VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***** đặng thị lê na SUPPORTING STUDENTS’ READING COMPREHENSION THROUGH TASK ADAPTATION WITH REFERENCE TO THE NEW HEADWAY PRE-INTERMEDIATE COURSEBOOK AT HANOI UNIVERSITY OF INDUSTRY HỖ TRỢ KĨ NĂNG ĐỌC HIỂU CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI THÔNG QUA VIỆC ĐIỀU CHỈNH CÁC HOẠT ĐỘNG ĐỌC CỦA GIÁO TRÌNH NEW HEADWAY PRE-INTERMEDIATE M.A MINOR PROGRAMME THESIS ENGLISH METHODOLOGY 60 14 10 HANOI, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***** đặng thị lê na SUPPORTING STUDENTS READING COMPREHENSION THROUGH TASK ADAPTATION WITH REFERENCE TO THE NEW HEADWAY PRE-INTERMEDIATE COURSEBOOK AT HANOI UNIVERSITY OF INDUSTRY HỖ TRỢ KĨ NĂNG ĐỌC HIỂU CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI THÔNG QUA VIỆC ĐIỀU CHỈNH CÁC HOẠT ĐỘNG ĐỌC CỦA GIÁO TRÌNH NEW HEADWAY PRE-INTERMEDIATE M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Lê Văn Canh, M.A HANOI, 2010 v TABLE OF CONTENTS Page Declarations i Acknowledgements ii Abstract iii List of Abbreviations iv List of Tables and Figures iv Table of Contents vi PART I: INTRODUCTION 1 Identify the Problem Aims of the Study Research Questions Significance of the Study Scope of the Study Methods of the Study Design of the Study PART II: DEVELOPMENT Chapter One: Literature Review Introduction 1.1 Overview on Reading, Task and Task Adaptation 1.1 Definition of Reading Comprehension 1.2 The Role of Reading in Foreign Language Learning 1.3 Challenges of Comprehending Reading Texts 1.3.1 Reading Problems 1.3.2 Language Problems 1.3.3 Cultural and Background Knowledge Problems 1.4 Task Adaptation as a Type of Support for the Reading Comprehension Process 1.4.1 Definition of Task 1.4.2 Definition of Adaptation 1.4.3 The Purpose of Adaptation vi 1.4.4 Categories of Adaptation 10 Chapter Conclusion 10 Chapter Two: The Study 11 Introduction 11 2.1 Situation Analysis 11 2.1.1 Setting of the Study 11 2.1.2 The Learners 11 2.1.3 Reading Materials 12 2.2 Instrumentation and Procedures 12 2.3 The Adaptation of Reading Tasks in the Coursebook 13 Chapter Conclusion 18 Chapter Three: Data Analysis 19 Introduction 19 3.1 Data Analysis of Preliminary Survey 19 3.2 Data Analysis of Survey Questionnaire 21 3.3 Data Analysis of Survey for Response to Adaptation 24 3.4 Reflection 28 Chapter Conclusion 30 Chapter Four: Major Findings and Suggestions 31 4.1 Major Findings and Discussions 31 4.2 Suggestions 35 PART III: CONCLUSION 39 Conclusion 39 Limitations and Recommendations for Follow-up Action 40 REFERENCES APPENDIXES Appendix 1: Preliminary Survey Appendix 2: Survey Questionnaire Appendix 3: Worksheets (delivered in class) Appendix 4: Samples of Adapted Reading Tasks Appendix 5: Survey for Response to Adaptation Appendix 6: Original Reading Sections (Unit 2, Unit 4, and Unit 7) 41 iv LIST OF ABBREVIATIONS  HaUI: Hanoi University of Industry  GE: General English  ESP: English for Specific Purposes  ESL: English as a Second Language  EFL: English as a Foreign Language  CUP: Cambridge University Press LIST OF FIGURES AND TABLES  Figure 1.1 The Vicious Circle of the Weak Reader LIST OF FIGURES AND TABLES  Table I.1: Steps in Action Research Cycle  Table 3.1: The Students’ Perception of the Role of Reading Comprehension  Table 3.2: The students’ Evaluation of Reading Lessons  Table 3.3: Elements Affecting the Students’ Reading Comprehension  Table 3.4: The Students’ Evaluation of the Role of Reading Materials  Table 3.5: The Students’ Opinions towards the Language in Reading Texts  Table 3.6: The Students’ Opinions towards the Content of Reading Texts  Table 3.7: The Students’ Opinions towards the Reading Tasks  Table 3.8: The Students’ Preferences for Reading Tasks  Table 3.9: The Students’ Opinions on Tasks of the Reading Stages Needed Adapting  Table 3.10: The Students’ Response to the Reading Lesson of Unit  Table 3.11: The Students’ Response to the Reading Lesson of Unit  Table 3.12: The Students’ Response to the Reading Lesson of Unit PART I: INTRODUCTION Identify