iii ABSTRACT Reading is one of the most important skills in learning English, especially ESP For first year students at Electricity Faculty in Sao Do University, reading has been given the first priority and has been paid more attention as the students have to read English materials related to their own specialist subject This study has been conducted in an attempt to investigate the difficulties in reading ESP materials, find out the necessity of adapting and recommend techniques of adapting tasks for reading lessons in English for Electricity to improve the reading skill of the first year students at Electricity Faculty, Sao Do University The subjects involved in the study are English teachers who have taught English for Electricity and 100 students of Electricity Faculty chosen at random from classes They were in their first year and have just finished studying English for Electricity The data collected from questionnaires and notes from class observation reveal that it is necessary to adapt reading tasks to facilitate reading process and help students to obtain desirable achievements in ESP reading The analysis of the data collected has helped the researcher to come at several problems in both teaching and learning ESP in general and reading skill in particular Stemming from the findings, the author has put forward adapting tasks in reading lessons of English for Electricity to improve reading skill of the first-year students at Electricity Faculty, Sao Do University iv LIST OF TABLES, FIGURES AND ABBREVIATION Tables: Table – Exercises believed to be suitable to develop reading skills Table 2: English for Electricity’s Units Table 3: Students’ evaluation of the difficulties of different units in the textbook Table 4: Teachers’ evaluation of the difficulties of different units in the textbook Table 5: Teachers’ and students’ preferences for the reading activities Figures: Figure 1: Students’ places of domicile Figure 2: Students’ time of learning English Figure 3: Students’ purposes in learning ESP Figure 4: Students’ evaluation of the difficulties in learning English for Electricity Figure 5: Teachers’ evaluation of the difficulties in learning English for Electricity Figure 6: Students’ views of the difficulties of reading strategies Figure 7: Teachers’ evaluation of the necessity of reading strategies Figure 8: Students’ views on the reference materials Figure 9: Time of students’ studying outside the classroom Abbreviations: GE: General English ESP: English for Specific Purposes CLT: Communicative Language Teaching EFL: English as a Foreign Language DC: Direct current v TABLE OF CONTENTS Acknowledgements .ii Abstract .iii List of tables, figures and abbreviations iv Table of contents v PART I: INTRODUCTION I.1 Rationale I.2 The aim of the study I.3 Research questions .2 I.4 Scope of the study I.5 Organization of the study PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 ADAPTATION I.1.1 Definition I.1.2 Adapting techniques I.1.2.1 Adding I.1.2.2 Deleting or Omitting I.1.2.3 Modifying .4 I.1.2.4 Simplifying I.1.2.5 Re-ordering I.2 READING I.2.1.What is reading and reading comprehension? I.2.1.1 The definition of reading I.2.1.2 Reading comprehension .6 I.2.2 Reading techniques I.2.3 Reading skills in English for Specific Purposes .7 I.3 TASK IN LANGUAGE TEACHING AND TASK DESIGNING .9 I.3.1 Task in language teaching I.3.2 Task designing 10 CHAPTER II: THE STUDY .13 vi II.1 SETTINGS 13 II.1.1 The syllabus 13 II.1.2.The teachers 14 II.1.3 The students 15 II.2 THE SUBJECTS 15 II.3 THE RESEARCH INSTRUMENTS AND PROCEDURE .16 CHAPTER III: DATA ANALYSIS, DISCUSSION AND RECOMMENDATIONS 17 III.1 QUESTIONAIRE DATA ANANYSIS AND DISCUSSION 17 III.1.1 Students’ background of learning English and their purposes in learning ESP .17 III.1.2 Evaluation of the difficulties in learning English for Electricity 19 III.1.3 Evaluation of the difficulties of different units in the textbook 22 III.1.4 Evaluation of reading skills 23 III.1.4.1 Students’ views of the difficulties of reading strategies 23 III.1.4.2 Teachers’ evaluation of the necessity of reading strategies 24 III.1.5 Teachers’ and students’ preferences for the reading activities .25 III.1.6 Reference materials for students 26 III.1.7 Time of students’ studying outside the classroom 27 III.1.8 Summary 27 III.2 RECOMMENDATIONS 29 III.2.1 Some adjustments of teaching and learning 29 III.2.1.1 Promoting students with a variety of reading strategies 29 III.2.1.2 Encouraging students to develop learning habit outside class 29 III.2.2 Adaptation of the reading tasks in English for Electricity .30 III.2.2.1 Simplifying 30 III.2.2.2 Modifying 34 III.2.2.3 Adding .37 III.2.2.4 