VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ LAN HƯƠNG

A study of difficulties in teaching and learning
reading comprehension in the course book “New
Headway (Pre-Intermediate) to the first year
students at college of Broadcasting 1, Phu Ly city,
Ha Nam province and some solutions
(Tìm hiểu những khó khăn trong việc dạy và học kĩ năng đọc hiểu theo giáo
trình NewHeadway (Pre-Intermediate) cho sinh viên năm thứ 1 tai trường
cao đẳng Phát thanh- truyền hình 1,Thành phố Phủ lý, Tỉnh Hà Nam và một
số giải pháp khắc phục)
M.A MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60.14.10 HANOI – 2011

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES
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TABLE OF CONTENT

page
Acknowledgement i
Abstract ii

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1.3.3.4. Vocabulary
1.3.3.5. Reading comprehension
1.3.3.6. Ability to use references
1.3.3.7. Pattern of reading
1.4. Difficulties of the second language reading comprehension process
1.4.1. Reading skill problem
1.4.2. Language problems

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Intermediate)
3.5.1.2. Difficulties revealed by the students
3.5.1.3. Students' sources of difficulties and their desire from the

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APPENDICES
Appendix 1: Interview questions for teachers I
Appendix 2: Questionnaire for students II
Appendix 3:Content of the course book "New Headway" (Pre-Intermediate) IV
Appendix 4: Unit 3: The reading text" The name's Bond, James Bond" V
(pages 26-27)
Appendix 5: Unit 4: The reading text" Markets around the world" VII

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(pages 34-35)
Appendix 6: Unit 8: The reading text "Jobs for the boys… and girls" X
(pages 66-67) 1
INTRODUCTION
1. Rationale

1. investigating the areas of difficulties that students and teachers are coping with
in their daily of teaching and learning reading comprehension in the course book "New
Headway" (Pre-Intermediate) for the first year students.
2. offering some solutions to overcome difficulties encountered.
The study is carried out in terms of both theory and practice with a hope to be of some help
to the improvement of reading comprehension teaching and learning efficiency for the first
year students in the college of Broadcasting 1
3. Research questions
In order to achieve the above aims, the study concentrated answering the research
questions:
- What are difficulties experienced by teachers who are teaching and first year students
who are learning reading comprehension in the course book "New Headway" (Pre-
Intermediate) in the college of Broadcasting 1 ?
- What are feasible solutions to overcome those difficulties?
In order to find out the answers to the research questions, many sub-questions shall be deal
with:
- What are teachers' and students' opinions on the course book "New Headway" (Pre-
Intermediate)?
- What are difficulties in learning Reading comprehension in this course book
revealed by students and is there any relation between students' difficulties and
their teachers’ teaching method?
- What are difficulties in teaching Reading comprehension in this course book
revealed by teachers?
Once the difficulties are found, appropriate solutions to overcome those difficulties will be
suggested.
4. Scope of the study
This study limits itself to the investigation of
- a sample of the first year students
- Teachers of English
- Reading comprehension in the course book "New Headway" (Pre-Intermediate)

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DEVELOPMENT
Chapter I: Theoretical background
1.1. Definition of Terminology
1.1.1. What is reading?
In our daily life, we spend time reading books, newspapers, novels or stories because
we find them interesting and useful. When reading, we understanding the texts, we
analyze and find its meaning, give out meaningful conclusion. But no one can define
exactly what reading is. This question attracts much attention and researchers have
defined reading in various ideas. According to Goodman (1971:135), reading is “a
psycholinguistics process by which the reader, a language user, reconstructs, as best as
he can, a message which has been encoded by a writer as a graphic display. Goodman
thought that this act of reconstruction is reviewed as “a cyclical process of sampling,
predicting, testing and confirming”.
William (1984:3) had the same view on reading, especially on the act of reconstruction
as Goodman. He argues that: “written texts, then, often contain more than we need to
understand them. The efficient reader makes use of this to take what he needs, and no
more, to obtain meaning. His opinion is shared by Nuttall and Grellet. The former
asserts that “reading is getting a message from the text”.
Harmer (1989:153) considers reading as a mechanical process that “eyes receive the
message and the brain then has to work out the significance of the message”. He not
only focuses on two actions that dominated by the eyes and the brain but also the speed
of the process “a reading text moves at a speed of the reader” which means that the
reader who describes how fast he wants to read the text.

what the author intends. It is a process in which the readers can recognize the graphic
form and understand the relation between the writing and the meaning. In the other
words, after reading students can find the way to bettering their grammar, words,
pronunciation and understanding the content of the text and use it in their real life.
It is really important for us to understand what reading comprehension is. For the
teachers, who teach reading, a profound understanding about the nature of reading
comprehension may help them find out the students’ difficulties of learning reading.
1.2. Stages in teaching reading skill

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It is common knowledge that a reading lesson consists of three important stages: pre-
reading, while reading and post reading. Obviously, each stage has its own
characteristics and time allocation.
1.2.1 Pre-reading stage
This stage is carried out before the students begin reading the text. It plays essential
part in the whole process of a reading lesson because it is difficult to ask students to
read unseen text without preparation which involves such activities as pre-reading
questions, pre-teaching vocabulary. According to William (1984; 37), the purposes of
the pre-reading stage are:
- to arouse students’ interests in the topic
- to motivate learners by giving a reason for reading
- to provide some language preparation for the text
Normally, pre-reading stage often lasts about one-tenth of the time allocation for the
whole lesson. However, depending on each lesson, it may last shorter or longer. Before
delivering activities for this stage, the teacher needs to pay careful attention to the
objectives of the lesson, the situation of teaching and learning, the students’ needs for
the fact that “a good beginning makes a good ending”.
1.2.2 While-reading stage
William (1984:38) states that while reading stage is the main part of a reading lesson
with the following specific aims:

There are two sub-distinction of intensive reading; they are skills-based and text-based.
While the former focuses on a particular skill (for example: distinguish the main idea
of a text from the details, inferences from content), the later, on the other hand, refers
to the lesson focus in the text itself and students try to understand it as fully as
necessary, using all their acquired skills.
1.3.2. Extensive reading
The purpose of extensive reading is to train students to read directly and fluently
in a foreign language for his own enjoyment, without the aid of the teacher to achieve a
general sense of the text, skimming for the gist and scanning for some key details.
Extensive reading is a relatively rapid and efficient process of reading a text for global
or general meaning.

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1.3.2.1. Skimming
Skimming is the act of looking some prominent parts of an article. By catching
a few words only, the readers can get an overall picture of the “what”, of course only
on a rather superficial level. Because of its nature, the key to skimming is to know
where to find the main idea of different paragraphs and to be able to synthesize them
by way of generalization.
1.3.2.2. Scanning
Scanning is another useful skill to locate specific item of information that we
need and often we do not even follow the linearity of the message, but focus on the
needed information. In contrast with skimming, scanning is far more limited since it
only means retrieving needed information.
In the teaching of reading as a language skill, Kenedy and Bolitho (1991:74)
designate some necessary reading skills: skimming, scanning, reference skill, relating
diagram to text, predicting and sequencing the structure of a text and reading notices
and instructions. However, students will never read efficiently unless they can adapt
their reading speed and techniques to their aims when reading.
So the main conclusion to be drawn from all above mentioned is the students

1.3.3.3.Oral reading
To be a good reader, we must be able to read aloud with clarify and expression.
Do not stumble over words or read in a monotone. Read so that our listeners
understand and enjoy what we are reading.
1.3.3.4. Vocabulary
The better our vocabulary is, the better our reading is. Whether our vocabulary
now is good or poor, we should keep on trying to learn the meaning of new words.
When we come across a word we do not know, do not stop reading. Continue reading
until we finish the text. Then reread the sentence in which the new word appears. Try
to get the word’s meaning from the words around it. If we still are not sure what the
word means, look it up in the dictionary. Always compare the difference meaning and
select the one that fits the sentence we are reading.
1.3.3.5. Reading comprehension
Reading comprehension is not just one ability. It is any different abilities. These
abilities include a long and varied list of reading skills and habits.

