Luận văn hỗ trợ kỹ năng Đọc hiểu cho sinh viên không chuyên tiếng anh trường Đại học công nghệ hà nội thông qua việc Điều chỉnh các hoạt Động Đọc của giáo trình new headway pre intermediate

English as a Forcign Language CUP: Cambridge University Press LIST OF FIGURES AND TABLES Figure 1.1, The Vicious Circle ofthe Weak Reader LIST OF FIGURES AND TABLES Table 1.1: Stops in

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

VACULTY OF POST-GRADUATE STUDLES,

DANG THI LE NA

SUPPORTING STUDENTS’ READING COMPREHENSION THROUGII TASK ADAPTATION WITII REFERENCE TO TIIE NEW HEADWAY PRE-INTERMEDIATE COURSEBOOK AT HANOL

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

VACULTY OF POST-GRADUATE STUDLES,

DANG THI LE NA

SUPPORTING STUDENTS’ READING COMPREHENSION THROUGII TASK ADAPTATION WITII REFERENCE TO TIIE NEW HEADWAY PRE-INTERMEDIATE COURSEBOOK AT HANOL

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60 1410

Supervisor: Lé Van Canh, MLA

1.1, Overview on Reading, Task and Task Adaptation 3

1.2 The Role of Reading in Voreign Language Leaming 5 1.3, Challenges of Comprehending Reading Texts 6

1.3.3 Cultural and Background Knowledge Problems 7

1.4 Task Adaptation as a Type of Support for the Reading

iv

LIST OF ABBREVIATIONS

LaUL: Llanoi University of Industry

GE: General English

ESP: English for Specific Purposes

ESL: English as a Sccond Language

EFL English as a Forcign Language

CUP: Cambridge University Press

LIST OF FIGURES AND TABLES Figure 1.1, The Vicious Circle ofthe Weak Reader

LIST OF FIGURES AND TABLES

Table 1.1: Stops in Action Rescarch Cyele

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 Matetials

Table 3.5: The Studenls’ Opinions towards the Language in Reading Texts

Table 3.6: The Students’ Opinions towards the Content of Reading Texts

Table 3.7: The Studenls’ Opinions towards [he Reading Tasks

Table 3.8: The Students’ Preferences for Reading Tasks

‘Table 3.9: ‘he Students’ Opinions on 'asks of the Reading Stages Needed Adapting

‘Table 3.10: I'he Students’ Response to the Reading Lesson of Lit 2

‘Table 3.11: The Students’ Response to the Reading Lesson of Linit 4

Table 3.12: The Students’ Response to the Reading Lesson of Unit 7

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

1 What reading comprehension tasks in the coursebook New lleadway Pre-

Tnlcrmediale do the stndeuts focl challenging?

2 Why do they tel those tasks challenging?

3 In what way are those tasks adapted in order to help them cope with the reading

tasks beller according to the students’ evaluation?

4, Significance of the Study

‘The study was carried out to encourage the students” assessment of reading tasks in

the coursebook The unsuilable tasks were adapted lo be more practical and accessible for

5, 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” adaplation

With the focus on reading tasks only in the cowsebook New Headway Pre- intermediate, the second edition, the study was caried out to adapt those which are inapproprials according lo the sludents’ evaluation to support their reading comprehension

‘The shudy focuses on the first ycar students, non-major English, so the Tesults of the study are not applied for all students at HaU]

6 Methods of the Study

The study in fact is a mind action rescarch carried out with the follawing steps

2.2 Instrumeniation ani Procedures

2.3 The Adaptation of Reading Tasks in the Coursebook

3.4 Reflection Chapter Conclusion

Chapter Four: Major Findings and Suggestions

4.1 Major Findings and Discussions

Appendix 1: Preliminary Survey

Appendix 2: Survey Questionnaire

Appendix 3: Worksheets (delivered in class)

Appendix 4: Samples of Adaptod Reading Tasks

Appendix 5: Survey for Response to Adaptation

Appendix 6: Original Reading Sections (init 2, Unit 4, and Unit 7)

1 What reading comprehension tasks in the coursebook New lleadway Pre-

Tnlcrmediale do the stndeuts focl challenging?

