Nghiên cứu về chiến lược học đọc hiểu tiếng anh của học sinh lớp 11 ở một số trường phổ thông trung học tại tỉnh thừa thiên huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - NGUYEN NHU HA AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES APPLIED IN ENGLISH READING COMPREHENSION BY GRADE 11 STUDENTS AT SOME HIGH SCHOOLS IN THUA THIEN HUE MA THESIS IN EDUCATION HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - NGUYEN NHU HA AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES APPLIED IN ENGLISH READING COMPREHENSION BY GRADE 11 STUDENTS AT SOME HIGH SCHOOLS IN THUA THIEN HUE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: ASSOC PROF DR LUU QUY KHUONG HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - - NGUYỄN NHƯ HÀ NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC ĐỌC HIỂU TIẾNG ANH CỦA HỌC SINH LỚP 11 Ở MỘT SỐ TRƯỜNG PHỔ THÔNG TRUNG HỌC TẠI TỈNH THỪA THIÊN HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC PGS TS LƯU QUÝ KHƯƠNG 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 Nguyen Nhu Ha -i- ACKNOWLEDGEMENTS I would like to extend my heartfelt gratitude and appreciation to a number of people, without whose support and involvement, this thesis would not have been completed Above all, I am deeply indebted to my supervisor, Assoc Prof Dr Luu Quy Khuong, for his helpful comments and whole-hearted guidance at every stage of the development of this study, continuous support, encouragement, and critical feedback Also my warm thanks go to my colleagues and students of Quoc Hoc and Thuan An high schools who generously and enthusiastically spent their time on my interviews and questionnaires for helping me collect data for my study In addition, I am grateful to my beloved teachers and friends and Information Resource Center at Hue University – College of Foreign Languages who have created favorable condition for the development of this thesis Finally, my deep appreciation and special thanks are given to my dear husband and my family who enormously sympathized, eagerly took more work-load and always encouraged me while I was doing the course and the thesis -ii- TABLE OF CONTENTS Page SUB COVER PAGE STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES ABSTRACT .8 CHAPTER INTRODUCTION .9 1.1 Overview 1.2 Background of the Study 1.3 Reasons for the Study 11 1.4 Purposes of the Study 12 1.5 Research Questions 12 1.6 Scope of the Study 13 1.7 Significance of the Study 13 1.8 Organization of the Study 13 CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND .14 2.1 Overview 14 2.2 Previous Studies Related to the Topic .14 2.3 Definition of Language Learning Strategies 16 2.4 Classification of Language Learning Strategies .17 2.4.1 O‟Malley and Chamot (1990) 17 2.4.2 Oxford (1990) 18 2.5 Language Learning Strategies Applied in English Reading Comprehension 23 -1- 2.5.1 Definitions of Reading 23 2.5.2 Direct Strategies Applied to Reading Comprehension .24 2.5.3 Indirect Strategies Applied to Reading Comprehension 28 2.6 Significance of LLSs in Language Teaching and Learning 33 2.7 Summary 33 CHAPTER RESEARCH DESIGN AND METHODOLOGY 34 3.1 Overview 34 Research Methods 34 3.3 Participants .34 3.4 Instruments for Data Collection .35 3.4.1 The Questionnaires 36 3.4.2 The Interviews 37 3.5 Data Analysis 37 3.6 Data Collection Procedures .38 3.7 Summary 39 CHAPTER FINDINGS AND DISCUSSION 40 4.1 Overview 40 4.2 Findings and Discussion 40 4.2.1 Teachers‟ Perception of Grade 11 Students‟ Application of LLSs in Reading Comprehension 40 4.2.2 The 11th Grade Students‟ Perception of the Application of LLSs in Reading Comprehension 46 4.2.3 LLSs GESs Frequently Employ in English Reading Comprehension .49 4.2.4 The Difficulties GESs Meet in Applying LLSs to Reading Comprehension 54 4.3 Summary 63 CHAPTER CONCLUSION AND IMPLICATIONS .64 5.1 Overview 64 5.2 Summary of the Findings .64 Implications 66 -2- 5.3.1 To Teachers of English 66 5.3.2 To Students 68 5.4 Limitation .69 5.5 Suggestions for Further Studies .70 5.6 Summary 70 REFERENCES 71 APPENDICES -3- LIST OF ABBREVIATIONS LLSs : Language Learning Strategies LSs : Learning Strategies CLT : Communicative Language Teaching GESs : Grade 11 students -4- LIST OF TABLES Page Table 4.1 Teachers‟ Perception of GESs‟ Application of LLSs in Reading Comprehension 41 Table 4.2 Teachers‟ Agreement on GESs‟ Least Used LLSs in Reading Comprehension 45 Table 4.3 GESs‟ Use of LLSs in Reading Comprehension 46 Table 4.4 GESs‟ Perception of the Necessity of Applying in Reading Comprehension 48 Table 4.5 Frequency of six LLSs Groups Used by GESs 50 Table 4.6 The Difficulties GESs Meet in Applying Memory Strategies in Reading Comprehension 54 Table 4.7 The Difficulties GESs Meet in Applying Cognitive Strategies in Reading Comprehension 56 Table 4.8 The Difficulties GESs Meet in Applying Compensation Strategies in Reading Comprehension 57 Table 4.9 The Difficulties GESs Meet in Applying Metacognitive Strategies in Reading Comprehension 58 Table 4.10 The Difficulties GESs Meet in Applying Affective Strategies in Reading Comprehension 59 Table 4.11 The Difficulties GESs Meet in Applying Social Strategies in Reading Comprehension 61 -5- bạn lớp hay thảo luận nhóm Tơi hỏi bạn bè, thầy để làm rõ kiểm tra lại 56 từ cụm từ làm thấy lúng túng không hiểu đọc 57 58 Tôi học lịch sử văn hóa Mỹ, Anh nước nói tiếng Anh khác để hiểu tốt ngơn ngữ Tơi đọc truyện, tạp chí hay xem phim tiếng Anh không hiểu Trong học đọc hiểu giáo nói tiếng Anh 59 q nhanh, tơi u cầu nói chậm lại để tơi hiểu Cám ơn hợp tác bạn! INTERVIEW QUESTIONS FOR TEACHERS OF ENGLISH Do you think language learning strategies are important in teaching and learning English? Why or why not? Do you think that language learning strategies can help your students learn English more effectively? Why or why not? Do you think that some students are better language learners than others because they use more language learning strategies? Why or why not? What should teachers to increase students‟ awareness of the importance of language learning strategies in learning English reading comprehension? Which strategy types seem to be most frequently employed by students in learning English reading comprehension? What are the problems students often meet in applying language learning strategies in English reading comprehension? …….The end…… APPENDIX 3B THE FINDINGS FROM LLSs GESS FREQUENTLY EMPLOY IN ENGLISH READING COMPREHENSION (GESs’ Use of Concrete Group of LLSs in Reading Comprehension GESs’ Frequency Use of Memory Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of Memory strategies in English Reading Comprehension showed in the table below No Compensation Strategies Used Never Usually true not true of me of me(1(0%) 40%) Somewhat true of me (41 - 50%) Usually true Always of true of me (51 - me 99%) (100%) As I am reading I place new words into a context to help me remember these 22 68 46 15 16 42 57 31 14 41 54 43 16 48 53 30 14 15 31 42 44 29 14 158 259 220 105 58 words While reading, I use my imagery to create a mental image about what I have been read While I am reading, I often take notes or pay attention to classify or reclassify what is read into meaning groups As I am reading I connect the sound of a new word and a picture or image of the word to help remember the word While reading I summarize important information that I read in English Total GESs’ Use of Cognitive Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of Cognitive strategies in English Reading Comprehension showed in the table below Never true No Cognitive Strategies Used of me (0%) While reading I scan the text for specific information While reading I reduce the meaning of new words through the context Usually not true Somewhat of true of me me(1- (41 - 50%) 40%) Usually Always true of true of me (51 me - 99%) (100%) 18 20 42 40 40 30 30 28 31 41 27 34 35 55 25 22 25 43 45 19 28 35 32 46 101 127 164 181 227 As I am reading I first skim an English passage then go back and read carefully to get the main idea of a reading selection I underline/ highlight the important part of the text While reading I translate the text into 10 Vietnamese when learning reading comprehension Total GESs’ Use of Compensation Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of Compensation strategies in English Reading Comprehension showed in the table below Never No Compensation Strategies Used true of me (0%) 11 While I am reading, if I don‟t understand something I make guesses Usually not true Somewhat of true of me me(1- (41 - 50%) 40%) Usually Always true of true of me (51 me - 99%) (100%) 17 40 30 39 34 31 19 40 25 45 42 15 45 26 32 13 19 52 32 44 23 23 48 30 36 126 116 215 152 191 As I am reading, I predict what would 12 be in the passage when reading the first sentence or looking at its title As I am reading I use linguistic clues 13 such as suffixes, prefixes, and word order to guess the meaning of the words While reading, if possible, I look for 14 words in Vietnamese that are similar to the new words in English so that I can understand them As I am reading I repeat the speaker‟s 15 statement to give me more time to think of an answer Total GESs’ Use of Metacognitive Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of metacognitive strategies in English Reading Comprehension showed in the table below Never No Metacognitive Strategies Used true of me (0%) 16 17 18 I have clear goals for improving my English reading comprehension I plan time so that I have enough time to English reading comprehension I notice my English mistakes and use that information to help me better Usually not true Somewhat of true of me me(1- (41 - 50%) 40%) Usually Always true of true of me (51 - me 99%) (100%) 23 41 32 28 36 21 56 33 26 24 20 40 38 34 28 16 44 48 26 26 22 48 43 31 16 22 48 43 31 16 102 229 194 145 130 I pay attention to the topic sentence of 19 each paragraph to find out the main idea of text 20 20 I search out information relevant to my reading goals I search out information relevant to my reading goals Total GESs’ Frequency Use of Affective Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of Affective strategies in English Reading Comprehension showed in the table below Usually Never No Affective Strategies Used true not true Somewhat of of me (0%) true of me me(1- (41 - 50%) 40%) 21 I write down my feelings about learning reading comprehension in my diary Usually Always true of true of me (51 me - 99%) (100%) 91 22 20 12 15 40 52 28 18 22 17 39 43 37 24 24 37 45 30 24 20 34 43 41 22 192 184 179 138 107 I talk to someone else about how I feel 22 during my process of learning or doing reading comprehension I encourage myself to learn reading 23 comprehension even when I am afraid of making mistakes I give myself a reward or treat whenever I 24 well in reading comprehension exercises/tests 25 I work as hard as I can to improve my English reading comprehension skill Total GESs’ Frequency Use of Social Strategies in English Reading Comprehension Data from questionnaire (C) have revealed GESs‟ use of Social strategies in English Reading Comprehension showed in the table below Usually Never No Social Strategies Used true of me (0%) not true of me(140%) Somewhat true of me (41 - 50%) Usually Always true of true of me (51 me - 99%) (100%) If I don‟t understand something during 26 learning or doing English reading comprehension, I ask my partner, my 12 22 31 38 57 15 19 48 34 44 42 28 22 25 41 27 33 26 30 46 25 39 21 43 32 121 141 148 170 220 classmates or discuss in a group I 27 ask my friends/ teachers/ for clarification or verification words or phrases that I confuse or don‟t understand while reading I study the history and culture of the 28 U.S., Britain, and other English- speaking countries so that I can better understand the language itself 29 I read story, magazines, or watch TV in English, even if I understand nothing When learning reading comprehension 30 if my teacher talks too fast in English, I ask him/her to slow down so that I can understand Total Summary of the six LLSs Groups employed by GESs Never LLSs Used Usually Somewhat Usually Always true of not true true of me true of true of me of me(1- (41 (0%) 40%) - me (51 me 50%) - 99%) (100%) Memory strategies 158 259 220 105 58 Cognitive strategies 101 127 164 181 227 Compensation strategies 126 116 215 152 191 Metacognitive strategies 102 229 194 145 130 Affective strategies 192 184 179 138 107 Social strategies 121 141 148 170 220 APPENDIX QUESTIONNAIRE (D) FOR STUDENTS Please complete the questions by indicating your answer with a tick (√) in the box or by writing your response in the space provided Thank you very much for your cooperation A While reading, you often summarize the text that you read in English?  Yes  No Why no?  Unfamiliar topic  Time pressure  Limited vocabulary knowledge  Unabling to this  Others: ……………………………………………………………… B While reading you visualize in your mind the people, events, and places that you are reading about?  Yes  No Why no?  Unfamiliar topic  Not being able to imagine/recall the experience  Lacking knowledge (background, culture, language)  Lacking interest in reading  Others: ……………………………………………………………… C While reading you make new words if you not know the right ones in English?  Yes  No Why no?  Not being able to that  You think it is not important to that  Lacking confidence  Lacking interest in reading Others:………………………………………………………… D Do you plan time to improve your reading comprehension skill at home?  Yes Why no?  No  You have too many subjects at school  You have to much housework  Lacking materials for extra reading  Lacking interest in reading comprehension Others:…………………………………………………………… E Do you often share your feelings with friends about your process of doing English reading comprehension?  Yes  No Why no?  You are shy  You are not interested in English reading comprehension  You think it is not important to reading comprehension tasks  You don‟t want to express your feelings  Others: ……………………………………………………… F Do you collect information relevant to have better understanding of history and culture of native English speakers?  Yes  No Why no?  Limited information sources  Lacking motivation  Lacking time  Seeing no relationship between reading comprehension and knowledge of history and culture of native English speakers  Others:……………………………………………………………… PHIẾU KHẢO SÁT HỌC SINH Bạn vui lòng trả lời câu hỏi cách đánh dấu (√) vào trước câu trả lời viết câu trả lời vào khoảng trống có sẵn Cám ơn hợp tác bạn A Trong đọc bạn có thường tóm tắt đọc tiếng Anh khơng?  Có  Không Tại không?  Chủ đề không quen thuộc  Áp lực thời gian  Vốn từ vựng bị hạn chế  Khơng thể tóm tắt  Ý kiến khác:……………………………………………………… B Trong đọc bạn có tưởng tượng trí bạn người, kiện địa điểm mà bạn đọc khơng?  Có  Không Tại không?  Chủ đề không quen thuộc  Khơng có lực tưởng tượng  Kiến thức (bối cảnh, văn hóa, ngơn ngữ) bị hạn chế  Thiếu quan tâm đọc  Ý kiến khác: ………………………………………………… C Trong đọc bạn có tạo từ bạn từ tiếng Anh  Có  Khơng Tại khơng?  Khơng có lực làm điều  Bạn nghĩ khơng quan trọng để làm điều  Thiếu tự tin làm điều  Thiếu hứng thú đọc  Ý kiến khác:…………………………………………………… D Bạn có lên kế hoạch để nâng cao kỷ đọc hiểu bạn nhà?  Có Tại khơng?  Khơng  Bạn có q nhiều mơn phải học trường  Bạn phải làm việc nhà nhiều  Thiếu tài liệu để đọc thêm  Thiếu quan tâm việc học đọc hiểu  Ý kiến khác…………………………………………………… E Bạn có thường chia sẻ cảm nghĩ với bạn bè trình đọc hiểu tiếng Anh?  Có  Khơng Tại khơng?  Bạn rụt rè  Bạn không quan tâm đến việc học đọc hiểu tiếng Anh  Bạn nghĩ làm tập đọc hiểu không quan trọng  Bạn không muốn biểu lộ cảm nghĩ  Ý kiến khác ……………………………………………………… F Bạn có thu thập thơng tin có liên quan để hiểu biết thêm lịch sử văn hóa người nói tiếng Anh xứ?  Có  Không Tại không?  Nguồn liệu bị hạn chế  Thiếu động thúc đẩy  Thời gian bị hạn chế  Bạn nhận thấy khơng có mối quan hệ việc đọc hiểu kiến thức lịch sử văn hóa người nói tiếng Anh xứ  Ý kiến khác:……………………………………………………… APPENDIX INTERVIEW QUESTIONS FOR TEACHERS OF ENGLISH Do you think language learning strategies are important in teaching and learning English? Why or why not? Do you think that language learning strategies can help your students learn English more effectively? Why or why not? Do you think that some students are better language learners than others because they use more language learning strategies? Why or why not? What should teachers to increase students‟ awareness of the importance of language learning strategies in learning English reading comprehension? Which strategy types seem to be most frequently employed by students in learning English reading comprehension? What are the problems students often meet in applying language learning strategies in English reading comprehension? -The end - APPENDIX INTERVIEW QUESTIONS FOR STUDENTS Do you think you get a clear instruction of reading comprehension exercises? What you usually during reading comprehension exercises? Do you them individually and silently or discuss with a partner or in a group? Do you often have any problems with English reading comprehension? What you usually after reading comprehension exercises? Do you receive any correction from your teacher? (i) Do you often receive correct answer without any explanation from your teacher or (ii) receive detailed explanation with instruction of reading comprehension strategies of the reading passage? What you think about the role of language learning strategies in learning English reading skill? What learning strategies you most frequently use? Why? What learning strategies you find most effective? Why or why not? Are learning strategies that you often use effective? Why or why not? The end