Câu hỏi đọc hiểu văn bản tự sự cho học sinh trung học phổ thông theo định hướng phát triển năng lực tt tiếng anh

Although the orientation of curriculum is correct and reasonable, in fact, the method of teaching reading comprehension in general and narrative texts in particular is still a teacher ma

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

-

NGUYEN THI NGOC THUY

NARRATIVE TEXT READING

COMPREHENSION QUESTIONS FOR HIGH SCHOOL STUDENTS IN THE COMPETENCY

This research is completed at: The Vietnam National Institute of Educational Sciences

2 ASSOC PROF DR Bui Manh Hung

Reviewer 1:

Reviewer 1:

Reviewer 1:

This thesis shall be defended at the Thesis Examination Committee at Institute level, The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao street, Ha Noi at ……… ……… dated ……… year ………

This thesis is available at:

- National Library of Vietnam

- Library of the Vietnam National Institute of Educational

Sciences

INTRODUCTION

1 Reason for choosing the study

1.1 Reading comprehension is one of the important contents in Literature

curriculum of many developed countries because this is an important factor determining the ability of each person to synthesize and process information, helping them solving personal and social problems Reading comprehension is also one of the necessary conditions to establish a personal relationship with the community

1.2 In Vietnam, reading comprehension issue is addressed formally and directly

in Literature Curriculum (2006) It is a change in the goal and method of teaching when changing from teaching texts to reading comprehension, aiming to develop active reading comprehension for students Although the orientation of curriculum is correct and reasonable, in fact, the method of teaching reading comprehension in general and narrative texts in particular is still a teacher mainly transmitting to students the values of text instead of guiding them to decode text, so students can not form their reading comprehension competencies according to the goal of curriculum

1.3 In the context of renovating the general educational curriculum from focusing on equipping knowledge to orienting the development of quality and competency, Literature in general and teaching reading comprehension in particular also need to change in that spirit Because the current Literature curriculum is still knowledge based, so the question in Literature teaching is mainly used for teaching and explaining about texts, that is designed and used for the purpose of teachers Therefore, reading comprehension question is mentioned in the context of renovating curriculum and textbooks according to the competency-based approach which is a reasonable, necessary and inevitable because it aims to promote the independence and activeness of students instead of being directed by teachers Therefore, if well designed, this will be an important system of tools supporting students to decode texts, form and develop their reading comprehension competencies

1.4 One of the ways to activate the learners' role is to use questions The reading comprehension questions, therefore, is also considered as a system of tools to guide students to gradually explore and decode texts, thereby forming their reading comprehension competencies

1.5 In the context that the current researching of Literature teaching in our

country is mainly derived from the practice, the understanding of theoretical

issues, including reading comprehension questions in teaching reading narrative texts, is becoming increasingly necessary

For the above-mentioned reasons, the following study was chosen:

“Narrative text reading comprehension questions for high school students in the competency development orientation”

2.1.2 In Vietnam

The Vietnamese authors often approach this concept in two ways: approaching reading comprehension competency according to the inputs; approaching reading comprehension competency according to its units Most researchers, when making the definition of reading comprehension competency, have tried to clarify the cognitive activities that occur in the reader during reading such as decoding physical symbols of text; defining the meaning of text; contacting, comparing, applying content / issues outside the scope of text

2.2 Research on reading comprehension narrative texts and teaching reading comprehension narrative texts

2.2.1 Research on reading comprehension narrative texts

2.2.1.1 Research on reading comprehension

exploring about strategies, models, and levels of reading comprehension, etc In general, the basics of reading comprehension have been initially explored, but more in-depth studies need be conducted to aim the general educational curriculum 2018

2.2.1.2 Research on reading comprehension narrative texts

a) In foreign countries

The study of how to read narrative texts from a narrative characteristic perspective is a familiar research tendency of most narrative theorists In general, the development of narrative theory is increasingly moving to describe the structure of a narrative text in a clear, systematic and more accurate way through establishing a basic conceptual system that reflects the characteristics of narrative texts such as events; plot; characters; time includes sequential order, frequency; focus; tone, In the process of narrative text reading comprehension, these concepts are the necessary tool system to access and decode texts in a scientific and effective way

b) In Vietnam

Narrative text reading comprehension from the perspective of domestic literary theorists also has many same points with foreign studies and has provided guidance tools for the process of approaching and decoding narrative texts

2.2.2 Research on teaching reading comprehension narrative texts

2.2.2.1 In foreign countries

Most documents often discuss methods of decoding text according to narrative characteristics, such as: presenting some ways to guide teachers to teach specific elements of narrative texts; presenting some positive teaching methods and techniques in teaching narrative text reading comprehension; presenting a number of collaborative learning activities that clearly reflect the spirit of approaching the narrative texts according to narrative characteristics and cognitive levels on the Bloom scale In general, the materials aim to form the narrative text reading comprehension competency according to genre characteristics for students

2.2.3.2 In Vietnam

When discussing teaching narrative texts in high schools, most domestic researchers often refer directly or indirectly to issues involved to teaching narrative texts according to genre characteristics without any studies guiding students to formulate and develop their narrative text reading comprehension competencies

2.3 Research on questions in teaching reading comprehension and

teaching reading comprehension narrative texts

2.3.1 Research on questions in teaching reading comprehension

2.3.1.1 In foreign countries

Researchers often refer to the followings: confirming the important role and significance of reading comprehension questions; classifying those questions in different ways; methods and strategies to use them

2.3.1.2 In Vietnam

The domestic documents on reading comprehension questions relatively keep

up the research tendencies of foreign documents However, the documents so far mainly focus on researching the question system designed from the position of the teacher without giving enough attention to the question system designed from the position of the students to support them in forming and developing competencies

2.3.2 Research on questions in teaching reading comprehension narrative texts

The foreign documents often discuss the following issues: using narrative text reading comprehension questions to guide students to explore the specific elements

of narrative text structure; examining and evaluating the use of those questions according to genre characteristics When referring to the formation and development of reading comprehension competency in general and narrative text reading comprehension competency in particular, most of the documents often orient using questions according to three stages of the reading process (pre-reading / while-reading / after-reading) and focus on forming and training skills in each stage for students However, this issue is often researched in a system of other methods or investigated in the direction of introducing or proposing some specific question samples to explore the narrative text characteristics such as character, setting, plot, …

2.3.2.2 In Vietnam

The studies on narrative text reading comprehension questions have paid many attentions to the genre characteristics when designing questions However, the research content up to now only exists as aspects of other larger studies; so that it has not been fully considered yet In addition to genre characteristics, other bases for designing questions such as the level of awareness of the student, the reading process, the factors related to the reading process, have not been examined and integrated in total designed model Therefore, the existing research results on narrative text reading comprehension questions still exist separately and do not

fully reflect the process of reading comprehension narrative texts

2.4 The issues have not been researched yet

In general, researchers have investigated and given some guidelines for using reading comprehension questions in general and narrative text reading comprehension questions

in particular However, there are still some issues that have not been clarified such as: theoretical basis of narrative text reading comprehension questions; examining and designing of the question system in teaching reading comprehension in general and narrative text reading comprehension in particular aiming to form reading comprehension competency for students; assessing the reality of using the question system in teaching reading comprehension toward the forming and developing reading comprehension competency for students All of the above are not included in a systematic research topic

3 Research purpose: To propose a system of narrative text reading comprehension

questions for high school students in the competency development orientation

4 Research objects and tasks

4.1 Research objects: Narrative text reading comprehension questions designed by

textbook authors for high school students in the competency development orientation

4.2 Research tasks: To identify theoretical and practical basis of designing narrative

text reading comprehension questions in the competency development orientation; to propose a system of narrative text reading comprehension questions for high school students in the competency development orientation; to experiment this system

5 Research scope: The study focuses on narrative text reading comprehension questions in high school Literature curriculum, especially literary texts Because of being conducted when Literature curriculum 2006 has still being implemented at high schools, the survey and experiment must still be conducted on some basis of the current curriculum, combined with the competency development orientation in Literature curriculum 2018 In which:

– Survey scope: question system of the narrative text lessons in textbooks: mainly

in grades 11 and 12, focusing on short stories, a specific genre of narrative

– Experimental scope: mainly the modern Vietnamese short stories in the first semester of grade 11

– The scope of competency to form and develop for high school students through the question system is the narrative text reading comprehension competency

6 Research methods: Theoretical research methods (analysis, summary,

comparison, etc.); practical research methods (observation, investigation, survey,

interviewing, comparison, pedagogical experiment)

7 Scientific hypothesis: If designing a system of narrative text reading

comprehension question for high school students according to the competency develpment orientation, it will contribute to innovate reading comprehension activities, improve literature competency for students

8 New contributions of the thesis

– Contributing to clarify the educational foundations applied in the teaching Literature; the nature of reading comprehension activities and the process of teaching narrative text reading comprehension aiming at developing competencies; to establish the theoretical foundations of narrative text reading comprehension questions in the competency development orientation; to identify the structural system of narrative text reading comprehension competency On that basis, types of narrative text reading comprehension questions in the competency development orientation are designed – Contributing to prepare for the compilation of Literature textbooks after

2018, to write training documents for teachers serving the implementation of Literature curriculum and textbooks after 2018

9 Structure of the thesis

In addition to the Introduction and Conclusion, the thesis is divided into

three chapters:

Chapter 1: Presenting scientific basis of designing the system of narrative text reading

comprehension questions in the competency development orientation for high school students

Chapter 2: Designing the types of narrative text reading comprehension

questions in the competency development orientation

Chapter 3: Describing the experimental process and evaluating the

effectiveness and feasibility of the question system proposed by the study

CHAPTER 1: SCIENTIFIC BASIS OF PROPOSING NARRATIVE TEXT

DEVELOPMENT ORIENTATION FOR HIGH SCHOOL STUDENTS 1.1 Theoretical basis

1.1.1 The basic issues in reading comprehension

1.1.1.1 Characteristics of reading comprehension activities

According to the theory of reading comprehension, characteristics of reading

comprehension activities are the followings: reading comprehension is a continuous interactive process among many elements such as readers, texts and other readers; that process always takes place in a social and cultural context and in the process, readers actively use their base knowledge and reading skills to decode and create meaning for text; readers are considered co-creators with the author; the readers’ engagement with texts certainly influence on reading comprehension activities; the result of reading comprehension is not only the decoding and constructing meaning for texts but also the response to texts in different ways

1.1.1.2 Reading process

According to many studies, the reading comprehension process is usually divided into 3 stages: pre-reading, while-reading and after-reading This division is based on the time the students contact directly with texts since the first time However, the linearity of the process is approximately because reading comprehension is a continuous restructuring process, so there are times readers can return to the previous stages to re-experience the text

1.1.2 Narrative text reading comprehension competency

1.1.2.1 Reading comprehension competency

Derived from researching the characteristics of reading comprehension activities

and competency, reading comprehension competency is defined as the ability to apply totally base knowledge related to texts and appropriate reading comprehension skills to actively interact with texts to decode, create meaning, respond to and effectively use texts in specific contexts Regarding to the basic

structure of reading comprehension competency, we choose how to separate competency according to surface structure (output structure) and depth structure (input structure) introduced by Doan Thi Thanh Huyen (2016) According to that resolution, the surface structure of the competency is the output of the reading

process including: Recognizing information from texts; Analyzing, connecting information about texts; Responding to and evaluating about texts; Applying knowledge and skills gained from texts to practice And the depth structure of competency includes 3 main elements: System of base knowledge related to texts, System of reading comprehension skills; Sentiment - attitude towards text and reading comprehension activities

1.1.2.2 Narrative text reading comprehension competency: Concept and structure

Similar to reading comprehension competency, narrative text reading

comprehension competency is defined as the ability to apply totally base knowledge related to the text and appropriate reading skills to interact positively with the text to decode, create meaning, respond to and effectively use the text in a specific context The structure of this competency is determined based on the

structure of reading comprehension competency

1.1.2.3 The development of narrative text reading comprehension competency

of high school students

The development of narrative text reading comprehension competency of high school students is demonstrated by following specific characteristics: – Purposely identify and logically organize important information in the text;

– Flexibly use cognitive actions to analyze and establish relationships among

information; infer the implicit information of the text;

– Respond to and evaluate the text in the spirit of critical thinking, apply the text

in a way "assimilating and accommodating" the text into their own cognitive system – Activate flexibly base knowledge to connect with the information in the text;

– Use reasonably the reading comprehension skills to decode the text;

– Maintain their attention, excitement and passion for the reading process; identify the purpose and meaning of reading activities; independently and actively resolve difficulties in the reading process

1.1.3 Teaching reading comprehension narrative texts in the competency development orientation

1.1.3.1 Concept of narrative text

a) Narrative text

The concept of narrative text in current Literature curriculum and textbooks of our country and some other countries is used to refer to both literary texts and non-fiction texts using narrative as the main way of expression

b) Narrative text in literature

According to the narrative theory, most of researchers assume that the concept of

“narrative” is used to refer to a spoken or written discourse, expressing one or a

series of related real or fictional events From that, we can realize that the definition of narrative texts is not only limited to fiction texts, but can also be extended to non-fiction texts created with the main purpose recounting an incident/ a content

However, in the scope of this thesis, we only discuss about narrative text in literature

1.1.3.2 Some featured elements of narrative texts

Curriculum and textbooks of some countries often teach strategies to approach

narrative texts around some of the following featured elements: plot, events, conflict, settings, characters, points of view, tone, details/ images,

1.1.3.3 Narrative texts in high school Literature curriculum and textbooks

Compared with narrative texts in literature outside the school, the ones in Literature curriculum and textbooks of high school have the following differences:

the narrative texts have length, difficulty level that is suitable for each age of high school students; the ones has been dealt with in terms of pedagogy to serve the implementation of curriculum objectives

1.1.3.4 Requirements of teaching narrative text reading comprehension in high schools in the competency development orientation

Requirement of teaching narrative text reading comprehension in high schools

are the followings: reflecting the characteristics of reading comprehension activities, sticking to genre characteristics, aiming to the goals forming and developing the narrative text reading comprehension competency for students, designing a dialogue environment in teaching reading comprehension, meeting integrated requirements - teaching writing, speaking and listening in the reading process

1.1.4 Reading comprehension questions in the competency development orientation

In this thesis, we are only interested in the system of reading comprehension questions designed by the author of the textbooks because that system is more stable than the questions created by the specific reader and shows the leading for

students during reading process, so that supports them reaching the objectives of

lessons faster and more effectively

Reading comprehension questions in the competency development orientation has the

following characteristics: designed according to the reading process; show the leading for students to carry out skills; reflect the expression of the components of the structure of reading comprehension competency in students; pay attention to train students to solve problems associated with learning or practical situations; poses open problems

1.1.4.2 Classification

Reading comprehension questions of textbooks should be classified according to the

following criteria: Classification criterion of level 1 is classification of questions in 3 stages of reading process; Classification criterion of level 2 is classification of questions according to skills used at each stage of the reading process; Classification criterion of level 3 is

classification of questions in the direction that reflects the characteristics of narrative texts

1.1.4.3 Role

Reading comprehension questions in textbooks play roles such as: creating readers' interest in reading and paying more attention to the reading process; encouraging and guiding readers to participate in the process of decoding and creating meaning for texts; encouraging metacognitive activities to occur in readers; activating roles of readers

Reading comprehension questions in the competency development orientation

also performs specific roles such as: creating learning activities for students to form and develop competency; forming, developing reading comprehension competency for students and assessing reading comprehension competency; supporting students to develop their thinking according to Bloom's scales.

according to the reading process and affecting the formation of the components of reading comprehension structure for students; the questions have paid attention to the genre characteristics of texts but have not instructed readers to decode these elements

1.2.1.2 Reality of using narrative text reading comprehension questions in some high schools in Ho Chi Minh City

Assessing the reality of using reading comprehension questions in text learning

classes in high school is also assessing the reality of using Learning Guiding Questions in textbooks Because the questions in textbooks not only guide students to

access text, but also orient teachers to design their question system in teaching Therefore, the understanding of the reality of using questions of textbooks in teaching reading comprehension will include understanding how the questions are used directly and indirectly through the question system of teachers in class The survey was conducted at 08 high schools in Ho Chi Minh City including: Le Hong Phong High School for the Gifted; Practical High School, Ho Chi Minh City University of Education; Nguyen Cong Tru; Tran Khai Nguyen; Luong The Vinh; Nguyen Trung Truc; Le Thanh Ton; Nguyen An Ninh Survey results show that:

– Both teachers and students have not often used Learning Guiding Questions in teaching reading comprehension narrative texts and the using effectiveness is not high – Questions in narrative text reading comprehension classes at some high schools in Ho Chi Minh City are mainly used regularly at the after reading stage Questions at pre-reading stage also used but in poor format and quantity Only a few teachers use questions at during reading stage, but the types of ones are not diverse The questions in each stage have not yet provided the students a clear image of the specific characteristics of a reader with narrative text reading comprehension competency, so that they have not supported the students in forming the structure of reading comprehension competency

1.2.2 Narrative text reading comprehension questions in foreign Literature textbooks

1.2.2.1 Survey objects and reasons for selecting survey objects

Survey objects: Literature & Language Arts books compiled and published by

Holt, Rinehart & Winston, California (USA)

Reason for selecting survey objects: The United States is one of the countries with

the most advanced education in the world; California is one of the most influential states in the US in the field of curriculum construction and textbook compilation; Holt,