Deleting or Omitting .41 PART III: CONCLUSION 44 REFERENCES 45 APPENDIXES I APPENDIX I APPENDIX .IV PART I: INTRODUCTION I.1 Rationale English has experienced its popularity in Vietnam over the last few decades Together with the development of General English (GE), English for Specific Purposes (ESP) has become an indispensable branch in English Language Teaching in Vietnam to meet the growing demand for communicating with foreigners and updating information as well as technology in the fields of electrical engineering, electronics, computer science and engineering… ESP is a compulsory subject in the training curriculum at Sao Do University Students at Electricity Faculty are supposed to study a certain command of ESP relating industrial fields such as: electrical engineering, electric power system, electric power in industry and household However, ESP teaching has encountered a number of problems such as long and difficult reading texts, students’ electrical knowledge limitation, and lack of experienced teachers of ESP Another problem of great concern of the ESP teachers is syllabus, especially its tasks and activities for practicing reading skill The ESP syllabus for the first-year students of Electricity Faculty – English for Electricity is not an exception And the desire of how to improve the effectiveness of reading lessons is really the strong motivation All the above mentioned reasons lead to the choice of the study: “Adapting tasks for reading lessons in English for Electricity to improve the English reading skill of the firstyear students at Electricity Faculty, Sao Do University” I.2 The aim of the study The study aims to: - develop a theoretical framework which is appropriate for adapting tasks for reading lessons in English for Electricity for the first year students at electricity Faculty, Sao Do University - investigate and analyze the difficulties the first year students of Electricity Faculty may encounter when studying the reading lessons in English for Electricity - adapt some reading tasks in English for Electricity for the first year students at electricity Faculty, Sao Do University I.3 Research questions What difficulties may the first-year students of Electricity Faculty encounter when studying the reading lessons in English for Electricity? What reading tasks are considered inappropriate for the first-year students of Electricity Faculty? What reading tasks in English for Electricity should be adapted? I.4 Scope of the study This study is limited to the area of investigating and analyzing the difficulties the first year students of Electricity Faculty may encounter when studying the reading lessons in English for Electricity More importantly, the focus of the study is to suggest techniques to adapt some reading tasks in this textbook to improve the students’ reading skill I.4 I.5 Organization of the study The study is expected to consist of three main parts Part I includes rationales, aims of the study, research questions and scope of the study Part II includes chapters Chapter deals with the theoretical background relevant to the research topic including adaptation, an overview of reading, tasks in language teaching and task designing Chapter provides with current situation of teaching and learning reading skill in the Electricity Faculty, Sao Do University and introduces the research methodology Chapter presents the findings of the study resulting from a statistical analysis of the collected data and some extra reading tasks for “English for Electricity” Part III presents conclusion of the study References Appendix PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 ADAPTATION I.1.1 Definition According to Madsen and Bowen (1978: ix), adaptation is an action of employing “one or more of a number of techniques: supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural/ situational content” Similarly, from Tomlinson (1998:xi) took the same position that adaptation referred to “reducing, adding, omitting, modifying and supplementing” Adaptation is a term referring to the ability to adjust to new information and experiences Learning is essentially adapting to our constantly changing environment Through adaptation, we are able to adopt new behaviors that allow us to cope with change I.1.2 Adapting techniques I.1.2.1 Adding The notion of addition is that tasks of a textbook are supplemented by putting more into, while taking into account the practical effect on time allocation First, we can certainly add in this quantitative way by the technique of extending "This means that the techniques are being applied within the methodological framework of the original materials: in other words, the