How to teach reading comprehension communicately m a thesis

HOW TO TEACH READING COMPREHENSION COMMUNICATION Liễu Thị Tuyết Mai i CERTIFICATE OF ORIGINALITY I certify that this thesis entitled “ How to teach reading comprehension communicatively” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, September 3, 2009 Lieu Thi Anh Mai ii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, MA Phan Thi Kim Loan for her insightful discussions, constructive criticisms, valuable comments and continuing support in the preparation and completion of this thesis I am greatly indebted to all my teachers for their dedication and helpful instruction during the course I would also like to thank the teachers and my students at Thoai Ngoc Hau highschool for their assistance in completing the questionnaires and contributing valuable comments on teaching and learning in this school I would appreciate the whole staff of the Post-Graduate Department and Department of English Linguistics and Literature at the University of Social Sciencies and Humanities for the useful lectures and professional guidance Finally, I would like to thank my teachers and classmates of the Post-Graduate Program in TESOL for their teaching, encouragement and suggestions about reference materials iii ABSTRACT Teaching English in high school tends to focus on the reading skill, which is an important skill that is of great use to students later in their lives However, in spite of the great effort and considerable amount of time spent on teaching and learning reading, high school students are not good at reading This thesis sets out to investigate the reality of teaching and learning the reading skill at Thoai Ngoc Hau high school Findings reveal that teachers focus mainly on teaching vocabulary and pay more attention to the decoding of the meaning of the words and neglect other important factors such as context, text coherence, text organization; and reading strategies such as skimming, inferring, predicting are unfamiliar to the students’ experience This situation has lasted for years and years It seems that teachers are either not well trained in teaching reading skill or too pessimistic about changes They follow the established procedure of teaching texts in high school i.e reading aloud, teaching vocabulary, translating and doing exercises The situation suggested is to retrain teachers and suggest some solutions to improve the impediments at Thoai Ngoc Hau high school so that they can cope with the tasks of teaching the reading skill rather than teaching texts There is an urgent need to persuade teachers that changes are absolutely necessary for the situation of teaching English in Thoai Ngoc Hau high school to improve iv TABLE OF CONTENTS Certificate of originality …………………………………………………………… i Acknowledgements ……………………………………………………………… ii Abstract …………………………………………………………………………… iii Table of contents ………………………………………………………………… iv List of tables ……………………………………………………………………… vii INTRODUCTION ………………………………………………………… 1 The problems …………………………………………………………………… Aims of the study and overview of the research ……………………………… Significance of the study ……………………………………………………… CHAPTER : BACKGROUND TO THE STUDY ……………………… 1.1 Description of the English courses and syllabus ……………………………… 1.1.1 Aims and objectives of the English textbooks …………………………… 1.1.2 Time distribution for the implementation of the syllabus ………………… 1.2 Characteristics of the teaching staff and the students …………………………… 1.2.1 Characteristics of the teaching staff ……………………………………… 1.2.2 Characteristics of the students ………………………………………………5 1.3 An overview of teaching and learning reading comprehension in highschool … 1.4 Summary ………………………………………………………………………… CHAPTER : LITERATURE REVIEW ………………………………………7 2.1 Theories about reading and reading comprehension …………………………… 2.1.1 What is reading? …………………………………………………………….7 2.1.2 What is “reading comprehension”? …………………………………………8 2.1.3 What is involved in the reading process? ………………………………… 2.1.4 The contrast of efficient reading and inefficient reading ………………… 10 2.1.5 The role of context in reading comprehension …………………………… 12 2.1.6 Reading purposes and strategies ……………………………………………13 2.1.6.1 Reading purposes ………………………………………………… 13 2.1.6.2 Reading strategies ………………………………………………… 14 v vi 2.2 Approaches related to teaching reading comprehension ……………………… 21 2.2.1 The Grammar Translation Method ………………………………… 21 2.2.2 Communicative Approach ……………………………………………22 2.3 Summary ……………………………………………………………………… 24 CHAPTER : METHODOLOGY ……………………………………………26 3.1 Research questions ……………………………………………………………… 26 3.2 Research design ………………………………………………………………… 26 3.2.1 Overview of the research ………………………………………………… 26 3.2.2 Research setting ………………………………………………………… 26 3.2.3 Population ………………………………………………………………… 26 3.3 Data collection method ………………………………………………………… 27 3.3.1 Questionnaires …………………………………………………………… 27 3.3.2 The reading comprehension test ………………………………………… 27 3.3.3 Interviews ………………………………………………………………… 29 3.4 Implementation ………………………………………………………………… 30 3.4.1 Data collection procedure of the questionnaires ………………………… 30 3.4.2 Data collection procedure of the reading test …………………………… 30 3.4.3 Data collection procedure of the interviews …………………………… 30 3.5 Summary ……………………………………………………………………… 30 CHAPTER : RESULTS AND DISCUSSIONS ………………………… 32 4.1 Responses to survey questionnaires …………………………………………… 32 4.2 Analysis of teachers’ responses ………………………………………………… 32 4.3 Analysis of students’ responses …………………………………………………46 4.4 Analysis of the reading test results …………………………………………… 55 4.5 Analysis of interviews ………………………………………………………… 57 4.6 Summary ……………………………………………………………………… 58 CHAPTER : RECOMMENDATION AND CONCLUSION ………………59 5.1 Recommendations ……………………………………………………………… 59 5.2 Conclusion …………………………………….……………………………… 60 APPENDICES ……………………………………………………………… 62 Appendix Questionnaire for teachers ( English version ) ………………………… 62 Appendix Questionnaire for teachers ( translated version ) ……………………….66 vii Appendix Questionnaire for students ( English version ) ………………………… 70 Appendix Questionnaire for students ( translated version ) ……………………… 74 Appendix Proficiency reading test ……………………………………………… 77 Appendix Focus group discussion ……………………………………………… 83 REFERENCES ……………………………………………………………… 86 viii LIST OF TABLES Chapter Table 4.2.1a Teachers’ opinions on the importance of reading skill to highschool students Table 4.2.1b Teachers’ opinions on the position of reading skill in students’ English books Table 4.2.2 Frequency of students’ reading aloud in an English class Table 4.2.3 Teachers’ opinions on the teaching procedure they used in a reading class Table 4.2.4 Teachers’ strategies in teaching a reading text Table 4.2.5 Frequency of teachers’ teaching reading in class Table 4.2.6 The frequency of using different techniques in presenting new words Table 4.2.7a Frequency of teachers’ ways of teaching reading in class Table 4.2.7b Comparison between students’ and teachers’ reports in the questionnaires Table 4.2.8 Frequency of teachers’ using kinds of test Table 4.2.9 Teachers’ difficulties in teaching reading Table 4.2.10 Activities used by teachers in teaching reading Table 4.3.1 Students’ concept of reading Table 4.3.2 Means of students’ use of reading strategies Table 4.3.3 Frequency of students’ setting purposes Table 4.3.4 Frequency of students’ kinds of books to read Table 4.3.5a Statistics of time for study and entertainment Table 4.3.5b Figures of time for study and entertainment Table 4.3.6 Frequency and mean of students’ self-remark and assessment of reading in English Table 4.3.7 Students’ opinions on difficulties in reading a reading comprehension text Table 4.3.8 Factors which facilitate students to understand the text best Table 4.3.9a Students’ opinions on the necessity of vocabulary in helping students comprehend the text Table 4.3.9b Students’ method of dealing with new words while reading a text Table 4.3.10 Students’ method of learning new words Table 4.4.1 Results of correct answers of the reading test Table 4.4.2 Frequency of students’ reading test results ix 2.7 Đọc lướt nhanh để tìm thơng tin cụ thể trước đọc 2.8 Đoán nghĩa từ dựa vào ngữ cảnh văn 2.9 Để ý tới yếu tố liên kết để đoán ý đọc 2.10 Tra từ cấu trúc văn phạm đọc 2.11 Dịch sang tiếng Việt để nắm nội dung đọc Em có đọc tiếng Anh kết hợp với chiến thuật gắn theo mục đích cụ thể định không? Không thường luôn Em đọc loại sách tiếng Anh sau đây? Loại sách để đọc (1) không (2) (3) thường 4.1 sách giáo khoa 4.2 báo, tạp chí 4.3 mẫu quảng cáo 4.4 truyện ngắn 4.5 tiểu thuyết Lượng thời gian em đọc thêm dành cho việc học trường vào tuần bao nhiêu? Dưới tới đến đến Lượng thời gian em đọc thêm để giải trí tiếng Anh vào tuần bao nhiêu? Dưới tới đến đến Giờ đọc hiểu tiếng Anh lớp em đánh nào? Rất chán chán chấp nhận thú vị thú vị Mơn đọc hiểu có giúp ích cho em việc nâng cao việc nói, nghe, viết tiếng Anh khơng? 75 Khơng chút khơng có ích có ích có ích Em nhận xét khả đọc tiếng Anh nay? Rất kém trung bình tốt tốt 10 Bài khóa gây cho bạn khó khăn đọc?(bạn chọn nhiều đáp án) - Bài khóa có nhiều từ - Bài khóa có nhiều thành ngữ, tục ngữ - Bài khóa có nhiều cấu trúc ngữ pháp - Bài khóa dài 11 Theo bạn, yếu tố giúp bạn hiểu khóa tốt nhất? - Từ vựng phong phú - Ngữ pháp vững vàng - Tốc độ đọc nhanh - Khả đoán nghĩa từ vựng tốt - Kiến thức sống có liên quan đến đề tài khóa - Các yếu tố khác 12 Khi đọc, bạn có cần biết hết từ vựng hiểu đọc khơng? - Có - Khơng Khi đọc mà gặp từ bạn có: - dừng lại tra từ điển - dừng lại hỏi giáo viên bạn bạn - tiếp tục đọc cố đoán nghĩa từ - bỏ qua thấy khơng quan trọng 13 Bạn thường học từ theo kiểu: - Liệt kê toàn từ viết viết lại để nhớ - Dựa vào ngữ cảnh - Đọc khóa nhiều lần để củng cố từ củ mở rộng từ - Làm nhiều tập dịch - Sử dụng từ thường xuyên có hội - Kết hợp kỹ 76 APPENDIX PROFICIENCY READING TEST Questions 1-5 * Where can you see these notices? * For questions to 5, mark one letter A,B or C on your Answer Sheet Please leave your room key at Reception A in a shop B in a hotel C in a taxi Foreign money A in a library changed here B in a bank C in a police station Afternoon show A outside a theatre begins at pm B.outside a supermarket C outside a restaurant Closed for holidays A at a travel agent’s Lessons start again B at a music school on 8th January C at a restaurant Price per night: £10 a tent £5 a person A at a cinema B in a hotel C at a camp-site Questions 6-10 * In this section you must choose the word which best fits each space in the text below * For questions to 10, mark A, B or C on your Answer Sheet SCOTLAND Scotland is the north part of the island of Great Britain The Atlantic Ocean is on the 77 west and the North Sea on the east Some people (6) ……… Scotland speak a different language called Gaelic There are (7) ………… five million people in Scotland, and Edinburgh is (8) ……… most famous city Scotland has many mountains; the highest one is called ‘Ben Nevis’ In the south of Scotland, there are a lot of sheep A long time ago, there (9) ……… many forests, but now there are only a (10) ……… Scotland is only a small country, but it is quite beautiful A on B in C at A about B between C among A his B your C its A is B were C was 10 A few B little C lot Questions 11-20 * In this section you must choose the word which best fits each space in the texts * For questions 11 to 20, mark one letter A, B or C on your Answer Sheet Alice Guy Blache Alice Guy Blache was the first female film director She first became involved in cinema whilst working for the Gaumont Film Company in the late 1890s This was a period of great change in the cinema and Alice was the first to use many new inventions, (11) ……… sound and colour In 1907 Alice (12) ……… to New York where she started her own film company She was (13) ……… successful, but, when Hollywood became the centre of the film world, the best days of the independent New York film companies were (14) ……… When Alice died in 1968, hardly anybody (15) ……… her name 11 A bringing B including C containing 12 A moved B ran C entered D transported 13 A next B once C immediately D recently 14 A after B down C behind D over 15 A remembered B realised C reminded 78 D supporting D repeated UFOs – they exist? UFO is short for ‘unidentified flying object’ UFOs are popularly known as flying saucers, (16) ……… that is often the (17) ……… they are reported to be The (18) ……… ‘flying saucers’ were seen in 1947 by an American pilot, but experts who studied his claim decided it had been a trick of the light Even people experienced at watching the sky, (19) ……… as pilots, report seeing UFOs In 1978 a pilot reported a collection of UFOs off the coast of New Zealand A television (20) ……… went up with the pilot and filmed the UFOs Scientists studying this phenomenon later discovered that in this case they were simply lights on boats out fishing 16 A because B therefore C although D so 17 A look B shape C size D type 18 A last B next C first D oldest 19 A like B that C so D such 20 A cameraman B director C actor D announcer Questions 21-27 * Read the article about some pop stars * Are sentences 21-27 Right (A) or Wrong (B)? If there is not enough information to answer Right (A) or Wrong (B), choose Doesn’t say (C) For questions 21-27, mark A, B or C on the Answer sheet HOW DO THE IRISH POP-GROUP ‘BOYZONE’ LIVE A HEALTHY LIFE? Stephen: Sleeping well is very important When I can get home to my mother’s house, I sleep for ten hours But I find it very difficult to sleep at night after a concert because my head is full of music Keith: Sport is important Before I had a car accident, I was at the sports center two and a half hour a day, five days a week I can’t that now so I about 150 sit-ups a day Roman: I don’t drink alcohol or smoke I try to eat well Also I drink a lot of water because it’s good for your health I should have about eight glasses a day but I don’t always drink so much 79 Shane: People shouldn’t work all the time I love my job but there are other things I like doing too In my free time I just listen to music or watch TV It’s good for you to nothing sometimes Mikey: I don’t get tired any more since the doctor told me to eat better Now I eat lots of things like carrots and spinach every day But I still eat burgers sometimes! 21 Stephen sleeps well in his mother’s house A Right B Wrong C Doesn’t say 22 Stephen thinks a lot about music after a concert A Right B Wrong C Doesn’t say 23 Keith’s accident happened last year A Right B Wrong C Doesn’t say 24 Keith goes to sports centre five days a week now A Right B Wrong C Doesn’t say 25 Roman did not eat food well before A Right B Wrong C Doesn’t say 26 Roman thinks he drinks enough water every day A Right B Wrong C Doesn’t say 27 Shane is only happy when he’s working A Right B Wrong C Doesn’t say 28 Shane loves listening to music and watching TV in her free time A Right B Wrong C Doesn’t say 29 Mikey was often tired before he started eating vegetables A Right B Wrong C Doesn’t say 30 Mikey’s favourite food is burger A Right B Wrong C Doesn’t say Questions 31-35: * Read the text and questions below * For each question, mark the letter next to the correct answer – A,B,C or D – on your answer sheet WINTER DRIVING Winter is dangerous because it’s so difficult to know what is going to happen and accidents take place so easily Fog can be waiting to meet you over the top of a hill 80 Ice might be hiding beneath the melting snow, waiting to send you off the road The car coming towards you may suddenly slide across the road Rule Number One for driving on icy roads is to drive smoothly Uneven movements can make a car suddenly very difficult to control So every time you either turn the wheel, touch the brakes or increase your speed, you must be as gentle and slow as possible Imagine you are driving with a full cup of hot coffee on the seat next to you Drive so that you wouldn’t spill it Rule Number Two is to pay attention to what might happen The more ice there is, the further down the road you have to look Test how long it takes to stop by gently braking Remember that you may be driving more quickly than you think In general, allow double your normal stopping distance when the road is wet, three times this distance on snow, and even more on ice Try to stay in control of your car at all times and you will avoid trouble 31 What is the writer trying to in the text? A complain about bad winter driving B give information about winter weather C warn people against driving in winter D advise people about safe driving in winter 32 Why would somebody read this text? A To find out about the weather B For information on driving lessons C To learn about better driving D To decide when to travel 33 What does the writer think? A People should avoid driving in the snow B Drivers should expect problems in winter C People drive too fast in winter D Winter drivers should use their brakes less 34 Why does the writer talk about a cup of coffee? A To explain the importance of smooth movements B Because he thinks refreshments are important for drivers C Because he wants drivers to be more relaxed 81 D To show how it can be spilled 35 Which traffic sign shows the main idea of the text? A DRIVE CAREFULLY ICE ON ROAD AHEAD B REDUCE SPEED NOW FOG AHEAD C DRIVE CAREFULLY ROAD REPAIRS AHEAD D SLOW DOWN ACCIDENT AHEAD 82 APPENDIX 4: FOCUS GROUP DISCUSSION Thời gian vấn ( Ngày / thời gian): lúc 14.00 ngày 25.05.2009 Họ tên giáo viên vấn: giáo viên Nội dung vấn: Người vấn : Trong bảng hỏi, thầy cô nói có dạy cho học sinh chiến lược đọc hiểu mức độ Xin thầy vui lịng cho biết thầy cô không dạy cho học sinh chiến lược cần thiết việc truy tìm ý đọc cách tích cực? Cơ Hoa : Vì chế độ thi cử Thi cử theo cũ mà, nội dung đề thi cịn xốy vào văn phạm từ vựng chủ yếu, nên dạy từ cấu trúc văn phạm đọc cần thiết quan trọng để học sinh đạt kết tốt làm lớp thi cử ; với lại, không làm ảnh hưởng tới thi đua tổ trường Các dạng tập viết lại câu, tập ngữ pháp tập từ vựng, triển khai họ hàng từ đọc chương trình lại khơng có nhiều sách giáo khoa mà thi cử lại đặt nặng vào nên phải tìm thêm sách tập bán chọn cho học sinh làm, có tự soạn thêm tập cho phù hợp với trình độ học sinh Vì dạy cho học sinh chiến lược theo lối tiếp cận hướng học sinh làm trung tâm phần đọc hiểu khó học sinh chưa quen thụ động ngồi nghe đợi cho ghi chép làm thời lớp nhiều lại phải bù thêm Người vấn : Có cịn lý khác khơng ? Thầy Minh Tuấn : Cịn Vả lại với thời gian 45 phút cho đọc khơng đủ để dạy cho học sinh với đầy đủ ba bước ( pre-reading , while-reading, post-reading) dạy kịp học sinh hiểu đọc giống cưỡi ngựa xem hoa Người vấn: Ý thầy khác ạ? Cô Phượng : Dạy đọc hiểu cho học sinh theo cách đọc lướt nhanh bỏ qua từ chưa biết, đoán ý bài, tự suy luận, thảo luận nhóm, học sinh cảm thấy chưa quen nên lớp học thụ động Nhiều lúc học sinh cảm thấy khó tiếp thu khơng thích lắm, song chúng tơi cố gắng đầu tư với hết trách nhiệm, vào tiết thao giảng tổ Nói chung dạy đọc hiểu theo cách cũ dạy từ cấu 83 trúc văn phạm thấy dễ dạy hơn, an tồn học sinh chịu học cách Người vấn: Cịn thầy dạy cho học sinh chiến lược đọc hiểu ‘scan’ hay ‘skim’ hay loại khác, thầy có giải thích cho biết phải dùng chiến lược đọc hiểu không? Cô Phượng: Tôi cho học sinh làm yêu cầu sách giáo khoa Cô Hương : Tôi khơng nghĩ đến điều cần phải giải thích Nói nhiều lần với học sinh điều giống quảng cáo q (cười), tơi có dạy cho học sinh cách đoán ý tập suy diễn đọc hiểu, áp dụng cho học sinh khối 10 11 thơi, cịn học sinh khối 12 theo tơi nghĩ khơng em thi theo hình thức văn viết theo kiểu cũ chính, khơng dám liều sợ em khơng làm tốt Hơn thiệt tình mà nói, đổi phương pháp hay khơng giáo viên thơi, đâu có ghi nhận thành tích vào lực chun mơn đâu (cười) Song đơi có tiết dạy theo phương pháp mới, song nghe học sinh nói khơng nắm nhiều hết, nghe buồn lắm, dù đa số học sinh quen học theo cách tra từ dịch Cơ Bạch Yến: Bản thân tơi có dạy cho học sinh chiến lược cần thiết để đọc hiểu đọc nhìn tựa đề, nhìn bố cục bài, đọc lướt nhanh dị tìm thơng tin cụ thể bài, đọc lướt nhanh tìm ý chính, cách đoán nghĩa từ ngữ cảnh đoạn văn cách dùng kiến thức sẵn có để đốn ý đọc hiểu nhiều học sinh khơng quen, có suy diễn tản mạn, làm nhiều thời gian Song, tơi có tìm chọn một, hai báo tạp chí nước ngồi cho học sinh áp dụng thử chiến lược học thấy có số em lớp suy đốn thơng minh, có lý lẽ đọc hiểu tốt Việc tìm thích hợp cho em vất vả, kể tranh ảnh Người vấn: Và xin cho hỏi thầy có thấy kết việc đọc thực tế nhiều học sinh không tự đọc sách tiếng Anh? Có nhiều em khơng thích đọc đọc không tự tin? Các thầy cô nghĩ mục đích chưa đạt việc dạy đọc hiểu cho học sinh với cách dạy cũ không đạt hiệu kéo dài thế? Thầy Tùng: Đúng chưa đạt hiệu thật Nhưng phải nhìn phía học sinh Học sinh khơng đọc nhiều … Các em yếu tiếng Anh 84 không đầu tư nhiều cho môn Anh văn Học sinh lo học tốn, lý, hóa Chúng tơi phân vân việc u cầu đổi phương pháp dạy cách đề thi giữ hình thức kiểm tra chủ yếu từ văn phạm cũ Ráng có đổi việc dạy theo cách chứ, có chúng tơi làm được, có không làm Người vấn: Cảm ơn tất thầy cô thông tin cần thiết 85 REFERENCES Alvermann, D.E., & Moore, D.W (1991) Secondary school reading In Barr, R.et al (eds), pp 951-83 Anderson, R.C and Pearson, P.D (1984), Handbook of Reading Research, New York: Longman Barnett, M (1989) More than meets the eyes NJ: Prentice Hall Been, S (1975), Reading in the Foreign Language Teaching Program TESOL Quarterly, 9(3), 233-242 Bialystok, E (1981) The role of conscious strategies in second language proficiency The modern language journal, 65 (1), 24-35 Block, E.(1986), The Comprehension Strategies of Second Language Readers, TESOL Quarterly, 20(3), 463-494 Brown, H D (1994) Teaching by Principles Prentice Hall Regents Upper Saddle River, New Jersey 07458 Brumfit, C.(1989) Communicative Methodology in Language Teaching Cambridge, CUP Carrell Patricia, Devine Joanne & Eskey David (1987) Research on reading in English as a second language Washington.DC: TESOL Carrell Patricia, Devine Joanne & Eskey David (1988) Interactive approaches to second language reading Cambridge University Press Celce-Murcia, M., & Olshtain, E (2000) Discourse and Context in Language Teaching A Guide for Language Teachers Cambridge University Press Christine Nuttal.(1982) Teaching Reading Skills in A Foreign Language Heinmann International Cohen, A D (1998) Strategies in learning and using a second language New York: Longman Dao, N (2000) Suggestions to improvement teaching reading comprehension at high schools Hochiminh City University of Social Sciences and Humanity Day, Red.(1993) New Ways in Teaching Reading Washington.DC: TESOL Devine, J (1988) The relationship between general language competence and second language reading proficiency: Implications for teaching In Carrell, Devine and Eskep (eds.) 1988 86 Diane Lashen-Freeman (1986) Techniques and Principles in Language Teaching Oxford University Press Doff, A 1988 Teach English : A training course for teachers Cambridge: Cambridge University Press Donna Brandes and Paul Ginnis.(1986) A Guide to Student-Centered Learning Simon Schuster Education Dreyer, C., & Oxford, R (1996) Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa In: R Oxford, ed Language learning strategies around the world: cross-cultural perspectives Honolulu: University of Hawai’i: Second language teaching and curriculum center, 61-74 Duffy, G.G (1993) Rethinking strategy instruction: Four teachers’ development and their low achie The Elementary School Journal, 93(3), 231-247 Feldman, D.(1978), A Special Reading System for Second Language Learners, TESOL Quarterly, 12(4), 415-428 Frank Smith.(1978) Reading Cambridge University Press Goodman, K.S.(1970) Theoretical Models and Processes of Reading Newark, DE: International Reading Association Grabe, W (1991) Current Developments in Second Language Reading Research Tesol Quarterly 25(3): 375-406 Greenwood, J.(1988) Class Readers Oxford University Press Grellett, F.(1981) Developing Reading Skill Cambridge, CUP Hayes, J.R (ed.) 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