Những giải pháp cơ bản để thực hiện kế hoạch phát triển kinh tế xã hội 5 năm (2001-2005) tỉnh Yên Bái

Những giải pháp cơ bản để thực hiện kế hoạch phát triển kinh tế xã hội 5 năm (2001-2005) tỉnh Yên Bái

MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY OF FOREIGN STUDIES nguyen thi huyen AN INVESTIGATION INTO the reality of teaching reading to the second -year students at national Economics university Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Arts in Tesol SUPERVISOR : Nguyen thai ha, MA Hanoi October, 2006 STATEMENT OF AUTHORSHIP I certify that the thesis entitled “An investigation into reading strategies of learners in reading classes at The Military Political Academy” and submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) is the result of my own work, except where otherwise acknowledged, and that this minor thesis or any part of the same has not been submitted for a higher degree to any other university or institution The Hanoi University of Foreign Studies approved the research procedures reported in this thesis Signed : Dated : i TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I TABLE OF CONTENTS II ACKNOWLEDGEMENTS .IV ABSTRACT .V LIST OF ABBREVIATIONS VI LIST OF TABLES VII CHAPTER I: INTRODUCTION 1.1 BACKGROUND TO THE THESIS 1.2 THE AIMS OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 OUTLINE OF THE THESIS CHAPTER II: LITERATURE REVIEW 2.1 DEFINITION OF READING 2.2 LANGUAGE LEARNING STRATEGIES 2.2.1 Reading strategies .7 2.2.2 Definition of language learning strategies 2.2.3 Characteristics of language learning strategies 2.2.4 Classification of language learning strategies 10 2.3 FACTORS INFLUENCING READING STRATEGIES CHOICE OF LANGUAGE LEARNERS .11 2.3.1 Proficiency .12 2.3.2 Motivation 13 2.4 READING IN SECOND AND FOREIGN LANGUAGE 15 2.5 PREVIOUS STUDIES ON READING STRATEGIES 16 2.6 CONCLUSION 19 CHAPTER III: METHODOLOGY 20 3.1 RESEARCH QUESTIONS 20 3.2 DESCRIPTION OF VARIABLES 20 3.3 THE SETTING OF THE STUDY 20 3.4 DATA COLLECTION INSTRUMENTS 21 3.4.1 Test 22 3.4.2 Questionnaire 24 3.4.3 Interview 25 3.5 ANALYZING DATA .26 3.5.1 Coding scheme for the use of reading strategies in students’ reading comprehension 26 3.5.2 Coding scheme for the use of reading strategies while doing reading tasks 27 3.5.3 Coding Scheme for factors influencing MPA learners’ reading strategy choice 27 3.6 CONCLUSION .28 CHAPTER IV: RESULTS AND DISCUSSION 29 4.1 WHAT READING STRATEGIES ARE USED BY DIFFERENT LEARNER GROUPS AT THE MPA IN THEIR READING COMPREHENSION ? .29 4.2.WHAT READING STRATEGIES DO THE EFFECTIVE AND INEFFECTIVE LEARNERS USE WHILE THEY ARE DOING READING TASKS? .31 4.3 WHAT FACTORS INFLUENCE LEARNERS’ LEARNING STRATEGY CHOICE? .44 C 45 EINTEL .45 S 45 EINTEC .45 ii S 45 S 45 S 45 S 45 S 45 4.4 DISCUSSION 47 4.5 SUMMARY 48 CHAPTER V: IMPLICATIONS AND CONCLUSION 49 5.1 FINDINGS 50 5.2 IMPLICATION OF THE STUDY TO STRATEGY TRAINING 51 5.2.1 Enhancing learners’ awareness of the use of reading strategies .51 5.2.2 Teacher and students’ role in activities of strategy training 52 5.3 LIMITATIONS OF THE STUDY 54 5.4 SUGGESTION FOR FURTHER STUDIES 55 5.5 CONCLUSION .55 REFERENCES 58 APPENDIX .65 APPENDIX 2.1 67 APPENDIX 2.2 74 APPENDIX 81 APPENDIX 82 iii ACKNOWLEDGEMENTS I would like to express my thanks to many people who have assisted my research work To my supervisor Mr Le Quoc Hanh, M.A (TESOLT), a senior lecture at Hanoi University of Foreign Studies I am grateful to him for his valuable guidance and great insight into my thesis writing His guidance was indispensable to the design and completion of the study I am also grateful to him for his comments, correction and for his kindly encouragement and enthusiasm during the development of this study My special words of thanks also go to the Management Board of the PostGraduate Department of the Hanoi University of Foreign studies for their consideration and enthusiasm in helping me to pursue the course My particular thanks go to Ms Nguyen Thai Ha, M.A (TESOLT), a senior lecture at Hanoi University of Foreign Studies, the Deputy Dean of post graduate Department for her useful advice, criticism and support while the research was being done I would also like to thank my collueges at Military Political Academy and my students in the two classes of BT4A, BT4B for their participation and support Finally, I would like to express my deep gratitude to my husband and my children for their love, great encouragement and support to me to fulfill this thesis iv ABSTRACT This study is an investigation into reading strategies of different groups of learners in reading classes at the Military Political Academy It purposes to find out the reading strategies used by different groups of MPA learners in their reading comprehension, especially while they reading tasks, and look at the factors influencing their reading strategy choice The participants of this study were forty-eight students at varied levels of English proficiency An experimental method was chosen as the methodological approach underpinning this study Test, questionnaire and interview were used to gather data, which then analysed The findings indicate first, learners at the Military Political Academy used six groups of reading strategies that offered by Oxfords (1990) at different degrees in their reading comprehension Among them, metacognitive strategies rank first, next come social strategies Second, the effective and ineffective learners’ uses of reading strategies vary across the six reading strategy groups The former tended to use metacognitive, social and cognitive strategies at higher degree than did ineffective ones while they reading tasks Final, MPA learners are most strongly motivated by instrumental motivation although they were also influenced by integrative and intrinsic motivation and they are not fully aware of the use of reading strategies despite the fact that they used some kinds of reading strategies in their reading As for the implications of the study, some suggestions are recommended for strategy training to MPA learners such enhance the learners’ conception of the use of reading strategies in their learning reading comprehension and implication for classroom learning and teaching v LIST OF ABBREVIATIONS EFL : English as a foreign language ESL : English as a second language SIIL : Strategy inventory for language learning LSs : Learning strategies LS : Learning strategy RSs : Reading strategies RS : Reading strategy MPA : Military Political Academy vi LIST OF TABLES Table 3.1 : Summary of the analysis of the SILL Table 4.1 : A Comparison of the use of RSs between effective and ineffective learners across six groups of RSs Table 4.2.1 : The reading strategies used by two groups of sample at the prereading stage Table 4.2.2 :The reading strategies used by two groups of sample at the whilereading Table 4.2.3 : The reading strategies used by two groups of sample at the postreading stage Table 4.3 : Summary of the analysis of informants’ reasons for learning English vii Tarone, E 1981 Decoding a Primary Language: The Crucial Role of Strategic Competence Paper Presented at the Conference on Interpretive Strategies in Language Learning University of Lancaster Wenden, A and Rubin, J 1987 Learner Strategies in Language Learning Prentic Hall International (UK) Ltd Wenden, A 1991 Learner Strategies for Learner Autonomy Prentice Hall Intenational (UK) Ltd Wongbinsaj, S and Chaikimongkol, W.1995 The Choice and Effectiveness of the Reading Strategies Used by Successful and Unsuccessful Thai University Students 61 Appendix 2: Questionnaire for the students Questionnaire for the students -0o0 Mục đích câu hỏi dới để tìm khó khăn mà sinh viên Đại học Kinh Tế Quốc Dân thờng gặp học môn đọc tiếng Anh Kinh tế Câu trả lời bạn đợc nghiên cứu nguồn đóng góp có giá trị để hoàn thiện cách dạy học Tiếng Anh Kinh Tế Xin vui lòng trả lời câu hỏi dới cách trung thực xác Chúng đánh giá cao giúp đỡ bạn HÃy đánh dấu vào câu trả lời phù hợp với bạn Bạn đà học Tiếng Anh thêi gian …………………………………………… A – năm B năm C năm D 10 năm Theo bạn, bạn sử dụng kỹ Tiếng Anh nhiều công việc bạn sau tốt nghiệp? A nghe B nói C đọc D viết E dịch Khi học đọc Tiếng Anh Kinh Tế bạn thờng tập trung ý chủ yếu vào (Bạn có lựa chọn) A ngữ pháp đọc C từ vựng E kiến thức ngôn ngữ B ý đọc D kiến thức liên quan đến chuyên nghành Kinh Tế Bạn thờng sử dụng kỹ học đọc? A đọc lớt để lấy ý E đọc chậm từ đầu đến cuối để hiểu từ, cấu trúc câu ý toàn F đoán G suy luận H tham chiếu I trả lời câu hỏi đọc hiểu 62 Bạn gặp khó khăn loại đọc nhiều ? A hội thoại C giảng Kinh tế E tờ rơi, quảng cáo B b¸o vỊ Kinh tÕ D b¸o c¸o vỊ Kinh tÕ F th tín thơng mại Bạn thích loại đọc nhất? A hội thoại C giảng Kinh tế E tờ rơi, quảng cáo B báo Kinh tế D báo cáo Kinh tế F th tín thơng mại Trớc đọc khoá, bạn mong muốn biết Rất A ý đọc B từ vựng thuật ngữ đợc sử dụng muốn Muốn biết biết Không cần biết đọc C số thông tin D cách diễn đạt tiêng Anh điều đà học chuyên nghành Kinh tế Bạn cảm thấy dễ nhớ từ vựng giáo viên giải thích chúng A trớc bạn học khoá B bạn học khoá C sau bạn học khoá Bạn cảm thấy dễ nhớ giáo viên giải thích từ vựng thuật ngữ cách A dịch sang Tiếng Việt B đặt chúng vào ngữ cảnh C yêu cầu bạn đoán nghĩa từ từ ngữ cảnh đọc D sử dụng từ đồng nghĩa từ trái nghĩa E đa định nghĩa từ điển F sử dụng giáo cụ trực quan 10 Khi học đọc, bạn hiểu A giáo viên dịch hết Tiếng Việt B bạn hiểu nghĩa tất từ C bạn đà có kiến thức chuyên nghành Kinh Tế D bạn đợc đọc thêm tài liệu bổ trợ 11 Sau đọc, bạn thờng 63 A tóm tắt khoá B dịch khoá tiếng Việt C học thuộc từ cấu trúc đọc D thảo luận vấn đề đà học 12 Bạn thấy hình thức luyện tập hiệu học đọc? A luyện tập lớp B luyÖn tËp theo nhãm nhá C luyÖn tËp theo cặp D cá nhân 13 Bạn có ý kiến đọc giáo trình bạn học? Bài đọc Khó Hay Dài Phù hợp với chuyên nghành bạn học (1: không khó; 2: khó; 3: khó) (Sắp xếp theo trình tự nh từ: hay, dài, phù hợp) 14 Bạn có thờng đọc tài liệu khác sách không? A thờng xuyên B C không 15 Tại bạn lại chọn nhữmg tài liệu để đọc? (Bạn có lựa chọn) A muốn mở rộng thêm từ vựng chuyên nghành Kinh tế B thấy chúng hay C loại đọc giáo trình mà học D muốn biết thêm kiến thức liên quan đến chuyên nghành Kinh tÕ 64 Appendix Strategy Classification System (Oxford, 1990) (* = Specific strategies to be applied to the reading skill) Strategy group Strategy Sub-groups Specific Strategies A.Creating mental Linkages Memory strategies (Direct) B Applying images and sounds C Reviewing well 1.* Structure reviewing D Employing action A Practicing Cognitive strategies (Direct) B Receiving and sending messages C Analyzing and reasoning D Creating structure for input and output Compensation Strategies (Direct) A Guessing intelligently 1.Using physical response or sensation 1.* Repeating 2.Formally practising with sound and writing systems 3.*Recognizing and using formuslas and patterns 4.recombining 5.*Practicing naturalistcally 1.*Getting the idea quikly 2.*Using resources for receiving and sending messages 3.*Coping with unfamiliar word 1.*Reasoning deductively 2.*Analyzing expressions/analyzing contrastively 3.*Translating 4.* Transferring 1.*Taking notes 2.* Summarizing 3.* Highlighting 1.* Using linguistic clues and other clues and other clues B.Overcomimg limitations in speaking and writing A Centering your learning Metacognitive Strategies (Direct) 1.* Grouping 2.* Associating/Elaborating 3.* Placing new words into a context 1.* Semantic maping 2.*Using key words B Arranging and planning your learning C Evaluating your learning 65 1.* Overviewing and linking with already known material Paying attention 1.*Finding out about language learning 2.* Setting goals and objectives 3.* Identifying the purpose of a language task 4.* Planning for a language rask 1.* Self- evaluating and selfmonitoring A.Lowering your anxiety Affective strategies (Indirect) B Encouraging yourself C.Taking your emotianal temprature Social Strategies ( Indirect) A Asking qustions B.Cooperating with others c Empathizing others 66 1.*Discussing feeling with someone else 1.*Asking for clarification or verrification 2.*Cooperatingwith proficient users of the new language 1.*Developing cultural understanding 2.*Becoming aware of others' thoughts and feelings Appendix 2.1 (English version) Questionaire The purpose of this questionnaire is collect data to our investigation into reading strategies of learnerrs at the MPA, and affective factors their reading strategies choices Your respones to the question will be studied If they are frank and accurate, they will be an invaluble help in our research You can be sure that you will not be identified in any case Please not dscuss any of the questions with your friends Section 1: Informants' Background Questionnaire Please tick (v) in the appropriate square (tick ONLY ONE that true of you most) or provide brief answers to certain queations Name: Age: Future job: How long have you studied English? Have you ever been taught reading strategies and how to use the? Yes No Why you want to learn English? (tick all that are true of you) interested in the language Have friends who speak this language interested in the culture Need it for future career Need it for travel Other (list) To you, should reading strategies be taught to MPA learners? Yes, (Why) No, (Why) 67 Section 2: Strategy Inventory for Language Learning (SILL) Direction Different people have different ways of learning English as a foreign language You will find the following statements describe your English learning ways Please read each statement carefully, on a separate worksheet, write the response (1, 2, 3, or 5) that tells how true the statement is according to the scale below: Never or almost never true very rarely true of you Occasionally true true of you less than half the time Sometimes true true of you about half the time Usually true true of you more than half the time Always or always almost true very true of you We are interested in the way you learn English Answer in term of how well the statements described you Do not answer how you think you should be, or what other people Remember there are no right or wrong answers to these statements they are just different Work as quickly and frankly as can without being careless Your answers will be studies and, if they are frank and accurate, they will be an invaluable help in our research Please make no mark on the items Example: Never or almost never true Occasionally true Sometimes true Usually true Always or always almost true Read the item, and choose a response (1, 2, 3, or as above) and write it on the worksheet e.g.I actively seek out opportunities to talk with native speakers: (on the worksheet) 68 Strategy inventory for Language Learning (SILL) Never or almost never true Occasionally true Sometimes true Usually true Always or always almost true (Write answers on the worksheet) Part A i think of relationship between what i already know and new things i learn in English i use new English words in a sentence so I can remember them I connect the sound of a new English word and an image or picture of the word to help me remember the word i remember a new English word by making a mental picture of a situation in which the word might be used i use rhymes to remember new English words i use flashcard to remember new English words I physically act out new English words i review English lessons often i remember new English words or phrases by remembering their location on the page, on the board, or on a street sign Part B 10 i say or write new English words several times 11 i tried to talk like native English speakers 12 i practice the sound of English 13 i use the English words i know in different ways 14 i start conversation in English 15 i watch English language TV shows spoken in English or listen to the spoken English on tapes or radio broadcasts 69 16 i read for pleasure in English 17 i write notes, messages letters or keep my diary in English 18 i first skim an English passage (read over the passage quickly) then go back and read carefully 19 i look for words in my own language that are similar to new words in English 20 i try to find patterns in English 21 i find the meaning of an English words by dividing it into parts that i understand 22 i try not to translate word-for-word 23 i make summaries of information that i hear or read in English Part C 24 To understand unfamiliar English words, i make guesses 25 When i can't think of a word during a conversation in English, i use gestures 26 i make up new words if i not know the right ones in English 27 i read English without looking up every new word 28 i try to guess what the other person will say next in English 29 If I can't think of an English word, i use a word or phrase that means the same thing Part D 30 I try to find as many as i can to use my English 31 i notice my English mistakes and use that information to help me better 32 I pay attention when someone is speaking English 33 i try to find out how to be a better learner of English 34 i plan my schedule so i will have enough time to study English 35 i look for people i can talk to in English 36 i look for opportunities to read as much as possible in English 37 I have clear goals for improving my English skill 38 i think about my progress in learning English Part E 39 i try to relax whenever i feel afraid of using English 70 40 i encourage myself to speak English even when i am afraid of making a mistake 41 i give myself a reward of treat when i well in English 42 i notice if i am tense of nervous when i am studying or using English 43 i write down my feeling in a language learning diary 44 i talk to someone else about how i feel when i am learning English Part F 45 if i not understand something in English, i ask the other person to slow down of say it again 46 i ask English speakers to correct me when i talk 47 i practice English with other students 48 i ask for help from English speakers 49 i ask questions in English 50 i try to learn about the culture of English speakers 71 Strategy Inventory for Language Learning Worksheet for Answering and Scoring the SILL Direction The blanks ( ) are numbered for each item on the SILL Write your response to each item (that is, write 1, 2, 3, or 5) in each of the blanks Add up each column Put the result on the line marked SUM Divide by the number under SUM to get the average for each column Round this average off to the nearest tenth Figure out your overall average To this, add up all the SUMS for the different parts of the SILL Then divide by 50 When you have finished, copy your averages (for each part and whole SILL) from the Worksheet to the Profile of Result (on a separate sheet) SILL Worksheet Part A Part B 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Part C 24 25 26 27 28 29 Part D 30 31 32 33 34 35 36 37 38 Part E 39 40 41 42 43 44 Part F 45 46 47 48 49 50 SUM part A … SUM part B … SUM part C … SUM part D … SUM part E … SUM part F … SUM SUM SUM SUM SUM SUM SUM _ (Overall average) 72 Strategy inventory for Language Learning Profile of Results on the SILL This profile will show your SILL Results These results will tell you the find of strategy you use in learning English There are no right or wrong answers To complete, transfer your average for the whole SILL These averages found on the worksheet Part A B C D E F What strategies are covered Remembering more effectively Using all your mental processes Compensating for missing knowledge Organizing and evaluating your learning Managing your emotions Learning with others Your overall average: Thank you very much for your cooperation! 73 Your average on this part Appendix 2.2 (Vietnamese version) Bản điều tra khảo sát Bản câu hỏi dới nhằm thu thập liệu cho đề tài nghiên cứu phơng pháp để học tốt tiếng Anh học sinh cua Hoc Vien chinh Tri Quan Su, c¸c yÕu tố ảnh hởng đến việc lựa chọn sử dụng phơng pháp nhóm ngời học khác Các câu trả lời bạn quan trọng với thành công đề tài Các liệu đợc dùng vào mục đích nghiên cứu không nhằm mục đích khác Xin vui lòng trả lời câu hỏi sau đây: I Về thân (chỉ chọn câu trả lời với bạn) Họ tên: .Tuổi: 2.NghỊ nghiƯp t¬ng lai: Bạn học tiếng anh đợc bao lâu: B¹n có đợc dạy phơng pháp học đọc trình bạn học đọc hiểu không? T¹i b¹n häc tiÕng Anh? (cã thĨ chọn nhiều lí phù hợp với bạn) Vì yêu thích ngôn ngữ Để kết bạn với ngời xứ Để tìm hiểu văn hoá, phong tục tập quán nớc nói tiếng Anh Để du lịch Muốn công việc tốt cho tơng lai Lí khác (xin hÃy liệt kê) Theo bạn có nên dạy phơng pháp đọc hiểu cho sinh viên không? 74 II Phơng pháp học tập II.1 Hớng dẫn: Mỗi ngời có phơng pháp học ngoại ngữ khác Chúng quan tâm tới cách bạn học tiếng Anh Lu ý điều tra dới câu trả lời hay sai, bạn thấy câu mô tả cách học tiếng Anh khác Xin hÃy đọc kỹ câu, chọn mức độ đợc đa dới mô tả trờng hợp bạn viết câu trả lời vào bảng câu trả lời ( không viết câu trả lời vào mục): Không với bạn Đúng với bạn Đúng nửa với bạn Đúng với bạn Rất với bạn Đọc câu chọn câu trả lời (1,2,3,4 nh trên) điền vào chổ trống bảng trả lời phía sau Ví dụ: Tôi chủ động tìm hội để nói chuyện với ngời xứ .1 (trong bảng trả lời) II.2 Mô tả phơng pháp học Không với bạn Đúng với bạn Đúng nửa với bạn Đúng với bạn Rất với bạn (Viết câu trả lời vào bảng) Phần A Khi học tiếng Anh liên hệ điều đà biết với học Tôi sử dụng từ câu để nhớ chúng Tôi liên kết âm với hình ảnh kiện liên quan đến từ để giúp nhớ từ Tôi nhớ từ cách tạo hình ảnh đáng nhớ việc từ đợc sử dụng Tôi sử dụng vấn đề để nhớ từ Tôi dùng tờ tranh có chữ để nhớ từ Tôi hoạt ®éng thĨ dơc ngoµi trêi ®Ĩ nhí tõ míi 75 ... 237 055 D 2.171 2.032 207 234 040 2.082 2.187 174 173 0 45 2.1 75 2.068 178 162 039 E 1.904 1.736 3 25 259 061 1.942 1.782 312 2 65 069 1.9 75 1.832 240 253 055 F 2.000 1. 850 219 261 040 2. 058 1.923... 3.42 3.09 397 470 470 382 478 462 52 0 762 644 57 6 52 9 57 8 53 5 660 59 1 620 712 6 95 309 342 3.39 343 P 8.6 25 0 05 6 .50 9 014 50 1 483 4.818 033 006 940 4.9 45 030 6.020 018 Key words: = effective readers;... used (5. 0-4 .5) N % Usually used (4.4-3 .5) N 23 25 48 23 25 48 23 25 48 23 25 48 23 25 48 23 25 48 23 25 0.00 0.00 0 0.00 0.00 13 0.00 0.00 16 17.39 12 4.00 20 0.00 4.00 14 4. 35 17 0.00 25 0.00