Phát triển năng lực đọc hiểu văn bản có hình ảnh cho học sinh lớp 1, 2 qua sử dụng truyện tranh tt tiếng anh

Subject of the study: The object of the study is the teaching to develop text-with-picture reading comprehension competence for students in grades 1 and 2 by using picture stories in te

NGUYEN THI HUONG GIANG

USING PICTURE STORIES TO DEVELOP TEXT-WITH- PICTURE READING COMPREHENSION COMPETENCE FOR STUDENTS

IN GRADES 1& 2

Major: Pedagogy Code: 9 14 01 01

SUMMARY OF PEDAGOGY DOCTORAL THESIS

Hanoi 2020

Assoc Prof PhD Bui Minh Duc

It can be found at:

- Vietnam National Library

- Hanoi Pedagogical University 2 Library

INTRODUCTION

1 Rationale of the study

1.1 Teaching competence development is a trend in the world as well as in Vietnam One of the competences that students of all levels, especially elementary school students need to acquire is language competence (i.e listening, speaking, reading and writing)

1.2 According to the General Education Program, Literature subject presents issues of reading different kinds of texts including modal texts, (texts with one expression channel, mainly language channel) and multimodal texts (texts with a combination of two or more expression channels) Therefore, reading comprehension development not only refers to modal texts but also in multimodal ones

1.3 Texts with pictures are one form of multimodal texts because it has a coordination of two expression channels i.e language channel and picture channel Thus, picture stories are also considered as texts with pictures for the reason that they contain both language channel (transcripts) and picture channel (pictures)

1.4 Pictures accompanied by transcripts make texts meaningful, so picture stories are more comprehensible than stories with words only Sometimes, we can understand the content and the meaning of a picture story just by looking at the pictures Thanks to this character, story pictures are suitable for teaching reading comprehension for students in grades 1 and 2

1.5 Based on the need of teaching theoretical development

and educational reform reality, the study on “Using picture stories to develop text-with-picture reading comprehension for students in grades 1&2” is chosen to be the Ph.D thesis

2 Purposes of the study

The study aims at suggesting measures using picture stories

to develop text-with- picture reading comprehension competence students in grades 1& 2 in Vietnamese, making contribution to fulfilling the objectives of using picture stories to develop text-with-

picture reading comprehension for students in grades 1& 2 in particular and for primary school students in general

3 Object, subject and scope of the study

3.1 Object of the study: Vietnamese teaching process in

grades 1 & 2

3.2 Subject of the study: The object of the study is the

teaching to develop text-with-picture reading comprehension competence for students in grades 1 and 2 by using picture stories in teaching Vietnamese

3.3 Scope of the study:

- The content is limited to measures using texts with pictures

to develop text-with-picture reading comprehension competence in Vietnamese in grades 1 & 2

- The survey was implemented at 6 elementary schools in Hanoi, Thai Binh, Vinh Phuc, Bac Giang and Kien Giang

- Scientific experiments were conducted at Nghia Dung Elementary School, Dong Da District, Hanoi City; Canh Thuy Elementary school, Canh Thuy Commune, Yen Dung District, Bac Giang Province; Dong Viet Elementary school, Dong Viet Commune, Yen Dung District, Bac Giang Province; Minh Quang Elementary school, Minh Quang Commune, Vu Thu District, Thai Binh Province

4 Scientific hypothesis:

Finding teaching methods of teaching reading comprehension using texts with pictures for lower school students requires concerns and deep researches in order to help students, particularly students in grades 1& 2 to acquire text-with- picture reading comprehension competence Once the required level of text-with-picture reading comprehension competence is identified, picture stories are selected and designed as suitable reading materials, using questions, exercises and activities for teaching texts with pictures to improve reading comprehension competence for students in grades 1&2, organizing extensive reading to develop text-with-picture

reading comprehension competence for students in grades 1&2 through picture stories

5 Tasks of the study

Identifying the rationale of using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2; evaluating the reality of using picture stories to develop text-with-picture reading comprehension competence for students in grades 1& 2 in several elementary schools; suggesting some measures using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2 in Vietnamese; organizing pedagogical experiments to evaluate the study results

