Luận văn effectiveness of guessing meaning from context in improving students' word attack skills at university of labor and social affairs

1.3 Purpos of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction programme on thy stralogy of gusssing from context for improving

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

Faculty of Post-Graduate Studies

DAM LAN HU

EFFECTIVENESS OF GUESSING MEANING FROM CONTEXT IN IMPROVING STUDENTS’ WORD-ATTACK SKILLS AT UNIVERSTITY OF LABOR AND SOCIAL

AFFAIRS

(Hiệu quả của việc đoán tử theo ngữ cảnh nhằm nâng cao kỹ năng xứ

lý từ mới của sinh viên trường Dại học Lao động Xã hội)

M.A Minor Programme Thesis

Field: English Language Teaching Methodology

Code: 601410

TIANOI - 2009

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

Faculty of Post-Graduate Studies

DAM LAN HUONG

EFFECTIVENESS OF GUESSING MEANING FROM

CONTEXT IN IMPROVING STUDENTS’ WORD-ATTACK SKILLS AT UNIVERSTITY OF LABOR AND SOCIAL

AFFAIRS

(Iligu qua của việc đoán tử (heo ngữ cảnh nhằm nâng cao kỹ năng xử

lý từ mới của sinh viên trường Dại học Lao động Xã hội)

M.A Minor Programme Thesis

Field: English Language Teaching Methodology

Code: 601410

Supervisor: Nguyén Huyén Minh, M.A

TIANOI - 2009

1.1 Background to the study

1.2 Statement of the problem

1.3 Purposes of the study

1.4 Scope of the study

1.5 Method of the study

1.6 Design of the study

CITAPTER 2: LITERATURE REVIEW

2.1 What is reading?

2.1.1 Definition of reading

212 Types of reading 2.2 Leaning strategies

2.3 Reading strategies

23.1 Definitton of reading strategies

232 Classification of reading strategies

2.4.3 Effect of reading strategies on reading comprehension

2.4 The strategy of guessing meaning from context

244.1 What is context?

242 What ix guessing from context?

243 Factors affecting students’ success in guessing meaning from context

244 Approaches to teaching of guessing strategy

Of all the reading strategies commonly recognized today in second language reading, guessing fiom context seems to be one of the most valuable but difficult strategies for second language students to master It was found out that they were offen reluctant to engage in the guessing

proce:

sas thy proferred first language (1.1) translations Furthermore, stndents do not have sufficiont skills Io derive the meaning of unknown words or phrases [hai they meet during reading comprehension process, Their guessing skills are often poor, especially where context clues are not in the immediate textual environment Therefore, guessing strategies for

unknown words has becn stongly emphasized

1.2 Statement of the problem

Reading comprehension is essential to academic learning areas, to professional success and to lifelong learning University students can not achieve success in reading comprehension without masteting reading strategies in general and the strategy of guessing from context in dcaling with reading texts in particular

At University of Labor and Social Affairs (ULSA), Linglish for Specific Purpose (SP) syllabus mminly focuses on reading skill Yet many studenls have nol succeeded in their reading texts, which contain lots of professional words This is partly due to the fact that they lack the skills to cope with unknown words, or in other words, they are not equipped with the

siralegy of guessing from context

This fact raises the question on the necessity as well as the effectiveness of instruction on the strategy of guessing meaning from context for improving reading skills for students at UI.SA

1.3 Purpos

of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction

programme on thy stralogy of gusssing from context for improving sludants’ word-allack skill and reading comprehension in teaching reading for second-year ESP students at University of Social and Labor Affairs In addition, since this study was conducted in a university general

k

LIST OF ABBREVIATIONS

EFL; English as a Foreign Language

ESL: English as a Second Language

FSP: English for Specific Purpose

Ll: First Language

ULSA: University of Labor and Social Affairs

245 Review of related studies CHAPTER 3: RESEARCH DESIGN AND METHODS

3.1 The setting of the study

3.4 Materials and the Instruction programme

3.5 Procedure of the study

CHAPTER 4: FINDINGS AND DISCUSSION

CITAPTER 5: CONCLUSION

REFERENCES

APPENDICES

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

1.6 Design of the study

‘The research consists of four main chapters: Introduction, Literature Review, the Study and

Conclusion

Chaplor 1, Introduction, presents the background and statement, of the problem, the purpose, and the design as well as the scope of the study