model is not itself changed" (McDonough and Shaw, 1993:89) We can this in the following situation: A second reading passage parallel to the one provided is helpful in reinforcing the key linguistic features - tenses, sentence structures, vocabulary, cohesive devices - of the first text Second, more far-reaching perspective on addition of materials can be termed expanding This kind of addition is not just extension of an existing aspect of content They go further than this by bringing about a qualitative as well as a quantitative change This can be thought of as a change in the overall system' (McDonough and Shaw, 1993:90) I.1.2.2 Deleting or Omitting Deletion is clearly the opposite process to that of addition As we saw in the previous section that tasks can be added both quantitatively (extending) and qualitatively (expanding), the same point applies when a decision is taken to omit tasks The most straightforward aspect of reducing the length of tasks is subtracting Addition and deletion often work together A task may be taken out and then replaced with something else The methodological change is greater when, for example, grammar practice is substituted after the omission of an inappropriate communicative function I.1.2.3 Modifying Modifying can be sub-divided under two related headings The first of these is rewriting, when some of the linguistic content needs modification, the second is restructuring, which applies to classroom management - Rewriting may relate activities more closely to learners' own background and interest, introduce model of authentic language, or set most purposeful problem-solving tasks where the answers are not always known before the teacher asks the question - Restructuring: For many teachers who are required to follow a course book rather strictly, changes in the structuring of the class are sometimes the only kind of adaptation that is realistically possible For example, the materials may contain role-play activities for groups of certain size The logistic of managing a large class (especially if they all have same LI) are complex from many points of view, and it will probably be necessary to assign one role to a number of pupils at the same time Obviously the converse where the class is too small for the total number of roles available - is also possible if perhaps less likely I.1.2.4 Simplifying The technique of simplification is a type of modification, namely a "rewriting" activity The elements of a language which can be simplified are: the instructions and explanations that accompany exercises and activities, and even the visual layout of materials so that it becomes easier to see how different part fit together However, texts, most often reading passages are applied this technique Usually, the emphasis has been on changing various sentences - bound elements to match the text more closely to the proficiency level of a particular group of learners Simplification could be in the following forms: Sentence structure; Lexical content, and grammatical structures Simplification has a number of further implications Firstly, once linguistic items are changed, stylistics will be affected, and therefore the meaning of intention of the original text is changed Secondly, simplification of content is required when the complexity of the subjectmatter is regarded as being too advanced Thirdly, simplification can refer to the ways in which the content is presented: we may decide not to make any changes to the original text, but instead to lead the learners through it in a number of graded stages I.1.2.5 Re - ordering This procedure refers to the possibility of putting the parts of a course book in a different order This may mean adjusting the sequence of presentation within a unit, or taking units in a different sequence from that originally intended I.2 READING I.2.1 What is reading and reading comprehension? I.2.1.1 The definition of reading On the teaching point of views, language skills consist of four-macro skills: listening, speaking, reading and writing Of the four skills, Carrel(1988) says that “for many students, reading by far is the most important of four skills in a second language, particularly in English as a second or foreign language” So “what is reading?” To answer the question, numerous attempts have been made, but according to Smith (1985) there is no point in looking for a simple definition of reading Nuttal (1996:3) stated that reading is “a process whereby one looks at and understands what has been written” Also, Goodman(1971:135) defined “reading is psycholinguistics process by which the reader, language user, reconstructs, as best as he can, a message which has been