Luận văn investigating some problems confronted by teachers and the second year students of hanoi university of sport and physical education in teaching and learning reading esp in sport

Significance vf the study ‘This study is beneficial in shedding lights on the difficulties the teachers and the second- year sludents confronted whils teaching and curning FSP roading f

VIETNAM NATIONAT, UNTVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI HOAI MY

INVESTIGATING SOME PROBLEMS CONFRONTED BY

‘TEACHERS AND THE SECOND-YEAR STUDENTS OF HANOL

UNIVERSITY OF SPORTS AND PHYSICAL EDUCATION IN

TEACHING AND LEARNING READING ESP IN SPORTS

(Nghiên cứu đánh giá một số khó khăn mà giáo viên và sinh viên năm Lhứ hai triờng Đại học SP TDTT Hà Nội phải đối mặt khi dạy và học môn dục

tiếng Anh chuyên ngành Thể thao}

MA MINOR THSIS

Field: English Teaching Methodology

Supervisor: Pham Thj Ngoc Philợng, M.A

TIanai, 2010

VIETNAM NATIONAI UNIVERSITY, HANOT

UNIVERSITY OF LANGUAGES AND INTFRNATIONAT STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI HOAI MY

INVESTIGATING SOME PROBLEMS CONFRONTED BY

TEACHERS AND THE SECOND-YEAR STUDENTS OF HANOI

UNIVERSITY OF SPORTS AND PHYSICAL EDUCATION IN

TEACHING AND LEARNING READING ESP IN SPORTS

(Nghiên cứu dánh giá một số khó khan mà gián viên và sình viên nam thứ

bai trl lờng Dai hoc SP TDTT Ha Nội phải đối mặt khi dạy và học môn đọc

tiếng Anh chuyên ngành Thể thao)

MA MINOR THESIS

Field: English Teaching Methodology

Supervisor: Pham Thi Ngọc Phiợng, XI.A

Hanoi, 2010

iv

LIST OF TABLES

‘Table 1: Students’ perceptions of the texts in the course book

Table 2: Students’ perceptions of vocabulary in the lexis

Table 3: Students’ ways to get the meanings of specialized vocabulary

when reading the texts

Table 5: Students’ views of sources of difficulties

‘Table 6: Students’ pre-reading activities

Tal

Table 8: What help students to understand the text

Table 9: Students’ post-reading activities

Students? ways of reading

Table 10: The frequency of the students in using supplementary materials Table 11; The students’ desires from theix teachers in term of methodology

‘Table 12: The students’ expectations in term of materials

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

CHAPTER 1: INTRODUCTION

1.1 Rationale

With the globalization of trade and economy and the contmnuing inerease of international communication in various fields, the demand for English for Specific Purposes is expanding, especially in countries where Fnglish is langhl as a foreign language

Teaching reading comprehension to students plays a very important role in foreign language teaching in general, and in English teaching in particular It is much more imporlanl, iC leaching and Icaning conditions arg out of the large! language environment

In specialized non-language universities students learn English as a school euxicwum subject, not as their future specialty Most of them consider that the aim of their English learning al university is successfully passing term examinations andi it is possible, using English to read their professional materials that do not exist in Vietnamese

At Hanoi University of Sports and Physical Education where I work, English is not considered a major subject but it is a compulsory one in the curriculum It is taught with the purpose that students will use it to communicate basically with others and to fulfill their work in the future and for their future study In English, students have to lear both General English (GM), using “New Ieadway Blemeniary’ book and Tnglish for Specific Purposes (ESP) with ‘Giao tinh tieng Anh chuyen nganh The thao’, ESP plays a very important rele with the objective to enhance students’ specialized knowledge and provide them wilh a system of lems relaled lo Sports in Tinglish In the curriculum of Fnglish for

