The relationship between first-year Nghe An College students'' motivation to read and their use of reading strategies

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES --- ĐÀO THỊ MINH HƯƠNG THE RELATIONSHIP BETWEEN FIRST- YEAR N

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

-

ĐÀO THỊ MINH HƯƠNG

THE RELATIONSHIP BETWEEN FIRST- YEAR NGHE AN COLLEGE STUDENTS’MOTIVATION TO READ AND THEIR USE

OF READING STRATEGIES

Mối liên hệ giữa động lực đọc của sinh viên năm thứ nhất

Cao Đẳng Nghệ An vơí phương pháp đọc của họ

MINOR THESIS

Field : English Teaching Methodology Code: 60.14.10

HANOI, 2010

VIET NAM NATIONAL UNIV ERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

-

ĐÀO THỊ MINH HƯƠNG

THE RELATIONSHIP BETWEEN FIRST- YEAR NGHE AN COLLEGE STUDENTS’MOTIVATION TO READ AND THEIR USE

OF READING STRATEGIES

Mối liên hệ giữa động lực đọc của sinh viên năm thứ nhất

Cao Đẳng Nghệ An vơí phương pháp đọc của họ

MINOR THESIS

Field : English Teaching Methodology Code: 60.14.10

Supervisor: Phạm Minh Hiền, M.A

HANOI, 2010

TABLE OF CONTENTS

Declaration i

Acknowledgements ii

Abstract iii

Table of contents iv

List of tables and figures vii

List of abbreviations ………viii

CHAPTER 1: INTRODUCTION 1

1.1 Rationales of the study 1

1.2 The aims of the study 2

1.3 Research questions 2

1.4 Scope of the study 3

1.5 Methods of the study 3

1.6 Significance of the study 3

1.7 Design of the study 3

CHAPTER 2: LITERATUREREVIEW 4

2.1 Introduction

2.2 An overview of motivation 4

2.2.1 Definitions of motivation 4

2.2.2 The role of motivation in second language learning 5

2.2.3 Types of motivation 5

2.2.3.1 Integrative vs instrumental motivation 5

2.2.3.2 Intrinsic vs Extrinsic motivation 6

2.3 An overview of the nature of reading 7

2.3.1 Definitions of reading 7

2.3.2 Types of reading 8

2.3.3 Factors affecting students‟ motivation in the learning enviroment 10

2.3.3.1 Parental influences 10

2.3.3.2 The teacher 10

2.3.3.3 The reading texts 11

2.3.3.4 Feedback 13

2.4 Motivation in reading 13

2.4.1 The importance of motivation in reading 13

2.4.2 The role of the teacher and the students in teaching and learningReading 13

2.4.2.1 The role of the teacher 13

2.4.2.2 The role of the students 14

2.5 Reading Comprehension Strategies 15

2.5.1 What is a Teaching Strategy? 15

2.5.2 Nature of Reading Comprehension Strategies 15

2.5.2.1 Key Features, Communicative Competence as the Major Goal and Greater Self-Direction for Readers 15

2.5.2.2 Other Features of the Nature of Reading Comprehension Strategies 17

2.6 The relationship between Motivation and the use of reading strategies 18

CHAPTER 3: METHODOLOGY 19

3.1 Introduction 19

3.2 Setting of the study 19

3.3 Participants 19

3.4 Instruments data collection 20

3.5 Data collection procedures 20

3.5.1 Demographic information 20

3.5 2 Analytical procedures 21

CHAPTER 4: FINDINGS, DISCUSSIONS AND RECOMMENDATIONS 23

4.1 Introduction 23

4.2 Findings and discussions 23

4.2.1 Results from teacher‟s survey questionnaire (see Appendix 2) 23

4.2.1.1 Teacher„s personal information 23

4.2.1.2 Teacher‟s opinions towards students‟ motivation 23

4.2.2 Results from students‟ survey motivation 27

4.2.2.1 Types of students‟ motivation in learning reading 27

4.2.2.2 Factors affecting students‟ motivation in learning reading 28

4.2.3 Results of the relationship between motivation and reading strategies: 28

4.3 Recommendations 30

4.3.1 The teachers 30

4.3.1.1 Improving the teacher‟s roles 30

4.3.1.2 “Top ten” principles for teaching reading(Adapting by Ray Williams) 32

4.3.1.3.Basic principles of motivation exist that are applicable to learning in any situation (Adapting by Matthew Weller, Los Angeles Business Journal, March 14, 2005): 34

4.3.2 The students 35

4.3.2.1 The role of reading skill to the students‟ learning English and future career 35

4.3.2.2 The role of reading materials to the motivation for learning reading skill 36

4.3.2.3 The students‟comments on their current reading lessons 36

CHAPTER 5 : CONCLUSION 38

5.1 Conclusions 38

5.2 Limitations and suggestions for further study 38

REFERENCES 40

APPENDIXES

Appendix 1: Survey questionnaire for teachers

Appendix 2: Survey questionnaire for students