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To develop good comprehension, pay close attention to what we read. Read to
meet our own well-defined purpose. Relate what we read to our own experience. From
a critical attitude toward what we read. And finally, organize the information we get
from reading.
1.3.3.6. Ability to use references
If we want to be a good reader, become familiar with reference materials such
as dictionaries, encyclopedias, yearbooks, atlases and the library’s card catalog. Kear
where to find these references and how to use them.
1.3.3.7. Pattern of reading
If we would be an effective reader, develop a pattern a reading that covers a
wide variety of interests. Read magazine article and books on different subjects. Read
both fiction and non-fiction. Skim a newspaper and read carefully the most parts. Make
good use of the public library.

less understanding and he will get discouraged and will not want to keep on reading
gradually. Therefore, how to help learner of a foreign language to read better is closely
related to their reading.
1.4.2. Language problems
Yorio (1971) gives out a contrary view to reading problems. He argues that reading
problems of foreign language learners are largely due to the knowledge of the target
language to mother tongue interference in the reading process.
According to Alderson (1984) and Clarke (1980), Reading problems of foreign
language learners are due largely to imperfect knowledge of the target language and to
mother tongue interference in the reading process. A lack of appropriate linguistic
knowledge contrasts the transfer of reading skills and strategies from the first language
to the second language. Dealing with the text, readers have to work with unfamiliar and
difficult topics. These called “text problem”.
The second but not less important kind of problem is the "vocabulary problem". As
everyone knows, grammatical knowledge accounts for a great deal of competence in
reading. However, knowledge of vocabulary is a great deal more important as a factor
of reading comprehension than awareness of grammatical structures (O'Donnel, 1961:
313-316).

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Second language readers may lack knowledge of English grammar and syntax and
therefore, may read word by word. They may encounter too much unfamiliar
vocabulary to grasp the overall concept conveyed in the sentence. They are also
changed when reading idiomatic expressions and unfamiliar grammatical constructions.
In addition, second language readers may have difficulties with more complex and
compound sentences. They may loose the meaning of references within the text, such
as with frequent use of pronouns. Pronoun usage may be different or less frequent in
the native language. Connectives may be overlooked or misunderstood so they loose
the relationships between concepts and ideas.
Besides, readers may encounter a lot of difficulties in dealing with proverbs and

now the center of the language teaching and learning process and learners learn better if
the teacher's teaching style matches their learning styles.
Nunan (1990) point out that learners learn better if teachers know how to carter for all
individual differences and need. What is more, learners learn better if the teachers
know of their learning difficulties and help them to cope with the difficulties.
Nunan (2000: 11) defines learner-centered classrooms as the places where "key
decisions about what is taught, how it will be taught, when it will be taught, and how it
will be accessed will be made with reference to their learner
In a learner-center curriculum, information about learners from learners is used to
answer when and how to teach what. Nunan (2000) elaborates several stages of
negotiating a learner-centered curriculum; making instructional goals clear to learners;
allowing learners to create their own goals, encouraging learners to use the second
language outside the classroom; raising awareness of learning processes; helping
learners identify their own preferred styles and strategies; encouraging learners to
become teachers; encouraging learners to become researchers. The learner-centered
curriculum also describes well how to promote learners autonomy as an educational
goal at an institutional level.
One important implication of learner-centeredness for instruction is that teachers need
to guide student to create their own understandings. They accomplish this by utilizing
students' background of understanding, cooperative learning, authentic learning
problems, and active student engagement in the learning process

