VIETHAM HA TI0HAL UHIVETSTTV, hAH0I UHIVEISITV 0F LAHGUAGES AHID IITEI'HA TI0HAL STUDIES FAcULTY OF POST-GPADUATE STUDIES PhAM THU ThA 0 A STUDY 011 ThE TEAchING 0F TEADING SKILLS TO 107 FOrM STUDENTS AT A hlGh Sch00L III HIIh BIHNHh ( Hghiên du về việc dạy kĩ năng đọc hiểu ch0 h0csinh lớp 10 ở một legiờng ThPT, linh bình) MA. MIH0T THESIS Field: English Teaching Melh0d0l0sy c0de:60.10 Hanoi, 2013 VIETHAM HA TI0HAL UHIVETSTTV, hAH0I UHIVEISITV 0F LAHGUAGES AHID IITEI'HA TI0HAL STUDIES FAcULTY OF POST-GPADUATE STUDIES PhAM THU ThAO A STUDY 011 ThE TEAchING 0F TEADING SKILLS TO 107 FOrM STUDENTS AT A hlGh Sch00L III HIIh BIHNHh ( Hghiên du về việc dạy kĩ năng đọc hiểu ch0 h0csinh lớp 10 ở một legiờng ThPT, linh bình) MA. MIH0T' THESIS Field: English Teaching Meth0d0l0gy cOde: 60. huỳnh Anh Tuấn Hanoi, 2013 DEcLATATI0H I heresy certify that the thesis entitled: “A study On the teaching Of zeading skills 10 10" f0zm students at a high sch00l in Minh binh.” is the result Of my research fOr the Degree Of Master Of Art at University Of Languages and InternaliOnal Studies, ha I10i IlaHOnal University, amd the thesis has m0t been submitted fOr any degree at any Other university Or tertiary inshtuhOn.
ha 110i, Septemper 2013 Student Phạm Thu Thả0 AcKI0WLEDGEMEHTS First Of all, I wOuld like 10 take the chance 10 express my great gratitude 10 my supervis0r, Dr. huynh Anh Tuan fOr his helpful suggestiOns, valuaple critical feedback, cl0se guidance, as well as his generQus assistance im the prOcess Of cOmpleting my thesis. SecOndly, I Owe a dest Of gratitude 10 all the English teachers at ITh0O Quan ¢ high Sch001 fOr prOviding me with preciOus kn0Owledge fr0m their practical and useful lectures. Special thanks must be alsO given 10 the bel0ved students at IIhO Quan ¢ high sch001 fOr their respOnsiple cOOperatiOn in the data cOllechiOn pr0cess.
Finally, I wOuld like 10 thank my family fOr suppOrling me during my study. Especially, I Owe my deep thanks 10 my dear husband, my parents and my dear little daughter fOr their special care and encOuragement, due 10 which my paper is able 10 be finished in Hme. il ABSTIAcT This research was aimed at finding Out: (1) the students“ packgr0und 0 English and their altitudes 10ward learning reading cOmprehensi0n skill; (2) factOrs causing their difficulties and the prOslems the teachers might encOunter in the teaching prOcess Of the reading cOmprehensi0n skills; (3) suggested sOluhOns. The researcher carried Out the study by three instruments: classr00m OpservahOn, twO survey queshOnmaires and infOrmal interviews.
The research reveals that the students“ lack Of knOwledge, including linguistic and cultural backgr0und kn0wledge, the teachers teaching methOds, sOme difficulties frOm the texts 00k all cause pr0blems f0r the teachers in the teaching pr0cess. besides, the data frOm the study cOnfirm the fact that the students“ p00r attitudes 10wards the imp0rlance Ofreading cOmprehensi0n skills in learning English cOntributes 10 the prOslems in teaching this skill. In additiOn, the sch001"'s lack Of cOnductive facilities is alsO made the situatiOn w0rse. Fr0m the results inferred in the analysis, the study suggests sOme feasible sOlutiOns 10 make teaching and learning English reading skills mOre effective.
