[email protected]
New Member
Luận văn tiếng Anh: English reading strategies by students from Northern moutainous provinces at the Faculty of Information Technology, Thai Nguyen University = Chiến lược đọc hiểu tiếng Anh của sinh viên các tỉnh miền núi phía Bắc tại Khoa Công nghệ Thông tin - Đại học Thái Nguyên. M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng đọc
Tiếng Anh
Đại học Thái Nguyên
Sinh viên
Miêu tả: 38 p. + CD-ROM
M.A. Thesis English Teaching Methodology -- College of Foreign Languages. Vietnam National University, Hanoi, 2010
ACKNOWLEDGEMENTS ABSTRACT
LIST OF TABLES
TABLE OF CONTENTS
PART ONE: INTRODUCTION
Error! Bookmark not defined. 1. Rationale
2. Aims ofthe study
.3 Methods of the study
4. Scope ofthe study:
PART TWO: DEVELOPMENT CHAPTERI : LITERATURE REVIEW
1.. Reading
1.1.1. What is reading?
1.1.2. Models of reading
1.1.3. Classroom approaches to reading 1.2. Reading strategies
1.2.1 What are reading strategies?
1.2.2 Reading strategies
1.3. Teaching reading strategies
;
TABLE OF CONTENTS
1.3.1. Teaching reading strategies
Error! Bookmark not defined. 1.3.2. Teaching reading activities
Error! Bookmark not defined. 1.4. Research onteaching and learning reading strategies in second language learning
Error! Bookmark not defined. 1.4.1. Research on teaching reading strategies in second language learning Error!
Bookmark not defined.
1.4.2. Research on learning reading strategies in second language learning
Error!
Bookmark not defined.
CHAPTER II: METHODOLOGY Error! Bookmark not defined. 2.1 The context of the study Error! Bookmark not defined.
2.1.1. Setting of the study
2.1.2. Sampling and participants
2.2. Instruments of data collection
2.3. Data collection procedures
2.4. Data analysis
CHAPTER III: FINDINGS AND DISCUSSIONS 3.1. FIT students' opinions and reading strategies
Error! Bookmark not defined.
Error! Bookmark not defined. Error! Bookmark not defined.
Error! Bookmark not defined.
Error! Bookmark not defined.
Error! Bookmark not defined. Error! Bookmark not defined.
y
3.1.1. FIT students' attitude to reading strategies
Error! Bookmark not defined. 3.1.2. Strategies taught to FIT students
Error! Bookmark not defined. 3.1.3. Reading strategies employed in students' reading Error! Bookmark not defined.
3.2. FIT English teachers' opinions and reading strategies Error! Bookmark not defined.
3.3. Summary
3.4. Implications of the study PART THREE: CONCLUSIONS .1 Conclusions
1.1. Conclusion 1
1.2. Conclusion 2
2. Limitations and suggestions for further study REFERENCES
APPENDIX 1: Questionnaires for students
Error! Bookmark not defined. APPENDIX 2: Ouestionnaires for teachers
Error! Bookmark not defined.o
Error! Bookmark not defined.2 Error! Bookmark not defined.4
Error! Bookmark not defined.4 Error! Bookmark not defined.4 Error! Bookmark not defined.4 Error! Bookmark not defined. Error! Bookmark not defined.
PART ONE: INTRODUCTION
Reading is an essential way of obtaining information in contemporary society. Research discovered that readers spontaneously use reading strategies in the reading
process (Pritchard, 1990). Literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990). Using reading strategies can be of great Giúp to non-native readers because it may serve as an effective way of overcoming language deficiency and obtaining better reading achievement both for regular school assignments and on language proficiency tests (Zhang, 1992).
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. Another person may also read for enjoyment, or to enhance knowledge of the language
being read. The purpose(s) for reading guide the reader's selection of texts. Reading strategies Giúp readers to acquire a text quickly. Successful language learners know how to
use reading strategies efficiently. In language learning, students read to learn the language, to broaden their knowledge, and to do assignments. The purposes of reading strategies are to have general knowledge, to get a specific detail, to find out the main idea or theme, to learn, to remember, to delight, to summarize and to do research.
In the Faculty of Information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact that many informational
technology documents are now written in English. Once students master the English language, or are capable ofcomprehending satisfactorily documents written in it, they can more easily grasp new technology than those weaker in this language.
There is a new rule for (FIT) students enrolling this academic year: After graduation,
students need to attain an English competency equivalence of 400 points (TOEFL-PBT).
This seems to be a bit high of a requirement for the students; however, this is a motivation for them to study and concentrate more on the language.
It is natural that in order to master a language, learners often want to improve in all four skills: listening, speaking, reading and writing. For the FIT students, the most important skill is reading as almost all English books about Information Technology are
written in English. Moreover, Vietnamese books about Information Technology are sometimes out of date and difficult to understand due to bad translation. FIT students are
taught reading skills from their first academic year. Through observing English reading classes, this author has realized that most students read the text and then translate it into
Vietnamese. They don't know what or how to use reading strategies to comprehend the text. When dealing with a reading lesson, students often suffer from a lack of reading strategies which are essential for them to overcome the reading comprehension challenges in the classroom. A large body of research has found that effective readers are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987; Presley, Beard EL, Dinary & Brown, 1992 cited ni Nguyen (2007)). Researchers believed that these strategies can be taught to ineffective language learners so that they can then become more successful at language learning.