Sports, we mainly focus on Readiryy skill because il is reading that will be made use af by students m the future work, And if students want to follow the present knowledge explosion, they should learn to read so they can arm their minds with the recent achievements in scicnlific research, Carrell (1989: pl) states that “for many students, reading is by fhr the most important of the four macro-skills, particularly in English as a second foreign language” ESP reading courses offer students a new field, fresh bridge of understanding Unfortunately, while teaching and learning reading, both teachers and theix students may run across many problems, such as new words, difficult sentences, lack of reading skills, inappropriate teaching methods, lack of teaching facilities, lack of reference books relating to sports subject ole In this paper, T woukl tke 10 improve reading command for the students by working out some problems which may negatively influence

their leaming reading English for Sports and then suggest some possible solutions to

1.2, Aims of the study:

‘The study is aimed at:

1.3 Significance vf the study

‘This study is beneficial in shedding lights on the difficulties the teachers and the second- year sludents confronted whils teaching and curning FSP roading for sports al Hanoi University of Sports and Physical Education and to find out the causes for those difficulties, From this result, the study will make some possible suggestions to overcome those difficulties and to improve students’ reading comprehension for English sports In addition to this, these instructions are also hoped to help teachers of English at Hanoi University of Sports and Physical Education in their teaching careers

1.4, Scope of the study

The study mainly focuses on ESP reading problems confronted by both ESP teachers and students of Sports at Hanoi University of Sports and Physical Education hen, the suggestions will be recommended to overcome these abslacles and lo gain better leaching and Icarting reading ESP in the phase

1.5, Methodology

‘The study is carried out in terms of both theory and practice ‘Ihe theoretical background of the shady mainly relics on many published books writion by differen authors famous for ESP teaching and learning

In terms of practice, the major method used in this study is the quantitative one, That is all comment, consideration, suggestions given in the thesis arc bascd on the analysis of the statistics from the survey questionnaires with the students at Hanoi University of Sports and Physical Lducation, Besides, the informal interviews are also used to record information from Izachers,

Two approaches to data collection will, hopetully, provide fresh insights into teachers and students’ difficulties in teaching and leaming reading HSP for Sports Based on the results

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking

1.2 Aims of the study

1.3 Significance of the study

1.4, Scope of the study

1.5 Methodology

1.6 Organization of the study

Chapter 2: Literature review

2.1.1 Whal is wading and reading comprehension?

2.1.2 ESP reading

2.1.2.1 What is ESP?

2.1.2.2 Reading comprehension in ESP

3.1.3 Differences between ESP and EGP

2.2 Challenges in ESP reading comprehension

2.2.1 Language problems

Reading skill problems

2.2.3 Methodology and Materials

2.3 The roles of ESP teachers

2.4 The ESP tearners

2.5 Leamers’ learning strategies

2.6 Learner-centeredness in ESP and Learning-Centeredness

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking

CHAPTER 1: INTRODUCTION

1.1 Rationale

With the globalization of trade and economy and the contmnuing inerease of international communication in various fields, the demand for English for Specific Purposes is expanding, especially in countries where Fnglish is langhl as a foreign language

Teaching reading comprehension to students plays a very important role in foreign language teaching in general, and in English teaching in particular It is much more imporlanl, iC leaching and Icaning conditions arg out of the large! language environment

In specialized non-language universities students learn English as a school euxicwum subject, not as their future specialty Most of them consider that the aim of their English learning al university is successfully passing term examinations andi it is possible, using English to read their professional materials that do not exist in Vietnamese

At Hanoi University of Sports and Physical Education where I work, English is not considered a major subject but it is a compulsory one in the curriculum It is taught with the purpose that students will use it to communicate basically with others and to fulfill their work in the future and for their future study In English, students have to lear both General English (GM), using “New Ieadway Blemeniary’ book and Tnglish for Specific Purposes (ESP) with ‘Giao tinh tieng Anh chuyen nganh The thao’, ESP plays a very important rele with the objective to enhance students’ specialized knowledge and provide them wilh a system of lems relaled lo Sports in Tinglish In the curriculum of Fnglish for

