a study on students’ use of reading comprehension strategies a case of 10th form students = nghiên cứu cách học sinh sử dụng các chiến lược đọc hiểu trường hợp của học sinh lớp 10 trung học phổ thông

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THANH LOAN A STUDY ON STUDENTS’ USE OF READING COMPREHENSION STRATEGIES: A CASE OF 10 TH FORM STUDENTS (NGHIÊN CỨU CÁCH HỌC SINH SỬ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP CỦA HỌC SINH LỚP 10 TRUNG HỌC PHỔ THÔNG) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THANH LOAN A STUDY ON STUDENTS’ USE OF READING COMPREHENSION STRATEGIES: A CASE OF 10 TH FORM STUDENTS (NGHIÊN CỨU CÁCH HỌC SINH SỬ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP CỦA HỌC SINH LỚP 10 TRUNG HỌC PHỔ THÔNG) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Prof. Dr. Nguyen Phuong Nga Hanoi, 2014 i DECLARATION I hereby, certify the thesis entitled “A study on students’ use of reading comprehension strategies: A case of 10 th form students” is the result of my own research for the degree of Master of Arts at University of Languages and International Studies, Vietnam National University, Hanoi. The thesis has not been submitted for any degree at any other universities or institutions. I agree that the origin of my paper deposited in the library can be accessible for the purposes of study and research. Hanoi, 2014 Trần Thị Thanh Loan ii ACKNOWLEDGEMENTS I owe a great many thanks to so many people who have supported me all the way throughout my study to this final achievement. First and foremost, I would like to express my great gratitude towards Ms. Nguyen Phuong Nga, Associate Professor, Doctor of Philosophy for her enlightening guidance, invaluable advice and inspiration. Without her careful instructions and critical feedbacks, my study would not have been fulfilled. My sincere thanks also go to all the staff of the Department of Post-Graduate Studies for giving me assistance and the lecturers who conducted the Master course for me with valuable knowledge and experience so that I was able to conduct this study. I would like to extend my deep appreciation to my colleagues and students at Pham Hong Thai high school for their cooperation and support so that I could complete my necessary data collection for the study. Last but not least, I would like to express my gratitude to my family and friends, who have always been by my side to encourage and support me during the process of this research. Without their help and encouragement, I could not have completed this study. iii ABSTRACT This is the study on students’ use of reading comprehension strategies. The target population is the 10 th form students at Pham Hong Thai high school. The main aims of this study are to discover the current situation of applying reading strategies of the 10 th form students, and to figure out how to enhance their reading comprehension. To achieve these objectives, the researcher uses (1) survey questionnaire for the students, and (2) unstructured interview for English teachers. The results of the questionnaires show that the students are aware of the importance of reading comprehension in general and reading strategies in particular. Additionally, the reading strategies applied by the students are restricted and not frequently. Besides, the interview’s result indicates that teachers also apply only some of the reading strategies in their reading lessons including scanning, skimming and guessing new words in context. The researcher also finds it possible to enhance student’s reading comprehension with the use of reading strategies according to the teaching methods of teachers in the interview. Acknowledging the obstacles and the students’ positive attitudes towards the use of reading strategies, it is recommended that more reading strategies be used and adapted in the class time to meet the individuals’ needs and abilities. iv LIST OF ABBREVIATIONS, FIGURES AND TABLES ABBREVIATIONS: EFL English as a Foreign Language ESL English as a Second Language L1 First language L2 Second language PHT Pham Hong Thai N % Number Percentage FIGURES AND TABLES: Figure 1: The importance of reading comprehension Figure 2: Students’ purposes of learning reading in English Figure 3: The difficulties in reading a text Figure 4: The importance of having good reading strategies Table 1: Background Information of the Subjects Table 2: Results of predicting strategy Table 3: Results of skimming strategy Table 4: Results of scanning strategy Table 5: Results of inferring strategy Table 6: Results of guessing meaning strategy Table 7: Results of self – monitoring strategy v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS, FIGURES AND TABLES iv TABLE OF CONTENTS v PART 1: INTRODUCTION 1 1. Statement of the problem and rationale for the study 1 2. Aims and objectives of the studies 2 3. Significance of the study 2 4. Research methodology of the study 2 5. Scope of the study 3 6. Design of the Study 3 PART 2: DEVELOPMENT 4 CHAPTER 1: LITERATURE REVIEW 4 1.1. Reading comprehension 4 1.2. Reading strategies 6 1.3. Teaching and learning reading strategies 9 1.4. Researches on reading strategies 11 CHAPTER 2: THE METHODOLOGY 17 2.1. An overview of the textbook “Tieng Anh 10” (the set of standard textbooks) 17 2.2. Objectives and method of the study 19 2.3. The participants of the study 19 2.4. Instruments of data collection 21 2.5. Data collection procedures 22 2.6. Data analysis procedures 23 CHAPTER 3: RESEARCH’S RESULTS AND DISCUSSIONS 24 3.1. The survey questionnaire results 24 3.2. The interview results 32 vi PART 3: CONCLUSION 36 1. Conclusions 36 2. Limitations of the study 38 3. Suggestions for further study 38 REFERENCES 40 1 PART 1: INTRODUCTION 1. Statement of the problem and rationale for the study Teaching a foreign language in general and English in particular requires great knowledge, experiences and efforts. According to Carrell (1984:1), “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a foreign language”. Reading is an essential part of language instruction at every level because it supports learning in many ways. Firstly, reading material is a language input. Students given a variety of materials to read have many opportunities to absorb vocabulary, grammar, sentence structure and discourse structure. Secondly, reading for content information in the language classroom provides students with both authentic reading material and an authentic purpose for reading. Thirdly, reading helps students broaden their knowledge of the lifestyles and worldviews of the people whose language they are studying. Researchers believe that teaching productive reading strategies motivate students to read and facilitate reading comprehension (Anderson, 2003; Eskey, 2002; Grabe, 2004). It also appears that good students apply a variety of reading strategies to their learning. Therefore, the importance of teaching reading strategies is to not also facilitate students’ reading process but help student enrich their vocabulary and grammar as well. What is more, in the context of the upper secondary school, reading is even more important than other three skills of speaking, listening, and writing. The reason is that students have to take the examinations, which are grammar- and reading- based. However, the students’ reading proficiency is not satisfactory. Thus, this study is conducted to investigate the use of reading strategies of the 10 th grade students at Pham Hong Thai high school. Although almost all 10 th form students have learnt English since grade 6, many of them do not know or use appropriate reading strategies yet. As a result, they can become easily frustrated when they do not understand what they are reading, and they become demotivated. 2 For the above-mentioned factors, the researcher attempted to conduct a study named “A study on students’ use of reading comprehension strategies: A case of 10 th form students”. 2. Aims and objectives of the studies Firstly, the research is carried out to investigate the current use of reading comprehension strategies applied by the 10 th form students in Pham Hong Thai high school. Secondly, the study is to figure out how to enhance 10 th form students’ reading comprehension. Therefore, the research is to seek answers to the following research questions: 1. What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school? 2. How to improve 10 th form students’ reading comprehension? 3. Significance of the study Once successfully completed, the study’s findings and discussions are expected to be beneficial to English teachers, the 10 th forms students, the researcher herself as well as other researchers. Firstly, teachers of English can recognize the significant benefits, if any, of strategies in teaching reading comprehension. Based on the findings, teachers could adapt their current situation of teaching reading so that they could improve their students’ reading comprehension. Also, there are some suggested solutions for teachers to prepare an efficient technique to motivate students’ participation in their studying and to teach them how to read effectively. Secondly, reading comprehension strategies can provide students with self-study to improve their reading skills and to face reading comprehension difficulties. Additionally, this study is expected to bring the researcher an invaluable experience as it provides her with knowledge and techniques to teach reading comprehension strategies. Finally, the findings of this study are hoped to offer reliable and updated information for interested and further studies. 4. Research methodology of the study This study is conducted as a descriptive study that applied qualitative approach. The qualitative analysis is employed mainly through the process of data collected from a [...]... reading strategies, (6) E evaluate progress In conclusion, different scholars classified reading strategies using different terms, and not in all contexts that learners can apply all the above mentioned reading strategies They rather base on the purpose of reading to utilize one/ some/ or all of them to read Hence, the importance of reading strategies should be aware of Reading strategies are important as... categorizing reading strategies 6 Block (1986) and Carrell (1989) categorized reading strategies they found into general or global strategies and local strategies Whereas local strategies constitute a category of decoding strategies, global strategies are related to top-down types of reading, including getting the gist of a reading, utilizing background knowledge, and being aware of text organization According... alternate strategies It can be concluded that when students use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language 1.4 Research on reading strategies A considerable number of studies examined the comprehension strategies that second language readers apply to process a text Obviously, the participants were of many... vocabulary and grammatical structures and their lack of appropriate reading strategies Additionally, the findings of the study also indicated that there was a big gap between what the teachers have done to motivate the students and what the students prefer The majority of students prefer having supplementary reading texts for extensive reading They want their teachers to provide them with reading strategies, ... following research questions: 1 What are reading strategies currently applied by 10th form students in Pham Hong Thai high school? 2 How to improve 10th form students reading comprehension? To conduct this study, qualitative approach was employed The qualitative analysis was employed mainly through the process of data collected from a written survey questionnaire delivered to 10th form students and an unstructured... time, the data are more uniform, standard and accurate Lastly, questionnaires can be easily quantified because multiple choice questions are used Because of these advantages, questionnaire is employed as a main data collection method in this study The questionnaire used in this study consisted of two main parts The first one asked for the subjects’ background information including their ages, genders,... and 8 teachers of English at Le Hong Phong High School to collect the data for the study The findings revealed that the teachers were aware of many factors that affect students reading comprehension, and there were four main factors that should be taken into consideration for the 10th- form students, namely students lack of background knowledge and world knowledge, students low motivation, students . .. learning foreign language and reading comprehension In fact, students will be able to relate newly acquired information to their prior knowledge in context areas which is an essential part of reading comprehension skill According to Dehnad (2005), reading strategy provides learning opportunities, facilitates learning and recalling of information as well as strengthening the reading comprehension ability... to make sense of what they read Oxford, Levine & Crookall, (1989) indicated that reading strategy is reading technique and study skill which makes reading more effective and facilitate learning They also elaborated that reading strategies is a process used by the learners to improve reading comprehension and overcome comprehension failures Brown (1990) considered reading strategies as the ways that... suggested that the same comprehension answering strategies were used by the good and average readers However, the good readers were more consistently focused on each question type than the average ones; they articulated their comprehension answering strategies more often on each question type than the average readers In conclusion, the findings of all the above – mentioned researches in reading strategies . THANH LOAN A STUDY ON STUDENTS USE OF READING COMPREHENSION STRATEGIES: A CASE OF 10 TH FORM STUDENTS (NGHIÊN CỨU CÁCH HỌC SINH SỬ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP C A HỌC SINH. COMPREHENSION STRATEGIES: A CASE OF 10 TH FORM STUDENTS (NGHIÊN CỨU CÁCH HỌC SINH SỬ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP C A HỌC SINH LỚP 10 TRUNG HỌC PHỔ THÔNG) M .A. MINOR PROGRAMME. above-mentioned factors, the researcher attempted to conduct a study named A study on students use of reading comprehension strategies: A case of 10 th form students . 2. Aims and objectives of
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Xem thêm: a study on students’ use of reading comprehension strategies a case of 10th form students = nghiên cứu cách học sinh sử dụng các chiến lược đọc hiểu trường hợp của học sinh lớp 10 trung học phổ thông, a study on students’ use of reading comprehension strategies a case of 10th form students = nghiên cứu cách học sinh sử dụng các chiến lược đọc hiểu trường hợp của học sinh lớp 10 trung học phổ thông, a study on students’ use of reading comprehension strategies a case of 10th form students = nghiên cứu cách học sinh sử dụng các chiến lược đọc hiểu trường hợp của học sinh lớp 10 trung học phổ thông

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