SƠ LƯỢC LÝ LỊCH KHOA HỌC I. THÔNG TIN CHUNG VỀ CÁ NHÂN 1. Họ và tên: Trần Văn Nghĩa 2. Ngày tháng năm sinh : 20111963 3. NamNữ: Nam 4. Địa chỉ: B 28Khu Phố 6 phường Tam Hiệp Biên hòa 5. Điện thoại: 0913130131 Cơ quan: 0613829029 Nhà riêng: 6. Fax Email: johnnghia5yahoo.com.vn 7. Chức vụ: Tổ trưởng 8. Đơn vị công tác: THPT Ngô Quyền II. TRÌNH ĐỘ ĐÀO TẠO Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ Năm nhận bằng: 2001 Chuyên ngành đào tạo: Giảng dạy tiếng Anh III. KINH NGHIỆM KHOA HỌC: Lĩnh vực chuyên môn có kinh nghiệm: Số năm có kinh nghiệm: 24 năm Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây: Improving High School Students’ Written Competence Through Teaching Grammar in Context Using Barrett’s Taxonomy to Enhance High School Students’ Reading Comprehension. Improving High School Students’ Speaking Skill Through Roleplay. Improving Grade 10 Students’ Grammatical Competence Through Context.
Trang 1SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
Đơn vị : THPT Ngô Quyền
Mã số: ………
SÁNG KIẾN KINH NGHIỆM
Đề tài :Improving High School Students' Reading Skills
Through Using Different Question Types
Người thực hiện: Trần Văn Nghĩa
Lĩnh vực nghiên cứu:
Quản lý giáo dục
Phương pháp dạy học bộ môn
Phương pháp giáo dục Lĩnh vực khác:
Có đính kèm:
Mô hình Phần mềm Phim ảnh Hiện vật khác
Năm học: 2014-2015
Trang 2
SƠ LƯỢC LÝ LỊCH KHOA HỌC
I THÔNG TIN CHUNG VỀ CÁ NHÂN
1 Họ và tên: Trần Văn Nghĩa
2 Ngày tháng năm sinh : 20-11-1963
3 Nam/Nữ: Nam
4 Địa chỉ: B 28-Khu Phố 6- phường Tam Hiệp- Biên hòa
5 Điện thoại: 0913130131 Cơ quan: 0613829029 Nhà riêng:
6 Fax E-mail: johnnghia5@yahoo.com.vn
7 Chức vụ: Tổ trưởng
8 Đơn vị công tác: THPT Ngô Quyền
II TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ
- Năm nhận bằng: 2001
- Chuyên ngành đào tạo: Giảng dạy tiếng Anh
III KINH NGHIỆM KHOA HỌC:
- Lĩnh vực chuyên môn có kinh nghiệm:
- Số năm có kinh nghiệm: 24 năm
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
- Improving High School Students’ Written Competence Through
Teaching Grammar in Context
- Using Barrett’s Taxonomy to Enhance High School Students’ Reading Comprehension
- Improving High School Students’ Speaking Skill Through Role-play
- Improving Grade 10 Students’ Grammatical Competence Through Context
Trang 3Improving High School Students' Reading Skills Through Using Different Question Types
Introduction
Since the first term of the school year 2015, all high school students in Vietnam must be assessed with the four language skills : listening, speaking, reading and writing based on students’ communicative competence Most of the teachers in Dong Nai Province are aware of the importance of communicative English teaching and learning to the students’ success in the final examination There are a number of things the teachers should do in order to promote the students’ comminicative competence In this paper, I would like to focus on reading skill because the students in my school are not good at reading in terms of authors or writers’ rhetorical relationships, pragmatic considerations and implied meaning
My interest in the area of ‘Improving High School Students' Reading Skills Through Using Different Question Type’ started when I attended a conference
in Ho Chi Minh City on assessing and evaluating students’ communicative competence in 2014.As an attempt to improve high school students’competence
I will carry out this mini-research with empirical methods I am in the belief that I can make an innovation in English language teaching and learning at Ngo Quyen High School, where there are over 1000 students need to become competent English users
This research project aims to find out about the effects of using different question types on the development of high school students’ reading comprehension at Ngo Quyen High School The research also aims to identify students’ problems with the hope that different question types can help increase their levels of thinking The research project consists of an introduction, a review of worthwhile literature related to the independent variable, the types of questions and their benefits, a description of students’ learning styles, learning habits, preferences and their views of reading learning activities The final parts
of the research paper are sections discussing on anticipated outcomes and possible problems occurring during the research project together with a brief conclusion
Context
Bien Hoa is an industrial city, where there are many foreigners who come to work in industrial zones and to do business Most foreigners use English to communicate with their colleagues, office workers, local residents That is why
Trang 4English has become a popular language for people at work and young students
at schools.Among the high schools in the city, Ngo Quyen is one of the biggest high Each year, this school has over one thousand students who are good at various subjects, such as mathematics, chemistry, physics and biology, but their four English skills are not good enough
In discussion with some students, I have known that they really want to learn English for communication However, they do not have many learning strategies for inferring meaning or evaluating characters and author’s attitudes Contrary to my expectations, what they often do in the reading lessons is to copy words, phrases the teacher already writes on the board They then translate the text into Vietnamese before completing exercises, answering questions in their textbooks
As a teacher of English, I recognize that teaching reading, a receptive skill is particularly important because a reading text can be a model for writing An innovation in teaching reading can facilitate other language skills
Rationale
In some informal discussions with students and teachers, I have known that problems facing the reality of teaching and learning reading in high schools are that comprehension is not effectively achieved and students do not have reading strategies Only form is focused, literal comprehension is exploited and teachers have a tendency to make use of questions available in the textbooks Therefore, our students find it difficult to achieve good results in IELTS, TOEFL and TOEIC tests While teachers are expected to help students of mixed-ability understand the reading texts to synthesis, evaluation and appreciation levels
As teachers we need to be good at making questions with different levels of understanding and our responsibility is to teach our students how to ask questions before, during and after they read a text Not only does asking questions help the readers to better understand the text they are reading but it can be applied to all subjects, like social sciences, social studies, and even mathematics when they graduate from high school
Research Questions:
1.Is teaching reading through using different question types much more effective than teaching reading with questions available in the text book?
2.Are there any necessary changes to the reading lessons to foster the learning and teaching of reading ?
Literature Review
In English teaching, there are many approaches to reflect top down and bottom up processes through interactive exercises and tasks The use of questions is an integral aspect of such activities, and well-designed comprehension questions help students interact with the text to create or construct meaning We believe that it is critical that teachers help their students
Trang 5create meaning and it is obvious that different comprehension questions at higher levels of thinking help our students begin to think critically
It is true that reading is an interactive process in which the reader constructs meaning with the text We need to help our students learn to do this This means going beyond a literal understanding of a text, and allowing our students to use their own knowledge while reading When questions is beyond a literal understanding, students' answers have to be motivated by information in the text (Crisp 1978) Inferential questions can have clearly correct responses
In contrast, prediction and evaluative answers may be correct or incorrect as long as they depend primarily on students' reactions to what they read Evaluative answers not only depend primarily on students' reactions to what they have read, but they need to reflect a broad understanding of the text
Another reason for using a variety of questions is that they involve different types of comprehension Guszak (1967, cited in Pearson and Johnson, 1972:.154) state that students can perform best when answering questions of factual recall, which is the type of question that their teachers ask most often This means that students can do best at what they have been taught and practiced Thus, if we want our students to be able to reach deeper understanding of a text, then it is necessary to teach them how to do this and to give them opportunities to work with different types of comprehension
Barrett’s Taxonomy of comprehension types is an overview of types of understanding that foreign language learners need to have if they want to read a text with more than a literal understanding
The taxonomy of the types of comprehension questions may also be used as a checklist for language teachers to make their own comprehension questions for texts that their students read to help them understand better what they read in reading comprehension lessons in school In addition, they can be used to develop materials to ensure that the various levels of questions are used to help students improve their reading skills as well as respond to a variety of types of comprehension
As Rogers( 2007) suggests that types of question includes factual questions (negative and positive), reference questions can help weaker learners to locate
information Question types, such as method questions, opinion and inference questions and others assist readers with deeper understanding of the text or the author’s attitudes.Understanding the purposes of each question type will help teachers to design quuestions useful and relevant to the students’ learning needs
Application
The following question types have been applied to teach reading for grade 10,
11 and 12 with English textbooks used as data collection for the study I have analysed and designed some more questions to help students to concentrate on the reading
QUESTION PURPOSES EXAMPLES
Trang 6TYPES
Factual
questions
To test and help learners’
ability to locate and
identify specific information in the passage
- How many core subjects are there in
the National Curriculum in England?? (English 12, page 68)
-Who took part in the annual final English Competition last Saturday?(English 11, page 68)
-What can we do when we want to attract someone ‘s attention?(English 12, page 32)
Purpose
questions
To test and help learners’
understanding why the
author uses a certain piece of information and
to ask learners about the
development of the passage
- Why is/was Vietnam mentioned in the
second paragraph?
(English 12, page 139) -Why does the writer mention the
Mekong River in paragraph 3?`
Negative
factual
questions
To test and help learners’
ability to scan the passage
to find answers that are correct or that are mentioned in the passage.
Which of the following is NOT
mentioned in the passage?
- According to the passage, all of the following statements are true
EXCEPT………
Method
questions
To ask learners about the
development of the
passage, how the author of
a passage explains
something or accomplishes something in the passage.
How does the author explain the concept
of non-verbal communication in
English in paragraph 1?(English 12-Unit
2)
- The author shows the significance of
preparing for a job interview by……
Reference
questions
To ask what word a pronoun or other reference
word refers to.
What does the word ” them “ in the last
sentence refer to?
- The word “it” in line 5, paragraph 1
refers to… (English 12-Unit 2)
Opinion
questions
To ask learners how the
author feels about a certain issue, idea, or a character
The author’s opinion is
usually not stated
directly We have to infer
or guess what the author
thinks by the language, the
ideas he/she presents in the
text
- Which of the following statements best
expresses the author’s opinion of the 22 nd
SEA GAMES?(English 12-Unit 13) -The author of this passage probably believe that doing volunteer work improve young people’s personality and
behaviour (True/False)(English 11-page
49)
Inference
questions
To ask learners draw
conclusions based on
information in the passage
What can be inferred from the passage that…….?
- What lesson can we learn from the girl’s
embarrassing experience? ( English 11-page 24)
- What conclusion can we draw from the last
paragraph?
- What was the best part of the story to you?
Trang 7Sentence
addition
questions
To test readers’
understanding of
correct sequencing, of
paragraph organization/
discourse competence(cohesion&
coherence)
-Look at the four square ■ that indicate where
the following sentence could be added to paragraph 1.
Sentence
simplificatio
n questions
To test learners’ ability
to identify the sentence
that summarizes the information in the sentence from the passage
Which of the following sentences best expresses
the essential information in the sentence below?
- Which of the sentences is closest in meaning to
the sentence in bold in the last paragraph?
Vocabulary
questions
To test learners’ ability
to make use of context
(words/phrases in the same sentence) and
word analysis to
understand the meaning
of words/phrases in the passage
-The phrase ‘ at once’ in line 7 is closest in
meaning to which of the following?( English 11-page 24)
could be best replaced by which of the following?
-What does the word “overcome” in line 19
mean? ( English 11-page 47)
Significance of the study
I suppose the study the effect of using different types of question on the development of students’ levels of understanding is particularly important for several reasons First, understanding relationship between the students’ problems of reading and the use of different question types helps to improve the students’ reading competence The second thing is that the research findings will also help the administrators in high schools to have new policy in teaching and learning English and assessing the students’ communicative competence required by the Misnistry of Education and Training The study on using different qustion types in teaching reading is manageable and will support my professional development Finally, the results of the research will provide high school teachers in Vietnam with valuable suggestions and new ideas As mentioned above, teaching reading effectively can facilitate other language skills, such as writing, listening and even speaking This project will bring about considerable improvements in my own teaching and implement several changes in the school
Conclusion
In carrying out this study proposal, I am in the belief that using different question types in high schools is really a worthwhile learning area for both students and teachers High school students from weak ones to better ones will have more opportunities to be involved in reading activities.Weak students can answer literal comprehension questions, such as questions to identify facts,
Trang 8details and cause and effect While, better students can discuss and answer questions for evaluating the writer’s attitudes or inference questions By using various level question types, the teacher can encourage students to carry out taks, exersises in a purposeful and meaning way In final analysis, I am confident that teaching reading through using different question types is an important and effective teaching method that needs to be be taken into account and applied by all English teachers and students learning English as a second or foreign language
References
- Crisp, F.M (1978) Questioning children’s reading – an application of Barrett’s Taxonomy Journal for the study and improvement of reading and related skills,
Volume 12, Issue 1,(pp 36 – 43).
- Pearson and Johnson (1978) Teaching reading comprehension, Holt, Rinehart
and Winston.
- PPAfflerbach,&PH Johnston(1986) Teaching main idea comprehension,
University of Maryland
-Rogers (2007) The Complete Guide to The TOEFL Test, Cengage Learning Asia Pre
Ltd
Trang 9
SỞ GD&ĐT ĐỒNG NAI
TRƯỜNG THPT NGÔ QUYỀN
CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập - Tự do - Hạnh phúc
Biên Hoà, ngày 20tháng 05 năm 2015
PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học : 2014 - 2015
Tên sáng kiến kinh nghiệm: Improving High School Students' Reading Skills Through
Using Different Question Types
Họ và tên tác giả: TRẦN VĂN NGHĨA Chức vụ: Tổ trưởng
Đơn vị: Trường THPT Ngô Quyền – Đồng Nai.
Lĩnh vực:
Trang 10- Quản lý giáo dục
-Phương pháp dạy học bộ môn: Tiếng Anh
- Lĩnh vực khác:
1 Tính mới
-Đề ra giải pháp thay thế một phần giải pháp đã có, bảo đảm tính khoa học, đúng đắn
-Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình,
2 Hiệu quả
- Giải pháp thay thế hoàn toàn mới, đã được thực hiện trong toàn ngành có hiệu quả cao
- Giải pháp thay thế một phần giải pháp đã có, đã thực hiện trong toàn ngành có hiệu quả cao
- Giải pháp thay thế hoàn toàn mới, đã được thực hiện tại đơn vị có hiệu quả cao
- Giải pháp thay thế một phần giải pháp đã có, đã được thực hiện tại đơn vị có hiệu quả
- Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình,nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị
3 Khả năng áp dụng
Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối, chính sách:
Trong Tổ/Phòng/Ban Trong cơ quan, đơn vị, cơ sở GD&ĐT Trong ngành
Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện và dễ
đi vào cuộc sống:
Trong Tổ/Phòng/Ban Trong cơ quan, đơn vị, cơ sở GD&ĐT Trong ngành
Đã được áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả trong phạm vi rộng:
Trong Tổ/Phòng/Ban Trong cơ quan, đơn vị, cơ sở GD&ĐT Trong ngành
Cá nhân viết sáng kiến kinh nghiệm cam kết và chịu trách nhiệm không sao chép tài liệu của người khác hoặc sao chép lại nội dung sáng kiến kinh nghiệm cũ của mình.
Tổ trưởng và Thủ trưởng đơn vị xác nhận đã kiểm tra và ghi nhận sáng kiến kinh nghiệm này đã được tổ chức thực hiện tại đơn vị, được Hội đồng chuyên môn trường xem xét, đánh
giá; tác giả không sao chép tài liệu của người khác hoặc sao chép lại nội dung sáng kiến
kinh nghiệm cũ của chính tác giả.
NGƯỜI THỰC HIỆN
SKKN
Trần Văn Nghĩa
XÁC NHẬN CỦA TỔ CHUYÊN MÔN
TM TỔ CM
Bùi Phú Xuân
THỦ TRƯỞNG ĐƠN VỊ HIỆU TRƯỞNG
Nguyễn Duy Phúc