(LUẬN VĂN THẠC SĨ) UET it sophomores'''' English learning strategies for reading skills an exploratory research

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES ĐỖ HÀ LAN UET IT SOPHOMORES’ENGLISH LEARNING STRATEGIES FOR READING SKILLS: AN EXPLORATORY RESEARCH NGHIÊN CỨU CHIẾN LƯỢC HỌC TIẾNG ANH DÀNH CHO KỸ NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A THESIS MINOR THESIS FIELD: METHODOLOGY CODE: 601410 HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES ĐỖ HÀ LAN UET IT SOPHOMORES’ENGLISH LEARNING STRATEGIES FOR READING SKILLS: AN EXPLORATORY RESEARCH NGHIÊN CỨU CHIẾN LƯỢC HỌC TIẾNG ANH DÀNH CHO KỸ NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A THESIS MINOR THESIS FIELD: METHODOLOGY CODE: 601410 SUPERVISOR: DƯƠNG THỊ NỤ, Ph D HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com iii TABLE OF CONTENT Acknowledgements i Abstract ii PART ONE – INTRODUCTION 1 Rationale Purpose of the study Research questions Methods of the study Scope of the study Significance of the study Design of the study PART TWO – DEVELOPMENT CHAPTER – LITERATURE REVIEW I.1 Language learning strategies I.1.1 Definitions of language learning strategies I.1.2 Features of language learning strategies I.1.3 Importance of language learning strategies I.1.4 Types of language learning strategies I.2 Language learning strategies for reading skills 13 I.2.1 Direct learning strategies 13 I.2.1.1 Memory strategies 13 I.2.1.2 Cognitive strategies 15 I.2.1.3 Compensation strategies 19 I.2.2 Indirect learning strategies 19 I.2.2.1 Metacognitive strategies 19 I.2.2.2 Affective strategies 21 I.2.2.3 Social strategies 23 CHAPTER – THE STUDY 25 II.1 The setting of the study 25 TIEU LUAN MOI download : skknchat@gmail.com iv II.2 The study 25 II.2.1 Methodology 25 II.2.1.1 Participants 25 II.2.1.2 Research approach 26 II.2.1.3 Data collection 27 II.2.2 Data analysis II.2.2.1 Awareness and attitudes towards English learning strategies for reading skills II.2.2.2 Learning strategies for reading skills used by sophomores of IT Faculty II.2.3 Findings 28 28 32 36 CHAPTER – RECOMMENDATIONS 37 III.1 Raising students’ awareness 37 III.2 Selecting strategies 37 III.3 Integrating strategies into reading syllabus 38 III.4 Focusing on indirect strategies 38 III.5 Self-educating 39 PART III – CONCLUSION 40 References 41 Appendices Appendix A I Appendix B V Appendix C IX Appendix D XIII Appendix E XIV Appendix F XVI Appendix G XVII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research PART I - INTRODUCTION Rationale English is a compulsory subject to students of Information Technology Faculty (IT Faculty), University of Engineering and Technology (UET), Vietnam National University (VNU) Any student who wants to earn an IT degree needs to take four English courses with 14 credits Though the required level of English courses is only pre-intermediate, a lot of students find it hard to pass the courses, not to mention to have high grades It is even more surprising to find that the majority of students attending Information Technology Faculty, University of Engineering and Technology have learnt English for at least three years at high school before going to college One of their problems with learning this language is that all they have tried to is memorization instead of having appropriate English learning strategies These strategies are not only essential to students while learning English at college but also useful for their own self-study once they graduate It is no doubt that Information Technology students need English for their future jobs Among all the English skills Information Technology students learn at college, reading skills is the one that is paid much attention within the course syllabus IT students spend more than a quarter of their time in class learning reading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that IT students use the most after graduation Besides, it is widely believed among teachers that knowledge is immense (IT is an ever-changing field) and thus, there is no point in trying to teach students everything More importantly, teachers should motivate them to learn and teach them how to learn so that they can study by themselves and for themselves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive learning environment, developing students‟ autonomy and creativity, teaching study skills, and building students‟ confidence That is why teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies wish to introduce students with English learning strategies for reading skills But before introducing those skills, it is necessary to investigate what IT students already know and what they not This exploratory research is done for that intention TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research 2 Purposes of the study The ultimate purpose of this study is to explore the English learning strategies for reading skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used It wishes to achieve the three primary aims: (i) to know IT sophomores‟ awareness and attitude towards English learning strategies for reading skills (ii) to explore the learning strategies that sophomores of IT Faculty have already used in their reading process (iii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus Research questions The exploratory research is intended to answer the following questions: (i) Research question 1: What are the attitudes of Information Technology sophomores, University of Engineering and Technology, towards English learning strategies for reading skills? (ii) Research question 2: What are English learning strategies for reading skills that Information Technology sophomores, University of Engineering and Technology, have already used? Methods of the study In view of the exploratory nature of the study, the source which is used to collect the data is from a survey conducted on sophomores of Information Technology Faculty, University of Engineering and Technology, Vietnam National University, Hanoi, who are currently in their third term of learning English at college, to investigate students‟ awareness, attitudes towards English learning strategies for reading skills, as well as the strategies they have been using so far Therefore, this exploratory takes a quantitative approach Besides, online general guide interviews are also done on some randomly selected subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey Basing on the results obtained, the researcher will propose some suggestions on integrating the introduction and practice of those strategies into the reading syllabus TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research Scope of the study The present study operates within the following scope: (i) English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the business of acquiring reading skills) Therefore, this study will investigate sophomores‟ awareness, attitude and usage of both types (ii) Even though the students in the Faculty of Information Technology, University of Engineering and Technology have to attend four semesters of English, the subjects chosen for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will better reflect the reality The study will, therefore, have more practical implications as well as applicable suggestions Significance of the study Despite the fact that the research only explores the learning strategies for reading skills that students have been using, its significance is remarkable Theoretically, it touches upon the issue of learning strategies which is normally overlooked in the process of learning and teaching in Vietnam while self-study is presently having great impacts on the society, especially in education, and is currently drawing lots of attention from educators and ELT professional Particularly, it is carried out in the context of a university – an academic institution where learners are supposed to make full use of self-study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its results are hoped to provide teachers with a picture of students‟ learning strategies, therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies can base on that to integrate the introduction and practice of English learning strategies into the teaching syllabus Design of the study This study consists of three parts: introduction, development, and conclusion The introduction presents the rationale, purpose, research questions, scope, significance, and design of the study The development comprises three chapters: TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research I APPENDIX A ENGLISH LEARNING STRATEGIES FOR READING SKILLS We would like to ask for your help by answering the following questions concerning English learning strategies for reading skills This questionnaire is conducted to investigate English learning strategies for reading skills used by Information Technology sophomores, College of Technology This is not a test so there are no “right” or “wrong” answers and you not have to write your name or your class on it if you not like We are interested in your personal opinion Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your help I General opinions Have you ever heard of “learning strategies for reading skills” in learning English? Do you know any activities or ways you can use to better your reading skills? If yes, please list them and write down how you know those activities or ways? In your opinion, the necessity to use English learning strategies for reading skills is: (please choose the appropriate box; the necessity increases with the percentage) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% If you think these strategies are necessary, you would like to be introduced with them through: (please circle the appropriate option; you can circle more than one option) A lectures and practice provided by teachers B sources (on the Internet or books) suggested by teachers C sources (on the Internet or books) you find yourselves D sources (on the Internet or books) suggested by your friends E learning experience of your classmates F learning experience of those who are more proficient in English than you G other ways (please specify) In your opinion, the necessity of introducing those strategies to students by teachers is: (please choose the appropriate box; the necessity increases with the percentage) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% (Continue on the next page) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research II II Specific activities Please put a cross (x) next to the activities you have done while you reading tasks in English □ Classifying what you read into meaningful groups for easy memorization (e.g sorting new words according to topics, parts of speech …) □ Associating what you are reading with what you have already known □ Placing new words or expressions into meaningful sentences or situations you find easy to remember □ Creating in your mind an image associating with the language item you need to remember (e.g an image of a table to remember the word “table”) □ Creating a map (with arrows) to remember words or concepts in one topic □ Combining sounds and images to remember new words or new concepts □ Using words with similar sounds in Vietnamese to remember English words □ Reviewing frequently what have been learnt for revision □ Acting out what have been learnt for better memorizing (e.g virus-checking your files after learning steps to check virus) □ Associating what have been read to personal feelings for easy memorization □ Use flashcards or different sections of a notebook to learn a new language item □ Re-read a passage to thoroughly understand it (for a different purpose each time; e.g for getting main ideas, answering questions…) □ Using patterns or forms to understand more the reading passages (e.g topic sentences carry main ideas…) □ Practicing reading passages written by native speakers □ Skimming for main ideas □ Scanning for details □ Using sources like dictionaries, grammar books … to better understand the content of the reading □ Applying general rules to specific situations (e.g adjectives come before nouns…) □ Breaking new words, phrases, sentences… into smaller components to understand the whole □ Contrasting language elements (grammar, vocabulary…) to see the similarities and differences between English and Vietnamese □ Translate into Vietnamese for better understanding □ Using knowledge of other languages (Vietnamese, French…) to better understand English □ Taking notes what you think important during your reading process □ Summarizing what you have read □ Using colors, capital letters, bold writing, underlining…to highlight important parts in the reading □ Using linguistic clues to guess the content of the reading (e.g by looking at key words…) □ Using other clues (e.g pictures, graphs…in the reading) and personal background knowledge to guess the content of the reading (continue on the next page) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research III Put a cross (x) next to the activities you have done to assist your reading skills □ Overviewing the language items that may appear with high frequency in the reading □ Focusing your attention on the required parts of the reading □ Finding out about English learning (e.g how to learn English well ) □ Organizing time, place and physical environment suitable for learning reading □ Setting goals and objectives when learning reading □ Identifying the purpose of each reading task before you read □ Planning steps to a reading task □ Seeking reading practice opportunities (e.g read CNN news, BBC news, English novels ) □ Self-monitoring (e.g what difficulties you may have, how to overcome…) □ Self-evaluating (e.g to see whether any progress is made ) □ Relaxing, deeply breathing before or during your reading process □ Using music to relax before reading □ Using laughter (e.g read funny stories…) to relax before reading □ Make positive comments to yourself if you have made progress in reading □ Encouraging yourself before reading a difficult passage □ Taking risks wisely (e.g guessing word meaning to understand the passages instead of using dictionary) □ Rewarding yourself after completing a good reading task □ Listening to your body to adjust yourself (e.g stop practicing when you get tired) □ Using a checklist to discover feelings, attitudes and motivations concerning reading skills □ Writing a language learning diary concerning reading skills □ Discussing your feelings about learning reading with someone else □ Asking (someone who is more proficient in English than you) to understand what you are still unsure □ Read with someone else (close friends or classmates ) the same or different passage for later discussion □ Read with someone who is more proficient in English than you (to learn how to read effectively) □ Finding more about English-speaking cultures □ Becoming aware of the thoughts and feelings of people in English-speaking countries (to understand the literal and figurative meanings in reading passages) (continue in the next page) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research IV Among the activities you have not done, please state the reason: (please circle the appropriate option; you can circle more than one option) A Because I not know the existence of those activities B Because I not have time C Because I not want to D Because I not know how to carry out those activities (though I know their existence) E Other reasons (please specify) If you are interested in knowing the results of this study, please write down your email address We are going to send the results when the study is completed (If you want, you can write down your name Otherwise, an email address is enough.) THANK YOU SO MUCH FOR YOUR HELP TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research V APPENDIX B CHIẾN LƯỢC HỌC CHO KỸ NĂNG ĐỌC Những câu hỏi có liên quan tới chiến lược học cho kỹ đọc nhằm phục vụ cho nghiên cứu tìm hiểu chiến lược học sinh viên năm thứ hai khoa Công nghệ thông tin - trường Đại học Công nghệ - ĐHQGHN sử dụng cho kỹ đọc tiếng Anh Đây kiểm tra nên khơng có câu trả lời sai hay Các bạn sinh viên không cần viết tên hay lớp khơng muốn Chúng tơi quan tâm đến ý kiến cá nhân bạn Xin vui lòng trả lời thành thật câu hỏi kết nghiên cứu phụ thuộc nhiều vào câu trả lời bạn Xin chân thành cảm ơn giúp đỡ bạn nhiều I Tìm hiểu chung Bạn nghe thấy cụm từ “chiến lược học cho kỹ đọc” hay “learning strategies for reading skills” chưa? Bạn có biết hoạt động hay cách thức giúp cải thiện kỹ đọc khơng? Nếu có xin liệt kê cho biết cách bạn biết đến chúng Theo bạn mức độ cần thiết việc áp dụng chiến lược học cho kỹ đọc là: (xin chọn ô tương ứng ý kiến bạn; mức độ cần thiết tăng dần theo %) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% Nếu coi chiến lược cần thiết, bạn muốn giới thiệu chiến lược thông qua: (xin khoanh tròn lựa chọn tương ứng ý kiến bạn; bạn chọn nhiều lựa chọn) A giảng phần luyện tập giáo viên hướng dẫn B nguồn (trên Internet hay sách) giáo viên giới thiệu C nguồn (trên Internet hay sách) bạn tự tìm kiếm D nguồn (trên Internet