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Download miễn phí Đề tài Some difficulties in reading lessons of students at Sao Viet centre and some suggested solutions
Table of contentsAcknowledgement
List of tables
Table of content
Part I: introduction
1. Rationale of the study.3
2. Aims of the study.3
3. Scope of the study.4
4. Method of the study.5
5. Design of the study.6
Part II: Content
Chapter 1: Theoretical background
1.1. Definition of reading.6
1.2. Factors that affect learners’ reading result.7
1.2.1. Subjective factors.8
1.2.1.1. Students’ motivation.8
1.2.1.2. Purpose of reading.9
1.2.1.3. Strategies of reading.10
1.2.1.4. Skills of reading.11
1.2.2. Objective factors.12
1.2.2.1. Reading materials.12
1.2.2.2. Teaching methods.13
Chapter 2: The study
2.1. Research questions:.14
2.2. Research setting.15
2.3. Research procedure.16
2.3.1. Difficulties in reading materials.17
2.3.2. Difficulties in students’ reading strategies.17
2.3.2.1. How students deal with new words .18
2.3.2.2. Difficulties in students’ ways of reading the text.18
2.3.3.3. Difficulties in getting main ideas of the text .19
2.3.3.4. The way students get specific idea.19
2.3.3.5. Difficulties in teachers’ teaching methods.20
Chapter 3: Teaching Implications
3.1. Suggestions for students.21
3.1.1. Previewing.21
3.1.2. Predicting .21
3.1.3. Guessing from the context.22
3.1.4. Skimming.22
3.1.5. Scanning.23
3.2. Suggestion for teachers.23
Part III: conclusion
Appendix
References
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Difficulties in students’ reading strategies...............................................................172.3.2.1. How students deal with new words .....................................................................18
2.3.2.2. Difficulties in students’ ways of reading the text.................................................18
2.3.3.3. Difficulties in getting main ideas of the text ........................................................19
2.3.3.4. The way students get specific idea........................................................................19
2.3.3.5. Difficulties in teachers’ teaching methods............................................................20
Chapter 3: Teaching Implications
3.1. Suggestions for students.............................................................................................21
3.1.1. Previewing...............................................................................................................21
3.1.2. Predicting ................................................................................................................21
3.1.3. Guessing from the context.......................................................................................22
3.1.4. Skimming.................................................................................................................22
3.1.5. Scanning...................................................................................................................23
3.2. Suggestion for teachers...............................................................................................23
Part III: conclusion
Appendix
References
Part I: introduction
Nowadays, with the tendency of globalization and integration, English plays the role of an effective international communicative language. Therefore, learning English has been considered a very important duty of many students. One of the most important skills in learning English as well as other languages is reading skill. Reading not only helps students widen their knowledge but also enables them to develop language skills such as listening, writing, and speaking.
Besides, realizing the importance of learning English, many students go to the English centers which are opened every where. However, both teacher and students at Sao Viet English centre do not feel satisfied with the results of the students in reading skill during the process of learning English. The teachers often find their students reading performance disappointing. And in fact, most of the students read with less understanding than one might expect them to. Many of them can not complete the reading text in the course book. Also, lots of them complain that they can not understand the meaning of the reading text. Why do the students fail to learn reading in English? What are the factors that affect them in reading? What are their difficulties in reading? How to improve their reading? These questions are in concern with many teachers in general and they especially interest me.
For these reasons, I decide to choose the subject: Some difficulties in reading lessons of students at Sao Viet centre and some suggested solutions.
2. Aims of the study
- To investigate some difficulties that the students at Sao Viet Centre face when learning reading
- To give some suggested solutions to Giúp the students overcome the difficulties in order to improve their reading effectiveness.
3. Scope of the study
Due to the limitation of time and knowledge, this thesis mainly focuses on the difficulties faced by students at Sao Viet English centre in reading lessons and some solutions suggested to improve students’ reading skill.
4. Method of the study
This study uses the following methods:
Statistic and classifying
Annalistic and synthetic method
Qualitative and quantitative
5. Design of the study
The thesis consists of three main parts:
Part I: Introduction
This part contains five smaller ones:
Rationale of the study
Scope of the study
Aims of the study
Methods of the study
Design of the study
Part II: Content
This part consists of 3 chapters:
- Chapter 1: Theoretical background
- Chapter 2: The study
- Chapter 3: Teaching Implications
In chapter 1, there are the following parts:
- Definition of reading
- Factors that affect learners’ reading result.
In chapter 2, the author deals with 3 main parts:
- Research questions:
- Research setting
- Research procedure
In chapter 3, 2 main parts are solved:
- Suggestions for students
- Suggestion for teachers
Part III: Conclusion
Part II: content
Chapter 1: Theoretical background
1.1. Definition of reading
As in learning a foreign language in general and learning English in particular, reading is considered the most skill of the four ones to ensure students in mastering second language. Actually, there are different ways to understand the definition of reading.
Silberstein (1993) suggested “reading is a complex information processing skill in which the readers interact with the text to create the meaningful discourse.
Besides, there are some ideas about reading that is cited from the Internet, these scholars assume that “reading is the process of constructing meaning through the dynamic interaction with the given text; the readers will be able to interpret and then create a meaningful one which helps them understand the text better”.
Inferring from the above definitions, it is possible to come a conclusion that reading is an active and receptive skill in which readers play a very active roe in analyzing the text for realizing the communicative functions.
1.2. Factors that affect learners’ reading result.
1.2.1. Subjective factors
1.2.1.1. Students’ motivation
Students’ motivation is a very important part to ensure the success of students‘learning in general and reading in particular. When students are motivated, their mind is opened, learning is visiting, knowledge is welcome and it is easy for students to achieve. The more students achieve, the more they are motivated. This is such a good mood that many students can considerably improve in leaning.
1.2.1.2. Purpose of reading
Besides, the reading purpose is also a very important factor that affects students’ reading. Grabe and Stove (2002) classified Reading purpose into seven types as followed:
- reading to search for simple information
- reading to skim quickly
- reading to learn from texts
- reading to integrate information
- reading to cite
- reading to criticize
- Reading for general comprehension
1.2.1.3. Strategies of reading
Usually, it is not easy for students to know all the words, phrases and the structures used in the texts. Thus, they may apply their reading strategies to fulfill their tasks. Reading strategies mean the way readers use their reading skills to read the texts and to deal with the words or phrases that are unfamiliar t get information. These are some reading strategies:
- Previewing
- Predicting
- Skimming and scanning
- Guessing the context
- Paraphrasing
1.2.1.4. Skills of reading
To fulfill the task while reading, students need to have certain skills. Skill means the ability to perceive and perform something. Mumphy (1987) distinguished reading skills a following:
- Recognizing the script of language
- Deducing the meaning and use of unfamiliar lexical items
- Understanding the meaning of explicitly stated information
- Recognizing indicators in discourse
- Interpreting texts by going outside it
- Identifying the main point or important information in a piece pf discourse
- Distinguishing the main ideas from supporting details
- Extracting salient points to summarize the text or an idea
- Skimming
- Scanning to locate specifically required information
- Transcoding information to diagrammatic display
- Basic reference skills
1.2.2. Objective factors
1.2.2.1. Reading materials
Reading materials can be considered a factor that makes students face difficulty in reading. Many aspects of the text can make the reading process difficult.
- Vocabulary
- Grammar
- Text topic and content
- Text type
1.2.2.2. Teaching methods
Teachers play an important role in facilitating and in helping students achieve reading purposes. Moreover, with the advanced characteristics of the new course books, teachers should have appropriate teaching methods. It is the fact that teachers should provide students a variety of activities before learning reading. These activities can Giúp students prepare facilities for le reading lesson.
Chapter 2: The study
2.1. Research questions:
- What are the difficulties that students at Sao Viet English Centre encounter in the reading lesson?
- What are the solutions to Giúp students improve their reading skills?
2.2. Research setting?
- Sao Viet English C...