2 Why do they tel those tasks challenging?

3 In what way are those tasks adapted in order to help them cope with the reading

tasks beller according to the students’ evaluation?

4, Significance of the Study

‘The study was carried out to encourage the students” assessment of reading tasks in

the coursebook The unsuilable tasks were adapted lo be more practical and accessible for

5, 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” adaplation

With the focus on reading tasks only in the cowsebook New Headway Pre- intermediate, the second edition, the study was caried out to adapt those which are inapproprials according lo the sludents’ evaluation to support their reading comprehension

‘The shudy focuses on the first ycar students, non-major English, so the Tesults of the study are not applied for all students at HaU]

6 Methods of the Study

The study in fact is a mind action rescarch carried out with the follawing steps

- Chapter One focuses on theoretical background of the study which is about

reading comp on, reading (asks and task adaptation

- Chapter Twe not only describes the context of teaching and leaming English at HaUll but also presents the instrumentation of the study as well as the adaptation of tasks

= Chapler 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:

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

2.2 Instrumeniation ani Procedures

2.3 The Adaptation of Reading Tasks in the Coursebook

3.4 Reflection Chapter Conclusion

Chapter Four: Major Findings and Suggestions

4.1 Major Findings and Discussions

Appendix 1: Preliminary Survey

Appendix 2: Survey Questionnaire

Appendix 3: Worksheets (delivered in class)

Appendix 4: Samples of Adaptod Reading Tasks

Appendix 5: Survey for Response to Adaptation

Appendix 6: Original Reading Sections (init 2, Unit 4, and Unit 7)

1 What reading comprehension tasks in the coursebook New lleadway Pre-

Tnlcrmediale do the stndeuts focl challenging?

2 Why do they tel those tasks challenging?

3 In what way are those tasks adapted in order to help them cope with the reading

tasks beller according to the students’ evaluation?

4, Significance of the Study

‘The study was carried out to encourage the students” assessment of reading tasks in

the coursebook The unsuilable tasks were adapted lo be more practical and accessible for

5, 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” adaplation

With the focus on reading tasks only in the cowsebook New Headway Pre- intermediate, the second edition, the study was caried out to adapt those which are inapproprials according lo the sludents’ evaluation to support their reading comprehension

‘The shudy focuses on the first ycar students, non-major English, so the Tesults of the study are not applied for all students at HaU]

6 Methods of the Study

The study in fact is a mind action rescarch carried out with the follawing steps

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

PART I: INTRODUCTION

1 Identify the Problem

In Vietnam, English is taught and leamt in a non-native environment so reading is

perhaps the mosh important skill as iL provides sludents with access ly wrillen 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 fargel language as well as sources of

valuable information It is crucial for them to acquire the skills to read English efficiently

llowever, as a teacher of English at [laUl for nearly 1 years, 1 find that my

students, especially the first-year ones, are quite bored with the reading tasks offered in the

courscbook “New Headway Pre-Intermediate”, the sccond edition Doing reading tasks

sometimes is a burden for them Students often participate in reading lessons inactively and inefficiently

The thet 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 conizibulions to improving the leaning of roading in particular and that of English in

general at HaUI

2 Aims of the Study

‘The study was designed to support students’ reading comprehension through the

adaplation of reading tasks in the courscbook New Headway Pre-Intermediate Il aimed Lo

achieve three primary objects:

1 To investigate how interesting and relevant the students find the current reading

materials and reading tasks

2 To identify unsuitable aspects of the reading tasks in the coursebook New Headway Pre-Inlermediate and adapl ther

3.To make some suggestions for supporting students’ reading comprehension

through task adaptation

3 Research Questions

In order to ach

guided the study:

© the above-mentioned aims, the following

arch questions

iv

LIST OF ABBREVIATIONS

LaUL: Llanoi University of Industry

GE: General English

ESP: English for Specific Purposes

ESL: English as a Sccond Language

EFL English as a Forcign Language

CUP: Cambridge University Press

LIST OF FIGURES AND TABLES Figure 1.1, The Vicious Circle ofthe Weak Reader

LIST OF FIGURES AND TABLES

Table 1.1: Stops in Action Rescarch Cyele

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 Matetials

Table 3.5: The Studenls’ Opinions towards the Language in Reading Texts

Table 3.6: The Students’ Opinions towards the Content of Reading Texts

Table 3.7: The Studenls’ Opinions towards [he Reading Tasks

Table 3.8: The Students’ Preferences for Reading Tasks

‘Table 3.9: ‘he Students’ Opinions on 'asks of the Reading Stages Needed Adapting

‘Table 3.10: I'he Students’ Response to the Reading Lesson of Lit 2

‘Table 3.11: The Students’ Response to the Reading Lesson of Linit 4

Table 3.12: The Students’ Response to the Reading Lesson of Unit 7

2.2 Instrumeniation ani Procedures

2.3 The Adaptation of Reading Tasks in the Coursebook

3.4 Reflection Chapter Conclusion

Chapter Four: Major Findings and Suggestions

4.1 Major Findings and Discussions

Appendix 1: Preliminary Survey

Appendix 2: Survey Questionnaire

Appendix 3: Worksheets (delivered in class)

Appendix 4: Samples of Adaptod Reading Tasks

Appendix 5: Survey for Response to Adaptation

Appendix 6: Original Reading Sections (init 2, Unit 4, and Unit 7)

PART I: INTRODUCTION

1 Identify the Problem

In Vietnam, English is taught and leamt in a non-native environment so reading is

perhaps the mosh important skill as iL provides sludents with access ly wrillen 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 fargel language as well as sources of

valuable information It is crucial for them to acquire the skills to read English efficiently

llowever, as a teacher of English at [laUl for nearly 1 years, 1 find that my

students, especially the first-year ones, are quite bored with the reading tasks offered in the

courscbook “New Headway Pre-Intermediate”, the sccond edition Doing reading tasks

sometimes is a burden for them Students often participate in reading lessons inactively and inefficiently

The thet 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 conizibulions to improving the leaning of roading in particular and that of English in

general at HaUI

2 Aims of the Study

‘The study was designed to support students’ reading comprehension through the

adaplation of reading tasks in the courscbook New Headway Pre-Intermediate Il aimed Lo

achieve three primary objects:

1 To investigate how interesting and relevant the students find the current reading

materials and reading tasks

2 To identify unsuitable aspects of the reading tasks in the coursebook New Headway Pre-Inlermediate and adapl ther

3.To make some suggestions for supporting students’ reading comprehension

through task adaptation

3 Research Questions

In order to ach

guided the study:

© the above-mentioned aims, the following

arch questions

- Chapter One focuses on theoretical background of the study which is about

reading comp on, reading (asks and task adaptation

- Chapter Twe not only describes the context of teaching and leaming English at HaUll but also presents the instrumentation of the study as well as the adaptation of tasks

= Chapler 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:

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

PART I: INTRODUCTION

1 Identify the Problem

In Vietnam, English is taught and leamt in a non-native environment so reading is

perhaps the mosh important skill as iL provides sludents with access ly wrillen 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 fargel language as well as sources of

valuable information It is crucial for them to acquire the skills to read English efficiently

llowever, as a teacher of English at [laUl for nearly 1 years, 1 find that my

students, especially the first-year ones, are quite bored with the reading tasks offered in the

courscbook “New Headway Pre-Intermediate”, the sccond edition Doing reading tasks

sometimes is a burden for them Students often participate in reading lessons inactively and inefficiently

