Luận văn a study on the techniques for improving reading skill for non major students of english at pre intermediate level at the foreign language center at the ministry of agriculture and rural development

Students’ attitude to the reading texts in the book More Reading Power Table 3: Students’ attention to the language aspects taught at MARD Table 4 Students’ altitude to the importance o

VIETNAM NATIONAL UNIVERSITY, ITANOT COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT

DUONG TIT LAN TIONG

ASTUDY ON THE TECLINIQUES FOR IMPROVING READING SKILL

FOR NON-MAJOR STUDENTS OF ENGLISH

AT PRE-INTERMEDIATE LEVEL AT THE FOREIGN LANGUAGE CENTER

AT THE MINNISTRY OF AGRICULTURE AND RURAL DEVELOPMENT

NGIIÊN CUU CAC THU THUAT NANG CAO KỸ NANG DỌC

CHO CÁC HỌC VIÊN KHÔNG CHUYEN TIENG ANH TRINH DO B

TẠI TRUNG TÂM NGOẠI NGỮ BỘ NÔNG NGHIỆP VA PINT

MINOR MA TIIESIS

Field: English methodology Code: 601410

TIÀ NỘI-2013

VIETNAM NATIONAL UNIVERSITY , TTANOL COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT

DUONG TIT LAN TICONG

ASTUDY ON THE TECLINIQUES FOR IMPROVING READING SKILL

FOR NON-MAJOR STUDENTS OF ENGLISH

AT PRE-INTERMEDIATE LEVEL AT THE FOREIGN LANGUAGE CENTER

AT THE MINNISTRY OF AGRICULTURE AND RURAL DEVELOPMENT

NGIIÊÊN CUU CAC THU THUAT NANG CAO KỸ NANG DỌC

CHO CÁC HỌC VIÊN KHÔNG CHUYEN TIENG ANH TRINH DO B

TẠI TRUNG TÂM NGOẠI NGỮ BỘ NÔNG NGHIỆP VA PINT

STATEMENT

| certify that this thesis is the result of my own study and it hasn’t been submitted to

any other insfilalions or umnversilies

Llano, September, 2013

Student

Duong ‘Thi Lan Luong

LIST OF TABLES FOR STUDENTS

Table 1: Students’ aims of leaming English

‘Table 2 Students’ attitude to the reading texts in the book More Reading Power

Table 3: Students’ attention to the language aspects taught at MARD

Table 4 Students’ altitude to the importance of reading comprehension

‘Table 5: Students’ attitude to the benefit of reading

Table 6: The frequency of using Pre-reading activities by the teachers

responded by the students

Table 7: Students’ cnjoyment of pre-reading activities

‘Table 8: Students’ activities to look for specific information

Table 9 Students’ activities to Took for the main idea of the text

‘Table 10: Students’ activities when meeting new words

Table 11: Students’ post — reading activities

Table 12: Difficulties sturlents face in reading

‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to

overcome difficulties when learning reading

Table 14: Students’ activilies to improve their reading comprehension

FOR TEACHERS

‘Yable 1: ‘leachers’ aims of teaching linglish

Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD

Table 1: Teachers’attitude to the importance of reading comprehension

Table 5: Teachers’ attitude to the benefit of reading

Table 6 Difficultics teachers encounter when teaching reading

‘Table

‘Teachers’ activities to help students to overcome difficulties

10

ACKNOWLEDGEMENT

1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh

Trang - PhD candidate, for her valuable guidance, encouragement and conslanl support

to the fulfillment of my thesis

Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch

Last but not least, T am indebled to my parents, whose conslant love and care

greatly contributes to the completion of my study.

ACKNOWLEDGEMENT

1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh

Trang - PhD candidate, for her valuable guidance, encouragement and conslanl support

to the fulfillment of my thesis

Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch

Last but not least, T am indebled to my parents, whose conslant love and care

greatly contributes to the completion of my study.

ACKNOWLEDGEMENT

1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh

Trang - PhD candidate, for her valuable guidance, encouragement and conslanl support

to the fulfillment of my thesis

Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch

Last but not least, T am indebled to my parents, whose conslant love and care

greatly contributes to the completion of my study.

