ii ABSTRACT Reading is considered the first skill - a complicated skill requiring the coordination of a number of interrelated sources of information taught in each unit as it is the input of language which is also the process of constructing meaning from the written texts. “A reading strategy can be described as any interactive process that has the goal of obtaining meaning from connected text, and reading skills operate within the context of such reading strategies” (Hudson, 2007: 107) This study investigated what reading strategies the students are trained in the reading lessons and the teachers’ and students’ perceptions of reading strategies training. The population of this study was composed of the teachers and grade ten students at Le Quy Don High School, Hanoi. Three different methods including questionnaire, classroom observations and interviews were used to collect data.
A questionnaire consisting of 20 items was administered to 10 teachers and 80 students. Classroom observations conducted with four teachers and their seven classes. Interviews were conducted with 4 teachers teaching at ten grade classes. Reading strategies employed in the three stages of a reading lesson: pre-reading, while-reading and post-reading were investigated.
The results reveal that the students and teachers used more pre-reading strategies such as making use of pictures, titles and warm-up questions than post-reading strategies. As for the while-reading phase the most effectively employed strategies were underlining key words and/ or phrases and guessing /predicting the meaning of unknown words. The teachers did have the knowledge of reading strategies. However, teachers and students' perceptions were not perfectly matched.
Data collected from the questionnaire were analyzed statistically and recommendations are made to deal with the problems in training reading strategies in English reading skill lesson for grade10 students at Le Quy Don High School. TIEU LUAN MOI download : skknchat@gmail.com iii LIST OF CHARTS Chart 1: Pre-reading Strategies……………………………………………………….25 Chart 2: While-reading Strategies …………………………………………………….26 Chart 3: Post-reading Strategies ……………………………………………………….28 Chart 4: Pre-reading Strategies…………………………………………………………29 Chart 5: While-reading Strategies …………………………………………………….30 Chart 6: Post-reading Strategies ……………………………………………………….32 LIST OF FIGURE Figure 1. Inter-relationships among perception, practice and progress………………………14 Figure 2: Teacher cognition, schooling, professional education, and classroom practice……15 LIST OF TABLES Table 1: Teachers’ actual classroom practices: (Unit 14, 15, 16) Pre- reading Strategies……33 Table 2: Teachers’ actual classroom practices: (Unit 14, 15, 16) While- reading Strategies…33 Table 3: Teachers’ actual classroom practices: (Unit 14, 15, 16) Post- reading Strategies….34 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS ACKNOWLEGEMENTS ……………………………………………………………………i ABSTRACT .ii LIST OF CHARTS, FIGURES ,TABLES ………………………………………….iii PART A INTRODUCTION…………………………………………………………. Aims of the study ………………………………………………………….
Scope of the study …………………………………………………………. Significance of the study …………………………………………………. Research method used in the study …………………………………………. Organization of the thesis ………………………………………………….5 CHAPTER I: LITERATURE REVIEW…………………………………………………….1 The theory of reading……………………………………………………………………….
Definition of reading…………………………………………. Models of reading process. Bottom- up model………. Top-down model…………………………………….1 Language learning strategies………………………………….
The importance of strategies in the learning process…. Reading strategies/ Strategies in teaching second language reading………………………………………………. Teaching reading skills ………………………………………………12 TIEU LUAN MOI download : skknchat@gmail. Teachers and students’ perceptions of reading strategy training…………………………13 1.
Definition of perception…………………………………. Teachers and students’ perception in language strategies……………. Review of reading strategy research…………………………………………………….16 CHAPTER II: METHODOLOGY…………………………………………………………21 2. The teachers and grade 10 students at Le Quy Don High School….
The syllabus and textbook design……………………………………. Text types in reading lessons in English 10 and methods used………22 2.24 CHAPTER III: FINDINGS AND DISCUSSION. Reading strategies trained in the reading lessons………………………………………. Questionnaires for teachers………………………………………….Questionnaires for students……………….
The teachers and students’ perceptions of reading strategy training……………………. Questionnaire, classroom observation and interview………………….38 CHAPTER IV: CONCLUSION. Summary of the finding…………………………………………………………………. Research question 1……………………………………………………40 TIEU LUAN MOI download : skknchat@gmail.
Some pedagogical implication of the study…………………………………………. Suggestions for further study…………………………………………………………….XXX TIEU LUAN MOI download : skknchat@gmail. Rationale English is one of the most important core subjects in many schools in Vietnam. English classes have been systematically introduced to elementary schools from grade 3.
Vietnamese students study English for at least 10 years: three years in elementary school, four years in lower secondary school, and three years in upper/ high school. In spite of the enthusiasm for studying English, the profile of Vietnamese students’ strategies for learning English in general and reading strategies in particular is not well researched. Likewise, “learning strategy” and “reading strategies” are still quite a vague concept to both Vietnamese EFL teachers and learners, although such strategies could definitely help them learn English more efficiently if they knew and employed such strategies consciously. Traditionally, researchers have agreed that reading was a passive or receptive process in which the reader attempted to decode the intended meaning of the author through recognizing the letters and words as meaningful units, the reader was merely a recipient of information from the printed pages and brought nothing to the text ( Barnett, 1988).
