Download miễn phí Luận văn Using While- Reading Techniques to Improve Reading Comprehension for the 11th Form Students at Phan Dang Luu High School
To carry out this study, the following methods are used:
- Using survey questionnaire: To find out the present situation of learning and teaching reading to the 11th form students at Phan Dang Luu high school, two survey questionnaires, one for teachers and another for students are conducted among students and 10 teachers at Phan Dang Luu high school.
- Observing classes: Class observation is also a useful method. It gives a chance to observe the teaching and learning of reading texts.
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Tóm tắt nội dung:
d out. Students have to read the passage and work out what the connector must be.
Prediction exercises: Students only read the first line and then predict the next.
Recognizing the effect of style
Multiple choice or True/ False questions
Discussion on the style of the text.
Parallel passage in different style.
Recognizing the organization of a text
Jumbled paragraphs
Discussing the function of particular paragraphs.
Making inferences
True/ false or discussion questions on possible interpretation of the text
Extensive reading
Students red on a self- access basis from a class reading bank.
Skimming for the gist
The text is used simply as spring board for discussion on a particular topic.
Students read through a passage and then suggest a title for this.
Students match different titles to series of short texts within a given time limit.
Scanning for specific information
Underlining or circling the required information in a given time limit.
Pre- questions focusing on specific information
Reading for detail
Information transfer activities.
Note- taking on the order of events or emotion in a text.
True/ false questions.
Jigsaw reading
Indeed, there are various activities the teacher can choose for his students in this stage. Its is, however, essential to be flexible in this task. The selection of any of them depends on the nature of the reading text and the level of the students. Besides selecting suitable activities, during the while- reading stage, the teacher should bear in mind his roles of an organizer, observer, assessor and prompter as mentioned in the last part, the roles of teacher.
The post- reading stage
The post- reading stage is the final but not the les important stage of a reading lesson because it is time for students to apply what they have got from the text into real life communication. In Williams’s opinions ( 1984: 39), the post- reading stage aims at:
To consolidate or reflect upon what has been read.
To relate the text to the learners’ own knowledge interest or views.
In summary, each of the reading stage carries its own aims and activities. It is very effective if these three stages are combined flexibly and appropriately for an efficient reading lesson. In the while- reading stage, it is necessary to Giúp the students improve and develop sub- reading skills such as skimming, scanning, or reading for details. If the students can acquire these skills, it is easier for them to understand efficiently the significance of the text. To acquire these skills, students may be instructed to take part in various activities according to each skill. There are numerous activities in this stage. The teacher should be flexible in choosing them for their reading lessons. In the process of reading, asking students to work in pairs or groups is also advisable. This may enable students to feel more pleasant in reading, encourage the to work harder to improve and develop effective reading skills.
Summary
In this chapter, all the concerning theoretical background of reading comprehension has been presented. First, some definitions of reading and reading comprehension basing on some linguistics scholars have been presented. Second, teaching reading comprehension consisting of relationship between reading and other skills, the role of the teacher as well as the students in the three stages of a reading lesson have been reviewed.
CHAPTER 2:
THE PRESENT SITUATION OF
LEARNING TEACHING READING TO THE 11TH FORM STUDENTS
AT PHAN DANG LUU HIGH SCHOOL
Introduction
Nowadays, together with improvements of other skills of English learning, reading comprehension has been put into consideration at secondary schools in Vietnam. As time goes by, a lot of achievements in teaching reading comprehension can be clearly seen. It is true that quality of teaching and learning reading comprehension in most secondary schools has been improved remarkably in terms of the teachers’ methods and the learners’ attitudes. However, there are still some problems facing the reading teachers a well as the pupils.
In order to fulfill this thesis, two survey questionnaires were conducted to the 11th form pupils and eight teachers of English, especially those who are teaching English to the 11th form students at Phan Dang Luu high school to get more details of the reality of teaching and learning reading comprehension at while- reading stage. This section deals with main points: Objects of the study, objectives of the study, methods of study.
Objects of the study
The main objects of this study are:
One hundred 11th form secondary students at Phan §¨ng Lu high school, most of them have been learning English for nearly six years.
Ten teachers of English at Phan §¨ng Lu high school, especially those who are teaching English to the 11th form students.
Objectives of the study
There are three main objectives of this study. The first is to make clear teachers and students’ attitudes towards teaching and learning reading texts. The second is to find out students difficulties in learning reading texts, the third is to investigate the methods of teaching and learning reading texts.
Methods of the study.
To carry out this study, the following methods are used:
Using survey questionnaire: To find out the present situation of learning and teaching reading to the 11th form students at Phan Dang Luu high school, two survey questionnaires, one for teachers and another for students are conducted among students and 10 teachers at Phan Dang Luu high school.
Observing classes: Class observation is also a useful method. It gives a chance to observe the teaching and learning of reading texts.
Data analysis and findings.
Survey questionnaires for teachers and students
Teachers’ and students’ attitudes towards teaching and learning reading.
Question 1, 2, 3 in the survey questionnaire 1 and questions 1, 2 in the survey questionnaire 2 are conducted to investigate teachers’ and students’ attitudes towards reading in English, the importance of reading in English and the importance of developing this skill. The results are as follows:
Chart 1: Students’ attitudes towards reading in English.
A. Yes B. No
Chart 1
Chart 2: Students’ and teachers’ attitudes towards importance of reading comprehension.
A. Very important
B. Important as other language skills
C. Less important than other language skill
D. Not important at all
Chart 2
Chart 3: Students’ and teachers’ attitudes towards importance of developing reading comprehension skills
A. Very important B. Important
C. Not very important D. No important at all
Chart 3
Chart 4: Students’ and teachers’ opinions about reading texts in English 11 textbook
A. Interesting C. Suitable to student’ level
B. Boring D. Not suitable to students’ level
Chart 4
Basing on the collected data from Chart 1, 2 and 3, it is obvious that a majority of students and teachers had positive attitudes towards learning and teaching reading comprehension. Most of students were interested in reading in English (chart 1). They gave various reasons for their choice. Firstly, reading is very interesting, it can Giúp students relax after long studying hours. Secondly, by reading they can broaden their mind and improve their background knowledge. In addition reading enables them to reinforce vocabulary and grammatical structures and develop other language skills. Through the statistics collected, a fact was improved that to both students and teachers, reading comprehension stands equal to speaking, listening and writing (Chart 2). And because both students and teachers were aware of the importance of reading comprehension, most of them accordingly think that developing reading comprehension is necessary (Chart 3). This is a great advantage in teaching and learning this skill.
The next question focuses on the students’ and teachers’ opinion about reading text in the text book (Chart 4). In response to this question, teachers and students showed different ideas. 30% of teachers thought that texts in the textbook were interesting but only 15% of students shared the same view point. Most students (43%) found that reading texts were boring, 32% of them thought they were not suitable for their level. To teachers, a large number of them (40%) believe that reading texts are suitable to the students’ level, 15% of them thought they are boring, and the rest (15%) stated they are difficult to the students.
This figure shows a big difference in the opinion about reading texts in the current textbook. It may greatly affect the methods on teaching and learning reading texts of students.
Chart 5: Students’ purposes in reading
To entertain themselves
To reinforce vocabulary and grammatical structures
To improve language skills
To improve background knowledge
All...