6 Methodology and research methods: Theoretical research

method; practical research method; specialist research method

7 Scientific Arguments of the study:

7.1 Texts with pictures are one kind of multimodal texts which present contents and meanings through two expression channels i.e language channel and picture channel Picture stories are one kinds of texts with pictures suitable for teaching reading comprehension for students in grades 1&2 Therefore, using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2 needs further research

7.2 Some measures are suggested as followings: identifying the required level, selecting and designing picture stories, using questions and exercises to develop reading comprehension competence for students in grades 1&2; applying teaching methods, teaching techniques and methods of evaluating text-with-picture reading comprehension competence for students in grades 1&2; organizing extensive reading to develop text-with-picture reading comprehension competence for students in grades 1&2 through picture stories

7.3 Developing text-with-picture reading comprehension competence improves primary school students’ academic

performances and their reading comprehension competences, particularly students in grades 1&2

8 Contributions of the study:

- The thesis systematized theoretical knowledge about competence, reading comprehension competence and teaching text-with-picture reading comprehension

- The thesis discussed text-with-picture reading comprehension through two expression channels i.e language channel and picture channel

- The thesis explored teaching experiences about picture reading comprehension in Viet Nam and some countries in the world

text-with The thesis suggested some measures using picture stories to improve text- with- picture reading comprehension for students in grades 1&2: Identifying the required level, selecting and designing picture stories, using questions and exercises to develop text- with- picture reading comprehension competence for students in grades 1&2; Applying teaching methods, teaching techniques and methods

of evaluating text-with-picture reading comprehension competence for students in grades 1&2; Organizing extensive reading to develop text- with- picture reading comprehension competence for students in grades 1&2 through picture stories

CHAPTER 1: LITERATURE REVIEW OF USING PICTURE STORIES TO DEVELOP TEXT- WITH- PICTURE READING COMPREHENSION FOR STUDENTS IN GRADES 1&2 1.1 Review of related literature

development for elementary school students

Competences are defined in different ways The studies of F

E Weinert, 2001; Denyse Tremblay, 2002; Erpenbeck, John, 2002 stated that competences were associated with applying knowledge, skills, and attitudes in solving social problems

In Vietnam, scientific papers on competences by Dang Thanh Hung, Bui Manh Hung, Do Ngoc Thong, Le Phuong Nga, Nguyen Thi Hanh defined competences as well as competence structures, and thereby applied them in teaching competence development for students of all levels ranging from elementary to high school, university and postgraduate

1.1.2 Studies on reading comprehension and developing text- with- picture reading comprehension competence for lower school students

Studies by Paris & Hamilton, 2009; Adam, 1990; Sweet & Snow, 2002; Anderson & Pearson, 1984; Afflerbach, 1990; Meneghetti, Carretti & De Beni, 2006; Rumelhart, 1994 paid attention to reading activity factors including texts, readers and interactive relationships aiming at creating meanings from texts

According to Pearson, 2009, reading comprehension lay in the intersection among readers, texts and contexts

The dissertation’s basis to evaluate text-with- picture reading comprehension competence is based on the Early Grade Reading Assessment, and PISA 2009, which evaluates reading comprehension according to 3 main characteristics: contexts, texts and aspects

In Vietnam, reading comprehension is considered in various aspects Reading comprehension can be considered as an action, a skill or a competence We found out that the studies on competences focused on 2 main directions:

Direction 1: Referring to teaching experiences in abroad universities to find out directions for teaching reading comprehension development in Vietnam Outstanding studies were

by Nguyen Thuy Hong, Do Ngoc Thong, Bui Manh Hung, Nguyen Thi Hong Nam, Pham Thi Thu Hien These studies brought about comparative views to find out advantages of teaching reading comprehension in foreign countries to apply in teaching reading comprehension for students in grades 1&2 in Vietnam

Direction 2: Developing and outlining Literature and Vietnamese programs in Vietnam, concentrating on developing linguistic skills (listening, speaking, reading and writing), especially reading comprehension These studies gave out specific results closer to ours Outstanding studies were by Le Phuong Nga, Bui Manh Hung, Nguyen Thi Hanh and Pham Thi Thu Huong

