DECLARATION OF AUTHORSHIP
ACKNOWLEDGEMENTS
ABSTRACT
ABBREVIATIONS
1. PART A: INTRODUCTION
1.1. Objectives of the study
1.2. Scope of the study
1.3. Significance of the study
1.4. Students
1.5. Lecturers
1.6. Research instruments
1.6.1. Questionnaires
1.6.2. Classroom observation
1.7. Data analysis methods
1.8. Procedures of data analysis
1.9. Design of the study
2. PART B: DEVELOPMENT
2.1. CHAPTER 1: LITERATURE REVIEW AND THEORETICAL BACKGROUND
2.1.1. Theoretical background of reading
2.1.2. Definitions of reading and reading comprehension
2.1.2.1. Definitions of reading
2.1.3. Classification of reading
2.1.4. Teaching and learning reading skills
2.1.5. The importance of reading in foreign language learning
2.1.6. Factors in teaching and learning reading
2.1.7. The setting of the study
2.1.8. Teachers of English
2.1.9. Data collection instrumentation
2.1.10. Data analysis methods
2.2. CHAPTER 3: DATA ANALYSIS
2.2.1. Data analysis of the students’ survey questionnaire
2.2.2. Students’ general assessments about reading texts in their course book (question 1)
2.2.3. Students’ attitudes towards pre-reading activities (questions 2, 3, 4)
2.2.4. Students’ awareness of teachers’ frequency of using pre-reading activities and supplementary materials in teaching pre-reading (questions 5, 6, 7, 8)
2.2.5. Students’ preferences for pre-reading techniques (questions 9, 10, 11, 12, 13, 14, 15)
2.2.6. Students’ comments on the pre-reading activities in the text book New Headway Pre-intermediate (question 16)
2.2.7. Data analysis of the teachers’ survey questionnaire
2.2.8. Teachers’ attitudes towards the reading texts and pre-reading activities in a reading lesson (questions 1, 2)
2.2.9. Teachers’ attitudes towards the role of pre-reading activities in a reading lesson (question 3)
2.2.10. Teacher’s focus on their teaching reading texts (question 4)
2.2.11. Teachers’ frequency of using activities to start a reading lesson (questions 5, 6)
2.2.12. Teachers’ frequency of using other materials in teaching pre-reading (question 7)
2.2.13. Teachers’ applying visual aids in teaching pre-reading (questions 8, 9)
2.2.14. Teachers’ expectation when providing students with pre-reading activities (question 10)
2.2.15. Teachers’ difficulties in carrying out pre-reading activities in a reading lesson (question 11)
2.2.16. Teachers’ comments on Pre-reading activities available in the book New Headway Pre-intermediate (question 12)
2.2.17. Teachers’ suggestions and recommendations on the Pre-reading activities (question 13)
2.2.18. Data analysis of classroom observations
2.2.19. Discussion of data analysis
2.3. CHAPTER 4: DISCUSSION OF MAJOR FINDINGS AND SUGGESTIONS OF SOME POSSIBLE PRE-READING ACTIVITIES EMPLOYED TO TEACH READING TEXTS USING THE TEXTBOOK NEW HEADWAY PRE-INTERMEDIATE TO THE THIRD-YEAR NON-ENGLISH-MAJOR STUDENTS AT THE HAUI
2.3.1. Discussion of major findings
2.3.2. Teachers’ and students’ awareness of the role of using pre-reading activities to the third-year non-English majors at the HAUI
2.3.3. Frequency of using pre-reading activities in reading lessons
2.3.4. Students’ preferences for pre-reading activities
2.3.5. Teachers’ difficulties in designing and carrying out the pre-reading activities
2.3.6. Teachers’ and students’ comments on Pre-reading activities available in the book New Headway Pre-intermediate
2.3.7. Suggestions of some possible pre-reading activities employed to teach reading texts using the textbook new headway pre-intermediate to the third-year non-English-major students at the HAUI
2.3.7.1. Using visual aids
2.3.8. Summary of the study
2.3.9. Summary of main findings
2.3.10. Limitations of the study
2.3.11. Recommendations for further study
3. PART C: CONCLUSION