2.Teachers’ attitude to the reading texts in the book More Reading Power

3.4.2.3 Teachers’ allention {o the language aspects taught al MARD

3.4.2.4, Teachers’ attitude to the importance of reading comprehension

3.42.5 Teachers’ alfitude to the benefit of reading

3.4.2.6 Teachers’ difficultics when teaching reading

3.4

‘Teachers’ activities to help students to overcome difficulties

CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs

41 Suggested techniques

4.1.1 Techniques for reading motivation and interest

4.1.1.1 ‘The students are free to choose books of their own interest

41.1.2 The reading should be easy for them

4.1.1.3 Gradually escalating the level of difficulty of the texts

4.1.1.4 Role — playing

4.1.1.5 Diversifying pre-reading techniquey si ievnoeerroee

4.1.1.5.1 Thăng visual aids

4.1.1.53 Pre- questioning "—

4.1.2 Techniques for dealing with voeabulary

4.1.2.1 Techniquss to deal with unkhơwn Words is seo

4.1.2.3 Tectmiques Lo crưich vocsbulary

4.12/2.1, sing Word gam6§ .ecoioioocroes seouneenteetveecee

412

2 Using word lists

4.1.2.2.3 Encouraging students to have extensive reading babit

4.1.2.2.4, Students need to read a lot eee cess ieee ies icsesteenneicsencenane

41.225 The reading material is at an appropriate level

41.2.2.6 Thore is a variely of reading materials on # wide range of topics

4.1.2.2.7 Students are allowed to choose books that interest them

41.2.2.8 Reading is inchvidual and silent

4.1.2.2.9 Teachers advise students to find a repular time and place in the day

for reading so thal il can become part of their daily routine

4,1.2.2.10, Reading speed is usually faster rather than slower

4.1.2.2.9 Teachers advise students to find a repular time and place in the day

for reading so thal il can become part of their daily routine

4,1.2.2.10, Reading speed is usually faster rather than slower

ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

4.1.2.2.9 Teachers advise students to find a repular time and place in the day

for reading so thal il can become part of their daily routine

4,1.2.2.10, Reading speed is usually faster rather than slower

LIST OF TABLES FOR STUDENTS

Table 1: Students’ aims of leaming English

‘Table 2 Students’ attitude to the reading texts in the book More Reading Power

Table 3: Students’ attention to the language aspects taught at MARD

Table 4 Students’ altitude to the importance of reading comprehension

‘Table 5: Students’ attitude to the benefit of reading

Table 6: The frequency of using Pre-reading activities by the teachers

responded by the students

Table 7: Students’ cnjoyment of pre-reading activities

‘Table 8: Students’ activities to look for specific information

Table 9 Students’ activities to Took for the main idea of the text

‘Table 10: Students’ activities when meeting new words

Table 11: Students’ post — reading activities

Table 12: Difficulties sturlents face in reading

‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to

overcome difficulties when learning reading

Table 14: Students’ activilies to improve their reading comprehension

FOR TEACHERS

‘Yable 1: ‘leachers’ aims of teaching linglish

Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD

Table 1: Teachers’attitude to the importance of reading comprehension

Table 5: Teachers’ attitude to the benefit of reading

Table 6 Difficultics teachers encounter when teaching reading

‘Table

‘Teachers’ activities to help students to overcome difficulties

10

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

mI

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

mI

TABLE OF CONTENTS DECT.ARATION

ACKNOWLEDGEMENT

ABSTRACT

CLLIAPTER 1: INTRODUCTION

1.1 Statement of the problem and rationale of the study - - 1

1.2 Aims oŸ the gtAY, so tt, "——

1.4 Methods of the study

1.5, Scope of the study

CUAPTUR 2: LITERATURL REVIEW

3.3.1 Classification aecordine, fO ItafiH©r cào cọc 6

3.5 Reading comprehension techniques see:cse:ccssessssssssessssesssseeesussssseeesassnnsseescsasee 10 2.6 Reading purpose of second language learners - vod 2.7 Faotors in teaching and learning reading 12

