Microsoft Word 282 Tong Hung Tam doc Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN 978 604 82 2981 8 694 APPLYING SUITABLE TECHNIQUES IN TEACHING READING ENGLISH AT HANOI UNIVERSITY OF NATURAL[.]
Trang 1APPLYING SUITABLE TECHNIQUES IN TEACHING READING ENGLISH AT HANOI UNIVERSITY OF NATURAL RESOURCES
Tong Hung Tam1, Nguyen Hung Binh1
1 University of Natural Resources and Environment, email: thtam@hunre.edu.vn
1 INTRODUCTION
Reading is one of the most important skills
in learning English, both lexical and
sub-lexical cognitive processes contribute to how
people learn to read (Keith, R 1995) Reading
English is the complex cognitive process of
decoding symbols to derive meaning and it is
a form of language processing (Ronald P
1990) The researcher analyzed the gathered
data to have the findings that even there are
many techniques in teaching reading English,
the teachers had better select suitable ones for
their own students based on their levels,
attitudes, motivation and goals; as well as the
requirements of the course, the size of the
class, the allowance time, the materials and
each reading text in a lesson to reach the
outcome they have planned Reading is one of
the most important skills in learning English,
both lexical and sub-lexical cognitive
processes contribute to how people learn to
read (Keith, R 1995) Nobody can deny that
reading and writing English are among
brain-stimulating activities, sustained high volume
lifetime reading has been associated with high
levels of academic attainment Moreover,
reading English is the complex cognitive
process of decoding symbols to derive
meaning and it is a form of language
processing (Ronald P 1990)
2 METHODOLOGY
The study was carried out in two classes with 76 students in the 3rd term in the school
year 2018 -2019, That means those students
had finished English 1 and 2 in their
curriculum The study applied the qualitative approach to getting findings related to techniques in teaching reading English The study was conducted through class observation, questionnaires and survey In a short term, it did not really show objective results as planned, but it also illustrated what
the study wished to reach
3 FINDINGS
It is obvious that there are many methods
to teach reading English effectively and there have been many researches about how to teach reading positively At Hanoi University
of Natural Resources and Environment (HUNRE), teaching reading English applies various methods and techniques to reach the requirement of the subjects and their outcome This paper was raised just to investigate how to apply suitable techniques
in teaching reading English at HUNRE
Before reading: Rather than simplifying a
text by changing its language, teachers made
it more approachable by practicing following techniques:
1 Eliciting student’s existing knowledge
in pre-reading discussion
2 Reviewing new vocabulary before reading and asking students to perform tasks that were within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading
3 The reading purpose must be authentic: Students must be reading for reasons that make sense and relevance to them
Trang 24 The reading approach must also be authentic: Students should read the text in
such a way that matches the reading purpose,
the type of text, and the way people normally
read In teaching reading skills, teachers play
a vital role in stimulating and encouraging
students to practice reading as a good habit in
learning English
5 Integrate information in the text with existing knowledge
6 Have a flexible reading style, depending
on what they are reading
7 Be motivated
8 Rely on different skills interacting:
perceptual processing, phonemic processing,
recall
9 Read for a purpose and reading serves a main function
To use these techniques suitably, students have to aware that reading as a process That
means reading is an interactive process that
goes on between the reader and the text,
resulting in comprehension (Michel D 1984)
The text presents letters, words, sentences
and paragraphs that encode meaning The
reader uses knowledge, skills and strategies
to determine what that meaning is
While-reading: As reading is a receptive
skill - through it they receive information
When students were guided to comprehend
or understand written text, and combine their
understanding with prior knowledge, they are
able to perform the following three
reading-comprehension techniques:
1 Identify simple facts presented in written text (literal comprehension)
2 Make judgments about the written text’s content (evaluative comprehension)
3 Connect the text to other written passages and situations (inferential comprehension)
4 Students practice reading strategies in class in their reading assignments
5 Teachers encouraged students to be conscious of what they are doing while they
complete reading assignments
6 Clear and concentrated instructors (teachers and requested guidance from the reading texts) could help their students to become more effective readers by letting them recognize what to do before, during and after reading
These techniques require students to have background knowledge about content of the texts they read It is so important for them to understand how language is used by the writers’voice (Elspeth J 2007) The development of these reading techniques is vital to students’ development, and it is demonstrated a link between competency in reading and overall attainment at HUNRE
Post-reading: Related activities in
vocabulary, content, grammar, comprehension questions, and discussion increase the processing of the reading and boost student learning through these techniques:
1 Make connections to other disciplines,
to the outside world, to other students
2 Act out scenes from the reading, bring
in related speakers, and or hold field trips on the topic
3 Help students see the value of reading
by connecting reading to the outside world and show its use there
As mentioned above, no techniques are the best or the worst, teachers have to be alert to select suitable techniques to teach reading English as well as possible (Jodai, H 2011)
4 CONCLUSION
In the model of BWP (Before-reading, While-reading, Post-reading), the researcher analyzed the gathered data to have the findings that even there are many techniques
in teaching reading English, the teachers had better select suitable ones for their own students based on their levels, attitudes, motivation and goals; as well as the requirements of the course, the size of the class, the allowance time, the materials and each reading text in a lesson to reach the outcome they have planned The findings of the study shown in each part of a reading text
Trang 3The study also showed that good readers had
to achieve these techniques because it can
develop student’s awareness of the reading
process and reading strategies by asking
students to think and talk about how they read
in their native language (Spacks P 2011)
Teachers allowed students to practice the full
repertoire of reading strategies by using
reading material with the above techniques
When reading to learn, students need to
follow those basic steps: Figure out the
purpose for reading Attend to the parts of the
text that are relevant to the identified purpose
and ignore the rest This selectivity enables
students to focus on specific items in the input
and reduces the amount of information they
have to hold in short-term memory Select
suitable techniques that are appropriate to the
reading task and use them flexibly as wel as
interactively forms their reading at HUNRE
and after leaving university to work as global citizen when they can explore new knowledge through reading
5 REFERENCES
[1] Elspeth J (2007) Silent Reading and the Birth of the Narrator Toronto: University
of Toronto Press, p.5
[2] Jodai, H (2011) "Reading Rate and Comprehension" (PDF) ERIC: ED523331 [3] Keith, R (1995) The Psychology of Reading
Pollatsek, Alexander London: Routledge
pp 192–194 ISBN 978-0-8058-1872-7
Poaching." The Practice of Everyday Life
Trans Steven F Rendall Berkeley: University of California Press 165-176
[5] Ronald P (1990) Reading rate: a review of
research and theory Boston: Academic Press ISBN 978-0-12-162420-0