Nghiên cứu nhận thức của giáo viên và học sinh về việc sử dụng những bài tập mang tính thực tế để nâng cao kỹ năng đọc hiểu của học sinh lớp 11 ở thành phố pleiku

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -HUA THI HOAI THANH HUA THI HOAI THANH  MA THESIS IN EDUCATION AN INVESTIGATION INTO: TEACHERS AND STUDENTS’ PERCEPTIONS OF THE USE OF AUTHENTIC TASKS TO FACILITATE GRADE 11 STUDENTS’ READING COMPREHENSION SKILLS IN PLEIKU CITY MA THESIS IN EDUCATION  HUE - 2011 HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HUA THI HOAI THANH AN INVESTIGATION INTO: TEACHERS AND STUDENTS’ PERCEPTIONS OF THE USE OF AUTHENTIC TASKS TO FACILITATE GRADE 11 STUDENTS’ READING COMPREHENSION SKILLS IN PLEIKU CITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE : 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: PHAM THI HONG NHUNG, D.Ed HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ HỨA THỊ HỒI THANH NGHIÃN CỈÏU NHÁÛN THỈÏC CA GIẠO VIÃN V HOĩC SINH Vệ VIC Sặ DUNG NHặẻNG BAéI TP MANG TấNH THặC T ỉ NNG CAO KYẻ NNG OĩC HIỉU CUÍA HOÜC SINH LÅÏP 11 ÅÍ THAÐNH PHÄÚ PLEIKU CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ : 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƢỜI HƢỚNG DẪN KHOA HỌC TS PHẠM THỊ HỒNG NHUNG HUẾ, 2011 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 Hua Thi Hoai Thanh I ACKNOWLEDGEMENTS First of all, I wish to express my sincere gratitude to Mr Truong Vien for his great ideas in the early days of originating my project Especially, I am greatly indebted to my supervisor Ms Pham Thi Hong Nhung for her guiding me into this research field, her helpful advice, whole- hearted guidance, useful detailed comments and constant encouragement during the process of doing this research I wish to thank Ms Truong Thi Nhu Thuy for her invaluable comments in revising my thesis I would like to express my thanks to teachers and students at Hoang Hoa Tham high school, Pleiku high school and Nguyen Chi Thanh high school for their enthusiastic help, cooperation which contributed greatly to this study My particular thanks go to the lecturers at the Department of English- Hue Foreign languages college for their valuable teaching materials that has enlightened my research path Special thanks go to my MA 08-11 classmates, my friends, and my parents for their help, encouragement and untiring love Finally, I owed much to my mother for her love and for taking good care of my new born baby during the process of the study II TABLE OF CONTENTS Contents Page STATEMENT OF AUTHORSHIP I ACKNOWLEDGEMENTS II TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES AND FIGURES ABSTRACT .6 Chapter I: INTRODUCTION 1 Background of the study 1.2 Rationale 1.3 The aim of the study .10 1.4 The scope of the study 10 1.5 Significance of the study 11 1.6 Structure of the study: 11 Chapter II: LITERATURE REVIEW 12 2.1 Definition of key terms 12 2.1.1 Attitude 12 2.1.2 Authenticity .12 2.1.3 Task 15 2.2 Classifications of tasks 19 2.3 Characteristics of authentic tasks 20 2.3.1 Characteristics 20 2.3.2 Text authenticity versus Task authenticity 24 2.4 Reading 29 2.4.1 Reading comprehension 29 2.4.2 Reading skills of English 30 2.4.3 Authentic reading tasks 31 2.5 An overview of the research context 34 2.5.1 Learners‟ motivation 34 2.5.2 Learners‟ learning styles 34 2.5.3 Learners‟ English proficiency 34 2.6 Coursebook adaptation in EFL reading classes 35 2.6.1 A sketch of Tieng Anh 11 35 2.6.2 Coursebook adaptation 36 2.7 Previous related studies 38 Chapter III: METHODOLOGY 40 3.1 Research questions 40 3.2 Research methods 40 3.3 Participants .40 3.4 Research instruments /Methods of data collection 41 3.4.1 Textbook analysis 42 3.4.2 Questionnaires 42 3.4.3 Interviews .43 3.5 Pilot study .44 3.6 Data analysis 46 Chapter IV: FINDINGS AND DISCUSSION 47 4.1 Teachers and students‟ viewpoints on authentic reading tasks 47 4.1.1 Teachers‟ opinions on a good reading comprehension task 47 4.1.2 The necessity of authentic (reading) tasks .49 4.1.3 Teachers and Students‟ preference for authentic reading tasks .50 4.1.4 Benefits students gain from authentic tasks 53 4.1.5 Teachers‟ opinion on the impact of authentic tasks on students‟ reading comprehension skills 55 4.1.6 Adaptation of reading tasks in terms of authenticity .57 4.1.7 Teachers and students‟ opinions on the current reading tasks in the textbook Tieng Anh 11 58 4.2 Teachers and students‟ opinions on types of tasks currently used in reading comprehension classes 71 Chapter V: CONCLUSION AND IMPLICATIONS 77 5.1 Conclusion 77 5.2 Pedagogical implications 78 5.2.1 For teachers 79 5.1.2 For students 80 5.1.3 For textbook innovation 80 5.3 Limitations 82 5.4 Suggestions for further research .82 REFERENCES 84 APPENDICES LIST OF ABBREVIATIONS CLT : COMMUNICATIVE LANGUAGE TEACHING EFL : ENGLISH AS FOREIGN LANGUAGES MOET : MINISTRY OF EDUCATION AND TRAINING TBI : TASK- BASED INSTRUCTION SA : STRONGLY AGREE A : AGREE N : NEUTRAL D : DISAGREE SD : STRONGLY DISAGREE MC : MULTIPLE CHOICE LIST OF TABLES AND FIGURES TABLES Table 2.1 Facets of authenticity according to Taylor (1994) and Breen (1985)… 14 Table 2.2 Key concepts of Tasks 18 Table 2.3 Characteristics of authentic task types 22 Table 2.4 Differences between text authenticity and task authenticity 28 Table 3.1 Participants by age 41 Table 3.2 Participants by the length of teaching experience 41 Table 4.1 Teachers‟ preference for authentic reading tasks 50 Table Students‟ preference for authentic reading tasks 51 Table 4.3 Consideration of the level of authenticity when teaching reading comprehension skills 55 Table 4.4 Frequency of Adapting Reading Tasks 58 Table 4.5 A summary of English 11 (Basic) Evaluation (adapted from Textbook Evaluation (2009)) 59 Table 4.6 Assessing Reading Comprehension Tasks in Textbook Tieng Anh 11 (Basic) in Terms of Authenticity According to Characteristics of Authentic Tasks provided by Reever & Oliver (2002) and Authentic Reading by Byrnes (1998) 59 Table 4.7 Frequency of authentic reading tasks in textbook Tieng Anh 11 62 Table 4.8 Students‟ attitude towards reading tasks in Tieng Anh 11 69 Table 4.9 A summary of task types currently used in reading comprehension classes 71 Table 4.10 Frequency of Task Types in the textbook Tieng Anh 11 71 FIGURES Figure 2.1: Interaction of users, situations and texts in authenticity 13 Figure 2.2 Characteristics of authentic tasks 21 Figure 4.1 Teachers‟ opinions of a good reading comprehension task 47 Figure 4.2 Teachers‟ opinions on the necessity of authentic (reading) tasks 49 Figure 4.3 Teachers‟ Opinions on Benefits of Authentic Tasks 533 14 Grellet, F (1981) Developing reading skills Cambridge: Cambridge University Press 15 Graves, K (2000) Designing language course Heinle & Heinle Publishers 16 Guariento, & Morley, J (2001) Text and task authenticity in the EFL classroom ELT Journal, 55 (4), 347-353 17 Harmer, J (1983) The practice of English language teaching Longman 18 Harris, C., & Marx, R (2009) Authentic tasks Retrieved on July, 8, 2010 from http:// www.education.com/reference/article/authentic-tasks/ 19 Hoang et all (2007) Tieng Anh 11 NXBGD 20 Hollas, B (2002) Teaching your below-grade level students how to become strategic readers Professional Development Inservice attended on October 16 at the Radisson Hotel in Knoxville, Tennessee 21 Huynh T X L (2007) Exploring text authenticity in teaching English to nonEnglish major classes at Thua Thien Hue Junior teacher‟s college M.A thesis Hue 2007 22 Le, V C (2000) Language and Vietnamese pedagogical contexts In J Shaw, D Lubeska & M Noullet (Eds.) Language and development: Partnership and interaction Proceedings of the fourth international conference on language and development Hanoi, Vietnam, 13- 15, October 1999 (pp.73-79) Bangkok: Asian Institute of Technology 23 Lee, W (1995) Authenticity revisited: text authenticity and learner authenticity ELT Journal, 49(4), 323-328 24 Little et al (1988) Authentic text in foreign language teaching: Theory and practice Dublin: Authentic 25 Long, M.H., & Crookes, G (1992) Three approaches to task-based syllabus design TESOL Quarterly 26/I: 27-47 26 McDonough, J and Shaw, C (1999) Materials and methods in ELT Blackwell 27 McMillan & Schumacher (1993) Research in education: A conceptual introduction Third edition Harper Collins college publishers 85 28 Mueller, J (2006) Authentic tasks Retrieved May, 28, 2010 from http://jonathan.mueller.faculty.noctrl.edu/toolbox/tasks.htm 29 Nunan, D (1988) The learner-centered curriculum Cambridge: Cambridge University Press 30 Nunan, D (1989) Designing tasks for the communicative classroom Cambridge: Cambridge University Press 31 Nunan, D (1999) Second language teaching and learning Boston: Heinle & Heinle 32 Nunan, D (2004) Communicative tasks and the language curriculum Retreived June, 10, 2010 from http://www.ecp.com.cn/in2004/ca1789.htm 33 Nunan, D (2005) Important tasks of English education: Asia-wide and beyond Asian EFL journal, Vol 7, Issue 34 Nuttall, C (2000) Teaching reading skills in a foreign language Shanghai: Foreign Language Teaching and Research Press 35 Partnership for reading (2005) Retrieved October 11, 2010 from http://www.nifl.gov/partnershipforreading/ 36 Pattison, P (1987) Developing communicative skills Cambridge: Cambridge University Press 37 Oxford, R L (2006) Task-based language teaching and learning: An overview The Asian EFL journal quarterly, September, 2006, Volume 8, Issue 38 Peacock, M (1997) The effect of authentic materials on the motivation of EFL learners in English language teaching Journal 51, pp2 39 Prabhu, N.S (1987) Second language pedagogy Oxford: Oxford University Press 40 Reever, H & Oliver (2002) Designing authentic learning tasks Retrieved May, 27, 2010 from http://gramconsulting.com/2009/05/designing-authenticlearning-tasks/ 41 Richards, J C., Platt, J., & Weber, H (1985) Longman dictionary of applied linguistics London: Longman 86 42 Richards, J and Rodgers, T (1986) Approaches and methods in language teaching CUP 43 Richards, J C (n.d) Communicative language teaching today Retrieved June, 10, 2010 from http://www.professorjackrichards.com/pdfs/communicativelanguage-teaching-today-v2.pdf 44 Rogers, C., & Medley, F., Jr (1988) Language with a purpose: using authentic materials in the foreign language classroom Foreign language annals, 21, 467478 45 Sheng (2001) A cognitive model for teaching reading comprehension Forum vol 138 No 4, p 12 46 Skehan, P (1998) A cognitive approach to language learning Oxford: Oxford University Press 47 Swain, M (1985) Communicative competence: some roles of comprehensible input and comprehensible output in its development, in Gass, S., & Madden, C (eds): Input in second language acquisition Rowley: Newburry House 48 Tanner, R., & Green, C (1998) Tasks for teacher education Longman 49 Taylor, D (1994) Inauthentic authenticity or authentic inauthenticity? TESL_EJ, 1(2), 1-12 Retrieved May, 27, 2010, from http://www-writingberkeley.edu/TESL-EJ/ej02/a.1.html 50 Teaching reading (2004) Goal and technique for teaching reading From Reading in the beginning and intermediate college foreign language class Byrnes, H (1998) in Modules for the professional preparation of teaching assistants in foreign languages Grace Stovall Burkart, ed.; Washington, DC: Center for Applied Linguistics, 1998 51 Truong, V (n.d) Coursebook adaptations that work in EFL intermediate reading classes Hue University, Viet Nam 52 Ur, P (2000) A course in language teaching: Practice and theory Cambridge University press 53 Wallace, C (1992) Reading oxford O.U.P 87 54 Wehmeier, S (2000) Oxford advanced learner’ dictionary Sixth edition Oxford University press 55 Wilkins, D (1976) Notional syllabus Oxford: Oxford University Press 56 Willis, J (1996) A framework for task-based learning London: Longman 57 Widdowson, H G (1978) Teaching language as communication Oxford: Oxford University Press 58 Woo, et al (2007) Implementing authentic tasks in web-based environment Educause quarterly Number 3, 2007 Retreived June, 2, 2010 from http://net.educause.edu/ir/library/pdf/eqm0735.pdf 88 APPENDIX TEACHER QUESTIONNAIRE This questionnaire aims at collecting data regarding Vietnamese teachers and students’ perceptions of the use of authentic tasks to facilitate grade 11 students’ reading comprehension skills The information obtained from it will be of great value for the study and your answers will be kept confidential Thank you for your help and cooperation! Before choosing the answer most suitable to you for each question, please complete some information about yourself SECTION ONE: BACKGROUND INFORMATION Gender  Male `  Female Age:  25- 30  31- 40  41- 50  over 50  to years  10 to 20 years  more than 20 years  MA Degree  Ph.D Total number of years teaching English  less than years Qualification  BA Degree Have you attended workshops on English Teaching Method?  Yes  No SECTION TWO: GENERAL ATTITUDES This section is to find out about your general attitudes towards authentic tasks in general, and towards using authentic tasks in reading comprehension classes Please read carefully and tick () the appropriate option(s) Definition of Authentic (reading) Tasks: as real-life tasks that bring real-life situations into the classroom “Authentic (reading) tasks”: Những task yêu cầu ngƣời học/ngƣời đọc để hoàn thành tasks phải xử lý đọc đƣợc cung cấp (reading passage) tƣơng tự nhƣ bƣớc ngƣời học /ngƣời đọc xử lý với văn bản/bài đọc đời thƣờng.” i A good reading comprehension task should: a  Ask students to relate to the passage to complete b  Be asking learners things similar to what they in real life with a similar text c  Not ask readers to relate to their world knowledge d  Be strictly relevant to the content of the passage provided e  Help learners check whether they understand all of the new words f  Help learners master the content of the passage provided g  Focus primarily on the level of comprehension of the actual text provided In your opinion, task authenticity is a  Very necessary b  Necessary c  Not necessary d  Not much necessary Do you prefer authentic tasks? a  Yes b  No Please specify your idea ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… In your opinion, what are the benefits that authentic tasks bring to students? Benefits SA - They activate students‟ needs and interest - They motivate students in their learning - They provide students with opportunities to relate to real-world situations - They make connections to students‟ own interest - They introduce students to ways of problem-solving - They create products that showcase the skills and knowledge students have acquired - They help students see the use of language learning - They make learners feel comfortable ii A N DA SD When you teach reading comprehension skills you examine their level of authenticity? a  Yes If yes, why? b  No If no, why not? To what extent authentic tasks enhance students’ reading comprehension skills? a  Very much b  Much c  Not much d  Not very much Have you ever adapted the tasks in the textbook for teaching? a  Yes b  No if yes, how often  Always  Usually  Sometimes  Rarely When you adapt the tasks, which aspects of the tasks, are you most concerned with?  Authenticity  Level of difficulty  Time requirement  Interaction level  Language aspects explored Which source(s) of material(s) you often use for adapting tasks? a  from Internet b  from newspapers and magazines c  from reference books d  from other sources 10 Reasons that you avoid using authentic tasks in your reading comprehension class a  you don‟t have enough time b  they are difficult to implement c  they not suit level of your students d  you have little knowledge of authentic tasks Another reasons:…………………………………………………………………………… 11 Do your students actively participate in the current reading tasks? a  Yes b  No c  Not sure iii 12 The reading tasks in the current textbook (Tieng Anh 11) are SA A N DA SD - appropriate to your students‟ level      - interesting and motivating      - generally realistic      - authentic/communicative      13 On average, what is the frequency of authentic reading tasks in the textbook English 11? a  Less than 20 % of them are authentic b  From 21%- to 40% c  From 41% to 60 % d  From 61% to 80% e  From 80% to 100% 14 What types of tasks are being currently used in your reading comprehension classes? Please tick () more than one - Matching  - Short- answer  - True/ False  - Essay - Multiple choices  - Gap-filling   - Telling stories  - Reporting  - None of the above  Put the above tasks in an order based on their level of authenticity (1 is the most authentic…) - Matching  - Short- answer  - True/ False  - Essay - Multiple choices  - Gap-filling   - Telling stories  - Reporting  THANK YOU FOR YOUR TIME iv APPENDIX STUDENT QUESTIONNAIRE This questionnaire aims at collecting data regarding Vietnamese teachers and students’ perceptions of the use of authentic tasks to facilitate grade 11 students’ reading comprehension skills The information obtained from it will be of great value for the study and your answers will be kept confidential Thank you for your help and cooperation! Before choosing the answer most appropriate for each question, please complete some information about yourself SECTION ONE: BACKGROUND INFORMATION Gender  Male `  Female Age  16-17  17-18  over 18 Total number of years learning English  Less than years  3- years  7-10 years  more than 10 years  Fairly good  Average Your level of proficiency  Excellent  Good  Weak SECTION TWO: GENERAL ATTITUDES This section is to find out about your general attitudes towards authentic tasks in general, and towards using authentic tasks in reading comprehension classes Please read carefully and tick () the appropriate option(s) Definition of Authentic (reading)Tasks: as real-life tasks that bring real-life situations into the classroom “Authentic (reading) tasks”: Những task yêu cầu ngƣời học/ngƣời đọc để hoàn thành tasks phải xử lý đọc đƣợc cung cấp (reading passage) tƣơng tự nhƣ bƣớc ngƣời học /ngƣời đọc xử lý với văn bản/bài đọc đời thƣờng.” 1.Do you enjoy reading comprehension lesson?  Very much  Much  Not much  Not at all Do you like reading tasks what require you things that are similar to what you often with the passage provided in real life?  Yes  No v Do you like reading tasks that simply ask you understand every word in the text?  Yes  No Do you like reading tasks in your English 11 textbook?  Yes  No Here are two reading tasks from your book (see two attached copies of two reading tasks), which one you prefer? Explain why here: ……………………………………………………………………………………………… ……………………………………………………………………………………………… You like the reading tasks in the current textbook (Tieng Anh 11) which are Strongly disagree Disagree Neutral Agree Strongly agree - appropriate to your level      - interesting and motivating      - generally realistic      - authentic /communicative      Do you agree that reading tasks in the textbook Tieng Anh 11 enhance your reading comprehension skills?  Strongly agree  Agree  Neutral  Disagree  Strongly Disagree What types of tasks are being currently used in your reading comprehension class? Please tick () in the right column - Matching  - Short- answer  - True/ False  - Essay - Multiple choices  - Gap-filling   - Telling stories  - Reporting  - Others: Which one you like most and why? vi BẢNG CÂU HỎI ĐIỀU TRA DÀNH CHO HỌC SINH LỚP 11 Bảng câu hỏi điều tra nhằm giúp cho việc nghiên cứu đề tài „ Tìm hiểu nhận thức giáo viên học sinh việc sử dụng tập mang tính thực tiễn để nâng cao kỹ đọc hiểu học sinh lớp 11 thành phố Pleiku” Những thông tin thu từ bảng điều tra có giá trị lớn cho việc nghiên cứu đề tài Cảm ơn giúp đỡ hợp tác bạn Trước chọn câu trả lời cho câu hỏi, xin vui lịng hồn thành số thơng tin cá nhân bạn Phần 1: THÔNG TIN CÁ NHÂN Giới tính:  Nam  Nữ Tuổi: Bạn học tiếng Anh đƣợc  năm  từ 3-6 năm  từ 7-10 năm  10 năm  Khá  Trung bình  Yếu Mơn Tiếng Anh bạn đạt  Xuất sắc  Giỏi Phần 2: Phần nhằm tìm hiểu thái độ bạn tập mang tính thực tiễn nói chung việc sử dụng tập thực tiễn lớp học đọc hiểu nói riêng Xin vui lịng đọc kỹ đánh dấu () vào phần lựa chọn thích hợp Định nghĩa Task authenticity: tập mang tính thực tiễn đem tình thực tiễn có đời sống vào lớp học Bạn có thích tiết dạy đọc hiểu khơng? a  Rất thích b  Thích c  Khơng thích d  Chằng thích tí Bạn có thích tập đọc hiểu mà đòi hỏi bạn làm điều giống nhƣ điều bạn thƣờng làm sống hàng ngày khơng? a  Có b  Khơng Bạn có thích tập đọc hiểu mà đơn giản yêu cầu bạn hiểu từ vựng khóa khơng? a  Có b  Khơng Bạn có thích tập đọc hiểu sách giáo khoa lớp 11 khơng? vii a  Có b  Không Đây tập đọc hiểu đƣợc trích từ sgk 11 (xem phần đính kèm), bạn thích tập hơn, giải thích sao? Bạn thích tập đọc hiểu sgk 11 mà HTĐY ĐY BT KĐY HTKĐY - phù hợp với trình độ bạn           - mang tính thực      - mang tính giao tiếp      - thú vị thúc đẩy động học tập bạn Bạn có đồng ý tập đọc hiểu sgk 11 nâng cao kỹ đọc hiểu bạn?  Hoàn toàn đồng ý  Đồng ý  Bình thường  Khơng đồng ý  Hồn tồn khơng đồng ý Những loại tập đọc hiểu dƣới đƣợc sử dụng lớp đọc hiểu bạn?  Nối câu  Đúng/ sai  Trắc nghiệm  Điền vào chỗ trống  Trả lời câu hỏi ngắn  Viết luận  Kể chuyện  Tường thuật  Loại khác ………… Trong loại tập trên, loại bạn thích nhất? Vì sao? viii APPENDIX PRINCIPAL INTERVIEW QUESTIONS (FOR TEACHERS) Thầy/ Cơ có ý kiến tasks sách giáo khoa Tiếng Anh 11 nay? Những tasks có mang tính thực khơng? Có thật giúp học sinh nâng cao kỹ đọc hiểu không? Thầy/Cô hiểu authentic tasks? Xin ví dụ authentic task giáo trình dạy Đây hai mẫu tasks từ hai đọc, xin thầy/cô cho biết authentic authentic Thầy/cơ lý giải cho lựa chọn khơng? Theo thầy /cơ có cần thiết áp dụng loại authentic tasks dạy đọc hiểu khơng? Thầy/ Cơ có thường dạy học sinh authentic tasks tiết dạy đọc hiểu không? Đó loại tasks nào? Tại thầy/ lại dạy tasks đó? Khi dạy cho học sinh loại tasks đó, thầy/ có thấy hiệu khơng? Thầy/ Cơ có gặp khó khăn khơng? (FOR STUDENTS) Em có thích tasks phần đọc hiểu skg Tiếng Anh 11 không? Vì sao? Em có thích tập mà giống với có đời sống hàng ngày em không? Theo em tập có giúp em nâng cao kỹ đọc hiểu không? Những loại tập đọc hiểu sử dụng lớp em Em thích dạng nhất? Vì sao? ix APPENDIX 5: SAMPLE OF AN INTERVIEW TRANSRIPT Interview transcript with Mr Dung– teacher of class 11A3 and class 11A4 at Pleiku high school T: the initial letter for Thanh, the interviewer„s name D: the initial letter for teacher 1(Dung), the interviewee„s name Question Lead-in Content T: Gần 20 năm công tác giảng dạy môn ngoại ngữ, thầy chia sẻ với em số kinh nghiệm dạy đọc hiểu không ạ? D: Để dạy mơn đọc hiểu có hiệu cần có nhiều thủ thuật chiến lược Tuy nhiên tùy vào trình độ học sinh điều kiện trường mà áp dụng Um, Các tasks sgk Tiếng Anh 11 đa số hay, mang tính giao tiếp có khả giúp em học sinh phát triển kỹ Tiếng Anh Tuy tasks mang tính thực khơng nhiều chủ đề (topic) gần gũi với em Friendship, World Population, etc Authentic tasks à? Từ nghe Theo thầy tập gần gũi với sống hàng ngày chung chung Mẫu authentic Vì thứ xát thực với học sinh, thứ học sinh tự đưa câu trả lời theo hiểu biết em x Cần thiết chứ!Nếu có loại tập kiểu hay tạo hứng thú cho học sinh học tốt phát huy kỹ đọc hiểu em Dạy thật khơng có thời gian Vả lại giáo trình đề khó mà thay đổi Chỉ có số tiết lớp giỏi áp dụng Thường cho học sinh dạng thảo luận theo nhóm yêu cầu em tường thuật lại trước lớp Có hiệu Thầy thấy học sinh thảo luận tích cực (nhưng áp dụng cho đối tượng hs giỏi), chia sẻ ý kiến, phát triển kỹ nói TIếng Anh Khó khăn thường gặp thứ trình độ học sinh khơng đồng khó mà áp dụng chung loại tập cho lớp Thứ thời gian, tiết học có 45 phút, khơng thể áp dụng có hiệu xi