the Problem In Vietnam, English is taught and learnt in a non-native environment so reading is perhaps the most important skill as it provides students with access to written materials Teaching and learning English in general and teaching reading in the context of Hanoi University of Industry is receiving more attention because reading helps students increase knowledge of English through exposure to the target language as well as sources of valuable information It is crucial for them to acquire the skills to read English efficiently However, as a teacher of English at HaUI for nearly years, I find that my students, especially the first-year ones, are quite bored with the reading tasks offered in the coursebook “New Headway Pre-Intermediate”, the second edition Doing reading tasks sometimes is a burden for them Students often participate in reading lessons inactively and inefficiently The fact has urged the author to carry out the study with the view to supporting students‟ reading comprehension through task adaptation Hopefully, this study will make contributions to improving the learning of reading in particular and that of English in general at HaUI Aims of the Study The study was designed to support students‟ reading comprehension through the adaptation of reading tasks in the coursebook New Headway Pre-Intermediate It aimed to achieve three primary objects: To investigate how interesting and relevant the students find the current reading materials and reading tasks To identify unsuitable aspects of the reading tasks in the coursebook New Headway Pre-Intermediate and adapt them To make some suggestions for supporting students‟ reading comprehension through task adaptation Research Questions In order to achieve the above-mentioned aims, the following research questions guided the study: What reading comprehension tasks in the coursebook New Headway PreIntermediate the students feel challenging? Why they feel those tasks challenging? In what way are those tasks adapted in order to help them cope with the reading tasks better according to the students‟ evaluation? Significance of the Study The study was carried out to encourage the students‟ assessment of reading tasks in the coursebook The unsuitable tasks were adapted to be more practical and accessible for the students Pedagogically, the findings of the study are believed to bring about necessary changes in reading materials and teaching methodology to improve the students‟ reading comprehension at HaUI Furthermore, the suggestions for teaching reading based on the findings can be useful for concerned teachers to make reading lessons more interesting and effective Scope of the Study Materials adaptation is such a broad topic that cannot be wholly discussed within the framework of this paper, therefore, only one specific aspect will be central to the discussion that is reading tasks‟ adaptation With the focus on reading tasks only in the coursebook New Headway Preintermediate, the second edition, the study was carried out to adapt those which are inappropriate according to the students‟ evaluation to support their reading comprehension The study focuses on the first year students, non-major English, so the results of the study are not applied for all students at HaUI Methods of the Study The study in fact is a mini action research carried out with the following steps: - In the process of teaching the coursebook New Headway PreIntermediate, the author observed that reading lessons are not Step 1: always interesting enough to students, they often participate in Initiation reading lessons inactively and inefficiently meanwhile reading comprehension is considered important to academic studies What should be done? Step 2: - The author carried out the preliminary survey to find out major Preliminary reasons why they are not interested in reading lessons investigation - By collecting and reviewing the baseline data, the author came to Step 3: the hypothesis that the students were fed up with reading lessons Hypothesis