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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES *************** VŨ THỊ THANH HUYỀN ADAPTING READING TASKS IN THE TEXTBOOK ENGLISH 12 TO IMPROVE THE 12TH FORM STUDENTS’ READING ACHIEVEMENT ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC HIỂU TRONG SÁCH GIÁO KHOA TIẾNG ANH 12 NHẰM NÂNG CAO KẾT QUẢ ĐỌC HIỂU CỦA HỌC SINH LỚP 12 M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** VŨ THỊ THANH HUYỀN ADAPTING READING TASKS IN THE TEXTBOOK ENGLISH 12 TO IMPROVE THE 12TH FORM STUDENTS’ READING ACHIEVEMENT ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC HIỂU TRONG SÁCH GIÁO KHOA TIẾNG ANH 12 NHẰM NÂNG CAO KẾT QUẢ ĐỌC HIỂU CỦA HỌC SINH LỚP 12 M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Hoàng Thị Xuân Hoa Hanoi, 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I declare that Adapting reading tasks in the textbook English 12 to improve 12th form student reading achievement is my own work, that it has not been submitted before for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references Hanoi, September, 2013 Signature Vu Thi Thanh Huyen i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS There have been many helping hands along the way and I wish to thank all of them, who have always supported and encouraged me in different but equally important ways in accomplishing this research First of all, I would like to express my sincere and deep gratitude to my supervisor, Dr Hoang Thi Xuan Hoa, for her precious lectures and invaluable guidance which helps me to write this research with less difficulty Without her helpful suggestions, I could never have finished my writing My sincere thanks also go to all lectures and staff of Postgraduate studies for their valuable lessons and precious helps Thanks to their lessons as well as needed helps, I could overcome enormous obstacles when doing this research Besides, I am also grateful to Mrs Le Thu Ha- the librarian, and all the library staff at the post graduate studies library of ULIS, VNU I would like to gratefully acknowledge the support that I received from my colleagues and students, especially students of group 12A1 at Kim Bang A high school, who have inspired and guided me in the accomplishment of the study Finally, special thanks are also due to my family and my friends for their support in bringing this research to a success ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT In learning a language, students show their different needs as well as different language proficiency Therefore, materials adaptation can be considered as a very important step in language teaching and learning in general and teaching English reading skill in particular so students will understand the content of reading materials with less frustration The study aims at investigating students’ opinions about reading tasks in the textbook English 12 Based on students’ opinions about reading tasks, the teacher attempts to find how to adapt them Then the teacher applied those adapted tasks in teaching English in the classroom to help students of group 12A1 of Kim Bang A high school have more chances to practice reading and improve their reading achievement The results indicated that most of the adapted tasks were suitable to students and helped them improve reading achievement slightly Briefly, the study suggests some adapted reading activities and tasks for teachers to utilize to increase the effectiveness of English reading lessons when applied to the textbook English 12 to teach the 12th form students at Kim Bang A high school iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Students’ opinions about reading skill and reading lessons Table 2: The students’ factors affecting their reading comprehension Table 3: The students’ evaluation on reading tasks in the textbook Table 4: The students’ most frequent habit of doing reading tasks Table 5: Students’ preference on types of reading tasks Table 6: Students’ improvement in their reading achievement ABBREVIATIONS T: The teacher Ss: Students iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS Acknowledgements ii Abstract iii List of tables and abbreviations iv PART I: INTRODUCTION 1 Statement of the problem and rationale of the study Aims of the study Research Questions Significance of the study Research methodology Scope of the study Design of the study PART II: DEVELOPMENT CHAPTER : LITERATURE REVIEW 1.1 Reading and teaching reading skill 1.1.1 Definitions of reading 1.1.2 The importance of teaching and learning reading skill 1.2 Reading tasks 1.2.1 Defining task and task-based language teaching and learning 1.2.2 Defining reading tasks and types of reading tasks 1.2.3 Characteristics of reading tasks 10 1.3 Task adaptation 11 1.3.1 Definitions of adaptation 11 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1.3.2 Reasons for adapting tasks 12 1.3.3 Techniques for task adaptation 13 1.4 Related studies 14 1.5 Summary 15 CHAPTER 2: METHODOLOGY 16 2.1 Research context 16 2.2 Reading tasks in the textbook English 12 17 2.3 Research Approach 18 2.4 Participants 20 2.5 Data Collection Instruments 20 2.5.1 Questionnaires 20 2.5.2 Pre-test and post-test 21 2.5.3 Diaries 22 2.6 Research procedure 22 2.7 Data collection procedure 24 2.8 Data analysis procedure 25 2.9 Summary 26 CHAPTER : RESEARCH FINDINGS AND DISCUSSION 28 3.1 Preliminary investigation 28 3.1.1 Students’ opinions about reading skill 28 3.1.2 Students’ opinions about reading tasks 29 3.2 Evaluation 33 3.2.1 Students’ awareness of task adaptation 33 3.2.2 Students’ improvement in their reading achievement 35 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3.3 Summary 36 PART III : CONCLUSION 37 Summary of the main findings 37 Suggestions for adapting reading tasks 37 Limitations and recommendations for further research 40 REFERENCES 41 APPENDICES: I Appendix 1a: Questionnaire for students I Appendix 1b: Questionnaire (Vietnamese version) V Appendix 2: Pre-test IX Appendix 3: Post-test XI Appendix 4: Samples of students’ diaries XIII Appendix 5: Samples of adapted while reading tasks XVI vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART I: INTRODUCTION Statement of the problem and rationale of the study In recent years, there has been a dramatic increase in the use of commercially produced foreign language textbooks or coursebooks as core teaching materials in young learner classrooms In many cases, the approaches taken, the methods advocated and the tasks given in these materials are unsuitable to certain language learning and teaching context Therefore, there is a huge risk of not doing what is best to promote learning In my own teaching context, the similar problem also occurs Thus, to promote language learning and teaching, adapting textbooks in general, adapting tasks given those ones is very important Reading comprehension can be considered the first step in acquiring English in Vietnam Among the four skills, reading is often taught with less focus, less innovation That means teachers base on the text, ask students some tasks provided and correct them This method of teaching derives from many reading problems including “insufficient sight vocabulary”, “inadequate visual analysis skills”, “inability to use context clues” and “inadequate comprehension skills” (Edwards, 1976) For all those obstacles, they pay less attention to reading skill and also get less motivation in learning this skill Therefore, the importance of having appropriate reading tasks to students’ level is becoming increasingly recognized According to Harmer (1998:68), it is very important to teach reading to students because “some of the language sticks in their mind as part of the process of language acquisition, and if the reading is especially interesting and LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com NHẬT KÝ CỦA HỌC SINH (Phiên tiếng việt) Ngày …… tháng………năm………… Tên bài:………………………………… (Hãy viết suy nghĩ em, nhận xét em sau đọc học dựa gợi ý sau: Em nghĩ học hôm nay? Bài học hôm thú vị hay nhàm chán/ có phù hợp với khả em khơng? Em có thích nhiệm vụ học đọc hôm không? Những nhiệm vụ đọc mà giáo viên điều chỉnh em có hài lịng khơng? Những lợi ích việc điều chỉnh nhiệm vụ đọc hiểu gì? Em đưa gợi ý việc điều chỉnh nhiệm vụ đọc hiểu?) ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………… XIV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com MẪU NHẬT KÍ CỦA HỌC SINH Ngày: 18/03/2013 Bài 11: Sách Em thích đọc sách nên học hôm sách cách đọc sách hút em Em hài lòng với nhiệm vụ học ngày hơm em thấy dễ hiểu, dễ nhớ từ Các bạn tích cực tham gia hoạt động giải nhiệm vụ giao Trong có nhiệm vụ đòi hỏi học sinh phải làm theo bạn thích thú tham gia Thơng qua tập “multiple choice” “true or false” chúng em hiểu nôi dung đọc, thông qua hoạt động “imitate” chúng em nhớ từ vựng đọc dễ dàng Em thích học hơm Em cảm thấy trút bỏ cảm giác stress bất lực học tiết đọc hiểu trước XV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX 5: SAMPLES OF SOME ADAPTED WHILE READING TASKS Application: Unit 11: Books- Task 1(p.120): Simplifying The original tasks in the textbook The adapted tasks Reasons for the adaptation Task1(p.120): Give the Vietnamese -T calls Ss who were instructed the The inappropriateness of the original equivalents to the following words or tasks in the previous lesson phrases task: +1 student write each word on the board - Ss find it bored to the task swallow +2 Ss give performance of the words - Few students own a dictionary dip into chew, digest, taste, dip into and swallow - Dictionaries just give the literal taste with literal meaning meaning of words: chew, digest, taste, “hard-to-pick-up-again” -T asks Ss in class to imitate the action dip into and swallow digest - Ss write the word meaning on the - Ss copy friends’ work or from De hoc chew board tot tieng anh 12 “hard-to-put-down” -T checks and gives feedback - Ss cannot remember words - Teacher (T) asks students (Ss) to look -T ask Ss to work in group of to play - Ss cannot use the words up the meaning of words in the the game: finding out the Fastest XVI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com dictionary -Ss receive the cards of words in The aim of the adapted task: - Ss the task as required, and give English and in Vietnamese to involve Ss in the tasks their answer -T asks Ss to exchange the information to help Ss understand the word - T checks and gives feedback and find out the cards with equivalent meaning to increase Ss’ remember and Vietnamese -the winners perform the action of the use the words words with meanings related to the ways of reading books Samples of Cards Card A Card B Card C Card D Card E Card F taste taste chew Đọc suy ngẫm Đọc thử Đọc ngốn ngấu swallow “hard-to-pick-up- “hard-to-put- Không thể đặt xuống Đọc suy ngẫm Đọc thử dip into again” down” Nghiền ngẫm Không đọc lại Đọc qua loa digest digest Keys: Card A+F, B+E, C+D XVII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Application: Unit 13: The 22nd SEA games- Adding The original task in the textbook The adapted tasks Reasons for the adaptation Task (p.140): Scan the passage and -T divides Ss into groups of five and ask The inappropriateness of the complete original task: each of the following them to appoint one secretary for the sentences group -Ss find it mechanical, boring and The 22nd SEA Games were held in -Each group volunteer to choose one Vietnam from……… Thailand was ranked handout basing on the images they like second (including the buffalo, medals or competitions) with…………… Singapore and Vietnam passive to practice -Ss list the information without care its meaning -when being asked those contents, Ss had The task in the handout is: cannot give the answer participants who were awarded the Task Translate the passages into Most Outstanding Athlete titles Vietnamese The aim of the adapted task: in……… to get Ss involved in the lesson -T asks each group to write their answer to encourage Ss motivation in A plan has been proposed for on A3 paper Vietnam to host the Asia Sports -Ss stick their answer on the board doing the task XVIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Games at……………… -Ss present their answers - Teacher (T) asks students (Ss) to -Other groups give their comments work individually and scan the -T observes Ss’ discussion passage, complete the blanks to train the skill of group working to provide information about more recent SEA Games -T gives comments and feedback - Ss the task as required, and share answers with their friends -Ss give their answers - T checks and gives feedback Together with the symbol of the golden buffalo, the 22ns SEA Games were a great successful sports events held in Vietnam from the 5th to 13th December, 2003 The Games really impressed sports enthusiasts with its spirit: solidarity, co-operation for peace and development Handout XIX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Medals: he first time Chess competition is proceeded in SEA Games, Viet Nam has shown its leading rank in the region when winning half of the total sets of medals for chess (4 gold medals, silver medals and bronze medals) reaching the top of the team ranking The Philippines is placed the second (3 gold medals, bronze medals) and the third is Indonesia (1 gold medal, silver medals) Handout Competition: Two days after the start of the men's football, Chinlone - a new sport of SEA Games – will begin competition A number of other subjects will start before the opening ceremony, including water ball, wushu, women's soccer, boxing, basketball, wrestling, pencak silat, badminton, shooting, horse riding, Handout canoeing, and swimming XX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Application: Unit 15: Women in Society- Task 1(p.163): Replacing The original tasks in the textbook The adapted tasks Reasons for the adaptation Task (p.163): Give the Vietnamese -T gives Ss the handout of the adapted The inappropriateness of the equivalents to the following words task original task: and phrases -T instructs the requirement of the task -Ss cannot find the meaning of some human civilization -T asks Ss to work individually to the phrases in the dictionary childbearing task -Ss copy the meaning in the involvement -Ss explore the reading passage and find pre-reading if the T has taught Age of enlightenment out the synonyms of the word in bold -the task is difficult and boring deep-seated cultural beliefs -Ss rewrite the sentences -the task cannot help Ss increase their homemaking -Ss compare their answers with their vocabulary intellectual ability partner of the same table equal work opportunity -Ss give their answer The aim of the adapted task: - Teacher (T) asks students (Ss) to -T checks the answer with the whole class to improve Ss scanning reading look up the meaning of words in the -T calls two students to give their technique XXI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com dictionary understanding of those sentences - Ss the task as required, and give -T check and give comments and their answer to teach Ss some synonyms in English to involve Ss in some main ideas compliments - T checks and gives feedback of the reading passage Handout Task 1: Rewrite the sentences by replacing the words in bold with expressions from the text which have similar meaning In the past, women were allowed only a few roles in society ……………………………………………………… Many people don’t believe about women’s intellectual ability …………………………………………………………………………… The fight for women’s rights began in the 18th century …………………………………………………………………………… Nowadays, women in most parts of the world have gained significant acceptable rights Keys: limited doubt struggle legal XXII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Application: Unit 16: ASEAN- Task 2, (p.174-175): Modifying The original tasks in the textbook The adapted tasks Reasons for the adaptation (Contents of the tasks were given below) -T asks Ss to work in groups of five The inappropriateness of the original Task 2(p.174): Decide whether the -T delivers handouts of the tasks to each task: following statements are true or false group -Tasks are long and time-consuming -T asks Ss to look through the -Ss study the handout statements and underline the key words -T does not have enough time to check -Ss give their understanding of the task all students’ answers during the lessons -T asks them to read the passage, find requirement out the similar information, compare -T and decide T or F instructs -Tasks contain many new words so Ss the task for further find it difficult to understand understanding -Tasks demotivates students in reading -Ss as required, give their answer and -T gives more requirements that there is The aim of the adapted task: take note the key table of scores for each group Task 3: Answer the following questions -Ss read the text, discuss and complete -T asks Ss to study the questions the table to motivate Ss by less challenging task to save time for oral practice -T checks whether Ss understand the -T encourages Ss to use English in their activities XXIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com to give students chances to recall question or not discussion -T gives them suggestions -Ss give their answers their knowledge of geography they -Ss skim and scan the passage -T asks Ss present about a nation they have learnt -Ss answer the questions like most -T checks and gives feedback -Ss present and get bonus The original tasks Task 2(p174): Decide whether the following statements are true or false ASEAN was founded in 1967 in Bangkok, Thai land The ASEAN region has a total area of 4.5 million sq.kilometres, with a population of 575.5 billion It has a combined GDP of US$ 1282 billion, with a growth rate of around 6% per year from 2000 to 2004 The objective of the ASEAN Vision 2020 is to create economic integration among the member countries The ASEAN Vision 2020 was adopted in 1998 ASEAN has actively contributed to improving the socio-economic situations and solving the problems in the world Task 3: Answer the following questions Which countries founded ASEAN? What are the two main goals of the Association? XXIV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com What was the total trade value of ASEAN in 2006? When was the Hanoi plan of Action adopted? What sectors does ASEAN economic cooperation include? The adapted task Task: Read the text and complete the table to describe the member countries in the ASEAN Students should use the information in the text, the figure suggested Students should use one of the following structures to exchange the information with friends - ……… is a member country in ASEAN The capital of ……is……… - ………… joined the ASEAN in…… It has……in area and ………people Suggested information used to be filled in the table 331 698 km² 92.477.857 676.577 km2 54.584.650 Naypyidaw 299.764 km² 103.775.002 Manila 5.765 km² 374.000 Bandar Seri Begawan 6.927 km² 4.987.600 XXV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Flags Member countries Total Years of joining Area Population Indonesia …………… 1,919,440 km² 248.645.008 …………… ………… 329.758 km² 26.207.102 …………… 1967 Singapore …………… ………… 1967 514.000 km² 671.091.089 ………… 1984 Vietnam …………… ……… 1997 Myanmar ………… ………… …………… Capital Kuala Lumpur Hanoi 236.800 km² 6.800.000 181.040 km² 14.805.385 …………… …………… Phnom Penh XXVI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Key: Flags Total THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS Member countries Years of joining Area Population Capital Indonesia 1967 1,919,440 km² 248.645.008 Jakarta Malaysia 1967 329.758 km² 26.207.102 Kuala Lumpur The Philippines 1967 299.764 km² 103.775.002 Manila Singapore 1967 692,7 km² 4.987.600 Singapore Thailand 1967 514.000 km² 671.091.089 Bangkok Brunei 1984 5.765 km² 374.000 Bandar Seri Begawan Vietnam 1995 331 698 km² 92.477.857[ Hanoi Laos 1997 236.800 km² 6.800.000 Vientian Myanmar 1997 676.577 km2 54.584.650 Naypyidaw Cambodia 1999 181.040 km² 14.805.385 Phnom Penh 4,464,322 sq km 575.5 million XXVII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com XXVIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... second language teaching and learning in Vietnam LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1.2 Reading tasks 1.2.1 Defining task and task-based language teaching and learning Applied... of the reading tasks are done 91% individually e The reading tasks are complicated, they need 94% adapting Table 3: The students’ evaluation on reading tasks in the textbook All these statements... improvement in reading skill because of inappropriate tasks Most of them agreed that reading tasks could not motivate them in learning reading Only one student said that tasks in reading parts
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