... background knowledge
of English. The non-majors of CE have chances to learn General English (GE) during their
first three terms to prepare for their 120 periods of Englishfor Specific Purposes ... are non - English - majors.
The specific aims of the research are:
to assess the learners’ achievement in improving reading skill with English of Civil
Engineering after 120 period reading course.
... fact, the same form of test may be used for different purposes, although in
other cases the purpose may affect the form.
Due to the limitation of time and ability, it is impossible for the author...
... in readingEnglish
textbooks or English materials, and therefore, they sometimes read them inefficiently.
For the second-year students of English, although they have been learning Englishfor ... claimed that: “Extensive reading would normally start with
reading for the main ideas or for general information then for general comprehension and
finally, after much practice, for details comprehension”. ... periods
for the whole second year, so the teacher who teaches reading has to select only some typical
reading lessons in the textbook More Reading Power for teaching, but not all the lessons...
... discourse
Transcoding information into other types of
display
Table 5 - Types of reading tasks in general reading skills and critical reading skills
3.2. Teaching critical reading
As critical reading comprises ... while reading, the activities can be scanning, skimming, readingfor detailed
information, predicting meaning of new words, etc. Those reading activities might be
used to serve different reading ... always:
- have a purpose before reading. By asking ‘What is my purpose for reading? ’
readers know how to read, what to find and what reading skills to use effectively
beforehand.
- prepare to...
... story and its advantages in language classroom…………….………… 10
II.2. Reading comprehension …………………………………………………….………… 11
II.2.1. Reading comprehension and its roles in language learning………….……………11
II.2.2. ... text…………………………… ………………………………………11
II.2.3. Students’ difficulties with reading ……………………….…………………………12
II.3. Literature and Reading ………………………… …………………………………….13
...
... skimming, scanning, readingfor main ideas or for specific information, etc. The reading
materials mostly are taken from course books like: Think First Certificate, Reading 2, IELT
Reading, Insight ... appealing source of material for
reading . For him, if reading is to be viewed as an integrated process, the teaching of reading
must do more than simply exercise reading in the target language. ... text in the reading classroom. This part focuses on
differentiating the two methods: efferent reading and aesthetic reading. According to Rosenblatt
(1978) efferent reading is reading in which...
... diary about what I have read
□
others……………………………………………………………………
4. After reading I find…
a. my vocabulary is enlarged.
b. my reading speed is improved.
c. my guessing skill is better
d. my analyzing ... short story
c. poetry
d. drama
2. Which of the following aspects often cause difficulties when reading
literature?
a. unfamiliar vocabulary
b. cultural differences
c. literary styles and structure
d. ... and animal
d. social issues (crime, politic…)
e. mystery
f. others (give examples)
Thanks a lot for yours great assistance!
Questionnaire N
o
2
e. Interpreting characters in the short story or...
... knowledge
Develop critical reading and writing
Literature and reading:
The reader and the text
Links between reading skills and literary skills
Efferent reading and aesthetic reading
It is applicable ... poems in teaching and
learning reading
Method of collecting data:
At the end of term, 2 weeks before the final exam.
13
13
Thank you for
Thank you for
your attention!
your attention!
...
Integrating short stories and
poems in developing the
poems in developing the
reading skills for 2
reading skills for 2
nd
nd
year
year
students in Haiphong
students in Haiphong
university
university
Field:...
... exactly the same information. If the task is correctly set, the
students must pool their information and are thus forced to communicate through
English. The information gap is therefore an important ... qualification you have:
CDSP/CQ in English CDSP BA in Russian + CDSP/TC in English
CDSP/TC in English DHSP BA in Russian + CDSP/TC in English
DHSP/CQ in English DHSP/TC in English
Other (specify): ... Davies, P. & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford
University Press.
5. Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge:
Cambridge University...
... College
of Foreign Languages, Vietnam National University-Hanoi for their valuable lectures. And
their knowledge, their thoughtfulness as well as their sympathy I will always appreciate.
For the ... Postgraduate Department, College of Foreign Languages, VNU-Hanoi for
their enthusiastic support.
I am sincerely grateful to Mr. Đinh Tấn Bảo and my colleagues of Foreign
Languages Department, Quang ... 2.6.2.3. Students' Attitude 11
• Students' need forEnglish 11
• Students' strengths and weaknesses 11
2.6.2.4. Teachers’ Performance and Perception 11
• Teachers' workload 11
•...
... the research: reading and reading comprehension,
classification of reading, the importance of improving reading skills, roles of reading teachers
and those of reading students, reading in ESP ... teaching of readingEnglish in Medicine
and a sample work for some readinglessonsfor 3
rd
year students.
Part III summarizes the issues addressed and presents recommendations for further ... practising reading skills to the
students.
IV.3. Improving teachers’ classroom techniques for teaching reading
IV.3.1. Focusing on the reading process
When dealing with teaching readingfor the...