Studies on developing text- with- picture reading comprehension competence for lower school students in the world:

The studies confirm the importance of texts with pictures in developing reading comprehension for children Pichchert & Elam,

1985 suggest that texts with pictures can develop ideas and the combination of images and languages can build background knowledge (Pikuski, 2010) Some studies claim that children choose reading materials because of pictures (Amsden, 1960; Brookshire, Scharff & Moses, 2002; Goldstone, 2001; Mohr, 2003 &2006; Reutzel & Gali, 1997; Weiss, 1982) It’s pictures that attract readers’ attention and it’s the reason for which they choose reading materials

Fang (1996) also shows that images can encourage and motivate children’s love for books, and express familiar experiences easily

Studies on developing text- with- picture reading comprehension competence for lower school students in Vietnam:

In recent studies, pictures are considered as a teaching content A typical study is by Nguyen Thi Hanh Presenting reading texts in

“Core revision contents to develop reading and observing at elementary school”, Nguyen Thi Hanh (2016) states that reading texts are expressed in both written texts and image channel including images, diagrams, charts

1.1.3 Studies on developing students’ text- with- picture reading comprehension competence through picture stories

Picture stories are defined in various studies in the world, and they are confirmed to play an important role in teaching, especially language skills (listening, speaking, reading and writing)

for students to learn their native languages and foreign languages Ali MERC, 2013; Amy Baker, 2011, Wright & Sherman, 1994; Wright & Sherman, 1996; Williams, 1995; Liu, J 2004; Winda Apriani, Machdalena Vianty, Bambang A.L Csabay, 2006; Grant, 2010; Krashen, 2008; Mic Vicker, 2005; Ali MERC, 2013; Lynly L, 2016…)

In Vietnam, this issue has not been researched deeply Recently, the authors Nguyen Thuy Hong, Nguyen Thi Hanh, Bui Manh Hung, Nguyen Minh Thuyet also mentioned using picture stories in teaching, especially teaching reading comprehension The common characteristics of the authors’ studies are to recommend using picture stories in teaching reading comprehension at lower schools, aiming to develop students’ reading comprehension competence including text- with- picture reading comprehension competence

1.2 Text with images

1.2.1 Conception

1.2.1.1 Texts: In this dissertation, we are consistent with the

understanding and the text division by Nguyen Thi Hong Nam because they express fully the characteristics of modern texts: Texts are language products (spoken or written forms) and products of languages and other symbols

1.2.1.2 Pictures: There are many definitions about pictures;

however, we only refer to still pictures including photographs, drawings, illustrations and other two- dimensional graphics

1.2.1.3 Texts with pictures: Texts with pictures are texts

with a close coordination between picture channel (pictures) and text channels (text) to make the texts meaning during the text creating and receiving process

1.2.2 Characteristics of texts with pictures

1.2.2.1 Characteristics of text creating and receiving process: Texts with pictures are approached in a non-linear way,

emphasizing the role of spatial factors; texts with pictures are

controlled by both language and image components; texts with pictures have more flexible objects and time than texts with words only Texts with pictures are more likely to be specified and designed

more sophisticatedly

1.2.2.2 Components of texts with pictures: Len Unsworth

supposes that the combination between pictures and texts creates a metalanguage It is possible to apply Halliday’s theory of system functional grammar (mostly speech grammar), Kress and Van Leeuwen’s theory of visual grammar (mainly description of image meanings) to understand texts with images

According to Halliday, there are 3 language metafunctions i.e ideational function, interpersonal function and textual functions Kress and Van Leeuwen further develop the theory of three meaning sources i.e ideational meaning (expression meaning), interpersonal meaning and compositional meaning

Len Unsworth continued to work on image- language interaction in metalanguage The interaction between words and images create new meanings i.e ideal meaning, interpersonal meaning and compositional meaning

* Ideal meaning is based on the speech- image relationship

That is the consistence between words and images in which images are illustrated for speech, and speech is connected to words

* Interpersonal meaning: According to Halliday’s theory of

system functional grammar, interpersonal meaning is limited to truth comments and linguistic expressions such as the certainty and probability degree (perhaps, of course, possible, certainly), or frequency (sometimes, often, always) Len Unsworth explores interpersonal meaning of images based on visual design grammar by Kress and Van Leeuwen