1H LIST 0F chAIT”TS AHD TABLES chATTS chart 1: Students’ attitudes tOwazd the impOztance Of leazning zeading skills sessessesesessessscssessscsssssssssessscssessssssessssssssssssessssscessssscessssssessesssessesssessessessessessessasesenes 33 chart 2: Students’ OpiniOn On the zeading text in the fexis00k. 33 Chart 3: Students’ activities in pze-2€Ading .ccssssecsesssseresesscrsssvscssecscessssscesseees 34 charl 4: Siudenis? adlivilies LH While-2Ẵ€GđÏLH. 5 5e sSeseeeeeseseeerse 34 Chart 5: Siudenis? expe dali0n i1 pÚSỈ-2@QÏÌH. 5 << sseeseseeerse 35 chart 6: Students’ way 10 Ove2 Ome difficulties .o << s11 sseseee 37 charl 7: The way leachezs ask thei2 siudens Ì( 2edđ.--- =5 <s «se 40 charl §: 7eachezs? expedaliUn 0ƒ the siudenks in the p0si-zeading.
41 TAbLES Table 1: The zesults (Jƒ dassz0(m ()bs€eV@ÏÍÍ TS. 5-5-5 555 s=<ss£ssssses 29 'Taple 2: Fae0ss aƒƒe đỉng shudenis) đ(0mjpeehensi0n 0ƒ the †exi. 33 Table 3: Students’ p20olems in acquizing eeading skÏÏ.---- 36 Table 4: Students’ expe ctatiOn Of teachees’ sOlutiOns 10 theiz difficulties. 37 Table 5: Teachezs? aiihides l0waeds zeading skiÏÏ .--- 55 <<<es<s<« 38 Table 6: Des cziptiOn Of teachees’ OpiniOns On the sectiOns f0z zeading in EHÏÍS.
s- G Họ KHI TH TH TH TH TH HH ngự Table 7: Teachees’ pezceptiOn Of the students’ đ)mpzehensiÚn Table 8: Des cziptiOn Of teacheezs’ p20olems in teaching zeading skills. 41 Table 9: Des cziptiOn Of the teaches’ sOlutiOns 10 face with the difficulties .42 iv TAbLE 0E c0ITTEHTS 540. Ác LH HH HH Hit ii ABSTDACT. 11 LIST 0E chATTTS AIID TAELUES.
c SH HH TH HH Hệ, iv IV. v PAIT I: IHITT0DUcTI0H 1 1. TaH0nale Of the SỈud\y. - -¿- + 1k ST T TH HT TT Tà nàn như 1 2.
Aims and 0bJecHves 0Ÿ †he sÏud|y.- - 6 ¿+ tà kg gi, 3 3. ScOpe Of †he sÏud|y. óc LH TH TH HT HH TH Hy 3 4. Tesearch me†h0d0l0Byy.
--- - + + + 111k E111 H11 TH HH HH Hiệp 4 4.-- -- - ¿+5 1S 1v E111 HT T HT TH Tàn HH nghiệt 4 4.-- cv TH HT TH HH TH ch HH hi HH chà 4 4. Dala cOllecHOH 1IISỈTumHIÏS. Dala aIialylHiCall UTHES,. c6 191121191 91 1 1 91 1v th Hàn nh gàng nh chết 4 4.
Dala analysis mellhÖds. + 1kg TH TH HH ng 4 4. Data cOlechOn prOcedures. Sigmificance Of the sÌUd\,.
6-1 nh TT HH TH ngư 5 6. 0rgamizaH0m Of the SÏUdy. ¿c6 <1 TT TH TH TH ngư, 5 PALTT H: DEVEL0PMEHT 5 chAPTET' 1: ThE0TEKTIcAL BAcKGT0UHD AND LITEFA TUTE TEVIEW 6 1. DefimitiOns Of reading and reading cÖmpreheHs1ŨH.
What is reading and readimg cCOmprehensi0M?. cece cesses eeeeeeeeeeee 6 1. Purp0ses ÖÝ TeadiIIE .- -- + 11k TH TH nghiệt 8 1. The imp0rlaIice Of T€adiTIE.