Sports, we mainly focus on Readiryy skill because il is reading that will be made use af by students m the future work, And if students want to follow the present knowledge explosion, they should learn to read so they can arm their minds with the recent achievements in scicnlific research, Carrell (1989: pl) states that “for many students, reading is by fhr the most important of the four macro-skills, particularly in English as a second foreign language” ESP reading courses offer students a new field, fresh bridge of understanding Unfortunately, while teaching and learning reading, both teachers and theix students may run across many problems, such as new words, difficult sentences, lack of reading skills, inappropriate teaching methods, lack of teaching facilities, lack of reference books relating to sports subject ole In this paper, T woukl tke 10 improve reading command for the students by working out some problems which may negatively influence

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking

their leaming reading English for Sports and then suggest some possible solutions to

1.2, Aims of the study:

‘The study is aimed at:

1.3 Significance vf the study

‘This study is beneficial in shedding lights on the difficulties the teachers and the second- year sludents confronted whils teaching and curning FSP roading for sports al Hanoi University of Sports and Physical Education and to find out the causes for those difficulties, From this result, the study will make some possible suggestions to overcome those difficulties and to improve students’ reading comprehension for English sports In addition to this, these instructions are also hoped to help teachers of English at Hanoi University of Sports and Physical Education in their teaching careers

1.4, Scope of the study

The study mainly focuses on ESP reading problems confronted by both ESP teachers and students of Sports at Hanoi University of Sports and Physical Education hen, the suggestions will be recommended to overcome these abslacles and lo gain better leaching and Icarting reading ESP in the phase

1.5, Methodology

‘The study is carried out in terms of both theory and practice ‘Ihe theoretical background of the shady mainly relics on many published books writion by differen authors famous for ESP teaching and learning

In terms of practice, the major method used in this study is the quantitative one, That is all comment, consideration, suggestions given in the thesis arc bascd on the analysis of the statistics from the survey questionnaires with the students at Hanoi University of Sports and Physical Lducation, Besides, the informal interviews are also used to record information from Izachers,

Two approaches to data collection will, hopetully, provide fresh insights into teachers and students’ difficulties in teaching and leaming reading HSP for Sports Based on the results

1.2 Aims of the study

1.3 Significance of the study

1.4, Scope of the study

1.5 Methodology

1.6 Organization of the study

Chapter 2: Literature review

2.1.1 Whal is wading and reading comprehension?

2.1.2 ESP reading

2.1.2.1 What is ESP?

2.1.2.2 Reading comprehension in ESP

3.1.3 Differences between ESP and EGP

2.2 Challenges in ESP reading comprehension

2.2.1 Language problems

Reading skill problems

2.2.3 Methodology and Materials

2.3 The roles of ESP teachers

2.4 The ESP tearners

2.5 Leamers’ learning strategies

2.6 Learner-centeredness in ESP and Learning-Centeredness

their leaming reading English for Sports and then suggest some possible solutions to

1.2, Aims of the study:

‘The study is aimed at:

1.3 Significance vf the study

‘This study is beneficial in shedding lights on the difficulties the teachers and the second- year sludents confronted whils teaching and curning FSP roading for sports al Hanoi University of Sports and Physical Education and to find out the causes for those difficulties, From this result, the study will make some possible suggestions to overcome those difficulties and to improve students’ reading comprehension for English sports In addition to this, these instructions are also hoped to help teachers of English at Hanoi University of Sports and Physical Education in their teaching careers

1.4, Scope of the study

The study mainly focuses on ESP reading problems confronted by both ESP teachers and students of Sports at Hanoi University of Sports and Physical Education hen, the suggestions will be recommended to overcome these abslacles and lo gain better leaching and Icarting reading ESP in the phase

1.5, Methodology

‘The study is carried out in terms of both theory and practice ‘Ihe theoretical background of the shady mainly relics on many published books writion by differen authors famous for ESP teaching and learning