2.7.2 Students’ role oe svaeesessnssieeaeseeee ¬ 13

2.8 Stages of a reading lesson o cscscccsecsssssssessssseeesssesessseerseeee 14

2.8.1, Pre-reading stage

2.Teachers’ attitude to the reading texts in the book More Reading Power

3.4.2.3 Teachers’ allention {o the language aspects taught al MARD

3.4.2.4, Teachers’ attitude to the importance of reading comprehension

3.42.5 Teachers’ alfitude to the benefit of reading

3.4.2.6 Teachers’ difficultics when teaching reading

3.4

‘Teachers’ activities to help students to overcome difficulties

CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs

41 Suggested techniques

4.1.1 Techniques for reading motivation and interest

4.1.1.1 ‘The students are free to choose books of their own interest

41.1.2 The reading should be easy for them

4.1.1.3 Gradually escalating the level of difficulty of the texts

4.1.1.4 Role — playing

4.1.1.5 Diversifying pre-reading techniquey si ievnoeerroee

4.1.1.5.1 Thăng visual aids

4.1.1.53 Pre- questioning "—

4.1.2 Techniques for dealing with voeabulary

4.1.2.1 Techniquss to deal with unkhơwn Words is seo

4.1.2.3 Tectmiques Lo crưich vocsbulary

4.12/2.1, sing Word gam6§ .ecoioioocroes seouneenteetveecee

412

2 Using word lists

4.1.2.2.3 Encouraging students to have extensive reading babit

4.1.2.2.4, Students need to read a lot eee cess ieee ies icsesteenneicsencenane

41.225 The reading material is at an appropriate level

41.2.2.6 Thore is a variely of reading materials on # wide range of topics

4.1.2.2.7 Students are allowed to choose books that interest them

41.2.2.8 Reading is inchvidual and silent

LIST OF TABLES FOR STUDENTS

Table 1: Students’ aims of leaming English

‘Table 2 Students’ attitude to the reading texts in the book More Reading Power

Table 3: Students’ attention to the language aspects taught at MARD

Table 4 Students’ altitude to the importance of reading comprehension

‘Table 5: Students’ attitude to the benefit of reading

Table 6: The frequency of using Pre-reading activities by the teachers

responded by the students

Table 7: Students’ cnjoyment of pre-reading activities

‘Table 8: Students’ activities to look for specific information

Table 9 Students’ activities to Took for the main idea of the text

‘Table 10: Students’ activities when meeting new words

Table 11: Students’ post — reading activities

Table 12: Difficulties sturlents face in reading

‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to

overcome difficulties when learning reading

Table 14: Students’ activilies to improve their reading comprehension

FOR TEACHERS

‘Yable 1: ‘leachers’ aims of teaching linglish

Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD

Table 1: Teachers’attitude to the importance of reading comprehension

Table 5: Teachers’ attitude to the benefit of reading

Table 6 Difficultics teachers encounter when teaching reading

‘Table

‘Teachers’ activities to help students to overcome difficulties

10

4.1.2.2.9 Teachers advise students to find a repular time and place in the day

for reading so thal il can become part of their daily routine

4,1.2.2.10, Reading speed is usually faster rather than slower

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

mI

TABLE OF CONTENTS DECT.ARATION

ACKNOWLEDGEMENT

ABSTRACT

CLLIAPTER 1: INTRODUCTION

1.1 Statement of the problem and rationale of the study - - 1

1.2 Aims oŸ the gtAY, so tt, "——

1.4 Methods of the study

1.5, Scope of the study

CUAPTUR 2: LITERATURL REVIEW

3.3.1 Classification aecordine, fO ItafiH©r cào cọc 6

3.5 Reading comprehension techniques see:cse:ccssessssssssessssesssseeesussssseeesassnnsseescsasee 10 2.6 Reading purpose of second language learners - vod 2.7 Faotors in teaching and learning reading 12

2.7.2 Students’ role oe svaeesessnssieeaeseeee ¬ 13

2.8 Stages of a reading lesson o cscscccsecsssssssessssseeesssesessseerseeee 14

2.8.1, Pre-reading stage

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

mI

4.1.2.2.9 Teachers advise students to find a repular time and place in the day

for reading so thal il can become part of their daily routine

4,1.2.2.10, Reading speed is usually faster rather than slower

ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

2.Teachers’ attitude to the reading texts in the book More Reading Power

3.4.2.3 Teachers’ allention {o the language aspects taught al MARD

3.4.2.4, Teachers’ attitude to the importance of reading comprehension

3.42.5 Teachers’ alfitude to the benefit of reading

3.4.2.6 Teachers’ difficultics when teaching reading

3.4

‘Teachers’ activities to help students to overcome difficulties

CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs

41 Suggested techniques

4.1.1 Techniques for reading motivation and interest

4.1.1.1 ‘The students are free to choose books of their own interest

41.1.2 The reading should be easy for them

4.1.1.3 Gradually escalating the level of difficulty of the texts

4.1.1.4 Role — playing

4.1.1.5 Diversifying pre-reading techniquey si ievnoeerroee

4.1.1.5.1 Thăng visual aids

4.1.1.53 Pre- questioning "—

4.1.2 Techniques for dealing with voeabulary

4.1.2.1 Techniquss to deal with unkhơwn Words is seo

4.1.2.3 Tectmiques Lo crưich vocsbulary

4.12/2.1, sing Word gam6§ .ecoioioocroes seouneenteetveecee

412

2 Using word lists

4.1.2.2.3 Encouraging students to have extensive reading babit

4.1.2.2.4, Students need to read a lot eee cess ieee ies icsesteenneicsencenane

41.225 The reading material is at an appropriate level

41.2.2.6 Thore is a variely of reading materials on # wide range of topics

4.1.2.2.7 Students are allowed to choose books that interest them

41.2.2.8 Reading is inchvidual and silent

ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

ACKNOWLEDGEMENT

1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh

Trang - PhD candidate, for her valuable guidance, encouragement and conslanl support

to the fulfillment of my thesis

Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch

Last but not least, T am indebled to my parents, whose conslant love and care

greatly contributes to the completion of my study.

ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

LIST OF TABLES FOR STUDENTS

Table 1: Students’ aims of leaming English

‘Table 2 Students’ attitude to the reading texts in the book More Reading Power

Table 3: Students’ attention to the language aspects taught at MARD

Table 4 Students’ altitude to the importance of reading comprehension

‘Table 5: Students’ attitude to the benefit of reading

Table 6: The frequency of using Pre-reading activities by the teachers

responded by the students

Table 7: Students’ cnjoyment of pre-reading activities

‘Table 8: Students’ activities to look for specific information

Table 9 Students’ activities to Took for the main idea of the text

‘Table 10: Students’ activities when meeting new words

Table 11: Students’ post — reading activities

Table 12: Difficulties sturlents face in reading

‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to

overcome difficulties when learning reading

Table 14: Students’ activilies to improve their reading comprehension

FOR TEACHERS

‘Yable 1: ‘leachers’ aims of teaching linglish

Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD

Table 1: Teachers’attitude to the importance of reading comprehension

Table 5: Teachers’ attitude to the benefit of reading

Table 6 Difficultics teachers encounter when teaching reading

‘Table

‘Teachers’ activities to help students to overcome difficulties

10

LIST OF TABLES FOR STUDENTS

Table 1: Students’ aims of leaming English

‘Table 2 Students’ attitude to the reading texts in the book More Reading Power

Table 3: Students’ attention to the language aspects taught at MARD

Table 4 Students’ altitude to the importance of reading comprehension

‘Table 5: Students’ attitude to the benefit of reading

Table 6: The frequency of using Pre-reading activities by the teachers

responded by the students

Table 7: Students’ cnjoyment of pre-reading activities

‘Table 8: Students’ activities to look for specific information

Table 9 Students’ activities to Took for the main idea of the text

‘Table 10: Students’ activities when meeting new words

Table 11: Students’ post — reading activities

Table 12: Difficulties sturlents face in reading

‘Table 13: Students’ expectation towards teachers’ teaching of reading techniques to

overcome difficulties when learning reading

Table 14: Students’ activilies to improve their reading comprehension

FOR TEACHERS

‘Yable 1: ‘leachers’ aims of teaching linglish

Table 2: Teachers’ attitude to the reading text in the book More Reading Power Table 3: Teachers’aticution to the language aspects taught al MARD

Table 1: Teachers’attitude to the importance of reading comprehension

Table 5: Teachers’ attitude to the benefit of reading

Table 6 Difficultics teachers encounter when teaching reading

‘Table

‘Teachers’ activities to help students to overcome difficulties

10

ACKNOWLEDGEMENT

1 would like to express my deep gratitude to my supervisor, Ms Nguyen Quynh

Trang - PhD candidate, for her valuable guidance, encouragement and conslanl support

to the fulfillment of my thesis

Lalso would like to thank my colleagues in the linglish l'aculty of the College of Management for Agriculture and Rural Development and nonmajor studenis of English at pre-intermediate level at the Moreign Language Center at the Ministry of Agriculture and Rural Development for their cooperation during, the rearch

Last but not least, T am indebled to my parents, whose conslant love and care

greatly contributes to the completion of my study.

TABLE OF CONTENTS DECT.ARATION

ACKNOWLEDGEMENT

ABSTRACT

CLLIAPTER 1: INTRODUCTION

1.1 Statement of the problem and rationale of the study - - 1

1.2 Aims oŸ the gtAY, so tt, "——

1.4 Methods of the study

1.5, Scope of the study

CUAPTUR 2: LITERATURL REVIEW

3.3.1 Classification aecordine, fO ItafiH©r cào cọc 6

3.5 Reading comprehension techniques see:cse:ccssessssssssessssesssseeesussssseeesassnnsseescsasee 10 2.6 Reading purpose of second language learners - vod 2.7 Faotors in teaching and learning reading 12

2.7.2 Students’ role oe svaeesessnssieeaeseeee ¬ 13

2.8 Stages of a reading lesson o cscscccsecsssssssessssseeesssesessseerseeee 14

2.8.1, Pre-reading stage

2.Teachers’ attitude to the reading texts in the book More Reading Power

3.4.2.3 Teachers’ allention {o the language aspects taught al MARD

3.4.2.4, Teachers’ attitude to the importance of reading comprehension

3.42.5 Teachers’ alfitude to the benefit of reading

3.4.2.6 Teachers’ difficultics when teaching reading

3.4

‘Teachers’ activities to help students to overcome difficulties

CHAPTER 4: SUGGESTIONS AND CONCLUSLOMs

41 Suggested techniques

4.1.1 Techniques for reading motivation and interest

4.1.1.1 ‘The students are free to choose books of their own interest

41.1.2 The reading should be easy for them

4.1.1.3 Gradually escalating the level of difficulty of the texts

4.1.1.4 Role — playing

4.1.1.5 Diversifying pre-reading techniquey si ievnoeerroee

4.1.1.5.1 Thăng visual aids

4.1.1.53 Pre- questioning "—

4.1.2 Techniques for dealing with voeabulary

4.1.2.1 Techniquss to deal with unkhơwn Words is seo

4.1.2.3 Tectmiques Lo crưich vocsbulary

4.12/2.1, sing Word gam6§ .ecoioioocroes seouneenteetveecee

412

2 Using word lists

4.1.2.2.3 Encouraging students to have extensive reading babit

4.1.2.2.4, Students need to read a lot eee cess ieee ies icsesteenneicsencenane

41.225 The reading material is at an appropriate level

41.2.2.6 Thore is a variely of reading materials on # wide range of topics

4.1.2.2.7 Students are allowed to choose books that interest them

41.2.2.8 Reading is inchvidual and silent

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

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ABSTRACT

English is becoming more and more popular in Vietnam and it has an important

tole in the developing of economy, polities, culture, science leclmology In the

teaching and earning English, reading has always received great attention Civil servants at the Ministry of Agriculture and Rural Development take reading into consideration because of their job requirement, However, they slill face a Tol of difficulties in reading It is urgent to carry out “A study on the techniques for improving reading skill for non-major students of English at pre-intermediate level at

the Foreign language Center at Ihe Ministry of Agriculture and Rural Development”

Reading problems the teachers and leamers experienced are presented and some

suggestions are given However, the findings of the study is somehow limited due to

time limilation and further studies van apply some other methods to cross check

3.4.1 Data analysis of the students” survey questionnaires «0.00.00 "¬

3.4.1.2 Sluderts” altitude to dhe reading texts in the book More Reading Power 19

3.4.1.3 Students’ attention to the language aspects taught at MARD 00 + 3.4.1.4 Stadenis` attinide to the importance of reading comprehension - 20 3.4.1.5 Stadents” atitude to the benefit oŸ readie coi 21

3.4.1.6 Students’ attitude to the activities in 3 stages of reading ¬ Bh

3.4.1.6.1 Students’ attitude to pre-reading activities - +1 3.4.1.6.1.1 ‘The frequency of using Pre-reading activities by the teachers responded

3.4.1.6.1.2 Students’ enjoyment of pre-reading activities 22 3.4.1.6.2 Students’ attitude to while - reading activities 23

3.4.1.6.2.1 Students’ activities to look for speclc informatlơn 23

3.41.62.2 Studems’ activities to look for the main idea of the text - 23 3.4.1.6.2.3 5tudents” aclyvitics wÌieñt 1nccUng TIEW WOIỎS —

3.4.1.6.3 Students’ attitude to post - reading activities

3.4.1.7 Students’ difficulties when learning reading 34

3.4.1.8 Students” expectation towards teachers’ teaching of reading techniques

to overcome difficulties when learning reading

3.4.1.9 Students’ effort for improving their reading comprehension 26 3.4.2 Data analysis of the teachera” survey questiorinaires - ¬-

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