Chapler 2, Tileralure Review, discusses issues of reading, reading processes, major

approaches to teaching reading, reading strategies in general and the strategy of guessing

meaning from context in particular

Chapter 3, Ri

including the population information, instrumentation, and data collection and data analysis,

arch Design and Methods, explains the methodotogy usod im the study

Chapler 4, Findings and Discussion, reporls the fndin

Chapter 5, Conclusion, offers a summary of the findings and fiuther implication for using the strategy of guessing from context in teaching reading skills

LIST OF TABLES

Table 1: Results of pre-test and post-tast

‘Table 2: Students’ attitudes towards reading comprehension and the strategy of guessing

Tearing from context

Table 3: Students’ opinions on the effectiveness of the programme

Table 4: Overall students’ guessing strategies for two passages

Table 5: Tow level group's guessing strategies

Table 6; Intermediate level group’s guessing strategies

‘Table 7: High level group’s guessing strategies

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

Of all the reading strategies commonly recognized today in second language reading, guessing fiom context seems to be one of the most valuable but difficult strategies for second language students to master It was found out that they were offen reluctant to engage in the guessing

proce:

sas thy proferred first language (1.1) translations Furthermore, stndents do not have sufficiont skills Io derive the meaning of unknown words or phrases [hai they meet during reading comprehension process, Their guessing skills are often poor, especially where context clues are not in the immediate textual environment Therefore, guessing strategies for

unknown words has becn stongly emphasized

1.2 Statement of the problem

Reading comprehension is essential to academic learning areas, to professional success and to lifelong learning University students can not achieve success in reading comprehension without masteting reading strategies in general and the strategy of guessing from context in dcaling with reading texts in particular

At University of Labor and Social Affairs (ULSA), Linglish for Specific Purpose (SP) syllabus mminly focuses on reading skill Yet many studenls have nol succeeded in their reading texts, which contain lots of professional words This is partly due to the fact that they lack the skills to cope with unknown words, or in other words, they are not equipped with the

siralegy of guessing from context

This fact raises the question on the necessity as well as the effectiveness of instruction on the strategy of guessing meaning from context for improving reading skills for students at UI.SA

1.3 Purpos

of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction

programme on thy stralogy of gusssing from context for improving sludants’ word-allack skill and reading comprehension in teaching reading for second-year ESP students at University of Social and Labor Affairs In addition, since this study was conducted in a university general

k

LIST OF ABBREVIATIONS

EFL; English as a Foreign Language

ESL: English as a Second Language

FSP: English for Specific Purpose

Ll: First Language

ULSA: University of Labor and Social Affairs

Of all the reading strategies commonly recognized today in second language reading, guessing fiom context seems to be one of the most valuable but difficult strategies for second language students to master It was found out that they were offen reluctant to engage in the guessing

proce:

sas thy proferred first language (1.1) translations Furthermore, stndents do not have sufficiont skills Io derive the meaning of unknown words or phrases [hai they meet during reading comprehension process, Their guessing skills are often poor, especially where context clues are not in the immediate textual environment Therefore, guessing strategies for

unknown words has becn stongly emphasized

1.2 Statement of the problem

Reading comprehension is essential to academic learning areas, to professional success and to lifelong learning University students can not achieve success in reading comprehension without masteting reading strategies in general and the strategy of guessing from context in dcaling with reading texts in particular

At University of Labor and Social Affairs (ULSA), Linglish for Specific Purpose (SP) syllabus mminly focuses on reading skill Yet many studenls have nol succeeded in their reading texts, which contain lots of professional words This is partly due to the fact that they lack the skills to cope with unknown words, or in other words, they are not equipped with the

siralegy of guessing from context

This fact raises the question on the necessity as well as the effectiveness of instruction on the strategy of guessing meaning from context for improving reading skills for students at UI.SA

1.3 Purpos

of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction

programme on thy stralogy of gusssing from context for improving sludants’ word-allack skill and reading comprehension in teaching reading for second-year ESP students at University of Social and Labor Affairs In addition, since this study was conducted in a university general

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

LIST OF TABLES

Table 1: Results of pre-test and post-tast

‘Table 2: Students’ attitudes towards reading comprehension and the strategy of guessing