In terms of practice, the major method used in this study is the quantitative one, That is all comment, consideration, suggestions given in the thesis arc bascd on the analysis of the statistics from the survey questionnaires with the students at Hanoi University of Sports and Physical Lducation, Besides, the informal interviews are also used to record information from Izachers,

Two approaches to data collection will, hopetully, provide fresh insights into teachers and students’ difficulties in teaching and leaming reading HSP for Sports Based on the results

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

1.2 Aims of the study

1.3 Significance of the study

1.4, Scope of the study

1.5 Methodology

1.6 Organization of the study

Chapter 2: Literature review

2.1.1 Whal is wading and reading comprehension?

2.1.2 ESP reading

2.1.2.1 What is ESP?

2.1.2.2 Reading comprehension in ESP

3.1.3 Differences between ESP and EGP

2.2 Challenges in ESP reading comprehension

2.2.1 Language problems

Reading skill problems

2.2.3 Methodology and Materials

2.3 The roles of ESP teachers

2.4 The ESP tearners

2.5 Leamers’ learning strategies

2.6 Learner-centeredness in ESP and Learning-Centeredness

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking

1.2 Aims of the study

1.3 Significance of the study

1.4, Scope of the study

1.5 Methodology

1.6 Organization of the study

Chapter 2: Literature review

2.1.1 Whal is wading and reading comprehension?

2.1.2 ESP reading

2.1.2.1 What is ESP?

2.1.2.2 Reading comprehension in ESP

3.1.3 Differences between ESP and EGP

2.2 Challenges in ESP reading comprehension

2.2.1 Language problems

Reading skill problems

2.2.3 Methodology and Materials

2.3 The roles of ESP teachers

2.4 The ESP tearners

2.5 Leamers’ learning strategies

2.6 Learner-centeredness in ESP and Learning-Centeredness

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

obtained, the researcher will propose some recommendations to improve students’ reading comprehension in ESP

1.6 Organization of the study

“This thesis consists of five chapters,

is the rationale, the aims, scope significance, metlodclogy

Chapler |: Introduction, pres

and organization of the study

Chapter 2: Literahwe review provides an overview of the theoretical background of the

reading comprehension, ESP reading, differences between ESP and EGP, challenges in ESP Reading Comprehension, learners’ leaming strategies and learner-centered approach Chapler 3: Methodology In this chapter, the researcher focuses on the methods used lo gather and analyze data First, the setting of the study is addressed Second, the researcher gives the research questions Then, the instruments for data collection, the subjects of this study and the procedure to carry ont the study are described

Chapter 4; Results and discussion In this chapter, results of questionnaires and the formal interviews are reported and discussed,

recommendations for teaching and leaming, reading ESP for sports at Hanoi University of Sports and Physical Education ‘Ihe researcher also points out some limitations of the study and proposes directions far further study,

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

1.2 Aims of the study

1.3 Significance of the study

1.4, Scope of the study

1.5 Methodology

1.6 Organization of the study

Chapter 2: Literature review

2.1.1 Whal is wading and reading comprehension?

2.1.2 ESP reading

2.1.2.1 What is ESP?

2.1.2.2 Reading comprehension in ESP

3.1.3 Differences between ESP and EGP

2.2 Challenges in ESP reading comprehension

2.2.1 Language problems

Reading skill problems

2.2.3 Methodology and Materials

2.3 The roles of ESP teachers

2.4 The ESP tearners

2.5 Leamers’ learning strategies

2.6 Learner-centeredness in ESP and Learning-Centeredness

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking

their leaming reading English for Sports and then suggest some possible solutions to

1.2, Aims of the study:

‘The study is aimed at:

