VIETNAM NATIONAL UNIVERSITY, ITANOT COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT DUONG TIT LAN TIONG ASTUDY ON THE TECLINIQUES FOR IMPROVING READING SKILL FOR NON-MAJOR STUDENTS OF ENGLISH AT PRE-INTERMEDIATE LEVEL AT THE FOREIGN LANGUAGE CENTER AT THE MINNISTRY OF AGRICULTURE AND RURAL DEVELOPMENT NGIIÊN CUU CAC THU THUAT NANG CAO KỸ NANG DỌC CHO CÁC HỌC VIÊN KHÔNG CHUYEN TIENG ANH TRINH DO B TẠI TRUNG TÂM NGOẠI NGỮ BỘ NÔNG NGHIỆP VA PINT MINOR MA TIIESIS Field: English methodology Code: 601410 TIÀ NỘI-2013 VIETNAM NATIONAL UNIVERSITY , TTANOL COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT DUONG TIT LAN TICONG ASTUDY ON THE TECLINIQUES FOR IMPROVING READING SKILL FOR NON-MAJOR STUDENTS OF ENGLISH AT PRE-INTERMEDIATE LEVEL AT THE FOREIGN LANGUAGE CENTER AT THE MINNISTRY OF AGRICULTURE AND RURAL DEVELOPMENT NGIIÊÊN CUU CAC THU THUAT NANG CAO KỸ NANG DỌC CHO CÁC HỌC VIÊN KHÔNG CHUYEN TIENG ANH TRINH DO B TẠI TRUNG TÂM NGOẠI NGỮ BỘ NÔNG NGHIỆP VA PINT MINOR MA TIHESIS Field: English methodology Code: 601410 Supervisor: Nguyen Quynh Trang-PhD candidate HA NOT-2013 STATEMENT | certify that this thesis is the result of my own study and it hasn’t been submitted to any other insfilalions or umnversilies. Llano, September, 2013 Student Duong ‘Thi Lan Luong LIST OF TABLES FOR STUDENTS Table 1: Students’ aims of leaming English ‘Table 2. Students’ attitude to the reading texts in the book More Reading Power Table 3: Students’ attention to the language aspects taught at MARD Table 4 Students’ altitude to the importance of reading comprehension ‘Table 5: Students’ attitude to the benefit of reading Table 6: The frequency of using Pre-reading activities by the teachers responded by the students Table 7: Students’ cnjoyment of pre-reading activities ‘Table 8: Students’ activities to look for specific information Table 9. Students’ activities to Took for the main idea of the text.
‘Table 10: Students’ activities when meeting new words Table 11: Students’ post — reading activities Table 12: Difficulties sturlents face in reading ‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading Table 14: Students’ activilies to improve their reading comprehension FOR TEACHERS ‘Yable 1: ‘leachers’ aims of teaching linglish Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD Table 1: Teachers’attitude to the importance of reading comprehension Table 5: Teachers’ attitude to the benefit of reading Table 6. Difficultics teachers encounter when teaching reading ‘Table ‘Teachers’ activities to help students to overcome difficulties 10 ACKNOWLEDGEMENT 1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh Trang - PhD candidate, for her valuable guidance, encouragement and conslanl. to the fulfillment of my thesis. Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development.
and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch. Last but not least, T am indebled to my parents, whose conslant love and care greatly contributes to the completion of my study. ACKNOWLEDGEMENT 1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh Trang - PhD candidate, for her valuable guidance, encouragement and conslanl. to the fulfillment of my thesis.
Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development. and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch. Last but not least, T am indebled to my parents, whose conslant love and care greatly contributes to the completion of my study. ACKNOWLEDGEMENT 1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh Trang - PhD candidate, for her valuable guidance, encouragement and conslanl.
to the fulfillment of my thesis. Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development. and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch. Last but not least, T am indebled to my parents, whose conslant love and care greatly contributes to the completion of my study.Teachers’ attitude to the reading texts in the book More Reading Power 3.
Teachers’ allention {o the language aspects taught al MARD 3.4, Teachers’ attitude to the importance of reading comprehension. Teachers’ alfitude to the benefit of reading 3. Teachers’ difficultics when teaching reading. ‘Teachers’ activities to help students to overcome difficulties.
CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs 41. Techniques for reading motivation and interest 4. ‘The students are free to choose books of their own interest. The reading shouldbe easy for them 4.
Gradually escalating the level of difficulty of the texts 4. Diversifying pre-reading techniquey. Thăng visual aids 411. Techniques for dealing with voeabulary.
Techniquss to deal with unkhơwn Words. Tectmiques Lo crưich vocsbulary 4.1, sing Word gam6§. Using word lists 4. Encouraging students to have extensive reading babit 4.4, Students need to read a lot.
eee ces ieee ies icsesteenneicsencenane 41. The reading material is at an appropriate level 41. Thore is a variely of reading materials on # wide range of topics 4. Students are allowed to choose books that interest them 41.
Reading is inchvidual and silent 4. Teachers advise students to find a repular time and place in the day for reading so thal il can become part. of their daily routine 34 4,1.10, Reading speed is usually faster rather than slower.3, Limitations and recommendations for further studiy. Teachers advise students to find a repular time and place in the day for reading so thal il can become part.
of their daily routine 34 4,1.10, Reading speed is usually faster rather than slower.3, Limitations and recommendations for further studiy. 35 REFLRENCUS APPENDIX ABSTRACT English is becoming more and more popular in Vietnam and it has an important tole in the developing of economy, polities, culture, science. In the teaching and earning English, reading has always received great attention. Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading.