* Compositional meaning: Compositional meaning is

related to the way in which compositional characteristics of images are arranged so that expression meaning and interpersonal meaning are united

1.3 Picture stories

1.3.1 Stories: Story is the concept of general narrative works The

story reflects life in its objectivity

1.3.2 Picture stories: Picture stories in small formats are considered

to be suitable for teaching text- with- picture reading comprehension for students in grades 1&2 in which pictures are combined with words, contents and meanings expressed in both pictures (picture channel) and texts (text channel)

1.4 Text- with- picture reading comprehension competence

1.4.1 Competence: Competence is an individual attribute that

allows an individual to successfully perform a given activity to achieve the desired results under specific conditions

1.4.2 Reading comprehension competence: is an integral part of

communicative competence Along with the internal expansion of the concept of communicative competence, it has become multi-modal competence

1.4.3 Text- with- picture reading comprehension competence:

Text- with- picture reading comprehension competence is a text receiving capacity, an activity in which students learns to read texts and watch images with a view to processing information in the texts

on numerous purposes in social life, individual learning and community

1.5 Developing text- with- picture reading comprehension competence for students in grades 1&2

comprehension competence for students in grades 1&2

The aims are as follows: reading and understanding text contents through contents and images; comprehending text formats through words and pictures; comparing and manipulating and extensive reading

1.5.2 Contents of developing text- with- picture reading comprehension competence for students in grades 1&2

We recommend, select and design several picture stories as reading materials in teaching reading comprehension for students in grades 1&2 Students are supposed to explore details about characters, appearances, postures, emotions, and attitudes, etc through both text and image channels

comprehension competence for students in grades 1&2

Paying attention to picture channel in texts, teachers should use various visual teaching methods to guide students to observe images to find out details, characters and compositions in images, associating images with words to understand text contents and meanings Besides, teachers can come up with other suitable teaching methods in accordance with classroom situations

1.5.4 Evaluating first and second graders’ text- with- picture reading comprehension competence

According to development levels of text- with- picture reading comprehension competence, it can be seen that evaluating text- with- picture reading comprehension is to determine capacities each student needs to acquire then establish teaching plans reasonably to increase students’ competence Therefore, in order to assess first and second grader’s text- with- picture reading comprehension competence, it is necessary to determine levels of text- with- picture reading comprehension and lay out the competence development route for elementary school students

1.6 First and second graders’ characteristics in developing text- with- picture reading comprehension competence through picture stories

1.6.1 First and second graders’ imagination and creation

1.6.2 First and second graders’ visual thinking

CHAPTER 2: THE REAL STATUS OF DEVELOPING TEXT- WITH- PICTURE READING COMPREHENSION COMPETENCE FOR STUDENTS IN GRADES 1 &2 THROUGH PICTURE STORIES

2.1 Develop text- with- picture reading comprehension competence for students in grades 1& 2 in the world

In some countries such as America, Australia, it is essential

to teach reading comprehension competence for students in grades 1&2, especially using texts with pictures

2.1.1 Teaching objectives

Objectives of developing text- with- picture reading comprehension competence are expressed firstly in the Education Program The American Common Core State Standard shows the specific reading comprehension standards for students from nursery school to grade 5 including literature text reading comprehension standards, information text reading comprehension standards In literature text reading comprehension standards, the program also mentions texts with images

In the Australian Curriculum, reading comprehension competence for first and second graders also includes text- with- picture reading comprehension

2.1.2 Teaching contents and teaching methods

In some countries, teaching contents and teaching methods are paid plenty of attention to with a view to developing text- with- image reading comprehension competence for students in grades 1&2

In America, reading topics in grade 1 are familiar with students’ real life Teaching methods are also diverse, flexible and fascinating focusing on self- study capacity Teaching methods especially concentrate on motivating games, turning learning hours

to game- playing hours

In Australia, teachers put a lot of efforts to elicit pictures in texts as well as connecting information with each student’s experience

2.1.3 Evaluating reading comprehension results

In Australia, evaluating language competences including text- with- image reading comprehension competence is divided into