The thet 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 conizibulions to improving the leaning of roading in particular and that of English in

general at HaUI

2 Aims of the Study

‘The study was designed to support students’ reading comprehension through the

adaplation of reading tasks in the courscbook New Headway Pre-Intermediate Il aimed Lo

achieve three primary objects:

1 To investigate how interesting and relevant the students find the current reading

materials and reading tasks

2 To identify unsuitable aspects of the reading tasks in the coursebook New Headway Pre-Inlermediate and adapl ther

3.To make some suggestions for supporting students’ reading comprehension

through task adaptation

3 Research Questions

In order to ach

guided the study:

© the above-mentioned aims, the following

arch questions

1 What reading comprehension tasks in the coursebook New lleadway Pre-

Tnlcrmediale do the stndeuts focl challenging?

2 Why do they tel those tasks challenging?

3 In what way are those tasks adapted in order to help them cope with the reading

tasks beller according to the students’ evaluation?

4, Significance of the Study

‘The study was carried out to encourage the students” assessment of reading tasks in

the coursebook The unsuilable tasks were adapted lo be more practical and accessible for

5, 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” adaplation

With the focus on reading tasks only in the cowsebook New Headway Pre- intermediate, the second edition, the study was caried out to adapt those which are inapproprials according lo the sludents’ evaluation to support their reading comprehension

‘The shudy focuses on the first ycar students, non-major English, so the Tesults of the study are not applied for all students at HaU]

6 Methods of the Study

The study in fact is a mind action rescarch carried out with the follawing steps

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

2.2 Instrumeniation ani Procedures

2.3 The Adaptation of Reading Tasks in the Coursebook

3.4 Reflection Chapter Conclusion

Chapter Four: Major Findings and Suggestions

4.1 Major Findings and Discussions

Appendix 1: Preliminary Survey

Appendix 2: Survey Questionnaire

Appendix 3: Worksheets (delivered in class)

Appendix 4: Samples of Adaptod Reading Tasks

Appendix 5: Survey for Response to Adaptation

Appendix 6: Original Reading Sections (init 2, Unit 4, and Unit 7)

1 Overview on Reading Theories, I'ask 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 docs tol count as reading, The problem in defining is the confusion between ‘understanding’ and ‘comprehending’ It scoms that the two words arc used interchangpatity, For example,

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 Reailing in Foreign Language learning,

The role that reading plays in language acquisition continues to be an arca of research in second Ianguage learning In teaching and learning English as a foreign

iv

LIST OF ABBREVIATIONS

LaUL: Llanoi University of Industry

GE: General English

ESP: English for Specific Purposes

ESL: English as a Sccond Language

EFL English as a Forcign Language

CUP: Cambridge University Press

LIST OF FIGURES AND TABLES Figure 1.1, The Vicious Circle ofthe Weak Reader

LIST OF FIGURES AND TABLES

Table 1.1: Stops in Action Rescarch Cyele

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 Matetials

Table 3.5: The Studenls’ Opinions towards the Language in Reading Texts

Table 3.6: The Students’ Opinions towards the Content of Reading Texts

Table 3.7: The Studenls’ Opinions towards [he Reading Tasks

Table 3.8: The Students’ Preferences for Reading Tasks

‘Table 3.9: ‘he Students’ Opinions on 'asks of the Reading Stages Needed Adapting