It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”. Reading problems the teachers and leamers experienced are presented and some suggestions are given However, the findings of the study is somehow limited due to time limilation and further studies van apply some other methods to cross check 4. Teachers advise students to find a repular time and place in the day for reading so thal il can become part. of their daily routine 34 4,1.10, Reading speed is usually faster rather than slower.3, Limitations and recommendations for further studiy.
35 REFLRENCUS APPENDIX LIST OF TABLES FOR STUDENTS Table 1: Students’ aims of leaming English ‘Table 2. Students’ attitude to the reading texts in the book More Reading Power Table 3: Students’ attention to the language aspects taught at MARD Table 4 Students’ altitude to the importance of reading comprehension ‘Table 5: Students’ attitude to the benefit of reading Table 6: The frequency of using Pre-reading activities by the teachers responded by the students Table 7: Students’ cnjoyment of pre-reading activities ‘Table 8: Students’ activities to look for specific information Table 9. Students’ activities to Took for the main idea of the text. ‘Table 10: Students’ activities when meeting new words Table 11: Students’ post — reading activities Table 12: Difficulties sturlents face in reading ‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading Table 14: Students’ activilies to improve their reading comprehension FOR TEACHERS ‘Yable 1: ‘leachers’ aims of teaching linglish Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD Table 1: Teachers’attitude to the importance of reading comprehension Table 5: Teachers’ attitude to the benefit of reading Table 6.
Difficultics teachers encounter when teaching reading ‘Table ‘Teachers’ activities to help students to overcome difficulties 10 2.2, While-reading stage. Post-reading stage |. cesses essere eesseeesicassieesiecascssnsenicssassaneessseessneess 16 3. Data collection instrument.
Data analysis of the students” survey questionnaires «0.1, Students’ aims of leaming English - cl 3. Sluderts” altitude to dhe reading texts in the book More Reading Power 19 3. Students’ attention to the language aspects taught at MARD 0. Stadenis` attinide to the importance of reading comprehension - 20 3.
Stadents” atitude to the benefit oŸ readie. Students’ attitude to the activities in 3 stages of reading. Students’ attitude to pre-reading activities - +1 3. ‘The frequency of using Pre-reading activities by the teachers responded by the students - - `.
Students’ enjoyment of pre-reading activities 22 3. Students’ attitude to while - reading activities 23 3. Students’ activities to look for speclc informatlơn. Studems’ activities to look for the main idea of the text - 23 3.
5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS. Students’ attitude to post - reading activities 3. Students’ difficulties when learning reading. Students” expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading.
Students’ effort for improving their reading comprehension. Data analysis of the teachera” survey questiorinaires. Teachers’ aims of teaching reading .2, While-reading stage. Post-reading stage |.
cesses essere eesseeesicassieesiecascssnsenicssassaneessseessneess 16 3. Data collection instrument. Data analysis of the students” survey questionnaires «0.1, Students’ aims of leaming English - cl 3. Sluderts” altitude to dhe reading texts in the book More Reading Power 19 3.
Students’ attention to the language aspects taught at MARD 0. Stadenis` attinide to the importance of reading comprehension - 20 3. Stadents” atitude to the benefit oŸ readie. Students’ attitude to the activities in 3 stages of reading.
Students’ attitude to pre-reading activities - +1 3. ‘The frequency of using Pre-reading activities by the teachers responded by the students - - `. Students’ enjoyment of pre-reading activities 22 3. Students’ attitude to while - reading activities 23 3.
Students’ activities to look for speclc informatlơn. Studems’ activities to look for the main idea of the text - 23 3. 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS. Students’ attitude to post - reading activities 3.
Students’ difficulties when learning reading. Students” expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading. Students’ effort for improving their reading comprehension. Data analysis of the teachera” survey questiorinaires.
Teachers’ aims of teaching reading. 26 mI TABLE OF CONTENTS DECT.ARATION ACKNOWLEDGEMENT ABSTRACT CLLIAPTER 1: INTRODUCTION 1. of the problem and rationale of the study - - 1 1. Aims oŸ the gtAY,.
Significance of the study 2 1. Methods of the study 2 1.5, Scope of the study. Design of the study 2 CUAPTUR 2: LITERATURL REVIEW 2. Definitions of reading - - - - 4 2.
Definition of reading comprehension. Classification of reading - - 6 3. Classification aecordine, fO ItafiH©r. Classification according to purpose.
Effective reading comprehension. Reading comprehension techniques .see:cse:ccssessssssssessssesssseeesussssseeesassnnsseescsasee 10 2. Reading purpose of second language learners. Faotors in teaching and learning reading.3, The reading texts.
Stages of a reading lesson .1, Pre-reading stage .Teachers’ attitude to the reading texts in the book More Reading Power 3. Teachers’ allention {o the language aspects taught al MARD 3.4, Teachers’ attitude to the importance of reading comprehension. Teachers’ alfitude to the benefit of reading 3. Teachers’ difficultics when teaching reading.
‘Teachers’ activities to help students to overcome difficulties. CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs 41. Techniques for reading motivation and interest 4. ‘The students are free to choose books of their own interest.