encoded by writer as a graphic display” For Goodman, this act of reconstruction is viewed a cyclical process of sampling, predicting, testing and confirming And according to Smith (1985:102), “reading is understanding the author’s thought” It means that the readers “read the author’s mind not the author’s words” From these definitions, each author reflects what reading means as seen from his own points of view All what they share is that they try to find out the nature of reading and reading act, in which the readers, reading process, and reading message are emphasized I.2.1.2 Reading comprehension Reading comprehension plays an important part in teaching and learning a foreign language According to Swam (1975:1), “a student is good at comprehension” if “he can read accurately and efficiently, so as to get the maximum information of a text with the minimum understanding” Grellet (1981: 3) defined reading comprehension: “understanding a written text means extracting the required information from it as effectively as possible” In highlighting the importance of reading comprehension Rivers (1981:147) stated that “ reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s which are knowledge of the language” Eskey (1988) considered in advanced levels of second language the ability to read the written language at a reasonable rate and with good comprehension has long been recognized to be as oral skills if not more important Though the authors mentioned above may not have exact same ideas, they all come up the common point that reading comprehension is the process in which the readers, as they read, can recognize the graphic forms of the reading text and understand what is implied behind these forms I.2.2 Reading techniques In reading, the objective of the reader is not always to understand which is written down According to Grellet(1981:4), there are main ways of reading: skimming, scanning, extensive reading and intensive reading Skimming Grellet(1981:4) defined skimming as “quickly running one’s eyes over a text to get the gist of it” Skimming is used to get main points or the intention of the writer, quickly gather the most important information, or 'gist', run one’s eyes over the text and note important information Skimming is to quickly get up to speed on a current business situation It's not essential to understand each word when skimming Scanning Scanning is used to find a particular piece of information The reader goes through the text very quickly in order to look for the specific piece of information While scanning, we 38 If the magnetic field is cut by another conductor, an electromotive force will be …………………… in that conductor (From English for Electricity, Unit 6: The effects of an electric current, page 31) *Points needed adapting: The task is to practice some new words and focus the main ideas of the text The students read the text and complete the sentences If they follow this order, they may find it mechanical and boring to practice words they have just learnt because they only read and copy the words from the text The task is too easy for them So the task should be done as homework * Adapted version: The small passages with the same contents as the text provided are helpful in reinforcing the key linguistic features - tenses, sentence structures, vocabulary - of the first text The passages are aids to the required exercise in the task Students will translate the passage into Vietnamese Adapted task: Task 2.4 Translate the passages into Vietnamese Heating: 'The heating effect of electric current is used in many everyday devices Electric cookers, kettles and toasters are among the household appliances that rely on it Chemical: Passing an electric current through a liquid causes chemical changes in a process called electrolysis Electroplating uses electrolysis to put a layer of one metal on top of another Examples include chromium plating of bathroom and car parts, and silver plating of cutlery and jewellery 39 Magnetic Electric current passing through a wire generates a magnetic field around the wire This effect is used in all sorts of ways Examples include electric motors and electromagnets Class time: 20 minutes Task: Translate the passages into Vietnamese Type of activity: Individual Sample 2: (Task 1.4 - Unit 2: Circuit elements) Circuit elements Current moves from a point of high potential energy to one of low potential It can only so if there is a path for it to follow This path is called an electric circuit All circuits contain four elements: a source, a load, a transmission system and a control The source provides the electromotive force (EMF) This establishes the difference in potential which makes