However, modern research on reading has found the reading process active rather than passive as well as individualized and complicated (Grabe, 1991; Wallace, 1992). Many studies such as “Teaching How To Learn- Learning Strategies in ESL” (Willing, 1989), “Teaching Second Language Reading” (Hudson, 2007), “New Ways in Teaching Reading” (Day, 1993) and Reading Through Context: How Real and Perceived Strategy Use Affects L2 Comprehension (Barnett, 1988) have indicated that the use of appropriate strategies may improve reading comprehension. Studies have also suggested that readers could be trained to learn and use reading strategies, which raised the need to incorporate reading strategy instruction into school curriculum. Reading strategy instruction is making its way into regular classrooms.
The integration of reading strategy instruction with cooperative learning has changed the traditional pattern of reading as an individual activity. Group efforts, peer cooperation, and teacher-student interaction become an important part of the new reading strategy instruction approach. As English is taught and learned in a non – native environment, reading is an important means to gain knowledge. Reading is an essential skill for English as a TIEU LUAN MOI download : skknchat@gmail.com 2 second or foreign language (ESL/EFL).
With strengthened reading skills, ESL/ EFL readers will make greater progress and attain greater development in all academic areas. This is also true to the students at Le Quy Don High School since reading skills provide them with a variety of language expressions, structures and a wide range of information, knowledge. It is not incidentally when the reading lesson in the new text book is introduced in the initial period of each unit. Furthermore reading is tested in the two most important English examinations in Vietnam which are the school final examination and the university entrance examination for students enrolling in D diviation.
Both are administered at the end of grade 12, and neither has a Listening and Speaking component. When dealing with reading lessons, students, especially grade 10 students often experience the lack of reading strategies which are essential for them to overcome the challenges in the classroom. Many researchers indicate that EFL students find it difficult to comprehend the texts and achieve their goal of reading success (Rumelhart, 1977; Stanovic, 1980). Recent researchers have also found that becoming more aware of what readers do when they read, becoming conscious of their own reading processes, it is a power tool for improving reading efficiency (Carrell 1989).
To become better readers, students need to become aware of how they are reading and what they could do to improve comprehension. They need to develop their level of metacognitive awareness. Therefore, teacher should consider teaching students effective reading strategies. Teachers and students’ perceptions of reading strategies will, with no doubt, influence their constructions of the teaching and learning environment, even though learners are the focus of the teaching activities.
Learner-centered does not mean that learners are "loners". They are in the social community of learners and teachers who help and foster each other in the co-constructions of the learning and teaching environment. This research into training reading strategies in English reading lessons for grade 10 students provides a particular view of how students are trained reading strategies to do reading comprehension tasks and the teachers and students’ perception of reading strategy training. It is also hoped that this study will reveal issues concerning training reading strategies and provide the teachers and students with an in – depth understanding about reading strategies.
TIEU LUAN MOI download : skknchat@gmail. Aims of the study The major purposes of this study are: * To investigate what reading strategies students are trained in the reading lessons. * To examine teachers’ and students’ perception of reading strategy training. In order to achieve the above aims of the study, the following major research questions addressed: - What reading strategies are the students trained in the reading lessons ? - What are the teachers and students’ perceptions of reading strategies training? 3.
Scope of the study The study investigates the teaching and learning reading strategies of teachers and grade 10 students at Le Quy Don High School. The study of learning strategies in other English skills would be beyond the scope. Significance of the study The study is the first one to be carried out in the field of reading strategies at Le Quy Don High School, Hanoi. It highlights the important factor of training reading strategies to students, especially grade 10 students.
More importantly, it provides not only the classification scheme for these reading strategies, but also a thorough analysis of the frequency in the reading strategies utilized by teachers and students and their perceptions of reading strategies training. Research methods used in the study This study is conducted as a descriptive study. To achieve the aims mentioned above it utilizes both qualitative and quantitative approaches employing questionnaire, class observation and interview to collect information on reading strategies training in English reading skill lessons for grade 10 students. Organization of the thesis Three parts will be presented in the thesis: Part A.
Introduction: includes a rationale of the study, aims of the study, scope of the study, significance of the study as well as organization of the thesis. TIEU LUAN MOI download : skknchat@gmail. Development: consists of three chapters: literature review, methodology and finding and discussion. Conclusion: summarizes the finding, points out the limitations and suggests further study.
TIEU LUAN MOI download : skknchat@gmail. DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter reviews theories related to training strategies in general and reading strategies in particular. It also reviews current research on reading strategies and summarizes some studies on teachers and students’ perception of reading strategies training research that have been conducted so far. All of these serve as a basis for an investigation into training reading strategies in English reading skill lessons.1 The theory of reading 1.
Definition of reading Reading is an essential skill for English as a second/foreign language (ESL/EFL) students to master. Anderson (1999) confirms that “the more exposure student has to language through reading, the greater the possibilities that overall language proficiency will increase”. In a general term Anderson (1999:1) defines reading as “an active, fluent process which involves the reader and the reading material in building meaning”. Aebersold & Field (1997:15) share the same view on reading as reading is what happens a text is looked at and meaning is assigned to the written symbols in that text.
The text and the reader are the two physical entities necessary for reading process to begin. It is, however, the interaction between the text and the reader that constitutes the actual meaning. Rumelhart (1977) also considers reading involving the reader, the text and the interaction between the reader and the text. However, there are still different points of views on what reading is.
So far, these views are often grouped under three models which have been proposed to describe this process 1. Models of reading process Understanding the process of reading has been the focus of much research and attempts to describe the interaction between reader and text have been numerous. Models of reading process can be divided into three categories: the bottom-up models, the top-down models, and the interactive models. Bottom- up model TIEU LUAN MOI download : skknchat@gmail.