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Luận văn tiếng Anh:An investigation into the reading strategies used by grade 10 students at Lê Viết Tạo High School = Nghiên cứu các chiến lược đọc hiểu Tiếng Anh của học sinh lớp 10 trường trung học phổ thông Lê Viết Tạo. M.A Thesis Linguistics:
ACKNOWLEDGEMENTS
First of all, I would like to express my deep gratitude and love to my
supervisor, Dr. Tô Thị Thu Hương for her guidance, comments, and especially her
encouragement throughout the whole research process.
I am also grateful to all teachers at the Postgraduate Department, ULIS,
VNU, whose lectures and guidance have contributed to my understanding of the
problem and led to the completion of this thesis. My words of thanks would also go
to the teachers who will spend their time reading and commenting on this thesis.
Especially, I wish to express my appreciation to my students grade 10 and
English teachers at Lê Viết Tạo High School, who have been really helpful and
cooperative in the implementation of the study.
Last but not least, I would also like to take this opportunity to send my love
to my family who have been encouraging and supporting me wholeheartedly.
ABSTRACT
This study investigated the perceived reading strategies by grade 10 students
at Lê Viết Tạo High School in replication of the study conducted by Mebratu
Mulatu Bachore (2014). The population of the study comprised 180 grade ten
students and three English teachers at Lê Viết Tạo High School. The data were
obtained through not only students' questionaire consisting of 30 items probing
three categories: Meta cognitive, cognitive and Affective/social reading strategies
but also teachers‟ interviews.
On the basis of the information obtained from teachers and students‟
perceived use of English reading strategies, suggestions on how to improve English
reading for grade 10 students at Lê Viết Tạo High School are made.
TABLE OF CONTENTS
DECLARATION..............................................................................
ACKNOWLEDGEMENTS.............................................................
ABSTRACT ......................................................................................
LIST OF TABLES ...........................................................................
LIST OF ABBREVIATIONS ..................................................................
TABLE OF CONTENTS.................................................................
PART A: INTRODUCTION...........................................................
1. Rationale for the study ...................................................................
2. Aims of the study ...........................................................................
3. The research questions ...................................................................
4. Significance of the study................................................................
5. Scope of the study ..........................................................................
6. Method of the study .......................................................................
7. Organization of the thesis...............................................................
PART B: DEVELOPMENT............................................................
CHAPTER 1: LITERATURE REVIEW.......................................
1.1 Definition of reading ....................................................................
1.2. Reading process ..........................................................................
1.2.1 Interactive model.......................................................................
1.3 The importance of reading in foreign language learning.............
1.4. Factors involved in reading comprehension ...............................
1.4.1.Teacher‟s role............................................................................
1.4.2 Students‟ role .............................................................................
1.4.3. The reading texts ........................................................................
1.5 Reading strategies .........................................................................
1.5.1 O‟Malley and Chamot‟s (1990) language learning strategies ....
1.5.2 Classification of Language Learning Strategies .........................
1.5.3 The importance of strategies in the learning process..................
1.5.4 Reading strategies in teaching second language reading............
1.5.4.1 Definition of reading strategies ...............................................
1.5.4.2 Classification of Reading Strategies ........................................
1.5 Studies on reading strategies..........................................................
1.6 Summary ........................................................................................
CHAPTER 2: METHODOLOGY....................................................
2.0 Mebratu Mulatu Bachore‟s (2014) study .......................................
2.1 Participants.....................................................................................
2.1.1 Teachers of English.....................................................................
2.1.2 The 10th – form students..............................................................
2.2 Data collection instruments............................................................
2.2.1 The questionnaire for the students ..............................................
2.2.2 The structured interview for teachers ......................................
2.3 Data collection procedures.............................................................
CHAPTER 3: RESULTS AND DISCUSSION ...............................
3.1 Data analysis ..................................................................................
3.1.1 Questionnaire for the students.....................................................
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Luận văn tiếng Anh:An investigation into the reading strategies used by grade 10 students at Lê Viết Tạo High School = Nghiên cứu các chiến lược đọc hiểu Tiếng Anh của học sinh lớp 10 trường trung học phổ thông Lê Viết Tạo. M.A Thesis Linguistics:
ACKNOWLEDGEMENTS
First of all, I would like to express my deep gratitude and love to my
supervisor, Dr. Tô Thị Thu Hương for her guidance, comments, and especially her
encouragement throughout the whole research process.
I am also grateful to all teachers at the Postgraduate Department, ULIS,
VNU, whose lectures and guidance have contributed to my understanding of the
problem and led to the completion of this thesis. My words of thanks would also go
to the teachers who will spend their time reading and commenting on this thesis.
Especially, I wish to express my appreciation to my students grade 10 and
English teachers at Lê Viết Tạo High School, who have been really helpful and
cooperative in the implementation of the study.
Last but not least, I would also like to take this opportunity to send my love
to my family who have been encouraging and supporting me wholeheartedly.
ABSTRACT
This study investigated the perceived reading strategies by grade 10 students
at Lê Viết Tạo High School in replication of the study conducted by Mebratu
Mulatu Bachore (2014). The population of the study comprised 180 grade ten
students and three English teachers at Lê Viết Tạo High School. The data were
obtained through not only students' questionaire consisting of 30 items probing
three categories: Meta cognitive, cognitive and Affective/social reading strategies
but also teachers‟ interviews.
On the basis of the information obtained from teachers and students‟
perceived use of English reading strategies, suggestions on how to improve English
reading for grade 10 students at Lê Viết Tạo High School are made.
TABLE OF CONTENTS
DECLARATION..............................................................................
ACKNOWLEDGEMENTS.............................................................
ABSTRACT ......................................................................................
LIST OF TABLES ...........................................................................
LIST OF ABBREVIATIONS ..................................................................
TABLE OF CONTENTS.................................................................
PART A: INTRODUCTION...........................................................
1. Rationale for the study ...................................................................
2. Aims of the study ...........................................................................
3. The research questions ...................................................................
4. Significance of the study................................................................
5. Scope of the study ..........................................................................
6. Method of the study .......................................................................
7. Organization of the thesis...............................................................
PART B: DEVELOPMENT............................................................
CHAPTER 1: LITERATURE REVIEW.......................................
1.1 Definition of reading ....................................................................
1.2. Reading process ..........................................................................
1.2.1 Interactive model.......................................................................
1.3 The importance of reading in foreign language learning.............
1.4. Factors involved in reading comprehension ...............................
1.4.1.Teacher‟s role............................................................................
1.4.2 Students‟ role .............................................................................
1.4.3. The reading texts ........................................................................
1.5 Reading strategies .........................................................................
1.5.1 O‟Malley and Chamot‟s (1990) language learning strategies ....
1.5.2 Classification of Language Learning Strategies .........................
1.5.3 The importance of strategies in the learning process..................
1.5.4 Reading strategies in teaching second language reading............
1.5.4.1 Definition of reading strategies ...............................................
1.5.4.2 Classification of Reading Strategies ........................................
1.5 Studies on reading strategies..........................................................
1.6 Summary ........................................................................................
CHAPTER 2: METHODOLOGY....................................................
2.0 Mebratu Mulatu Bachore‟s (2014) study .......................................
2.1 Participants.....................................................................................
2.1.1 Teachers of English.....................................................................
2.1.2 The 10th – form students..............................................................
2.2 Data collection instruments............................................................
2.2.1 The questionnaire for the students ..............................................
2.2.2 The structured interview for teachers ......................................
2.3 Data collection procedures.............................................................
CHAPTER 3: RESULTS AND DISCUSSION ...............................
3.1 Data analysis ..................................................................................
3.1.1 Questionnaire for the students.....................................................
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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