current flow possible The source can be any device which supplies electrical energy For example, it may be a generator or a battery The load converts the electrical energy from the source into some other forms of energy For instance, a lamp changes electrical energy into light and heat The load can be any electrical device The transmission system conducts the current round the circuit Any conductor can be part of a transmission system Most systems consist of wires It is often possible, however, for the metal frame of a unit to be one section of its transmission system For example, the metal chassis of many electrical devices are used to conduct current Similarly the body of a car is part of its electrical transmission system The control regulates the current flow in the circuit It may control the current by limiting it, as does a rheostat, or by interrupting it, as does a switch (From English for Electricity, Unit 2: circuit elements, page 9) 40 Task 1.4 Answering these questions a What is an electric circuit? b How many elements all circuits have? c Give examples for the source? d What does the load convert? e Does the transmission system usually consist of wires? f Give examples for the control? *Points needed adapting: Students have to answer the questions in the task individually Doing this way, they can show how much they understand the reading text However, it is difficult for students to imagine how these devices work in the system That is the reason why the teacher should add a diagram of a basic electric circuit to practice speaking English with a specific situation * Adapted version: Add a diagram to the task Adapted task: Task 1.4 Answer these questions and describe a following diagram of a basic electric circuit a What is an electric circuit? b How many elements all circuits have? c Give examples for the source? d What does the load convert? e Does the transmission system usually consist of wires? f Give examples for the control? wires switch 4.5 V 0.3 W bulb 41 Answering the questions is what students have to discuss in pairs Then the teacher checks some groups to correct the answers The students will spend the rest time describing a diagram of a basic electric circuit Class time: 20 minutes Task: Answer these questions and describe a following diagram of a basic electric circuit Type of activity: Pair-works III.2.2.4 Deleting or Omitting Sample: (Task 1.1- Unit Conductors, insulators and semiconductors) Task 1.1.Give the meaning of the words listed in the table and give some examples Battery(n) Behave as (v) Carbon brush (n) Movement (n) Free electron (n) Positive end (n) Negative end (n) Electric current (n) Insulator (n) Conductor (n) Semiconductors (n) Substances (n) Category (n) Metal (n) Metalic oxide (n) Material (n) Liquid (n) Resistance (n) 42 Temperature – sensing device (n) Thermistor (n) *Points needed adapting: The main point in this task is to improve vocabulary The students have to give the meaning of all new words listed in the table and give examples with some of them The meaning of words is very important for the students, but many of them find it difficult to remember the meaning only by checking up the dictionary, especially with the technical words In addition, in pre-reading process, their teacher already explains or translates them in to Vietnamese So this task needs replacing by another useful task as follow * Adapted version: The old task 1.1 should be omitted and replaced by the following adapted task Adapted task: Task 1.1.Rewrite the sentences by replacing the words in bold with expressions from the text which have similar meaning The flow of free electrons is an electric current …………………………………………………………………………… Materials in the first group are called conductors …………………………………………………………………………… Materials which provide a path for an electric current are conductors …………………………………………………………………………… All insulators permit some flow of electrons …………………………………………………………………………… Germanium sometimes acts as insulators and sometimes as a conductor …………………………………………………………………………… Keys: movement category substances allow behave as 43 The adapting task is designed to train the students to find out synonyms The reading text in this unit makes use of some unfamiliar lexical items to convey its message more clearly The students will rewrite the sentences by replacing the words in bold with expressions from the text which have similar meaning Class time: 10 minutes Task: Rewrite the sentences by replacing the words in bold with expressions from the text which have similar meaning Type of activity: Individual In conclusion, the above samples of adapting tasks for reading lessons in English for Electricity