Effechve I'eading cÔmprehensiOn and ['eading cÔmprehensi0n Skills. Whal is Effechve I'eading cÔmprelieIIs1ÚH1?. Peading cOmprehensi0n SÏKIÏÏS. Teaching I'eading cÔmprelheIISIŨH.
FelaHOnship selween I'eading amd Other SkIlls. FaclOrs 1n leaching reading leSSŨH1. The I'0les Of the 'TeaCHier. ¿+ kh TH HH gi, 13 2.
The I'0le Of the SÌuderiÌs.--¿- «+ 11 1E H11 HH HH gi, 15 2. The r0le 0Ý reading miaÌ€TlaÌ .- ‹- ¿+ tk x1 HH giờ 16 2. The Three S†ages Of a [eading LessÖI1. Pre-reading SÏage .- HT TH TH ngư, 17 2.
While-reading SÏagỹe.- ‹- 6 LH HH HT HH TH Hàn HH 17 2. P0sl-reading SÏage. LH HH HT Hàn HH TH Hàn HH 18 3. DifficulHes 1n Teaching Ï'eadiIIg.
Feading Skill PTÔbÏe1ms. --¿- ‹ 6 << 1 1 1S 1 1T 1H TH ng nh như, 19 3. Language PTbÏe1ms.-- ¿c6 S4 111 21 121 91 01T H1 Hà HT HH ngư, 20 3. cultural sackgr0und kÖWÌe(ge.
PreviOus studies relevant 10 the sÏudìy.-¿-¿- «Set, 21 chAPTET' 2: FESEAI'ch METH0D0L0GYV. Tesearch melh0d0l0gyy .----¿- ¿6+ 11211 1911 1H TH HH ngư, 23 2.-- ‹--‹ c : x11 TH HH HH TH TH HH TH HT HH 23 2.--¿- ‹ 6+ x11 TH TT HT TH ngư 23 2.--¿- «+ 11 1E 91211 1H TT giờ 24 PS Y9) 00 nố ố. Án HH TH TH TT HT HH TH TH TH nh ky 26 2. Dala analysis mellhOds.- ¿6 kh TH HT HH HH ng Hành, 26 2.
Dala c0llecHOHN prC€dUT@s,. s11 TH HT TH HT TH TT TH HT HH ngư 26 2. Teachers and Melh0ds Of leach1nig.---- - 6 6 Street, 27 PK Na. Dala arralyliCaÏ UIIIIÌS.- - + S1 k1 1T TH HT TH TH HH ngư, 28 chAPTET 3: DATA AHALVSIS AHD DIScUSSI0I 0E ThE FIHDIIHGS 29 3.
Iep0r† the daÌa aI1aÏVS1S. óc kg, 29 1N 00000000 an nh. QuesHi0nnaire fOr sÌudeTIEs. QuesHOnnaire fOr leaCH€TS.
DiscussiOn Of The fiIIIIIĐS. Whatare the teachers“ and students“ athitudes 10wards the leaching and learning Öf TeadiTIg 7. What difficulties dO the teachers meet/encOunter when dealing with a reading lessOM? oes es eneeeceeseeetseetetseeeerseneee 45 3. What are feasible sOlutiOns 10 OvercOme these 61531.
46 chAPTET 4: SUGGESTED S0LUTI0HS 47 4. Adapting and re-designing the tasks in the texth00k 10 be mOre suitable 10 D000 Tố. Upgrading teaching aids. eee + x11 TT HH HH HH, 48 4.
Techniques fOr creating reading interest and enhancing mOlivatiOn. Using visual aids. Using brainstOrming wed/ IletwOrks Vii 4. Techniques fOr enriching vŨCabulÌaTV.
EncOurage students 10 have extensive reading habit. Using WT ØTH§. + SE x11 TT 1T TH TT HH TH Tnhh, 50 4. Using WT( ÌISÌ.