mainly because they often encountered problems with language, reading strategies and background knowledge - Before each new unit, the students were surveyed to find out their opinions about reading tasks in the coming lesson - The author selected some reading tasks that the students assessed Step 4: Intervention to be unsuitable and suggested different types of adapted tasks - The adapted tasks were delivered in the next lesson The author observed the class, recorded the results - When the students finished the tasks, the author provided them with survey questionnaires for response to adaptation Step 5: Evaluation Step 6: Dissemination Step 7: Follow-up - The students found the adapted tasks less challenging and achievable They were more comfortable when doing those tasks and took part in reading lessons more actively - The author discussed about the effectiveness of adapted tasks to the students - The author suggested more adapted activities to teach other reading sections basing on the coursebook New Headway Preintermediate to the students Table I.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19) Design of the Study The study titled “Supporting Students‟ Reading Comprehension through Task Adaptation with reference to the New Headway Pre-Intermediate Coursebook at Hanoi University of Industry” consists of three main parts namely Introduction, Development and Conclusion In the first part- Introduction- the reason for the research, aims, significance, scope and methodology of the study are considered The second part- Development- contains four chapters - Chapter One focuses on theoretical background of the study which is about reading comprehension, reading tasks and task adaptation - Chapter Two not only describes the context of teaching and learning English at HaUI but also presents the instrumentation of the study as well as the adaptation of tasks - Chapter Three deals with a comprehensive data analysis - Chapter Four reports major findings, discussion, and suggestions The last part- Conclusion- provides a summary of the study, limitations and recommendations for follow-up action PART II: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW Introduction This chapter aims at providing a theoretical background knowledge relating to reading comprehension and task adaptation for the study Overview on Reading Theories, Task and Task Adaptation 1.1 Definition of Reading Comprehension Attempts to define reading have been numerous Williams (1984: 2) defines reading simply as “a process whereby one looks at and understands what have been written.” Ur (1996: 38) shares the same view when he defines “reading means reading and understanding.” Or according to Karlin and Kartin (1988: 2)‟s view “reading without reading comprehension is meaningless” In these ways of definition, merely reading without understanding does not count as reading The problem in defining is the confusion between „understanding‟ and „comprehending‟ It seems that the two words are used interchangeably For example, according to Grellet (1981: 3), “reading comprehension or understanding written texts means extracting the required information from it as efficiently as possible.” In a similar way, Richard and Thomas (1987: 8) not make any distinction between the two terms They define reading comprehension as “an understanding between the author and the reader” To their view, reading comprehension is not just a matter of simply knowing what the author intends but it is the process whereby the printed pages stimulate ideas, experiences and responses that are unique to an individual In short, reading comprehension is an interactive process that goes on between the reader and the text, between the readers‟ existing knowledge and the information suggested by the text being read The text presents letters, words, sentences, and paragraphs that encode meaning The reader uses knowledge, skills, and strategies to understand or comprehend the meaning of the text 1.2 Role of Reading in Foreign Language learning