BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGOẠI NGỮ Sinh viên : BÙI THỊ HÀ Giảng viên hướng dẫn: Th.s NGUYỄN THỊ HUYỀN HẢI PHÒNG - 2019 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- EFFECTIVE METHODS FOR FURTHER READING IMPROVEMENT OF FIRST YEAR ENGLISH MAJORS AT HAI PHONG PRIVATE UNIVERSITY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGOẠI NGỮ Sinh viên : BÙI THỊ HÀ Giảng viên hướng dẫn: Th.s NGUYỄN THỊ HUYỀN 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: Bùi Thị Hà Mã SV: 1412401252 Lớp: NA1901A Ngành: Ngoại Ngữ Tên đề tài: Effective methods for further reading improvement of first year English majors at HPU 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:. Học hàm, học vị:. Nội dung hướng dẫn:. 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 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 hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viênchấm phản biện (Ký và ghi rõ họ tên) QC20-B19 Luan van Table of contents DECLARATION. 11 List of tables and charts .1 Rationale for the study.2 Aims of the study .4 Methods of the study .5 Scope of the study .6 Significance of the study .7 Design of study. 5 CHAPTER 1: LITERATURE REVIEW .1 Definition of reading .2 Definition of reading comprehension .3 Process of reading comprehension skill .4 Types of reading skill .1 According to purpose .2 According to manner.
Importance of learning English reading skill .3 Difficulties in learning the reading skill .4 Factors affecting reading difficulties. 16 CHAPTER 2: THE STUDY .2 Data collection instrument .3 Procedures of data collection .4 Data analysis and Findings. 23 CHAPTER 3: SOME SUGGESTIONS TO IMPROVE STUDENTS’ READING SKIll.1 Suggestions for teachers. Conclusion of research.
Limitations of study. Recommendations for further study. 61 Luan van DECLARATION I certify my authorship of the study report entitle “Effective methods for further reading improvement of first year English majors at HPU”. This graduation paper is the result of my own research and the substance of this thesis has not been submitted for a degree to any other university and that if this declaration is found to be false disciplinary measures and penalties can be taken and imposed in accordance with university policies and rules.
Signature Ha Bui Thi Ha Luan van ACKNOWLEDGEMENTS During the process of doing this graduation paper, I have received many necessary assistances, precious ideas and timely encouragements from my teachers, family and friends. This paper could not have been completed without the helps, encouragement and support from number of people who all deserve my sincerest gratitude and appreciation. First of all, I would like to express my endless thanks and gratefulness to my supervisor, Mrs Nguyen Thi Huyen. Her kindly support and continuous advices went through the process of completion of my thesis.
Her encouragement and comment had significantly enriched and improve my work. Without her motivation and instructions, the thesis would have been impossible to be done effectively. I would like to thank my friends at Hai Phong Private University for their kind assistance during the time I collected data for the study, especially the students of K23 at the Faculty language for their participation and assistance without which this study could not have been successful. I would like to acknowledge my thanks to all the authors of the books, magazines, and all the material listed in the reference part for their ideas that have been reflected and developed in this study.
I would like my particular thanks are given to my parents for their encouragement and support which played important role in my graduation paper. Finally, I wish to thank my readers for their interest and comments on this study. Again I sincerely thank! Luan van List of tables and charts Table 1: Comparison between intensive and extensive reading Table 2: Students’ interest in learning reading skill Table 3: How students deal with new words Table 4: Students’ reading skill Table 5: The students’ attitudes towards the present course book taught in the class Table 6: The students’ opinions on techniques in pre-reading used in reading lesson Table 7: The students’ opinions on activities in while-reading used in reading lesson Table 8: The students’ opinions on activities in post-reading used in reading lesson Table 9: The students’ opinions on form of practice Table 10: The students’ expectations toward teachers’ reading techniques Chart 1: Students’ attitudes towards the importance of English reading skill Chart 2: Students’ attitudes towards benefits of reading Chart 3: Students’ remarks on the reading lessons Chart 4: Reading-related problems faced by students Luan van PART 1: INTRODUCTION 1.1 Rationale for the study Along with the development of society and the world’ economy, the exchange between countries in the world is becoming more and more important. Therefore, studying foreign language is necessary.
It is true that there are more and more people learning and speaking English these days. The most widely spoken English in the world, approximately 1.5 billion people around the world speak English in 53 countries ether as their native tongue or as a foreign language, and this number is still growing. This is not only as a global language but also as the language of science, technology and advanced research. That is reason why it is one of the most important foreign languages taught in universities in Viet Nam.
Besides, development of reading skill opens up a wider perspective on foreign language teaching. Reading in English has become a critical skill in terms of learning and academic and career success. Moreover, with rapid development of technology and a vast amount of information on the internet available in English, reading skill is extremely important. To sum up, the importance of reading in English involves its role in the development academic competence, interpersonal communication, exposure to culture, learning about technological development and scientific discoveries, providing input in the form of printed books and journals, computer and the internet, in non-academic contexts, the role of reading in English involves interpreting signs, directions, product labels, emails, and news.
According to Carrel (1981:1), “for many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language”. As a consequence, research in the area of reading skill development in English is becoming increasingly important and is constantly growing. Besides, realizing the importance of learning English, many students go to the foreign center which are opened everywhere. However, both teachers and students at Haiphong Private University do not feel satisfied with the results of the students in reading skill during the process of learning English.
The teachers often find their students reading performance disappointing. And in fact, most of students read less understanding than on 1 Luan van e might expect them to. Many of them could not understand the meaning of reading text. Also, they could not complete the reading text in the course book.
Why do students fail to learn reading English? What are the factors that affect them in reading? What are their difficulties in reading? How do we improve their reading? For these reasons, I decide to choose the subject: Effective methods for further reading improvement of first year English majors at HPU. This study will propose some methods, especially that exploration of factors that may have adverse effects.2 Aims of the study Investigating reading difficulties of learners learning English as a foreign language and finding out appropriate techniques for students are the general aim of this study. To summarize the above, the aims of this study are: - Cover background knowledge of reading skill - Find out reality of teaching and learning English and factors affecting to English reading skill at HPU - Giving some solutions for students to improve their reading skill The fundamental concepts and result of this study will help them to improve their reading skill and to prepare for them to the basic knowledge of reading skill with higher requirement for the next graders.3 Research questions In studying period, to complete the aim of this study, there are some questions mentioned below: - What’s situation of students about reading skill? - Which factors do students meet when dealing with a reading text? - How do students improve their reading skill? 1.4 Methods of the study 1.1 Participants Due to the limitation of resources, knowledge and time as well as other conditions I only focus on reading skills, common problems, some suggestions to improve learning of reading English. That is the reason why I chosen this topic:” effective methods for further reading improvement of first year English majors at Haiphong private university.2 Instruments 2 Luan van This study has used the qualitative research method including questionnaire The instruments utilized in the research study focused on strategies, and difficulties, as well as attitudes and motivation, viewed from the learners and the teachers at HPU with the hope to find out the causes of difficulties in reading skill in English experienced by them and some suggested solutions to their problems.
Besides, to make the data survey is more reliable, qualitative, the study was applied other instruments: informal interview 1.5 Scope of the study The study is about effective reading improvement for first year student in English Faculty at HPU. Because of the limitations of time and knowledge, the shortage of reference materials, this study cannot cover the whole issue of reading skill. It only focuses on exploring common difficulties student get in reading skill.6 Significance of the study According to OCED’s report on reading for change, program for International Student Assessment (PISA): “Reading for pleasure is more important for children’s educational success than their family’s socioeconomic status”.