general, and reading in particular among the 1st year English majors at HPU. The author also hopes that it will be possible to make useful suggestions for the teachers to improve the situation of teaching and learning English reading at HPU. Due to the above mentioned , I have studied some English games with the hope that they can help the first year English major students at Haiphong Private University study English reading skill better in the near future.
That is the reason why I decide to choose the research with the title: A study on some educational games to motivate the first year English major students to improve the reading skill at Hai Phong Private University. Aims of the study The aim of this study is finding out helpful games for teaching reading lessons which attract students’ attention to the lesson. The students will feel interested, enjoyable and funny when they take part in the reading lesson and it's helpful for students to improve their reading skill in which the study focuses on finding the reality of the first year English majors’ learning English reading and giving them the suggestions for better reading. The author wants to change the students’ attitude on reading English and let them find English reading more interesting.
The expectation is that the first year English majors at HPU can consider reading English as their favorite activity. Scope of the study The present study focuses on improving the first year English majors’ reading skill at HPU. In fact, there are lots of various techniques to study English reading. It requires much of time and effort.
However, due to the limitation of time, resources and knowledge of mine as well as some other 2 Luan van conditions, this study was carried out to find out the reality of teaching English reading for the first year English majors and offer some English games to help the English majors at HPU enhance their reading skill. Thus, the result of study is limited only to those students participating in this study and these findings may impact the generalization to the larger population of all students and they can also be the references for anyone who wants to practice English reading. Research questions In order to achieve the aforementioned aim, the researcher has set the following specific question: To what extend do the educational games motivate the first year English majors to improve reading skill? 5. Method of study To complete this study, a variety of methods have been employed: - Concemed materials including reference books on teaching methodology have been carefully studied and analyzed.