Besides developing reading proficiency for students, teachers who train students to use reading strategies can also Giúp them become autonomous language learners. Consequently, teaching students learning strategies is an important duty of the language teachers since learning strategies can Giúp students monitor and take responsibility for their own learning. Helping students understand good language learning strategies and training them to develop and use them can be considered the desired characteristics of a good language teacher (Lessard C., 1997:3).
Due to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach. Therefore, implications for teaching and learning reading strategies
can be obtained via the results of the research titled "English Reading strategies by Students from the Northern Mountainous Provinces at the Faculty of Information
Technology, Thai Nguyen University". .2 Aims of the study
This study aims to:
- Investigate what reading strategies FIT students employ when reading in English. - Explore what reading strategies FIT English teachers teach.
CHAPTER I : METHODOLOGY
The previous chapter has provided a necessary theoretical background for the present study. This chapter presents the methodology used for the data collection and analysis in the study. The first section will begin with a description ofthe participants and the setting of the study. It will be followed by information about the research method. Finally in the last section of this chapter, the measures used will be explained in further detail.
2.1. The context of the study
2.1.1. Setting of the study
Students at the faculty of Information Technology, Thai Nguyen University participated in this study. The aforementioned faculty enrolls more than 400 students for the present academic year (2009-2010), with an average of 60 students per class. In the classroom, benches are arranged in vertical lines with up to 5 students per bench. A cohort is five academic years in which four and a half years are dedicated to studying and the final
half year to professional practice. Students have 4 periods per week for studying English. Each period comprises 50 minutes. They study English from the first semester to the fifth semester. The first three semesters are reserved for General English study and the last two semesters reserved for English for Information Technology. In class, students work with only an adapted textbook or a document provided by the teachers themselves. Therefore, English reading skill is integrated with other skills during the five semesters studying English. There is no separated lesson for teaching reading skill or any other skills. At home, students can access the Internet to find out more associated useful information. In the aforementioned faculty's library, there is a scarcity of books with respect to scientific research, reference books, and entertainment books.
The present study was conducted from September to December 2009 when the participants were in the first semester of the second year. At that time, they were using an adapted material from the course book Inside out Elementary written by Sue Kay & Vaughan Jones for their English study. While using this adapted material the FIT English teachers and the author have found that it matches the objectives of the learning program and students' levels of proficiency as they already had knowledge about basic structures as
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng đọc
Tiếng Anh
Đại học Thái Nguyên
Sinh viên
Miêu tả: 38 p. + CD-ROM
M.A. Thesis English Teaching Methodology -- College of Foreign Languages. Vietnam National University, Hanoi, 2010
ACKNOWLEDGEMENTS ABSTRACT
LIST OF TABLES
TABLE OF CONTENTS
PART ONE: INTRODUCTION
Error! Bookmark not defined. 1. Rationale
2. Aims ofthe study
.3 Methods of the study
4. Scope ofthe study:
PART TWO: DEVELOPMENT CHAPTERI : LITERATURE REVIEW
1.. Reading
1.1.1. What is reading?
1.1.2. Models of reading
1.1.3. Classroom approaches to reading 1.2. Reading strategies
1.2.1 What are reading strategies?
1.2.2 Reading strategies
1.3. Teaching reading strategies
;
TABLE OF CONTENTS
1.3.1. Teaching reading strategies
Error! Bookmark not defined. 1.3.2. Teaching reading activities
Error! Bookmark not defined. 1.4. Research onteaching and learning reading strategies in second language learning
Error! Bookmark not defined. 1.4.1. Research on teaching reading strategies in second language learning Error!
Bookmark not defined.
1.4.2. Research on learning reading strategies in second language learning
Error!
Bookmark not defined.
CHAPTER II: METHODOLOGY Error! Bookmark not defined. 2.1 The context of the study Error! Bookmark not defined.
2.1.1. Setting of the study
2.1.2. Sampling and participants
2.2. Instruments of data collection
2.3. Data collection procedures
2.4. Data analysis
CHAPTER III: FINDINGS AND DISCUSSIONS 3.1. FIT students' opinions and reading strategies
Error! Bookmark not defined.
Error! Bookmark not defined. Error! Bookmark not defined.
Error! Bookmark not defined.
Error! Bookmark not defined.
Error! Bookmark not defined. Error! Bookmark not defined.
y
3.1.1. FIT students' attitude to reading strategies
Error! Bookmark not defined. 3.1.2. Strategies taught to FIT students
Error! Bookmark not defined. 3.1.3. Reading strategies employed in students' reading Error! Bookmark not defined.