The role that reading plays in language acquisition continues to be an area of research in second language learning In teaching and learning English as a foreign III Appendix 2: SURVEY QUESTIONNAIRE PHIẾU ĐIỀU TRA Mục đích câu hỏi để tìm khó khăn việc học kĩ đọc nhằm điều chỉnh hoạt động đọc giáo trình New Headway tiền Trung cấp để phù hợp với trình độ sinh viên khối khơng chun tiếng Anh trường Đại học Công Nghiệp Hà Nội Em có ý kiến học đọc này, em đánh dấu (√) vào lựa chọn Về ngơn ngữ  a Bài đọc có nhiều từ  b Bài đọc có nhiều tượng ngữ pháp  c Số lượng từ phù hợp với em  d Em khơng có khó khăn ngữ pháp đọc hiểu Về nội dung  a Nội dung dễ hiểu phù hợp với hiểu biết em  b Nội dung khó hiểu xa lạ với hiểu biết em  c Em khơng thích nội dung khơng có thú vị  d Nội dung hay khó hiểu Về dạng tập đọc hiểu  a Các tập khơng khó khả em  b Các tập khơng khó khơng giúp cho việc học tiếng Anh em  c Các tập khó em không làm  d Cách xếp tập không hợp lý  e Các tập phức tạp, cần điều chỉnh lại  f Cần bổ sung thêm tập đọc hiểu *Nếu em đồng ý với câu (f), cho ví dụ chọn dạng tập mà em thấy hiệu đọc khóa:  a Trả lời câu hỏi đọc hiểu  b Chọn câu trả lời phù hợp cho câu hỏi cho sẵn (bài tập trắc nghiệm)  c Cho biết câu cho sẵn hay sai  d Bài tập ghép từ với định nghĩa thích hợp  e Đốn nghĩa từ khóa theo văn cảnh IV  f Tìm thơng tin chi tiết (năm tháng, số cụ thể…)  g Hoàn thiện bảng/ sơ đồ cho trước  h Điền từ cho sẵn vào chỗ trống  i Gắn đoạn văn với ý cho trước  k Ghép đoạn văn với tiêu đề thích hợp  l Ghép hai nhóm đối tượng Theo em, hoạt động đọc giai đoạn cần điều chỉnh nhất? a Trước đọc b Trong đọc c Sau đọc Em có gợi ý cho giáo viên cách dạy để giúp em tiếp thu dạy tốt hơn?  a Giữ nguyên hoạt động yêu cầu sinh viên hoàn thành tất hoạt động  b Thay đổi yêu cầu hoạt động Cụ thể:  c Bỏ số hoạt động Cụ thể:  d Đơn giản hóa số hoạt động Cụ thể:  e Bổ sung thêm số hoạt động Cụ thể: Ý kiến khác: (xin vui lòng nêu rõ) Xin cảm ơn hợp tác nhiệt tình em! Appendix 3: WORKSHEETS (Delivered in class) V WORKSHEET (delivered on March 12th 2010) Unit 2: Living in the USA *While-Reading 1.1 Read the text about three immigrants quickly, then fill in this chart: Names Roberto Solano Endre Boros Yuet Tung Facts 10 years a go Time of arrival Works Jobs for a publisher Independence Things like about the USA Difficulties at the The language beginning WORKSHEET (delivered on March 30th 2010) Unit 4: The best shopping street in the world *Pre-Reading Work in groups of 3-4 or in pairs and decide: -What is the best shopping place in Hanoi? Prompts: -I/We think is the best place for shopping in Hanoi because Word attack - Look at the words in the table below Match the words in column A with another word in column B: A a exclusive B boutiques VI b high-class café c mass produced d specialist shops (2 times) e chic restaurants f exquisite hand-made suit *While-reading Read the text Are the statements true (T) or false (F): Nowy Swiat is a town in Poland ……… There are some famous old buildings in Nowy Swiat ……… Nowy Swiat has a lively atmosphere ……… Most of the people shopping here are Poles ……… Polish goods are sold in many countries ……… You can buy children’s clothes at Petit Bateau ……… You can buy an expensive new desk at Désa ……… Some shops are quite cheap ……… The best drinks are at Café Blikle ……… 10 Warsaw’s shops are different from those in other countries ……… WORKSHEET (delivered on April 28th 2010) Unit 7: Celebrity interview *Pre-reading Linking - What does the underlined word refer to? Terry, footballers are usually hard, but you seem very sensitive Why is this? a unpleasant b difficult c unhappy d strict They invited Hi! Magazine into their luxurious home a very rich b very comfortable c very expensive d very beautiful Our perfect Saturday night is sitting in front of the telly with a take –away a television b radio c computer d hifi-stereo You won’t find photos of us coming out of pubs and clubs drunk, having spent the night with a whole load of famous people a not many b a lot of c not much d few of VII Fotunately, she came to another game, and we started talking then a a game b a match c a contest d an exam *Post-reading Work in pairs: - Tell your partner about one of famous person you have ever met or your favorite singer/footballer/actor/actress + Who is she/he? What does she/he do? + Where is she/he from? + How old is she? + Why you like him/her? VIII Appendix 4: SAMPLES OF ADAPTED READING TASKS Replacing *Sample 1.1- Unit2 Read the text about three immigrants quickly and fill in this chart: Names Roberto Solano Endre Boros Yuet Tung Facts 10 years a go Time of arrival Works Jobs for a publisher Independence Things like about the USA Difficulties at the The language beginning Adding *Sample 2.1- Unit Look at the words in the table below Match the words in column A with another word in column B: A B a exclusive boutiques b high-class café c mass produced d specialist shops (2 times) e chic restaurants f exquisite hand-made suit *Sample 2.2- Unit IX Linking - What does the underlined word refer to? Terry, footballers are usually hard, but you seem very sensitive Why is this? a unpleasant b difficult c unhappy d strict They invited Hi! Magazine into their luxurious home a very rich b very comfortable c very expensive d very beautiful Our perfect Saturday night is sitting in front of the telly with a take –away a television b radio c computer d hifi-stereo You won’t find photos of us coming out of pubs and clubs drunk, having spent the night with a whole load of famous people a not many b a lot of c not much d few of Fotunately, she came to another game, and we started talking then a a game b a match c a contest d an exam Simplifying *Sample 3.1- Unit Work in groups of 3-4 or in pairs and decide: -What is the best shopping place in Hanoi? *Prompt: -I/We think is the best place for shopping in Hanoi because *Sample 3.2- Unit Work in pairs: - Tell your partner about one of famous person you have ever met or your favorite singer/footballer/actor/actress + Who is she/he? What does she/he do? + Where is she/he from? + How old is she? + Why you like him/her? X Modifying *Sample 4.1- Unit Read the text Are the statements true (T) or false (F): Nowy Swiat is a town in Poland ……… There are some famous old buildings in Nowy Swiat ……… Nowy Swiat has a lovely atmosphere ……… Most of the people shopping here are Poles ……… Polish goods are sold in many countries ……… You can buy children’s clothes at Petit Bateau ……… You can buy an expensive new desk at Désa ……… Some shops are quite cheap ……… The best drinks are at Café Blikle ……… 10 Warsaw’s shops are different from those in other countries ……… XI Appendix 5: SURVEY FOR RESPONSE TO ADAPTATION PHIẾU ĐÁNH GIÁ Phiếu lập để thăm dò ý kiến em sau số hoạt động đọc giáo trình New Headway tiền Trung cấp điều chỉnh Các em vui lòng cho biết ý kiến học đọc Em đánh dấu (√) vào phương án mà em thấy phù hợp nhất: Ý kiến đánh giá hoạt động xếp hợp lý lôgic 1.2 Em thích học đọc hơm hoạt động đọc thú vị 1.3 Em thích học đọc hơm hoạt động đọc phù hợp với khả em 1.4 Qua học hôm nay, em tiếp thu thêm kiến thức xã hội đời sống 1.5 Qua đọc hiểu em củng cố vốn từ vựng ngữ pháp 1.6 Bài học hôm hữu ích với em em thực hành nhiều kĩ đọc hiểu 1.7 Em khơng thích học ngày hơm nội dung q xa so với giáo trình Khơng Khơng ý 1.1 Em thích học đọc hôm Đồng đồng ý biết Ý kiến khác XII Appendix 6: ORIGINAL READING SECTIONS (Unit 2, Unit 4, and Unit 7) Unit *Unit 22 XIII Unit XIV XV Unit XVI XVII ... THE NEW HEADWAY PRE-INTERMEDIATE COURSEBOOK AT HANOI UNIVERSITY OF INDUSTRY HỖ TRỢ KĨ NĂNG ĐỌC HIỂU CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI THÔNG QUA VIỆC ĐIỀU CHỈNH... khó khăn việc học kĩ đọc nhằm điều chỉnh hoạt động đọc giáo trình New Headway tiền Trung cấp để phù hợp với trình độ sinh viên khối không chuyên tiếng Anh trường Đại học Công Nghiệp Hà Nội Em có... đọc hiểu tiếng Anh cho sinh viên khối không chuyên trường Đại học Công Nghiệp Hà Nội I Thông tin cá nhân: Bạn sinh viên khoa nào? Nam/ Nữ Bạn đến từ  Thôn/Xã  Thị trấn  Thị xã Thành