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Summary:
Through the brief literature review, it is obvious that there are so many factors
involved in the L2 reading comprehension process. From what have been discussed it
can be concluded that there are three main factors that affect reading comprehension:
(1) reading skill, (2) language proficiency or language knowledge, and (3) cultural
background knowledge.
Also, the literature review emphasizes the need to understand how students talk about

course book "New Headway" (Pre-Intermediate) has been chosen to be the official course
book for the first year students before they continue learning ESP.
The book was written by Liz and John Soars. As can be seen in the title of the book, it
reveals a new way of learning English. The book was written with the purpose of providing
general knowledge for different kinds of learners: those who have never learnt English;
those who are not good at English; those who want to improve their English. At the end of
the course, students should be able to:
- enrich their vocabulary
- enrich their general knowledge
- using skills to communicate successfully
- have basic knowledge to continue their study of ESP
- get a certificate to get a job
For all the reasons above, our college chose this course for the first year students to
encourage students in learning English.
2.1.2 Topics, Terminologies and grammatical structures
The book covers 12 topics (in 12 units) about general knowledge (see Appendix 3). Each
unit has different length depending on the complexity of the subject matter. In each unit,
concrete objectives are revealed to the title of the unit.
For example, the objectives of Unit 1, the title is “getting to know you” and the reading
text is “A blind date”. After reading, students:
- have some knowledge about star signs
- can take a blind date
- have vocabulary bout personality and describing adjectives
Terminologies can be classified into two main groups: single and compound terms. Single
terms are made up of one word, usually a noun or a verb. Eg: Aquarius ( sao Bao Bình),
Tarus ( sao Kim Ngưu), lasagne ( món bột với cà chua và nước sốt hấp chung), diode (ống

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hai cực) where as compound terms are the ones which consists of two or more than two
words. Eg: blind date (cuộc gặp giữa 2 người khác phái mà trước đó chưa hề quen biết),


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time for the course book is 60 periods (= 4 credits) .The course book covers 12 units. And
they learn the book during all the term and each period lasts 45 minutes.
Each unit lasts 4-6 periods depending on the length and difficulty of its content. And
reading is one of four parts in each unit so the time for this skill in each lesson is one
fourth. So to apply all stages in reading lesson is not easy.
2.2.2. Teaching staff and teaching methods
The English teaching staff at the college of Broadcasting 1 consists of 4 official teachers at
the age from 25 to 35. All the teachers have university diploma from different universities
in Vietnam. At present, 2 out of 4 teachers have done MA courses in Hanoi University of
foreign studies and one of them is doing an MA course in University of Language and
International studies.
The number of teachers are limited and the number of students are great so it is certain that
teachers must teach many classes. Classes are usually conducted in the form of lectures,
with most of the time the teachers playing the keys role in the classroom, being the main
speakers working through the text. The teachers explain new words, terms and even
translate some difficult texts into Vietnamese.
Though, the teachers are always aware of the new trend in teaching method nowadays:
Learner- center approach, they try to give their students independence in studying by
asking them to work through the texts or discuss subject matters in groups, giving them
some instructions before asking them make presentation in front of the class. Students at
that time have to play the role of the teacher, giving lecture to the whole class and they feel
highly motivated in learning.
However, only one or two teachers can do these. The rest of teachers write new words or
structures on the blackboard and the meaning of new words is provided right way without
any requirement for students' prediction or guessing from the text. Students are then
ordered to read new words aloud one by one frequently after the teachers.
After that they ask students to read the text for the first time before doing tasks. Students
are always passive and only ask the teachers questions when they encounter difficult

When students were in high school they mainly learnt English for passing the final
exam in each term or at the end of the school year. So they did not care how to get
knowledge and how to communicate by English. They found English unnecessary and
their ability in general was very limited.
But now English is taught in 3 terms with different levels and it is an important
subject for them at school as well as in the future job so they are well aware of their
purpose of learning, they become hard working and patient.