Microsoft Word 282 Tong Hung Tam doc Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN 978 604 82 2981 8 694 APPLYING SUITABLE TECHNIQUES IN TEACHING READING ENGLISH AT HANOI UNIVERSITY OF NATURAL[.]
Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 APPLYING SUITABLE TECHNIQUES IN TEACHING READING ENGLISH AT HANOI UNIVERSITY OF NATURAL RESOURCES Tong Hung Tam1, Nguyen Hung Binh1 University of Natural Resources and Environment, email: thtam@hunre.edu.vn INTRODUCTION Reading is one of the most important skills in learning English, both lexical and sublexical cognitive processes contribute to how people learn to read (Keith, R 1995) Reading English is the complex cognitive process of decoding symbols to derive meaning and it is a form of language processing (Ronald P 1990) The researcher analyzed the gathered data to have the findings that even there are many techniques in teaching reading English, the teachers had better select suitable ones for their own students based on their levels, attitudes, motivation and goals; as well as the requirements of the course, the size of the class, the allowance time, the materials and each reading text in a lesson to reach the outcome they have planned Reading is one of the most important skills in learning English, both lexical and sub-lexical cognitive processes contribute to how people learn to read (Keith, R 1995) Nobody can deny that reading and writing English are among brainstimulating activities, sustained high volume lifetime reading has been associated with high levels of academic attainment Moreover, reading English is the complex cognitive process of decoding symbols to derive meaning and it is a form of language processing (Ronald P 1990) METHODOLOGY The study was carried out in two classes with 76 students in the 3rd term in the school year 2018 -2019, That means those students had finished English and in their curriculum The study applied the qualitative approach to getting findings related to techniques in teaching reading English The study was conducted through class observation, questionnaires and survey In a short term, it did not really show objective results as planned, but it also illustrated what the study wished to reach FINDINGS It is obvious that there are many methods to teach reading English effectively and there have been many researches about how to teach reading positively At Hanoi University of Natural Resources and Environment (HUNRE), teaching reading English applies various methods and techniques to reach the requirement of the subjects and their outcome This paper was raised just to investigate how to apply suitable techniques in teaching reading English at HUNRE Before reading: Rather than simplifying a text by changing its language, teachers made it more approachable by practicing following techniques: Eliciting student’s existing knowledge in pre-reading discussion Reviewing new vocabulary before reading and asking students to perform tasks that were within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading The reading purpose must be authentic: Students must be reading for reasons that make sense and relevance to them 694 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 The reading approach must also be authentic: Students should read the text in such a way that matches the reading purpose, the type of text, and the way people normally read In teaching reading skills, teachers play a vital role in stimulating and encouraging students to practice reading as a good habit in learning English Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Be motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose and reading serves a main function To use these techniques suitably, students have to aware that reading as a process That means reading is an interactive process that goes on between the reader and the text, resulting in comprehension (Michel D 1984) The text presents letters, words, sentences and paragraphs that encode meaning The reader uses knowledge, skills and strategies to determine what that meaning is While-reading: As reading is a receptive skill - through it they receive information When students were guided to comprehend or understand written text, and combine their understanding with prior knowledge, they are able to perform the following three readingcomprehension techniques: Identify simple facts presented in written text (literal comprehension) Make judgments about the written text’s content (evaluative comprehension) Connect the text to other written passages and situations (inferential comprehension) Students practice reading strategies in class in their reading assignments Teachers encouraged students to be conscious of what they are doing while they complete reading assignments Clear and concentrated instructors (teachers and requested guidance from the reading texts) could help their students to become more effective readers by letting them recognize what to before, during and after reading These techniques require students to have background knowledge about content of the texts they read It is so important for them to understand how language is used by the writers’voice (Elspeth J 2007) The development of these reading techniques is vital to students’ development, and it is demonstrated a link between competency in reading and overall attainment at HUNRE Post-reading: Related activities in vocabulary, content, grammar, comprehension questions, and discussion increase the processing of the reading and boost student learning through these techniques: Make connections to other disciplines, to the outside world, to other students Act out scenes from the reading, bring in related speakers, and or hold field trips on the topic Help students see the value of reading by connecting reading to the outside world and show its use there As mentioned above, no techniques are the best or the worst, teachers have to be alert to select suitable techniques to teach reading English as well as possible (Jodai, H 2011) CONCLUSION In the model of BWP (Before-reading, While-reading, Post-reading), the researcher analyzed the gathered data to have the findings that even there are many techniques in teaching reading English, the teachers had better select suitable ones for their own students based on their levels, attitudes, motivation and goals; as well as the requirements of the course, the size of the class, the allowance time, the materials and each reading text in a lesson to reach the outcome they have planned The findings of the study shown in each part of a reading text 695 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 The study also showed that good readers had to achieve these techniques because it can develop student’s awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language (Spacks P 2011) Teachers allowed students to practice the full repertoire of reading strategies by using reading material with the above techniques When reading to learn, students need to follow those basic steps: Figure out the purpose for reading Attend to the parts of the text that are relevant to the identified purpose and ignore the rest This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory Select suitable techniques that are appropriate to the reading task and use them flexibly as wel as interactively forms their reading at HUNRE and after leaving university to work as global citizen when they can explore new knowledge through reading REFERENCES [1] Elspeth J (2007) Silent Reading and the Birth of the Narrator Toronto: University of Toronto Press, p.5 [2] Jodai, H (2011) "Reading Rate and Comprehension" (PDF) ERIC: ED523331 [3] Keith, R (1995) The Psychology of Reading Pollatsek, Alexander London: Routledge pp 192–194 ISBN 978-0-8058-1872-7 [4] Michel D (1984) "Reading as Poaching." The Practice of Everyday Life Trans Steven F Rendall Berkeley: University of California Press 165-176 [5] Ronald P (1990) Reading rate: a review of research and theory Boston: Academic Press ISBN 978-0-12-162420-0 696 ... model of BWP (Before -reading, While -reading, Post -reading) , the researcher analyzed the gathered data to have the findings that even there are many techniques in teaching reading English, the teachers... vital role in stimulating and encouraging students to practice reading as a good habit in learning English Integrate information in the text with existing knowledge Have a flexible reading style,... development of these reading techniques is vital to students’ development, and it is demonstrated a link between competency in reading and overall attainment at HUNRE Post -reading: Related activities in