1.3 Significance vf the study

‘This study is beneficial in shedding lights on the difficulties the teachers and the second- year sludents confronted whils teaching and curning FSP roading for sports al Hanoi University of Sports and Physical Education and to find out the causes for those difficulties, From this result, the study will make some possible suggestions to overcome those difficulties and to improve students’ reading comprehension for English sports In addition to this, these instructions are also hoped to help teachers of English at Hanoi University of Sports and Physical Education in their teaching careers

1.4, Scope of the study

The study mainly focuses on ESP reading problems confronted by both ESP teachers and students of Sports at Hanoi University of Sports and Physical Education hen, the suggestions will be recommended to overcome these abslacles and lo gain better leaching and Icarting reading ESP in the phase

1.5, Methodology

‘The study is carried out in terms of both theory and practice ‘Ihe theoretical background of the shady mainly relics on many published books writion by differen authors famous for ESP teaching and learning

In terms of practice, the major method used in this study is the quantitative one, That is all comment, consideration, suggestions given in the thesis arc bascd on the analysis of the statistics from the survey questionnaires with the students at Hanoi University of Sports and Physical Lducation, Besides, the informal interviews are also used to record information from Izachers,

Two approaches to data collection will, hopetully, provide fresh insights into teachers and students’ difficulties in teaching and leaming reading HSP for Sports Based on the results

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension in Foreign Language Learning and in ESP

2.1.1 What is reading and reading comprehension?

First of all, according to Frank Smith (1985:102) “Reading is to understand the author’s thought” ILis a process through which the reader draws out the fill amounl of information and understands what the writer wants to say through the message William, E (1990: 2) stated that ‘reading is a process whereby one looks at and understands what has been

writer” The prablem still remains low the reader imderslands the mossage In toadling,

we have to put the words into contexts because the meanmgs of a word depend on the context in which it appears

One more definition of reading is offered by Goodman (1971: 135) In his viewpoint, reading is “a psycholinguistics process by which the reader, a language user, reconstructs,

as best as he can, a message whieh has been encoded by a writer as a graphic display” He considered this act of reconstruction as “a eyclical process of sampling, predicting, testing,

and confizming” Besides, reading is defined as “a developmental process” We loam

reading not only to learn how to read the text, to master grammatical structures, the sound,

expressing the author’s ideas in our own words

Reading comprehension is the process of constructing meaning from text ‘The goal of all reading instruction is ullinalely targeted al helping a reader comprehend texl Reading comprohonsion involves at least lwo poopls: the reailer aul ths writer The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message,

Grefllet (1981: 3) indicated that “reading comprehension or understanding a wrilten Lex! means extracting the required information from it as effectively as possible”,

According to Richards (1992), “reading comprehension is best described as an understanding between the author and the reader” This point of view concentrates on the reader’s understanding of the message based on the individual’s background knowledge (Swan, 1992: 1) “A student is good at comprehension we mean that he can read accurately and cflicionlly, so as to gel tho maximum information from a text with the minieum of misunderstanding” The student ean show his understanding by re-expressing the content

of the text in many ways such as summarizing the text, answering questions etc

3.1 The setting of the study

3.1.1 Purposes of leaching and Icamning reading English in Sports at HUSPE 3.1.2 English language teachers and their methods of teaching

3.1.3 Students and their background knowledge

Chapter 4: Results and Discussion

4.1 Dala analysis and discussion of studouls” survey questionnaires

4.2 Data analysis and discussion of the teachers’ interviews

4.2.1 Teachers” opinions on the course book they are teaching

4.2.2 Teachers” ways to deliver their lessons

4.2.3 Teachers’ difficulties in teaching reading English for Sports

4.2.4, What have you been doing to overcome difficulties?

teaching ESP reading

5.2.1, Training EFL teachers for ESP teaching

5.2.2 Applying different approaches to teach vocabulary

5.1.3 Treating a reading text as meaning first

5.2.4, Making students reading with a purpose

5.2.5 Developing students’ reading skills

5.2.6 Encouraging

52

ents’ achve thinking