are just some simple ones It is hoped that these tasks will make some contribution to the improvement of ESP teaching and learning at Electricity Faculty, Sao Do University; and the study results would provide some applications not for the author but also for other teachers and learners of English 44 PART III: CONCLUSION This study provides an analysis of some difficulties the first year students of Electricity Faculty may encounter when studying the reading lessons in English for Electricity This is done with the purpose of adapting tasks for reading lessons in the textbook to improve the English reading skill of the first-year students at Electricity Faculty, Sao Do University The findings of the study show that when reading ESP, the students encountered a number of problems such as long and difficult reading texts, number of specialist vocabulary, limitation on professional knowledge, level of English and different purposes of learning ESP With the aim of adapting reading tasks to improve students’ reading skill, the researcher has administered questionnaires for English teachers and 100 students who have just finished the ESP course to find out their evaluation of the units in the textbook, the current tasks and their preferences for activities should be applied For a more effective use of ESP materials, through the research, the author has proposed some recommendations Although the study is the first attempt to look into adapting reading tasks under the guiding light of methodologists, the author does believe that the study results would provide basic knowledge and applications not only for the author but also for other teachers and learners of English In most research projects, limitations are inevitable The study presented in this thesis is of no exception The first, due to the limitation of the thesis, the study has not investigated and adapted the tasks of every unit of the textbook The second, within the scope of the thesis, some other factors affecting reading skills such as teacher’s role, equipments, and class-size have not been investigated These problems call for further research 45 REFERENCES Brown, D S 1988 A world of books: An annotated reading list for ESL/EFL students (2nd ed.) Washington DC: TESOL Carrel, P.L (1988) Interactive Approaches to Second Language Teaching Cambridge University Press Dudley – Evans and Jo St John (1998), Developments in ESP – A multi-disciplinary approach, CUP Ellis, R (2003) Task-based language teaching and learning Oxford: Oxford University Press Eskey, D (1988) Interactive approaches to second language learning New York: Cambridge University Press Goodman, K S (1971) Psycholinguistics universals in the reading process, in P Pimsleur & T Quinn (ed), CUP Grellet, F.(1981) Developing Reading Skills Cambridge: Cambridge University Press Hutchinson, T and A Waters (1987) English for Specific Purposes: A Learning- centered approach Cambridge: Cambridge University Press Kenedy, C and R Bolitho (1991) English for Specific Purpose Hongkong: MacMiiian Press Ltd 10 Madsen, K.S and Bowen, J D (1978) Adaptation in Language Teaching Boston: Newbury House 11 McDonough, J & Shaw, C (1993) Materials and Methods in ELT Blackwell Publishers Ltd 12 Nga, T T Q (2007) Designing an English for Electrical Engineering reading Syllabus for the second-year students of Power System at Electric Power University Unpublished M.A Thesis Hanoi National University 13 Nunan, D (1989) Designing Tasks for the Communicative Classroom New York: Cambridge University Press 14 Nutall, C.(1996) Teaching reading Skill in a Foreign Language (2nd ed.) Oxford 15 Prabhu, N.S (1987) Second Language Pedagogy Oxford: Oxford University Press 46 16 Rivers, Wilga M (1981) Teaching Foreign-Language Skills (2nd ed.) Chicago: University of Chicago Press 17 Skehan, P (1998) A cognitive approach to language learning Oxford: Oxford University Press 18 Smith, F (1985) Reading Cambridge: CUP 19 Stanton, N (1996) Mastering Communication London: MacMiiian Press Ltd 20 Swan, M (1975) Inside meaning Cambridge: CUP 21 Tomlinson, B (1998) Materials Development in Language Teaching Cambridge University Press 22 Willis, D and J Willis (2001) Task-based language learning In R Carter and D Nunan (eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages Cambridge: Cambridge University Press I Appendix Appendix 1: Questionnaire for students Hướng dẫn: bạn hỏi để hoàn thành phiếu điều tra phục vụ đề tài nghiên cứu thiết chỉnh nhiệm vụ cho đọc hiểu giáo trình English for Electricity nhằm nâng cao kỹ đọc hiểu cho sinh viên năm thứ Khoa Điện, Trường Đại học Sao Đỏ Các câu trả lời mà bạn cung cấp quan trọng với cơng trình nghiên cứu Dữ liệu điều tra phục vụ cho mục đích nghiên cứu, khơng mục đích khác Xin chân thành cảm ơn hợp tác bạn Gia đình bạn sống đâu? a Nông thôn b Thành thị Bạn học tiếng Anh rồi? …………………………………………………………………………… Mục đích học tiếng Anh chuyên ngành bạn gì? ( chọn nhiều phương án) a Để tiếp tục nghiên cứu nước nói tiếng Anh b Để hiểu tài liệu kỹ thuật c Để tăng cường ngữ pháp tiếng Anh d Để xin việc làm tương lai e Để thi cử Những khó khăn bạn học tiếng Anh chuyên ngành Điện ………… ( chọn nhiều phương án) a Bài đọc chuyên ngành dài nhiều từ b Chúng em thiếu kiến thức chuyên ngành điện c Trình độ tiếng Anh chúng em hạn chế d Giáo viên không cho chúng em luyện tập đầy đủ từ vựng ngữ pháp II Những khó khăn đây, bạn gặp học nào, đánh dấu (x) vào học Unit Unit Unit Unit Unit Unit Unit Unit Unit a Bài đọc nhiều từ b Kiến thức chuyên ngành khó c Bài đọc dài d Các tập đơn giản e Các tập khó Khi học tiếng Anh chuyên ngành Điện, theo bạn kỹ đọc khó nhất? a Đọc lướt để lấy ý b Đọc nhanh để tìm thơng tin chi tiết c Đoán nghĩa từ đoán nội dung đọc dựa vào ngữ cảnh d Tóm tắt đọc e Trả lời câu hỏi đọc hiểu Ngồi giáo trình “Tiếng Anh chun ngành Điện”, bạn cịn sử dụng tài liệu bổ trợ: ( chọn nhiều phương án) a nguồn tài liệu Internet b tài liệu, giáo trình giáo viên cung cấp c tài liệu tự mua d tài liệu mượn từ thư viện Bạn thích nhiệm vụ đọc tiếng Anh chuyên ngành? ( chọn nhiều phương án) a Đọc lướt/ đọc tìm thơng tin để trả lời câu hỏi đọc hiểu b Đọc tìm ý c Ghép thơng tin đọc với sơ đồ, bảng biểu Unit 10 III d Điền vào sơ đồ sử dụng thông tin đọc e Viết thơng tin trình bày sơ đồ f Đốn nghĩa từ thơng qua ngữ cảnh g Điền từ vào chỗ trống h Tìm từ đồng nghĩa, từ trái nghĩa i Hoàn thành câu j Dịch sang tiếng Anh ngược lại k Viết tóm tắt nội dung đọc l Sắp xếp thông tin m Chọn / sai theo thơng tin đọc Ngồi nhiệm vụ lớp, giáo viên có giao tập, nội dung nghiên cứu để bạn tự học không? a Có b Khơng 10 Ngồi thời gian học tập lớp, thời gian học tập, tự nghiên cứu nhà bạn bao lâu? a không tự học b học tiếng c học tiếng d học nhiều tiếng IV Appendix 2: Questionnaire for teachers Cỏc thy cụ thõn mn! Các thầy cô hỏi để hoàn thành phiếu điều tra phục vụ đề tài nghiên cứu thiết chỉnh nhiệm vụ cho đọc hiểu giáo trình English for Electricity nhằm nâng cao kỹ đọc hiểu cho sinh viên năm thứ Khoa Điện, Trường Đại học Sao Đỏ Các câu trả lời mà thầy cô cung cấp quan trọng với công trình nghiên cứu Dữ liệu điều tra phục vụ cho mục đích nghiên cứu, không mục đích khác Xin chân thành cảm ơn hợp tác thầy cô Thầy/ cô dạy tiếng Anh chuyên ngành cho sinh viên khoa Điện bao lâu? Từ kinh nghiệm giảng dạy thân, theo thầy/cô, sinh viên năm thứ khoa Điện gặp khóa khăn học tiếng Anh chuyên ngành ( chọn nhiều phương án) a Bài đọc chuyên ngành dài nhiều từ b Sinh viên thiếu kiến thức chuyên ngành điện c Trình độ tiếng Anh sinh viên hạn chế d Giáo viên chưa cho sinh viên luyện tập đầy đủ từ vựng ngữ pháp Theo thầy cơ, khó khăn bạn sinh viên gặp học nào, đánh dấu (x) vào học Unit a Bài đọc nhiều từ b Kiến thức chuyên ngành khó c Bài đọc dài d Các tập đơn giản Unit Unit Unit Unit Unit Unit Unit Unit Unit 10 V e Các tập khó Theo thầy /cơ, kỹ đọc cần thiết để tìm hiểu thơng tin đọc hiểu a Đọc lướt để lấy ý b Đọc nhanh để tìm thơng tin chi tiết c Đoán nghĩa từ đoán nội dung đọc dựa vào ngữ cảnh d Tóm tắt đọc e Trả lời câu hỏi đọc hiểu Ngồi giáo trình “Tiếng Anh chun ngành Điện”, thầy/cơ có cung cấp thêm tài liệu ngồi giáo trình khơng? a Có b Khơng Nếu “có”, nguồn tài liệu thầy cô cung cấp từ nguồn nào? ………………………………………………………………………………………………… Theo kinh nghiệm giảng dạy thầy/cô, dạng tập nâng cao khả đọc hiểu đọc tiếng Anh chuyên ngành? ( chọn nhiều phương án) a Đọc lướt/ đọc tìm thông tin để trả lời câu hỏi đọc hiểu b Đọc tìm ý c Ghép thơng tin đọc với sơ đồ, bảng biểu d Điền vào sơ đồ sử dụng thông tin đọc e Viết thơng tin trình bày sơ đồ f Đốn nghĩa từ thơng qua ngữ cảnh g Điền từ vào chỗ trống h Tìm từ đồng nghĩa, từ trái nghĩa i Hoàn thành câu j Dịch sang tiếng Anh ngược lại k Viết tóm tắt nội dung đọc l Sắp xếp thông tin m Chọn / sai theo thông tin đọc Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... vụ đề tài nghiên cứu thiết chỉnh nhiệm vụ cho đọc hiểu giáo trình English for Electricity nhằm nâng cao kỹ đọc hiểu cho sinh viên năm thứ Khoa Điện, Trường Đại học Sao Đỏ Các câu trả lời mà bạn... studying the reading lessons in English for Electricity - adapt some reading tasks in English for Electricity for the first year students at electricity Faculty, Sao Do University 2 I.3 Research... completed in about 15 minutes for investigating the teachers’ experience in teaching English for Electricity, their evaluation of reading lessons in English for Electricity In addition, it also