Tearing from context

Table 3: Students’ opinions on the effectiveness of the programme

Table 4: Overall students’ guessing strategies for two passages

Table 5: Tow level group's guessing strategies

Table 6; Intermediate level group’s guessing strategies

‘Table 7: High level group’s guessing strategies

245 Review of related studies CHAPTER 3: RESEARCH DESIGN AND METHODS

3.1 The setting of the study

3.4 Materials and the Instruction programme

3.5 Procedure of the study

CHAPTER 4: FINDINGS AND DISCUSSION

CITAPTER 5: CONCLUSION

REFERENCES

APPENDICES

245 Review of related studies CHAPTER 3: RESEARCH DESIGN AND METHODS

3.1 The setting of the study

3.4 Materials and the Instruction programme

3.5 Procedure of the study

CHAPTER 4: FINDINGS AND DISCUSSION

CITAPTER 5: CONCLUSION

REFERENCES

APPENDICES

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

245 Review of related studies CHAPTER 3: RESEARCH DESIGN AND METHODS

3.1 The setting of the study

3.4 Materials and the Instruction programme

3.5 Procedure of the study

CHAPTER 4: FINDINGS AND DISCUSSION

CITAPTER 5: CONCLUSION

REFERENCES

APPENDICES

k

LIST OF ABBREVIATIONS

EFL; English as a Foreign Language

ESL: English as a Second Language

FSP: English for Specific Purpose

Ll: First Language

ULSA: University of Labor and Social Affairs

LIST OF TABLES

Table 1: Results of pre-test and post-tast

‘Table 2: Students’ attitudes towards reading comprehension and the strategy of guessing

Tearing from context

Table 3: Students’ opinions on the effectiveness of the programme

Table 4: Overall students’ guessing strategies for two passages

Table 5: Tow level group's guessing strategies

Table 6; Intermediate level group’s guessing strategies

‘Table 7: High level group’s guessing strategies

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

1.6 Design of the study

‘The research consists of four main chapters: Introduction, Literature Review, the Study and

Conclusion

Chaplor 1, Introduction, presents the background and statement, of the problem, the purpose, and the design as well as the scope of the study

Chapler 2, Tileralure Review, discusses issues of reading, reading processes, major

approaches to teaching reading, reading strategies in general and the strategy of guessing

meaning from context in particular

Chapter 3, Ri

including the population information, instrumentation, and data collection and data analysis,

arch Design and Methods, explains the methodotogy usod im the study

Chapler 4, Findings and Discussion, reporls the fndin

Chapter 5, Conclusion, offers a summary of the findings and fiuther implication for using the strategy of guessing from context in teaching reading skills

Of all the reading strategies commonly recognized today in second language reading, guessing fiom context seems to be one of the most valuable but difficult strategies for second language students to master It was found out that they were offen reluctant to engage in the guessing

proce:

sas thy proferred first language (1.1) translations Furthermore, stndents do not have sufficiont skills Io derive the meaning of unknown words or phrases [hai they meet during reading comprehension process, Their guessing skills are often poor, especially where context clues are not in the immediate textual environment Therefore, guessing strategies for

unknown words has becn stongly emphasized

1.2 Statement of the problem

Reading comprehension is essential to academic learning areas, to professional success and to lifelong learning University students can not achieve success in reading comprehension without masteting reading strategies in general and the strategy of guessing from context in dcaling with reading texts in particular

At University of Labor and Social Affairs (ULSA), Linglish for Specific Purpose (SP) syllabus mminly focuses on reading skill Yet many studenls have nol succeeded in their reading texts, which contain lots of professional words This is partly due to the fact that they lack the skills to cope with unknown words, or in other words, they are not equipped with the

siralegy of guessing from context

This fact raises the question on the necessity as well as the effectiveness of instruction on the strategy of guessing meaning from context for improving reading skills for students at UI.SA

1.3 Purpos

of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction

programme on thy stralogy of gusssing from context for improving sludants’ word-allack skill and reading comprehension in teaching reading for second-year ESP students at University of Social and Labor Affairs In addition, since this study was conducted in a university general

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers

k

LIST OF ABBREVIATIONS

EFL; English as a Foreign Language

ESL: English as a Second Language

FSP: English for Specific Purpose

Ll: First Language

ULSA: University of Labor and Social Affairs

Of all the reading strategies commonly recognized today in second language reading, guessing fiom context seems to be one of the most valuable but difficult strategies for second language students to master It was found out that they were offen reluctant to engage in the guessing

proce:

sas thy proferred first language (1.1) translations Furthermore, stndents do not have sufficiont skills Io derive the meaning of unknown words or phrases [hai they meet during reading comprehension process, Their guessing skills are often poor, especially where context clues are not in the immediate textual environment Therefore, guessing strategies for

unknown words has becn stongly emphasized

1.2 Statement of the problem

Reading comprehension is essential to academic learning areas, to professional success and to lifelong learning University students can not achieve success in reading comprehension without masteting reading strategies in general and the strategy of guessing from context in dcaling with reading texts in particular

At University of Labor and Social Affairs (ULSA), Linglish for Specific Purpose (SP) syllabus mminly focuses on reading skill Yet many studenls have nol succeeded in their reading texts, which contain lots of professional words This is partly due to the fact that they lack the skills to cope with unknown words, or in other words, they are not equipped with the

siralegy of guessing from context

This fact raises the question on the necessity as well as the effectiveness of instruction on the strategy of guessing meaning from context for improving reading skills for students at UI.SA

1.3 Purpos

of the study Therefore, the main purpose of this study is to investigate the effectiveness of instruction

programme on thy stralogy of gusssing from context for improving sludants’ word-allack skill and reading comprehension in teaching reading for second-year ESP students at University of Social and Labor Affairs In addition, since this study was conducted in a university general

245 Review of related studies CHAPTER 3: RESEARCH DESIGN AND METHODS

3.1 The setting of the study

3.4 Materials and the Instruction programme

3.5 Procedure of the study

CHAPTER 4: FINDINGS AND DISCUSSION

CITAPTER 5: CONCLUSION

REFERENCES

APPENDICES

1.6 Design of the study

‘The research consists of four main chapters: Introduction, Literature Review, the Study and

Conclusion

Chaplor 1, Introduction, presents the background and statement, of the problem, the purpose, and the design as well as the scope of the study

Chapler 2, Tileralure Review, discusses issues of reading, reading processes, major

approaches to teaching reading, reading strategies in general and the strategy of guessing

meaning from context in particular

Chapter 3, Ri

including the population information, instrumentation, and data collection and data analysis,

arch Design and Methods, explains the methodotogy usod im the study

Chapler 4, Findings and Discussion, reporls the fndin

Chapter 5, Conclusion, offers a summary of the findings and fiuther implication for using the strategy of guessing from context in teaching reading skills

English reading class where students’ reading proficiency was mixed, the second objective of this study was to find out how students with different reading proficiency are influenced by

the instruction programme

The following specific research questions were addr

1) Does instruction on the strategy of guessing fiom context enhance second language students’ word-attack skill in particular and reading ability in general?

2) How to empower students to become more self-directed and cffoctive in their learning

of guessing strategy?

1.4 Scope of the study

The study is focused only on the second-year students at ULSA who begin to have ESP lessons ‘The subjects of the study were chosen at random and various among 68 second-year

students of ULSA Yel, the sturly results carmol be true to all Vietnamese students Thus, my

recommendations for teaching and learning the strategy of guessing from context might work

well only for ULSA teachers and students, and for the ones who are teaching and learning at such universities with similar English syllabus or education training, or for the ones who

concern

1.5 Methodology of the study

This study employs both qualitative and quantitative methods An explicit instruction programme on the strategy of guassing from context was conducted in addition to regular English curriculum Data fiom questionnaires were eollceted to study the students’ changes in attitudes towards the strategy of guessing from context A pre-test and post-test were done to study the actual performance of students in the use of the strategy before and after the

CHIAPTER 1: INTRODUCTION

This chaptor provides an overview on the background of the study, the stalemuon! of problam, 4 brief of the purpose of study, methodology of the study, followed by an ovarmew of forthcoming chapters

1.1 Background to the study

Since 1986 when the Vietnamese government implemented open door policy, English has gained more significance and heen considered as an important tool for Vietnam’s integration into global world Thus, the government has paid more and more attention to the teaching and learning of English at schools, colleges and universities English has rapidly become the most

popular s

information ftom different sources including scientific and literary books and journals as well

as the internet websites in an English as a Foreign Language (ETL) context, which helps to

cond language among Vielnamese people TL is a tool for getting access to

bring them opportunities lo enrich their knowledge in particular and to improve their falure

prospect in general

Reading is a process which contributes to success in learning a foreign language and good language Iearners are considered to be good readers In order to become good or successful readers, students need to be equipped with the skills to comprehend the reading texts Reading slralggics are siid in ficitilate succossfal sceand language leaning and be effcotive tools for students to develop thei reading skills, To help students master these reading strategies, instruction on reading strategies is said to be essential However, empirical research indicates

that in most reading classrooms students have received inadequate instruction on reading skills and strategics There is a lack of connection between instruction and reading activity The teacher's emphasis is often put on the production of comprehension rather than the processing skills This reality called for the inlegration of reattimg strategies into reading instruction io help students become more strategic readers