3.2. FIT English teachers' opinions and reading strategies Error! Bookmark not defined.
3.3. Summary
3.4. Implications of the study PART THREE: CONCLUSIONS .1 Conclusions
1.1. Conclusion 1
1.2. Conclusion 2
2. Limitations and suggestions for further study REFERENCES
APPENDIX 1: Questionnaires for students
Error! Bookmark not defined. APPENDIX 2: Ouestionnaires for teachers
Error! Bookmark not defined.o
Error! Bookmark not defined.2 Error! Bookmark not defined.4
Error! Bookmark not defined.4 Error! Bookmark not defined.4 Error! Bookmark not defined.4 Error! Bookmark not defined. Error! Bookmark not defined.
PART ONE: INTRODUCTION
Reading is an essential way of obtaining information in contemporary society. Research discovered that readers spontaneously use reading strategies in the reading
process (Pritchard, 1990). Literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990). Using reading strategies can be of great Giúp to non-native readers because it may serve as an effective way of overcoming language deficiency and obtaining better reading achievement both for regular school assignments and on language proficiency tests (Zhang, 1992).
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. Another person may also read for enjoyment, or to enhance knowledge of the language
being read. The purpose(s) for reading guide the reader's selection of texts. Reading strategies Giúp readers to acquire a text quickly. Successful language learners know how to
use reading strategies efficiently. In language learning, students read to learn the language, to broaden their knowledge, and to do assignments. The purposes of reading strategies are to have general knowledge, to get a specific detail, to find out the main idea or theme, to learn, to remember, to delight, to summarize and to do research.
In the Faculty of Information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact that many informational
technology documents are now written in English. Once students master the English language, or are capable ofcomprehending satisfactorily documents written in it, they can more easily grasp new technology than those weaker in this language.
There is a new rule for (FIT) students enrolling this academic year: After graduation,
students need to attain an English competency equivalence of 400 points (TOEFL-PBT).
This seems to be a bit high of a requirement for the students; however, this is a motivation for them to study and concentrate more on the language.
It is natural that in order to master a language, learners often want to improve in all four skills: listening, speaking, reading and writing. For the FIT students, the most important skill is reading as almost all English books about Information Technology are
written in English. Moreover, Vietnamese books about Information Technology are sometimes out of date and difficult to understand due to bad translation. FIT students are
taught reading skills from their first academic year. Through observing English reading classes, this author has realized that most students read the text and then translate it into
Vietnamese. They don't know what or how to use reading strategies to comprehend the text. When dealing with a reading lesson, students often suffer from a lack of reading strategies which are essential for them to overcome the reading comprehension challenges in the classroom. A large body of research has found that effective readers are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987; Presley, Beard EL, Dinary & Brown, 1992 cited ni Nguyen (2007)). Researchers believed that these strategies can be taught to ineffective language learners so that they can then become more successful at language learning.
Besides developing reading proficiency for students, teachers who train students to use reading strategies can also Giúp them become autonomous language learners. Consequently, teaching students learning strategies is an important duty of the language teachers since learning strategies can Giúp students monitor and take responsibility for their own learning. Helping students understand good language learning strategies and training them to develop and use them can be considered the desired characteristics of a good language teacher (Lessard C., 1997:3).
Due to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach. Therefore, implications for teaching and learning reading strategies
can be obtained via the results of the research titled "English Reading strategies by Students from the Northern Mountainous Provinces at the Faculty of Information
Technology, Thai Nguyen University". .2 Aims of the study
This study aims to:
- Investigate what reading strategies FIT students employ when reading in English. - Explore what reading strategies FIT English teachers teach.
CHAPTER I : METHODOLOGY
The previous chapter has provided a necessary theoretical background for the present study. This chapter presents the methodology used for the data collection and analysis in the study. The first section will begin with a description ofthe participants and the setting of the study. It will be followed by information about the research method. Finally in the last section of this chapter, the measures used will be explained in further detail.
2.1. The context of the study
2.1.1. Setting of the study
Students at the faculty of Information Technology, Thai Nguyen University participated in this study. The aforementioned faculty enrolls more than 400 students for the present academic year (2009-2010), with an average of 60 students per class. In the classroom, benches are arranged in vertical lines with up to 5 students per bench. A cohort is five academic years in which four and a half years are dedicated to studying and the final
half year to professional practice. Students have 4 periods per week for studying English. Each period comprises 50 minutes. They study English from the first semester to the fifth semester. The first three semesters are reserved for General English study and the last two semesters reserved for English for Information Technology. In class, students work with only an adapted textbook or a document provided by the teachers themselves. Therefore, English reading skill is integrated with other skills during the five semesters studying English. There is no separated lesson for teaching reading skill or any other skills. At home, students can access the Internet to find out more associated useful information. In the aforementioned faculty's library, there is a scarcity of books with respect to scientific research, reference books, and entertainment books.
The present study was conducted from September to December 2009 when the participants were in the first semester of the second year. At that time, they were using an adapted material from the course book Inside out Elementary written by Sue Kay & Vaughan Jones for their English study. While using this adapted material the FIT English teachers and the author have found that it matches the objectives of the learning program and students' levels of proficiency as they already had knowledge about basic structures as
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
You must be registered for see links
Last edited by a moderator: