An investigation into teaching the english reading skill to non english major postgraduates at hue college of pedagogy to reach level b1 in cefr

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HUYNH THI BE AN INVESTIGATION INTO TEACHING THE ENGLISH READING SKILL TO NON-ENGLISH MAJOR POSTGRADUATES AT HUE COLLEGE OF PEDAGOGY TO REACH LEVEL B1 IN CEFR MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HUYNH THI BE AN INVESTIGATION INTO TEACHING THE ENGLISH READING SKILL TO NON-ENGLISH MAJOR POSTGRADUATES AT HUE COLLEGE OF PEDAGOGY TO REACH LEVEL B1 IN CEFR MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: NGUYEN THI QUYNH HOA, Dr HUE, 2013 BỘ GIÁO DỤC ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUỲNH THỊ BỀ NGHIÊN CỨU VIỆC DẠY KỸ NĂNG ĐỌC TIẾNG ANH CHO HỌC VIÊN CAO HỌC KHÔNG CHUYÊN TẠI ĐẠI HỌC SƯ PHẠM HUẾ NHẰM ĐẠT TRÌNH ĐỘ B1 THEO KHUNG THAM CHIẾU CHÂU ÂU LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS NGUYỄN THỊ QUỲNH HOA HUẾ, 2013 Statement of Authorship I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Huynh Thi Be ABSTRACT i The research paper is an investigation into teaching the English reading skill to non-English major postgraduates at Hue College of Pedagogy to reach level B1 in CEFR It is designed with the aim of exploring students and teachers‟ attitudes towards the English reading skill of level B1 in CEFR, how this skill is taught, what difficulties encountered by both students and teachers as their learning and teaching, and what should be done to better English reading skill for students to gain this skill at level B1 in CEFR The data were collected through interviews and questionnaires with nonEnglish major postgraduates at Hue College of Pedagogy and teachers at Hue College of Foreign Languages The data for this research were collected and analyzed based on qualitative and quantitative approaches through questionnaires, interviews The research found that teachers at HUCFL have highly positive attitudes towards the necessity of applying CEFR in English teaching and learning However, the findings also indicated that it is necessary to have a common standard to assess learners‟ ability Especially, it was necessary for administrators of the Ministry of Education, colleges and centers to make conditions for applying CEFR in English teaching and learning effectively ii Acknowledgement Above all, I am deeply indebted to my supervisor, Dr Nguyen Thi Quynh Hoa for the invaluable knowledge and experience, the enthusiastic and helpful guidance, the responsible care as well as the sympathetic encouragements she has given to me at every stage of the development of this research paper Sincerely speaking, without her, the research paper cannot be completed I would like to show my deep gratitude to Assoc Prof Dr Tran Van Phuoc who gave me early suggestions and enthusiastic support for the research I would like to express my gratitude to Ms Nguyen Thi Hanh Trang, the teacher of Hue University of Foreign Languages, whose detailed comments on the first draft have helped me with the preparation of the second as well as supported me very much throughout my work on this dissertation Also, my special thanks go to the teachers at Hue College of Foreign Languages and the students at Hue College of Pedagogy who generously and enthusiastically spent their time on my interviews and questionnaire to be conducted conveniently Finally, from the bottom of my heart, I am deeply grateful to my beloved family, and my close friends who provided me with vital love, support and encouragement to help me overcome all the difficulties while I conducted this study TABLE OF CONTENTS Contents Pages iii SUB COVER PAGE STATEMENT OF AUTHORSHIP iii ABSTRACT ACKOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES AND CHARTS CONTENTS OF THESIS` REFERENCES APPENDICES CHAPTER 1: INTRODUCTION 1.1.Rationale 1.2 Aims and objectives of the study 1.2.1 Aims 1.2.2 Objectives 1.3 Significance of the study 1.4 Research questions 1.5 Scope of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Introduction 2.2 A review of previous studies related to the research 2.3 Reading 2.3.1 Definition of reading 2.3.2 Objectives in reading 10 2.3.3 The role of reading in foreign language acquisition 11 2.4 Teaching reading skill 11 2.4.1 Reading skill 11 2.4.2 Approaches to teaching the reading skill 12 2.4.3 Principles for teaching the English reading skill 13 2.5 Level B1 in CEFR 16 2.5.1 Definition of CEFR 16 iv 2.5.2 Definition of CEFR B1 level 17 2.5.3 Standards of CEFR level B1 in reading skill 17 2.5.3.1 Common Reference Levels : global scale 17 2.5.3.2 Common Reference Levels : self-assessment grid 2.5.3.3 Visual reception of reading 18 2.5.4 General characteristics of reading in level B1 19 2.5.4.1 Characteristics of the text 19 2.5.4.2 Features of information tasks 19 2.5.4.3 Features of instructional tasks 20 2.5.5 Knowledge, strategies need to be taught to achieve reading benchmark at intermediate level (level B1) 21 2.5.6 Benefits of CEFR B1 level 22 2.6 Chapter summary 23 CHAPTER 3: METHODS AND PROCEDURES 24 3.1 Research approach 24 3.2 Participants 25 3.3 Data collection instruments 25 3.3.1 Questionnaires 25 3.3.2 Interview 26 3.3.3 Data collection procedures 27 3.4 Data analysis methods 27 3.5 Chapter summary 28 CHAPTER 4: FINDINGS AND DISCUSSIONS 29 4.1 Introduction 29 4.2 Results from the questionnaires and interviews 29 4.2.1.Overview of students‟ attitudes towards learning reading skill at CEFR-B1 level 29 4.2.2 Teachers‟ perceptions 33 4.2.2.1 Teachers‟ attitudes towards applying CEFR on English teaching 33 4.2.2.2 The requirements of CEFR-B1 level in reading skill 35 v 4.2.2.3 The integration of the reading skill and other language skills 38 4.2.3 The reality of teaching English reading skill 40 4.2.3.1 The current textbooks towards level B1 40 4.2.3.2 Teachers‟ evaluation of the reading parts in current textbooks 42 4.2.3.3 Approaches to English reading teaching 43 4.2.3.4 Supporting tools used in reading 48 4.2.3.5 Difficulties teachers encountered when teaching reading skill 50 4.2.4 Suggestions for improving learning and teaching reading skill of CEFR-B1 level 52 4.3 Chapter summary 56 CHAPTER5: CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH 57 5.1 Summary of the key findings 57 5.2 Implications 59 5.2.1 For teachers 59 5.2.2 For administrators 60 5.2.3 For students 60 5.3 Limitations of the study 61 5.4 Recommendations for further research 61 REFERENCES 62 APPENDICES APPENDIX QUESTIONNAIRE APPENDIX BẢNG CÂU HỎI ĐIỀU TRA APPENDIX QUESTIONNAIRE APPENDIX INTERVIEW QUESTIONS APPENDIX BẢNG CÂU HỎI PHỎNG VẤN LIST OF ABBREVIATIONS vi Languages (CEFR) and the development of language policies: challenges and responsibilities Language Policy Division Wixson, Peters, Weber, & Roeber (1987) Definitions of Reading and Word Identification Education Place Williams, E (1984) Reading in the language classroom Essential language teaching series, Flavell (Ed) McMillan Publishers Pearson Longman CEF website : http ://www.longman.com.cef/ http :w w w l o n gma n c om/ t o t a l e n g l i s h) http://www.esldirectory.com/blog/learning-english/learning-english-for-work/) http://en.wikipedia.org/wiki/Questionnaire http://dictionary.reference.com/browse/read APPENDICES APPENDIX QUESTIONNAIRE (For non- English major postgraduates) Dear participants, Thank you very much for participating in this survey This questionnaire is done to collect information for my thesis on the topic: AN INVESTIGATION INTO TEACHING THE ENGLISH READING SKILL TO NON-ENGLISH MAJOR POSTGRADUATES AT HUE COLLEGE OF PEDAGOGY TO REACH LEVEL B1 IN CEFR Each of your answer is of crucial importance and is used for research purpose only All information provided remains confidential Note: Please kindly note that The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries CEFR is Common European Framework of Reference for Languages, which is one the initiatives of Council of Europe (CE) The aim of CEFR is to give a framework of achievable learners‟ language level from the beginning to advance A PERSONAL INFORMATION: - Name :…………………… - Sex: □ Male □ Female - Age: ……… B Please complete and circle the answer as your choice What is your purpose of learning reading at CEFR-B1 level? a To meet your output standard b To develop your reading skills and other language skills c To widen your vocabulary d To read specialized documents in English e To understand grammatical structures of sentences Other opinions (please specify) …………………………………………… 2.Do you think that reading skill is a vital part of learning English? a Strongly agree b Agree c Disagree d Strongly disagree How are the reading parts designed in current textbooks towards level B1? a Good b Rather good c Average d Bad 4.The topics and contents in textbooks are suitable to Ss‟ levels of English a Strongly agree b Agree c Disagree d Strongly disagree What does your teacher often when applying CEFR- B1 level in teaching? a Refer to the requirements of CEFR to learn reading skill b Do not refer to the requirements of CEFR to learn reading skill Other opinions (please specify) …………………………………………… What sub-skills and contents are you often asked to in reading skill of level B1? a Skim through the text and grasp the basic idea b Scan a text about everyday events in private and public life c Recognize the source of a text, such as an advertising leaflet, letter, instruction sheet, holiday brochure, etc., and guess to whom it is addressed (i.e who the target reader is), d Comprehend texts of simple structure that concern everyday life activities and events, likes and dislikes, hopes and emotions, etc., e Comprehend information presented through tables and with the aid of simple graphics (e.g histograms, bar charts, pie charts) that are included in simple/ simplified short texts about familiar subjects, Other opinions (please specify) …………………………………………… What difficulties have you encountered when learning reading skill? a Limited vocabulary b Unfamiliar genres of reading texts c Too long texts d Lack of supplementary reading documents e Limited time Other opinions (please specify) …………………………………………… According to you, how should the teacher to help students gain reading skill at CEFR – B1 level? (More than one choice is acceptable) a Use material marked B1 b Ask students to read suitable materials in English frequently c Help students reading exercises as many as possible d Introduce test format to students in order to familiarize with the test before being assessed e Develop their reading habit Other opinions (please specify) …………………………………………… What are your suggestions for learning reading skill better and meeting requirement the output standard of CEFR-B1 level ? (More than one choice is acceptable) a Learners should be tested for reading competence so they could know which reading text suit them b Tasks of the reading text should be diversified c There are enough supplementary materials for students to practice reading skills d Improve teachers' methodology and knowledge according to an international standard Other opinions (please specify) …………………………………………… THANK YOU VERY MUCH FOR YOUR COOPERATION! APPENDIX BẢNG CÂU HỎI ĐIỀU TRA (Dành cho học viên cao học không chuyên ngành Tiếng Anh) Bảng câu hỏi nhằm hỏi ý kiến bạn sinh viên mục đích bạn học chứng B1 theo khung chuẩn châu Âu nói chung kĩ đọc hiểu Tiếng Anh nói riêng Mục đích để phục vụ cho đề tài nghiên cứu “Nghiên cứu việc dạy kỹ đọc Tiếng anh cho học viên cao học không chuyên Đại học Sư phạm Huế nhằm đạt trình độ b1theo khung tham chiếu Châu Âu” Tất liệu thu thập bảng câu hỏi điều tra dành cho mục đích nghiên cứu Người nghiên cứu đảm bảo thông tin cá nhân giữ kín với hy vọng bạn sinh viên trả lời câu hỏi cách xác trung thực Xin bạn vui lòng đọc khoanh tròn vào câu lựa chọn viết vào chỗ trống có sẵn Những ý kiến đóng góp thêm riêng bạn đánh giá cao chúng góp phần cách định tính vào nghiên cứu Chân thành cám ơn đóng góp bạn Phần : THƠNG TIN CÁ NHÂN Xin bạn vui lịng cho biết số thông tin cá nhân sau đây: Tên :……………………………… Nam / Nữ :………………………… Tuổi :……………………………… Phần : THÔNG TIN LIÊN QUAN ĐẾN VIỆC HỌC KĨ NĂNG ĐỌC ĐỂ ĐÁP ỨNG CHUẨN ĐẦU RA CỦA B1 Mục đích bạn học B1 nói chung kĩ đọc B1 gì? a Để đáp ứng chuẩn đầu B1 b Để phát triển kĩ đọc hiểu kĩ khác c Để mở rộng vốn từ d Để đọc tài liệu chuyên môn Tiếng Anh e.Để hiểu thêm cấu trúc ngữ pháp câu đoạn văn Ý kiến khác (xin nêu cụ thể)……………………………………………… Bạn có nghĩ kỹ đọc phần quan trọng việc học Tiếng Anh không? a đồng ý b.đồng ý c không đồng ý d hồn tồn khơng đồng ý Theo bạn, phần đọc thiết kế giáo trình gần để hướng đến B1 nào? a Tốt b Hơi tốt c Trung bình d Tệ 4.Các chủ đề nội dung sách giáo khoa gần phù hợp với Tiếng Anh bạn a đồng ý b.đồng ý c không đồng ý d hồn tồn khơng đồng ý 5.Giáo viên bạn thường làm áp dụng chứng B1 vào việc dạy? a Đưa yêu cầu chứng B1 CEFR (Khung lực châu Âu) b Không đưa yêu cầu chứng B1 CEFR(Khung lực châu Âu) Ý kiến khác (xin nêu cụ thể)……………………………………………………… Những kĩ phụ nội dung mà bạn thường yêu cầu phải làm kĩ đọc mức độ B1? a Đọc lướt khóa nắm lấy ý khóa(đoạn văn) b Đọc quét (đọc tỉ mỉ) khóa (đoạn văn) kiện ngày sống riêng tư công chúng c Nhận nguồn khóa(đoạn văn) tờ rơi quảng cáo, thư, hướng dẫn, sách nhỏ du lịch , vân vân, đốn xem nội dung hướng đối tượng d Hiểu khóa (đoạn văn) cấu trúc đơn giản liên quan đến hoặt động, kiện đời sống ngày thích, ghét, hi vọng, cảm xúc e.Hiểu thơng tin trình bày thơng qua bảng biểu hình vẽ đơn giản (biểu đồ) mà chúng bao gồm khóa ngắn đề tài quen thuộc Những khó khăn mà bạn thường gặp học đọc? a Giới hạn vốn từ vựng b.Các thể loại đọc khơng quen thuộc c Bài khóa(đoạn văn) q dài d Thiếu tài liệu bổ sung đọc hiểu e Hạn chế thời gian Ý kiến khác (xin nêu cụ thể)……………………………………………… Theo bạn, giáo viên nên phải làm để giúp sinh viên cao học khơng chuyên ngành Tiếng Anh đạt kĩ đọc hiểu mức độ B1? a Phải sủ dụng tài liệu B1 b Giúp sinh viên thực hành tập đọc hiểu nhều tốt c Giúp sinh viên vận dụng kỹ chiến lược đọc hiểu để đọc hiệu d Giới thiệu cấu trúc đề thi B1 đăc biệt cấu trúc phần đọc hiểu để sinh viên làm quen trước kiểm tra 9.Bạn có mong muốn để cải thiện việc đọc Tiếng Anh để đáp ứng yêu cầu đầu cua B1? a Người học nên kiểm tra khả đọc họ biết đọc phù hợp với khả họ b.Các tập đọc hiểu phải đa dạng c Cải thiện phương pháp kiến thức giáo viên theo chuẩn quốc tế d Có đầy đủ tài liệu bổ sung cho sinh viên thực hành đọc hiểu Ý kiến khác (xin nêu cụ thể)………………………………………………… Một lần xin cám ơn đóng góp ý kiến bạn APPENDIX QUESTIONNAIRE (For EFL teachers) This questionnaire is designed to collect information for my research paper entitled “AN INVESTIGATION INTO TEACHING THE ENGLISH READING SKILL TO NON-ENGLISH MAJOR POSTGRADUATES AT HUE COLLEGE OF PEDAGOGY TO REACH LEVEL B1 IN CEFR” Please complete the questions by circling the answer or by writing your responses in the space provided Your responses and feedback will be helpful and valuable to the research The data collected will be used for this study only, not for any other purposes Thank you for your cooperation Note: Please kindly note that Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries CEFR is Common European Framework of Reference for Languages, which is one the initiatives of Council of Europe (CE) The aim of CEFR is to give a framework of achievable learners‟ language level from the beginning to advance Please complete and circle the answers as your choice A Teachers’ perceptions on CEFR for teaching reading skill What are your general attitudes towards applying CEFR on English teaching? a It is helpful for your career b It is beneficial c It is meaningless d It is a waste of time Other opinions : (please specify)………………………………………… What are requirements of CEFR- B1 level in reading skill ? (More than one choice is acceptable) a Can understand the description of events, feelings and wishes to correspond regularly with a pen friend b Can find and understand relevant information in everyday materials (letters, brochures, short official document) c Can recognize significant points in newspaper on familiar subjects d Can understand clearly written instructions for a piece of equipment Other opinions (please specify) …………………………………………… 3.To apply CEFR on teaching reading skill appropriately, what should teachers do? a Refer to the requirements of CEFR to teach reading skill b Do not refer to the requirements of CEFR to teach reading skill Other opinions (please specify) …………………………………………… To apply CEFR on teaching reading skill appropriately, what other language skills should be integrated (More than one choice is acceptable) a Writing b Speaking c Listening d Grammatical competence e Vocabulary Other opinions (please specify) …………………………………………… B The reality of teaching reading skill to non-English major postgraduates Which current textbook(s) including reading parts have you used to teach reading skill for non-English major postgraduates? (More than one choice is acceptable) a Total English b Cutting Edge c Face2Face Other opinions (please specify) …………………………………………… In your opinion, how are the reading parts designed in current textbooks towards level B1? a Difficult b Interesting c Useful and well-designed d Long What sub-skills you teach in reading skill of level B1? (More than one choice is acceptable) a Skim through the text and grasp the basic idea b Scan a text about everyday events in private and public life c Recognize the source of a text, such as an advertising leaflet, letter, instruction sheet, holiday brochure, etc., and guess to whom it is addressed (i.e who the target reader is), d Comprehend texts of simple structure that concern everyday life activities and events, likes and dislikes, hopes and emotions, etc., Other opinions (please specify) …………………………………………… What supporting tools you use? (More than one choice is acceptable) a Stories b Newspapers, magazines c Pictures d Internet e Movies Other opinions (please specify) …………………………………………… To teach reading skill effectively, what you usually ? (More than one choice is acceptable) a Give a brief introduction to the text b Present new words and revise grammatical structures c Supply key words and ask students to guess what the text might be about d Encourage students to form certain expectations about the text by discussing or writing based on the given clues (e.g headings) Other opinions (please specify) …………………………………………… 10 What difficulties have you encountered when teaching reading skill? a Students‟ limited vocabulary b Too long texts c Lack of supplementary reading documents d Insufficient time in class e Students‟ inappropriate learning attitude (hesitation, lack of confidence, etc.) Other opinions (please specify) …………………………………………… C Suggestions for teaching reading skill 11.What should teachers to help non-English major postgraduates gain reading skill at CEFR – B1 level? (More than one choice is acceptable) a Use material marked B1 b Help students reading exercises as much as possible c Help students apply reading skills and strategies in reading d Teacher should introduce the test format to students in order to familiarize with the test before being tested Other opinions (please specify) …………………………………………… 12 What are your suggestions for better teaching reading skill? (More than one choice is acceptable) a Upgrade facilities such as well-equipped classrooms, computers, projectors, etc b Learners should be tested for reading competence so they could know which reading text suit them c Improve teachers' methodology and knowledge according to an international standard d There are enough supplementary materials Other opinions (please specify) …………………………………………… Please provide your personal information Name (optional): Gender:  Male Age:  Female Your degree/ certificates/ experiences for EFL methodology  BA  MA Other (please specify) Numbers of years teaching English: School(s): Class(es): THANK YOU VERY MUCH FOR YOUR COOPERATION! APPENDIX INTERVIEW QUESTIONS (For teachers) Please answer the following questions 1.What is your opinion of applying CEFR in teaching and learning English? 2.In your opinion, how you evaluate reading parts designed in current level B1textbooks ? Are they suitable to non-English major postgraduates? 3.In your opinion, what is the impact of CEFR-B1level on teaching reading skill for non-English major postgraduates? ……………………………………………………………………………… Could you please share your experiences in teaching reading skill to non-English major postgraduates? Which method you often use to teach for non-English major postgraduates? Do you often teach techniques used in reading skill for your students? What are the techniques ? Are those techniques effective when you use them? 6.What difficulties you encounter when teaching reading skill? What are your suggestions to help non-English major students improve reading skill to reach level B1 in CEFR? APPENDIX BẢNG CÂU HỎI PHỎNG VẤN Bảng câu hỏi nhằm hỏi ý kiến quý thầy/ cô kĩ dạy đọc hiểu Tiếng Anh cho học viên cao học không chuyên Mục đích để phục vụ cho đề tài nghiên cứu “Nghiên cứu việc dạy kỹ dạy đọc Tiếng Anh cho học viên cao học không chuyên Đại học Sư phạm Huế nhằm đạt trình độ B1 theo khung tham chiếu Châu Âu” Tất liệu thu thập bảng câu hỏi điều tra dành cho mục đích nghiên cứu Người nghiên cứu đảm bảo thông tin cá nhân giữu kín với hi vọng q thầy/ trả lời câu hỏi cách xác trung thực Chân thành cảm ơn đóng góp quý thầy/ cô 1.Ý kiến thầy /cô việc áp dụng khung tham chiếu châu Âu việc dạy học Tiếng Anh nay? ……………………………………………………………………………… ……………………………………………………………………………… 2.Theo quý thầy/cô, phần đọc thiết kế tài liệu hướng đến B1 nào? Những phần có phù hợp với trình độ học viên cao học không? ……………………………………………………………………………… ……………………………………………………………………………… 3.Theo thầy/ cô , tác động khung tham chiếu châu Âu việc dạy kỹ đọc cho học viên cao học khơng chun gì? ……………………………………………………………………………… ……………………………………………………………………………… 4.Xin q thầy/ vui lịng chia kinh nghiệm dạy đọc cho học viên cao học không chuyên? Phương pháp quý thầy cô thường sử dụng? ……………………………………………………………………………… ……………………………………………………………………………… 5.Quý/thầy cô thường dạy kỹ thuật đọc hiếu cho sinh viên khơng? Nếu có, kỹ thuật gì? Liệu chúng có hiệu sử dụng khơng? ……………………………………………………………………………… ……………………………………………………………………………… 6.Theo thầy/ , khó khăn q trình dạy kỹ đọcTiếng Anh cho học viên cao học là: 7.Q thầy/ có đề xuất để giúp học viên cao học khơng chun cải thiện kỹ đọc hiểu để đạt trình độ B1 theo khung tham chiếu châu Âu