The relationship between first-year Nghe An College students' motivation to read and their use of reading strategies Đào Thị Minh Hương Trường Đại học Ngoại Ngữ Luận văn ThS. Chuyên ngành: English Linguistics; Mã số: 60 22 15 Người hướng dẫn: M.A. Phạm Minh Hiền Năm bảo vệ: 2010 Keywords: Tiếng Anh; Động từ; Tiếng Việt; Ngữ pháp. Content: CHAPTER1: INTRODUCTION 1.1. Rationale of the study English nowadays has been a language of internationalization so it is taking a very important role in most fields in personal and professional life as well because of its popularity in the world. Being a student in the new era. She/he has not only opportunities to approach scientific and technological achievements but also challenges of being backwards due to her/his knowledge, and ability. To master English, the students need to grasp all four skills that are closely related to one another: Listening, speaking, reading and writing. Among these skills, reading is an important one because it does not only help student develop other language skills, but also provides them knowledge on the target language. According to Byrne,“reading is an important way of expanding the students’ receptive knowledge of the language and in terms of classroom activities, it is an effective way of simulating students to talk and write”. As we read, we go back to the time, pass across the oceans and barriers of language, religions and cultures. Through reading, we can escape into the mind of a philosopher, observe with a scientist, stay with scholar, analyze with a critic and live through a novel or a play. Reading is one of the most important skills in learning English. Being a teacher of English at Nghe An college, I realized that most of students face many problems in learning reading. This is due to the fact that reading lesson is so boring that student often feel tired and stressed. Students often experience the lack of reading strategies which are essential for them to overcome the challenges in the classroom so motivation is one of the key factors that determine student ’success or failure in language learning. One of the major concerns of educators and parents is motivating students so that they work at the best of their abilities ( Guthrie, Solomon 1997). The key is to motivate them in such a way that they want to do the task that we are assigning .For this reason, I decided on choosing “The relationship between first –year Nghe An college students’ motivation to read and their use of reading strategies” 1.2. Aims of the study * To identify types of motivation possessed by the first-year-college students in learning reading * To investigate some factors affecting students' motivation in learning reading. * The major purpose of this study is to find out whether there is any relationship between motivation and use of reading strategies and which type of motivation will influence students' choice of reading strategies. 1.3. The research questions 1. What are the types of motivation possessed by the first -year -students in reading learning? 2. Is there a relationship between the types of motivation (integrative motivation and instrumental motivation) and learners' choice of reading strategies? 3. What are the factors affecting students' motivation in learning reading? 1.4. Scope of the study Motivation is one of the factors that may maintain a strong influence on the way language learners use learning strategies. This study, however, is designed to investigate the relationship between students' motivation to read and their use of reading strategies. Besides, the sample of the study was drawn from the first –year- students at the Department of English, NGHE AN college. 1.5. Methods of the study. To achieve the aims mentioned above, data were collected through the survey questionnaire. The quantitative research method is used with the aim of obtaining information on students’ motivation when they learn reading to find out the relationship between students’ motivation to read and their use of reading strategies. 1.6. Significance of the study Motivation is one of the key issues in language learning and it has long been believed to have a good impact on success or failure of a language learners.The study is significant for the following reason: It studies types of motivation which are possessed by most of the students in English Department, Nghe An college It investigates a relationship between the types of motivation (integrative and instrumental motivation) and learners' choice of reading strategies. It points out some suggestions for the teachers to improve the textbook, and some techniques to help motivate learners. 1.7. Design of the study The study consists of three main parts: the introduction, the development and the conclusion. Chapter 1 introduces rationale, aims of the study, the research questions as well as scope, significance of the study and methods of the study. Chapter 2 deals with an overview of the theoretical background of the research. It is concerned with the issues relevant to the topic of the research motivation and reading strategies, classification of the reading, motivation in reading, the importance of motivation in reading, factors affecting students’ motivation in the learning environment, the role of the teacher and the students in teaching and learning, reading comprehension strategies, the relationship between motivation and the use of reading strategies. Chapter 3 presents the method used in the study including situation analysis, instruments and the procedure of data analysis and shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires Chapter 4 gives some major findings, discussions of finding, and recommendations to reading motivation activities and techniques employed by the teachers at NJTTC, strategies for developing reading skill to first -year -students at Nghe An college Chapter 5, the last chapter of the study, is the conclusion where all the main contents of the study are summarized and limitations of the study and suggestions for further studies are presented. REFERENCES 1. Ausnbel, David A (1968: 368 - 379). Educationoil. Psychology: A Cognitive view. Newyork: Holt,Rinehart and Winston. 2. Brown, H.D (1993;152) Principles of language learning and teaching (3 rd Ed) NJ: Prentice Hall 3. Brown.J K (1999:297) Understanding Research in second language learning CUP 4. Carol, J.B (1962). The prediction of success in intensive foreign language trainning. 5. Carell Devine and Eskey (1983: 13). Interactive Approaches to second language reading Cambridge University Press. 6. Deci, E.L,& Ryan R,M (1985) intrinsic motivation and self –determination in human behavior. New York: Plenum Press 7. Ehrman, M.E,and oxford, R L (1989) Effects of sex differences, career choice, and psychological type on adults language learning strategies. Modern Language journal, 73(1),1-13 8. Ellis. (1994: 75). The study of second language Acquisition. Oxford Uni- Press 9. Eccles et all. (1998).In the mind of the actor: The structure of adolescents’ achieve task values and expectancy –related beliefs 10. Littlewood. (1998). Communicative language teaching, CUP 11. Galluzzo, 2005, p142. Performance assessment and aevuwing teacher education: the Firo chiaro. 12. Gardener et al. (1985). Social psychology and language learning. The role of attitude and motivation. London: Edward Armold. 13. Goodman k,s. (1971:135). Reading a psycholinguistic Guessing Game. In Harry singer and Robert. 14. Harmer. (2001: 51). The practice of English teaching 15. Harmer. (1989: 153). The practicle of English teaching 1 st ed, longman. 16. Mc Combs, B.L. (1996). Alternative perspectives for motivation. In L. Baker, P Afflerbarch αD.Reinking (Eds) 17. Matthew Weller, Los Angeles Business Journal, March 14, 2005 Basic principles of motivation exist that are applicable to learning in any situation 18. Nuttall. (2000:38). Teaching reading skills in a foreign language, Oxford: Heinemann. 19. Smith. (1985: 102). Reading Cambridge University Press. 20. William. (1984:2). Reading in the classroom Macmillan Publishers 21. Jackobovits, Leon A,1970. Foreign language learning: A psycho linguistic analysis of issues. Newbury House 22. Ray Williams “Top ten” principles for teaching reading EFL journal volume 40/1 January 1986(42-440 23. Ramage, K. (1990). Motinatimal factors and persistence in foreign language study language. Learning 40, 1-13. 24. Wlodkowki R. J. Enhancing Adult Motivation to learn . with the issues relevant to the topic of the research motivation and reading strategies, classification of the reading, motivation in reading, the importance of motivation in reading, factors. students’ motivation to read and their use of reading strategies. 1.6. Significance of the study Motivation is one of the key issues in language learning and it has long been believed to have. motivation to read and their use of reading strategies 1.2. Aims of the study * To identify types of motivation possessed by the first-year- college students in learning reading * To investigate