---¿- + 6kg TH ni 51 4. Techniques fOr impr0ving students“ backgr0und ki0wledge. Training students 10 bec0me efficieIÌ TeadeTS. ¿+ 55+ +x++csc+exree 51 PAIT III: cOMcLUSION 53 1.
Summary Of the sÌỈUd\y. ¿1k HT TH HH gi, 33 2. LimilaH0ns and suggesH0ns fOr furlher sỈudy. TecOmmendahOns fOr further SỈUdV.- 6-5 * xe re, 54 LEEFELTEHcES 55 APPEHDIcES I YMuUvi (000002 9A4 iii0i01 0n.
I Appendix 2: Quesh0nmnaire fOr s†udenis (In English). --- - s55 5s+ II Appendix 3: Quesh0nnaire fOr s†udenis (In V1elriamese€) .--- -- -- VỊ Appendix 4: QuesHOnnaire fOr ÌeaCÏeTS. ¿óc 1x gen IX Appendix 5: Inlerview quesHOm (f0r leacher$) .---- 555cc sscseree XI Appendix 6: AdaplaH0n less0n Appendix 7: Adaptati0n less0n Appendix 8: Pre-leaching †echIIIQU€.- 5 61x S*+EseEeseeeerrrkreeree XV Vill PATTT I: HITI0DUcTI0H 1. Fali0nale 0f the sludy II0wadays, English has becOme a glObal language and has been widely used in many cOuntries in the wOrld.
In Vietnam, it plays am impOrtant rOle in the increasing devel0pmemt Of science, techn0l0gy, ecOnOmics, pOlitics, culture and imternaliOnal relaliOn. This leads 10 am increasing demand Of learning English. MOre and mOre peOple want 10 acquire the language prOficiency in a higher level because Of the gl0salizah0n trend. Many peOple cOnsider it as am inevitable factOr in their wOrk and life.
In m0s† sch001 †hr0ugh0ul Vielram, English is cOnsidered the mOst impOrtamt fOreign language amd chOsen 10 teach as cCOmpulsOry subject. In teaching and learning as a fOreign language in Vietnam, reading has always received a great deal Of altentiOn. AccOrding 10 Erten & Tazi (2003) Yeading is Often referred 10 as the mOst impOrtant Of the fOur language skills fOr EFL learners, as it enables students 10 gain expOsure 10 the target language and receive valuable linguishc input 10 build up language prOficiency. Sharing the same p0int Of view, carrell (1984:1) shOws that “fOr many students, reading is by far the mOst impOrtant Of the fOur macr0-skills, particularly in English as a secOnd Or a fOreign language”.
TherefOre, Teading is always the first skill presented in each unit in the new †exis00k “Tieng Anh 10”. This pr0ves the imp0rlani r0le Of reading. This is alsO understandable because reading prOvides students with the abilities 10 understand the written materials. Teading has becOme n0t Only an impOrlant means 10 gaim and enrich the students“ general kn0wledge but alsO a means 10 help them with their further study in the future.
This is the fOurth year I have taught the new textb00k “Tieng Anh 10” 10 the 10'* fOrm students. I have met a 10t Of difficulties. The biggest challenges emerge fr0m teaching reading cCOmprehensi0n. My cOlleagues in my sch00] have 1 cOnfrOnted a number Of difficulties, One Of which was students“ lack Of mOHvahOn and OppOrtunities 10 practice cCOmmunmicaling in the target language.
Despite the teachers“ effOrts, the studerts“ reading skills are unimprOved. If thOse difficulties are n0† fOund 0u† and m0 sOlutiOn 10 reduce and OvercOme are given, reading lessOn will becOme wOrst and students will be BOred with learning English. PecOgnizing the impOritance Of teaching reading and reading cOmprehensi0n, I decide On ch00sing “A study On the teaching Of zeading skills 10 10°" fOzm students at a high school in Minh binh.” The study cOnducted at TTh0O Quan c high Sch001 which is lOcated in Ih0 Quan district, inh binh prOvince. This small sch00l with 24 classes has been im OperatiOn fOr Only 5 years.