‘Table 3.10: I'he Students’ Response to the Reading Lesson of Lit 2

‘Table 3.11: The Students’ Response to the Reading Lesson of Linit 4

Table 3.12: The Students’ Response to the Reading Lesson of Unit 7

iv

LIST OF ABBREVIATIONS

LaUL: Llanoi University of Industry

GE: General English

ESP: English for Specific Purposes

ESL: English as a Sccond Language

EFL English as a Forcign Language

CUP: Cambridge University Press

LIST OF FIGURES AND TABLES Figure 1.1, The Vicious Circle ofthe Weak Reader

LIST OF FIGURES AND TABLES

Table 1.1: Stops in Action Rescarch Cyele

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 Matetials

Table 3.5: The Studenls’ Opinions towards the Language in Reading Texts

Table 3.6: The Students’ Opinions towards the Content of Reading Texts

Table 3.7: The Studenls’ Opinions towards [he Reading Tasks

Table 3.8: The Students’ Preferences for Reading Tasks

‘Table 3.9: ‘he Students’ Opinions on 'asks of the Reading Stages Needed Adapting

‘Table 3.10: I'he Students’ Response to the Reading Lesson of Lit 2

‘Table 3.11: The Students’ Response to the Reading Lesson of Linit 4

Table 3.12: The Students’ Response to the Reading Lesson of Unit 7

- Chapter One focuses on theoretical background of the study which is about

reading comp on, reading (asks and task adaptation

- Chapter Twe not only describes the context of teaching and leaming English at HaUll but also presents the instrumentation of the study as well as the adaptation of tasks

= Chapler 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:

2.2 Instrumeniation ani Procedures

2.3 The Adaptation of Reading Tasks in the Coursebook

3.4 Reflection Chapter Conclusion

Chapter Four: Major Findings and Suggestions

4.1 Major Findings and Discussions

Appendix 1: Preliminary Survey

Appendix 2: Survey Questionnaire

Appendix 3: Worksheets (delivered in class)

Appendix 4: Samples of Adaptod Reading Tasks

Appendix 5: Survey for Response to Adaptation

Appendix 6: Original Reading Sections (init 2, Unit 4, and Unit 7)

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 scading tasks in the coming lesson

The author selected some reading tasks that the students assessed

Step 4: to be suitable and suggested different types of adapted tasks

observed the class, recorded the results,

- When the students finished the tasks, the author provided them

with survey questionnaires for tesponse 10 adaptation

= The students found the adapted tasks tess chullonging and

bem achievable They were more comfortable when doing those tasks

and took part in reading lessons more actively

Step 6 ~The aufhor discussed about the effectiveness of adapled tasks lo

- The author suggested mors adapted activities to leach other

ma “ reading sections basing on the comsebook New Headway Pre-

intermediate to the students

Table 1.1: Steps in Action Research Cycle (Adopted from Figure 1.5, Nunan, 1992:19)

7, Design of the Study

The study titled “Supporting Students’ Reading Comprehension through Task Adaptation with reference lo the New Tleachway Pre-Inlermediate Coursebook at TTanoi

University of Industry” consists of three main parts namely Introduction, Development and Conclusion

In the first part- Introcuction- the reason for the research, aims, significance, scope and trothodology of the study are considered

The second part- Development- contains four chapters

1 What reading comprehension tasks in the coursebook New lleadway Pre-

Tnlcrmediale do the stndeuts focl challenging?

2 Why do they tel those tasks challenging?

3 In what way are those tasks adapted in order to help them cope with the reading

tasks beller according to the students’ evaluation?

4, Significance of the Study

‘The study was carried out to encourage the students” assessment of reading tasks in

the coursebook The unsuilable tasks were adapted lo be more practical and accessible for

5, 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” adaplation

With the focus on reading tasks only in the cowsebook New Headway Pre- intermediate, the second edition, the study was caried out to adapt those which are inapproprials according lo the sludents’ evaluation to support their reading comprehension

‘The shudy focuses on the first ycar students, non-major English, so the Tesults of the study are not applied for all students at HaU]

6 Methods of the Study

The study in fact is a mind action rescarch carried out with the follawing steps

- Chapter One focuses on theoretical background of the study which is about

reading comp on, reading (asks and task adaptation

- Chapter Twe not only describes the context of teaching and leaming English at HaUll but also presents the instrumentation of the study as well as the adaptation of tasks

= Chapler 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: