An investigation into both efl reading difficulties and a reading course as attempt to resolve the problems at soc trang collecge of education

MINIST RY OF EDUCATION AN D T RANING V IETNAM NA TI ONAL UNIVERS ITY O F HO CHI M INH CITY HOCHIMI NH CITY UN IVE RSITY OF SOC IAL SCIENCES AN D HU MANITI ES LAM Q UANG TUYET M INH AN INVESTIGATION INTO BOTH EFL READING DIFFICULTIES AND A READING COURSE AS AN ATTEMPT TO RESOLVE TH E PROBLEMS AT SOC TRANG COLLEGE OF EDUCATION SU BMITTED IN PARTI AL FULFILMENT O F THE RE QUIREMENTS FOR THE DEG REE OF MASTER O F T ESO L Supe rvisor: NGUYEN HoANG LINH , M A LA ;, " '.: - - , - _ ~ ' I ' i I '':'=- - ~ HO C HI MIN H C ITY - 2005 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted tod ay entitled: AN INVESTIGATION INTO BOTH EFL READING DIFFICULTIES AND A READING COURSE AS AN ATTEMPT TO RESOLVE THE PROBLEMS AT SOC TRANG COLLEGE OF EDUCATION In terms of the statement of Requirements for These s in Master' s Programmes issued by the Higher Degree Committee Ho Chi Minh City, September 2005 LAM QUANG TUYET MINH ACKNOWLEDGEMENTS I would like to acknowledge a debt to the people who have helped me to complete this study First of all, I am deeply indebted to my supervisor, Mr Nguyen Hoang Linh, M.A., for his critical and valuable suggestions, comments, corrections, and encouragement I also wish to thank Mr Huynh Huu Nhi, the Principal of Soc Trang College of Education, who has given me the opportunity to attend the TESOL Graduate Programs In addition, I would like to show my gratitude to all of my lecturers of the Postgraduate Section of the Department of English Linguistics and Literature of Ho Chi Minh University of Social Sciences and Humanities for their interesting and professional lectures Finally, I greatly appreciate the staff of the English Department at my College for their support and concern, and all of my students at Soc Trang College of Education for their participation in this thesis 11 ABSTRACT Reading s been the skill mo st empha sized in tradition al a nd eve n tod ay EFL tea ching in many countrie s For many stude nts, readin g is the most important of the four language skills in English as a seco nd lan guage a nd a foreign language At Soc Trang College of Education , however, stude nts find readin g compre he nsion difficult and unfamiliar because th e y ve been lack ing o f vocabulary, grammar, and e specially reading technique s which ve not be en much equipped during stude nts ' EFL courses In addition, most EFL course s at the college level in th is school that I have ob served either ign ore the reading skills or deal with it inadequately Ba sed on the a bo ve rea son s, I a m very interested in finding o ut the diffi culties in reading encountered by students attendin g in so me non- Engli sh major cla sses at Soc Trang College of Education Then a reading stra te gy course with a modified tea ching method and supple me nte d with the additional reading material is applied with the aim of trying to re sol ve the stude nts' probl ems in their reading le ssons Before the reading course, the pre-te st and the questionnaire before the course are used to se e the stude nts' reading difficulties, then the po st-te st and the questionnaire after the course are conducted to examine whether the students can get mu ch progre ss in learning EFL reading The study report is presented in five chapters Chapter one is an introduction involved three concrete parts, the sco pe of the study , the rati on al e of the study, and the aims with so me re search question s Chapter two pre sents III an overview of some aspects relating to reading skills Methodology of the study is especially addressed in chapter three Chapter four offers the finding s, some discussions from the data collection The last chapter ends with some conclusions and recommendations on teaching reading and reading instructions IV TABLE OF CONTENTS Content Page Certificate of Origin alit y i Ackn owl edgements ii Abstrac t iii Table of Cont ents v List of Abbreviations viii List of Figures and Table s ix Chapter 1: INTRODUCTION 1.1 Scope of the Study 1.2 Rati onale of the Stu dy 1.3 Aims of the Stud y a nd Re se arch Qu estions Chapter 2: LITERATURE REVIEW I A Brie f History on EF LIESL Re ad ing 2.2 Re adi ng Proce ss 12 2.3 Some App roach es Affecting Re ad ing Proce ss 12 2.3 Th e Schema Th eor y 12 2.3.2 Th e Bottom -Up and Top -Down App roache s 13 2.4 Re aders a nd Re adin g Le ssons 13 2.4 Re aders and Readers' Contribution to Comprehen sion 13 2.4.2 Reading Te xt and Benefits of Re ading Texts 17 2.5 LI and L2 Interferen ce s 18 2.6 Re adin g Skills 20 2.7 Te achin g Re ading : Skills and Te aching Strat e gy Re adi ng fro m Successfu l Classroom 24 2.8 Re ading Instructions 32 v 2.9 Reading Task 37 2.10 Background of Teaching and Learning English and Some Students' Common Difficulties in Reading 38 Chapter 3: METHODOLOGY 43 3.1 Objectives 43 3.2 Participants 43 3.3 Data Collection Procedure 44 3.3.1 Identifying stude nts' pr obl ems in re ading 44 3.3.1.1 Que stionnaire before the Training 44 3.3.1.2 Pre-test 44 3.3.2 Trying a Training Course to Re sol ve the Probl ems 45 3.3.2.1 Some maj or criteria for building the additio nal materi al s 45 3.3.2 Re ading Topics 48 3.2 2.3 Language Knowl edge 48 3.2.2.4 Skill s devel op ed during the training co urse 48 3.3.3 New Teaching Method 50 3.3.3.1 Training pro cedure 50 3.3.3.2 Practical Fa ctors on Running the Reading Course 51 3.3.3 Sample lesson plan 53 3.3.4 Identifying Results 60 3.3.4.1 60 Po st-te st 1142 s a f ter t he course - _ Que sti.onnaire 60 Chapter 4: FINDINGS AND DISCUSSION 61 4.1 Students' Reading Difficulties 61 4.1.1 Results from the questionnaires before the course 61 VI 4.1.2 Results from the pre-test 64 4.2 The post-test Results and Analy sis 66 4.2 Comparison of the Pre-te st and Post-test 66 4.3 Te st Results 66 4.3.1 Comp arison of the Pre-t est and Post-test 66 4.4 Results from the Questionna ire after the Trainin g Cour se 69 4.5 Limitation 75 4.6 Discussion 76 Chapter 5: CONCLUSIONS AND SUGGESTIONS 78 Appendix I: Questionnaires before the course SI Appendix 2: Pre-test 82 Appendi x 3: Post-test 86 Appendi x 4: Questionnaires after the course 91 Bibliography 94 VII LIST OF ABBREVIATIONS ANOY A: analysis of vari ance DF : Differ en ces in Means sco res betw e en the tests EFL: Engli sh as a Forei gn Lan guage ESL: English as a Sec ond Lan guage ESP: English for Specific Purp ose s ETR: English - Te xt - Rel ati onship FL: Fore ign Lan guage M: Mark s obtai ne d form the tests YD: very diffi cult D: difficult NYD : Not ve ry diffi cult ND: Not difficult Std De v: Standard De viati on Vlll when you are tired or unhapp y E Some pe opl e have a photographic mem ory They see everything like a picture Later the y can see the picture in their mind aga in and describ e (te ll about) every thing in it The y ca n rem e mber long lists of numbe r and thousand of othe r things Would you like to have a photographic mem ory? Questions 1-10 Give meaning of the following words : short-te rm: major : over le arn : similar: photograph ic mem ory: Give antonyms of the following words: forget: long-term mem ory: continue : happ y: 10 di vide inform ation into parts: Questions 11-15 Choose the best word for each sentence over learnin g major list similar 11 Mak e a seconds describe rel ax furn iture reason divide before you go to the supe r market Then you can remember everything you want to buy 12 Do yo u know how to word s into syllables? 13 Tom ca n run a kilomet er in four minut es and 30 14 Mary is a stude nt Her is compute r scie nce 15 After Da vid finishes his classes he likes to before he does his hom ework Questions 16-20 Write True! False! and No Information: 16 Your short-te rm mem ory lasts a minute 17 Over learning helps you rem ember 87 18 Your address is in your long-te rm memory 19 It is easy to memorize things that you don 't understand 20 Conn e ct a ne w wor d to a similar word in your mind Questions 21 Main idea: Choose the two ma in ideas a It is easy to remember a tele phone number b Yo u have a sho rt-te rm and a long-term me mory c You ca n le arn to re me mber be tter d It is imp ortant to rem e mber pe op le' s name s READING PASSAGE PEOPLE'S DIFFERENT ATTITUDES ON FOOD A Isn 't it surprising how muc h time we spe nd talking abo ut food? " Ha ve yo u ever ea te n 'l " " What did you hav e for lunch ? " and so on And yet whe n yo u travel from one coun try to another, yo u find that peop le ve qu ite differe nt fee lings abou t food Peop le ofte n feel that what the y ea t is no rmal and that wha t othe r pe op le ea t is stra nge In most part of As ia, for exam ple , no mea l is comple te without rice In England, pe ople eat potat oe s everyday In the Middle East, bre ad is the mai n part of every me al Ea ting like so man y thing we do, bec ome s a habit which is diffi cu lt to cha nge Ame rica ns like to drink a lot of orange juice and co ffee The Eng lish drink te a four or five time s every day Austra lian like to drink large a mo unts of be er, and the Fre nch dr ink wine ev e ry day B Th e so rt of me at people like to ea t also differs from one country to ano the r Horse me at is thought to be ve ry deli cious in France In Hong Kon g, so me people e njoy ea ting sna ke s Ne w Zea landers e at shee p but they never ea t goa t me at Th e Jap an ese not like to e at sheep me at bec au se of its sme ll, but they e njoy eating raw fish C So it seems that although eating is a topic that we can tal k about for hours, there is ve ry little common se nse in what we say ab out it People every wh ere e njoy e ating what the y have always e aten, and there is very little we can to cha nge our eating habits Questions 22-27 Choose the best answer 22 Th e writ er thi nk s that a Pe opl e ea t only wha t is normal to everybody b Pe opl e ofte n cha nge their fee ling about food c People have different opinio ns abo ut food 88 d Peopl e like eating differen t foods as they travel from one country to ano ther 23 In man y Asian co untrie s, a rice is not eaten b People almost alwa ys ve rice in their meal c rice is a pe rfect food d every me nu s rice 24 The te xt is mainl y about., a the imp ort an ce of me al b peopl e ' s di fferent attitude s to food c strange food in the world d food a nd life 25 Th e Japan ese e njoy eating raw fish becau se a it doe sn' t sme ll b it is specia l to the m c it is not good to hav e fish cooked d it is nut ritiou s 26 Pe ople e ve rywhe re think that a we don 't talk about the same thin g ab out food b we sho uld muc h to chang e our ea ting habi ts c we don 't ofte n talk ab out food d we tal k ab out the sa me thing about food 27 Wh ich para gr aph does it be long to? a Rice is important in Asia b - - Peopl e a re ofte n proud of wha t the y freq ue ntly ea t and criticize on othe rs ' c Peopl e ve differ ent taste in food around the wor ld d Some pe op le like orange and coffee while so me othe rs like wine and beer READING PASSAGE THE METRIC SYSTEM A Pe opl e a ll over the world use kilograms, ce ntime te rs, squa re met ers, liters a nd Cel sius (C) Th e y are all part of the me tric syste m B During the Fren ch Re volution ( 1789- 1799) aga inst the king, the revoluti on ary go ve rnme nt starte d the met ric syste m Be fore that, e ve ry pa rt of Fran ce had a di ffere nt sys te m for measuring things Also, cloth mak ers me asured cloth with one syste m Je wel e rs used anothe r syste m Carpente rs used ano ther Other countri es used othe r syste ms The re voluti on ary government wan ted one intern ati onal scie ntific sys te m of 89 me asurement Th e y asked a group of scie ntists and math em aticians to invent a sys tem C Th e math ematicians and scientists decided to use numb ers te n hundred, and thousand for their syste m D Ne xt, the y have to de cide on a natural " len gth Th e y chose one ten-millionth (I II 0,000,000 ) of the distance from the Equator to the Ior th Pole Th e y ca lled this one meter The n the y chose one gra m for we ighing thin gs A cubic ce ntime te r of water weighs one gram E Math ematician s and scie ntists worked on the se prob lem s for twe nty years until the y fina lly finished the complete syste m T he biggest problem was me asuring met er F Th e metri c syste m was a wonde rful gift to the world T here are only a fe w countries that don 't use it Th e Unite d Stat es is one The me tric sys te m is truly an interna tional sys te m Questions 28-30 Give definitions of the following words: 28 me tric syste m: 29 re volu tion : 30 dista nce : Questions 31-34 Which paragraph does it belong to? Pe opl e used differ ent syste ms of mea surement to se rve their work 32 Th e write r gave a simple de finition of metric syste m 33 Th e scie ntific sys te m that we use nowadays was born after 1799 34 It took the scie ntist about twen ty yea rs to build the met ric system Put the right word in the blanks 35 The Russian in 1917 was against the royal family of Russia bet we en Chi cago and New York ? 36 Wh at is the 37 Th e sys te m is a syste m of me asure me nt to try to climb Mount 38 Junko Taibei , a Jap an e se house wife , Everest 39 W e ne e d to b uy a ta bl ec I0 th PIea se the table so we will know wha t size to bu y Wh at is the of the tabl e ? How long is it? 40 Indone sia, Ken ya, a nd the Amazon area are all on the 90 APPENDIX QUESTIONNAIRE AFrER THE TRAINING COURSE Make a tick (,,) in the boxes Questions A Teaching method Wh at yo u think about the teacher' s teaching meth od durin g the course ? o It was co mple te ly changed to a positive way o It was ch an ged to a positive way in some ex te nt o Th ere was nothin g new B Additional Reading Material What yo u think about the additi onal reading materi al ? 1.1 Reading Ski lls Theory was o clear e nough to he lp stude nts to read bett er o not clear at al l 1.2 Topi cs of the Readin g Te xts we re o familiar to stude nts o stra nge to stude nts 1.3 Lan guage of the Read ing Te xts was o clear a nd bri ght that stude nts could read and under stand o not suita ble to the stude nts 104 Reading Exercises we re o diversifi ed which stude nts could learn from o too eas y or too diffi cult 1.5 Structure of the Readin g Se le ction o was well-fo rme d from the ea sie st to the most difficult o did not sa tisfy the reader' s need C Pre-test and Post-test Assessment Wh at you think about the pre-test and the post-test? 3.1 Topi cs of the Reading Tests o familiar to stude nts o stra nge to stude nts 91 3.2 Language of the Re ad ing Te sts o clear and bright en ough that stude nts could re ad and understand the re ading se le ctions not suitable to the stude nts o 3.3 Grammar of the Reading Tests o was similar to wh at stude nts had learnt be fore o concluded of so me stra nge struct ures that cha llenged studen ts to rea d 3.4 Vocabulary of the Re adin g Tests was o all famili ar to stude nts although there were so me new word s that stude nts could predict the ir me anin g from the cont e xts o a ll stra nge to the stude nts Exercise s of the Re adin g Te sts were o de sign ed in the sa me form s with the ones stude nts had whe n they were learnin g re adin g o too stra nge that stude nts could not D EFL Re ad ing Difficulty Assessment What aspects of the difficulti e s could you so lve a fte r the training course '? o Vocabular y o Gra mmar o Re adin g skills 3.5 Voc ab ulary a Predictin g the me anin g of ne w voca bulary items in conte xts o Ye s No b Finding the me anin g of new vocabu lary items from synonyms and antonyms o Ye s No c Inferring the me aning of ne w voca bulary items fro m prefixes and suffixes Ye s No o Grammar a Diffe re ntiating the different for ms of words: nou ns, verbs, adjectives, etc Ye s No b Use correctly the ten se s Ye s No c Use correctly the se nte nce functions Ye s No 4.3 Re ading Skills a Skimming for the main ide as 4.2 o o o 92 DYes No b Scanning for spec ific inform ation DYes D No c Inferring the writer' s point of vie w that is not stated cle arly in the paragraph or a reading text DYes No d Predicting what is to come next DYes No 93 APPENDIX SAMPLE LESSONS IN THE ADDITIONAL READING MATERIALS • ' -.; ~ F FNI]~r:~~E~INGS WITH THE FAMILY: Present and y ~Y' ~, / ";(././'_' y:~"::"" ,D' - ' 0(' Past 1, " /.;- Glancing at Vocabulary (Optional) Here are some vocabulary items from the next reading selection You can learn them or come back later Noun s screen porch breeze fan pause le sson Verbs argue disappear stare rock clean reappear Adje ctive s quite pleasant Expre ssions boob tube" center of attention spe nd e ve nings air conditioning back and forth social ce nte r small talk Skimming for main ideas Read the following three paragraphs quickly Remember to read in phrases Then circle the number ofthe main idea ofeach paragraph Evenings with the Family: Present and Past What happens to the typical American fam ily ev ery eve ning A after dinner? First, everyone argues about dishe s Then they disapp ear into the living room They sit there for the re st of the e vening, They are quite; nobody say anything to an yone, They stare at a small scree n until their eyes are tired and red The" boob tube" is the center of attention Americans argue about dishes Television intluences family life in the United States Television causes red eyes When I was a child, we used to spend hot summe r e vening s B on the front porch We didn't have air conditioning, and the house was always too warm, but there wa s usually a cool, ple asant breeze out on the porch We children used to play games or re ad comic books there while my father sat in his rocking chair and rocked back and forth for hour s Sometimes he smoked his pipe or did the cro ssword puz zle from the newspaper Mother used a paper fan when there was no bre ez e Sometimes she cleaned strawberries Then later in the e vening, she used 94 to tak e them into the kitche n and re appe a r in a few minute s with big dishes of stra wberrie s and cream The front porch used to be a rnce place for the fami ly summe r The front por ch was always very hot in the summer My par ents usuall y re ad the ne wsp ap e r on the por ch summer In the 1I1 the C Th e front porch wa s also a kind of social cen ter T he re were specia l " rul e s " for eve nings on the po rch Everyo ne knew the rules hut nob od y said a ny thing abo rt them For exa mple , whe n pe op le in our town took wa lks on summer ev en ings, the y ofte n used to stop for a momen t at the bottom ste p of o ur po ch Th is pau se was a lmos t a social rule : it was like a knock on the fron t door Th en my fath er alwa ys sai d "Come on up a nd sit down !" T his W :t S a nothe r "ru le": he alway s use d those ex act words Th en Moth er brought out lemon ad e or ice tea - ne ver co ffee or juice o r alcoho l Everyo ne talk ed abo ut the local baseball rea m gardening, a nd the hot we ath e r; we childre n le arn ed our le sso ns in sma ll talk on the por ch I Pe opl e tal ked only ab out imp ort ant thin gs on o ur porc h There were ce rta in soci al" rules" on the fro nt porch W e ne ver used to drin k coffee or a lcoho l Inferring Carelully read the se lection again Try to g uess the meanings otthc new words lrom the context Use your dictionary only when abso/utclI' necessary In m any reading selections, authors give a point ot' view; that is, they give their opinions about the topic Sometimes they write their viewpoin ts clearly, but m ore often they only imply (sugg est) opinions What is the vie wp oint otthe author otthe reading selection "E venings with the family: Present and Past "? Circle one otthe word, in parentheses I I belie ve th at the a uthor (like s/dis likes ) eve nings at hom e in the front of the TV set She (like s/disl iked) summer eve nings on the front por ch whe n she wa s a child Wh y did you choose those words Gi ve re ason s from the re ad ing Building Vocabulary - Study Skills A ln each column, which word does not belong ? Cross it out Explain yo ur decisions I kit chen screen porch living room co ffee lemon ad e iced te a strawbe rries bre e ze hot cool warm hou se work child care oeardcni ns e social 95 BIBLIOGRAPHY Au, K H P 1979 Using the Experience - Text Relationship Method with Minority Children The Re adi ng Te acher, 32, 677-6 79 Aebersold , 1.A; &Fie ld, M L 1997 From Reader to Reading Teaching Cambridge : Cambridge University Pre ss Ada ms , M 1990 B eginning to read: Thinking and Learning about Print, Cambridge , M A: MIT Press Bar ker, L; & Brown , A 1984 Metucognitive Skill,; and Readin,!! 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