Luận văn tiếng Anh:Developing English vocabulary on science and technology for grade 10 science gifted students through supplementary readings = Phát triển vốn từ vựng về khoa học và công nghệ cho học sinh lớp 10 chuyên tự nhiên thông qua đọc bổ trợ. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản:University of Languages and International Studies
Ngày:2011
Chủ đề:Tiếng Anh
Phương pháp giảng dạy
Từ vựng
Miêu tả:41 p. + CD-ROM
M.A Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
Vocabulary plays an important role in second language studying process. It is the element that links the four language skills together. In Vietnam, the more teachers and learners aware how important vocabulary is, the more they devote their time and efforts on it. Many methods and techniques have been applied to make the vocabulary teaching and learning progressive. Reading is considered one of the effective ways to enhance learners’ vocabulary. There are essential needs to develop English vocabulary on science and technology for the science gifted students at Hanoi-Amsterdam School. In order to broaden students’ vocabulary on science and technology and Giúp them gradually get used to reading science writings, the researcher plans to experiment a supplementary reading program as a means of vocabulary developing for grade ten scientific gifted students. This study aimed to explore students’ attitudes to the supplementary reading program and its effects on grade 10 students’ English vocabulary on science and technology. The study was carried out in the form of a quasi-experiment research. The data were collected by means of questionnaires and pretest - posttest. 60 students from two classes were randomly chosen and divided into two groups: control and experimental. After the pretest, the experimental group received periodical supplementary readings with tasks focused on vocabulary development within roughly 4 months. The results of the tests of both groups were then collected and analyzed based on pretest and posttest comparison and p-value. The results have supported the good impact of the supplementary reading on the students’ vocabulary improvement and the students’ positive attitudes towards the program. The findings can be used a reference for teachers to apply the supplementary reading in their class concrete context
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