hay sách v.v ) bạn bè giới thiệu E kinh nghiệm bạn bè lớp F kinh nghiệm người học tốt G cách khác (xin nêu cụ thể) Theo bạn mức độ cần thiết việc giáo viên giới thiệu cho sinh viên chiến lược học cho kỹ đọc là: (xin chọn ô tương ứng ý kiến bạn; mức độ cần thiết tăng dần theo %) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research VI II Các hoạt động cụ thể Đánh dấu nhân (x) vào hoạt động bạn làm thực kỹ đọc (tiếng Anh) □ Phân loại bạn đọc thành nhóm có nghĩa để dễ nhớ (phân loại từ theo chủ đề, theo loại từ v.v.) □ Liên hệ đọc với điều biết □ Đặt từ cụm từ vào câu có nghĩa hay trường hợp mà tự thân thấy dễ nhớ □ Tự tạo hình ảnh liên tưởng gắn với phần ngơn ngữ cần nhớ (như hình ảnh bàn để nhớ từ “table”) □ Tạo sơ đồ (hay dùng mũi tên) để dễ nhớ từ hay khái niệm chủ điểm □ Kết hợp âm hình ảnh để nhớ từ hay khái niệm □ Dùng từ có cách đọc tương tự tiếng Việt để nhớ từ tiếng Anh □ Thường xun ơn tập học hay biết để củng cố □ Thực lại đọc cho dễ nhớ (ví thực bước diệt vi rút sau đọc cách diệt vi rút) □ Liên tưởng đọc với cảm giác thân để dễ nhớ □ Sử dụng tờ card rời hay phần khác để học phần ngôn ngữ cần nhớ □ Đọc đọc lai đoạn nhiều lần để hiểu kỹ (mỗi lần đọc mục đích khác trả lời câu hỏi, lấy ý v.v.) □ Dùng mẫu hay cơng thức có sẵn để hiểu rõ phần cần đọc (ví câu đoạn hay chứa ý v.v.) □ Luyện tập cách đọc tài liệu hay đọc người ngữ viết □ Đọc lướt qua nội dung để nắm bắt ý □ Đọc để tìm chi tiết cần thiết □ Sử dụng nguồn từ điển, danh mục từ, sách ngữ pháp v.v để hiểu rõ nội dung đọc □ Áp dụng qui tắc chung cho trường hợp cụ thể (ví dụ tính từ đứng trước danh từ v.v ) □ Tách từ, cụm từ, câu hay đoạn thành phần nhỏ để hiểu nghĩa toàn □ Đối chiếu thành phần ngôn ngữ (từ vựng, phát âm, ngữ pháp v.v ) để thấy giống khác gữa tiếng Anh tiếng Việt nhằm mục đích giúp dễ nhớ □ Dịch sang tiếng Việt để hiểu nội dung phần cần đọc □ Áp dụng kiến thức ngôn ngữ khác (tiếng Việt, Pháp v.v ) để hiểu rõ tiếng Anh □ Ghi lại phần coi cần lưu ý đọc □ Tóm tắt lại phần vừa đọc □ Dùng màu sắc, chữ hoa, chữ đậm, gạch chân, loại hình khối v.v để đánh dấu phần quan trọng đọc □ Dùng gợi ý thuộc ngơn ngữ để đốn phần nội dung cần đọc (ví dụ thơng qua số từ vựng để biết đọc nói nội dung gì) □ Dùng gợi ý khác (như tranh ảnh, biểu đồ, giải, v.v kèm) kiến thức cá nhân để đoán nội dung đọc (Xin xem tiếp trang sau) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research VII Đánh dấu nhân (x) vào hoạt động mà bạn thực để hỗ trợ cho việc phát triển kỹ đọc □ Xem trước phần ngôn ngữ mà bạn cho xuất nhiều đọc □ Tập trung ý vào phần đọc yêu cầu □ Tìm hiểu cách học tiếng Anh (như làm để đọc tiếng Anh tốt v.v ) □ Phân bố, tổ chức thời gian, địa điểm thích hợp cho việc học đọc □ Đề mục đích, mục tiêu cụ thể học đọc □ Xác định rõ mục đích yêu cầu đọc trước đọc □ Xác định bước cần thiết để thực yêu cầu đọc □ Tìm kiếm hội luyện tập kỹ đọc (ví dụ đọc tin CNN, BBC, đọc truyện tiếng Anh v.v ) □ Tự giám sát thân trình đọc (ví dụ tìm xem nhũng khó khăn hay gặp lúc đọc gì, làm khắc phục v.v ) □ Tự đánh giá thân q trình đọc (xem có tiến khơng v.v ) □ Thư giãn, hít thở sâu trước hay đọc □ Dùng âm nhạc để thư giãn trước đọc □ Dùng tiếng cười (như đọc truyện cười chẳng hạn) để thư giãn trước đọc □ Đưa lời khen thân có tiến với kỹ đọc □ Động viên thân trước đọc cho khó □ Chấp nhận mạo hiểm cách khôn ngoan (như chấp nhận đốn từ để hiểu nghĩa đọc thay lúc sử dụng từ điển) □ Tự thưởng cho thân làm tốt phần đọc □ Lắng nghe thể bạn để tìm cách điều chỉnh thân (ví dụ biết lúc thể mệt mỏi nên dừng việc luyện tập lại) □ Sử dụng bảng liệt kê để hiểu rõ trạng thái thể cảm xúc thân tiến hành hoạt động đọc □ Viết nhật ký hoạt động đọc □ Nói chuyện với người khác cảm giác bạn học đọc □ Hỏi (ai học tốt mình) để hiểu rõ phần đọc băn khoăn □ Cùng đọc với bạn (bạn thân hay bạn học v.v ); đọc đoạn hay đọc đoạn khác thảo luận □ Cùng đọc với có trình độ đọc tốt (để học hỏi cách đọc) □ Tìm hiểu văn hố nước nói tiếng Anh □ Tìm hiểu suy nghĩ, tình cảm người thuộc nước nói tiếng Anh (để hiểu nghĩa đen nghĩa bóng trình bày đọc) (Xin xem tiếp trang sau) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research (LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research(LUAN.VAN.THAC.SI).UET.it.sophomores''.English.learning.strategies.for.reading.skills.an.exploratory.research