Đánh giá các hoạt động tiền đọc của sách giáo khoa Tiếng Anh 11 mới nhằm tạo động lực và nâng cao kết quả đọc của học sinh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES  HOÀNG THỊ TÂM THÀNH AN EVALUATION OF PRE-READING ACTIVITIES IN THE NEW TEXTBOOK TIENGANH 11 IN MOTIVATING AND IMPROVING STUDENT’S READING PERFORMANCE (ĐÁNH GIÁ CÁC HOA ̣T ĐỘNG TIỀN ĐỌC CỦA SÁCH GIÁO ̀ ́ KHOA TIẾNG ANH 11 MƠI NHĂM TẠO ĐỘNG LƢ̣C VÀ NÂNG CAO KẾT QUẢ ĐỌC CỦA HỌC SINH) M.A.MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES  HOÀNG THỊ TÂM THÀNH AN EVALUATION OF PRE-READING ACTIVITIES IN THE NEW TEXTBOOK TIENGANH 11 IN MOTIVATING AND IMPROVING STUDENT’S READING PERFORMANCE ́ ́ ́ ́ (ĐANH GIÁ CAC HOA ̣T ĐỘNG TIỀN ĐỌC CỦA SACH GIAO ̀ ́ KHOA TIẾNG ANH 11 MƠI NHĂM TẠO ĐỘNG LƢ̣C VÀ NÂNG CAO KẾT QUẢ ĐỌC CỦA HỌC SINH) M.A.MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Phạm Thị Thanh Thùy, PhD Hanoi, 2013 DECLARATION This paper is submitted in partial fulfillment of the requirements for the degree of Master of Education I confirm that this is my own research and that it has not been published or submitted for any other degrees Student‟s signature Hoàng Thị Tâm Thành i ACKNOWLEDGEMENT The graduation thesis could not have been fulfilled without help, encouragement, support of a number of people who all deserve my sincerest gratitude and appreciation First and foremost, it is with affection and appreciation that acknowledge my indebtedness and deepest thanks to Mrs Pham Thi Thanh Thuy, PhD., my supervisor, who gave me a clear sighted guidance as well as invaluable suggestions, my thesis could not have come into being I would be also grateful to two teachers of English, especially Ms Nguyen Thi Thuy Hang and Ms Phan Thi Tuong Van as well as 11th form students in class of 11A3 and 11A5 at Dao Duy Tu high school in Thanh Hoa for answering my survey question, interviews and participating in the experiment teaching of applying adaptation of pre-reading activities in reading classes Their enthusiastic participation has helped me a lot of finding out the effects of adapting activities for pre-reading stage in reading class on student‟s motivation and reading performance in order to suggest some ideas to use them effectively I would also like to thank Ms Nguyen Thi Huong, my colleague, for her precious advice from the beginning of this paper Last but not least, I should acknowledge my great gratitude to all my friends in Faculty of Post-Graduate Studies, University of Languages and International Studies, and my family for their understanding, encouragement, assistance as well as financial supports during the process of preparing this graduation paper ii ABSTRACT This research investigated whether adaptation of pre-reading activities increased the classroom motivation, involvement as well as reading performance of learners at an upper-secondary school The main methods were employed in this study namely document analysis, students survey questionnaire, teachers interview, classroom observation and pre-test post-test experimental design Eighty four students selected from two classes (11A3 was employed as the control group and 11A5 as the experimental group) at Dao Duy Tu high school were used for the study The students selected were made up of both male and female The findings revealed that pre-reading activities in the textbook were too monotonous to get students involved in the reading lesson Students and teachers were not in favor of these activities available in the current textbook Also, adaptation of textbook activities would be helpful in increasing the students‟ motivation in pre-reading stage and better comprehension can be gained through exposure to pre-reading activities The study recommended that teachers could use pre-reading activities as a useful tool to facilitate students‟ motivation and reading comprehension performance It also could be suggested that teachers should change some inappropriate pre-reading activities of students‟ interests in the reading class to get them join in those activities with great eagerness iii LISTS OF ABBREVIATIONS TTT: Teacher talking time STT: Students talking time T: Teacher Ss: Students EFL: English foreign language Df: Degree of freedom T: Test M: Mean Std Dev.: Standard Deviation Sig.: Significance No.: Number P: Probability value iv LISTS OF FIGURES AND TABLES Figure 3.1: Students‟ beliefs towards the reading texts in the new English 11 Figure 3.2: Students‟ attitudes to their teacher‟ pre-reading activities Figure 3.3: Frequency of undertaking extra pre-reading activities in reading class Figure 3.4: Students‟ involvement in pre-reading activities in reading lessons Figure 3.5: Students‟ preference for participation in pre-reading activities Figure 3.6: Teachers‟ evaluation of reading texts in the textbook Figure 3.7: Teachers‟ evaluation on pre-reading activities in English 11 Figure 3.8: Frequency of adaptation for pre-reading activities Figure 3.9: Teachers‟ methods for adaptation Table 3.1: Description of topics in English 11 Table 3.2: Activities of reading stage in units are analyzed Table 3.3: Pre-reading activities of units are analyzed Table 3.4: Difficulties students encounter in reading lessons Table 3.5: The most frequently used activities to start a reading lesson Table 3.6: Students‟ beliefs about good effects of pre-reading activities Table 3.7: Students‟ beliefs about bad effects of pre-reading activities Table 3.8: Frequency of using pre-reading activities by the teachers Table 3.9: Students‟ preferences for pre-reading activities Table 3.10: Students‟ evaluations on pre-reading activities in the textbook Table 3.11: Students‟ recommendation on pre-reading activities to make a reading lesson more interesting Table 3.12: Teachers‟ beliefs about the purposes of carrying out pre-reading activities Table 3.13: Teachers‟ beliefs about students‟ participation in pre-reading activities Table 3.14: Teachers‟ recommendation to increase students‟ participation Table 3.15: Teachers‟ difficulties when undertaking pre-reading activities Table 3.16: Number of students involve in teacher‟s activities of pre-reading stage in the control and experimental group Table 3.17: Teacher talking time (TTT) and students talking time (STT) of the control group and the experimental group at pre-reading stage Table 3.18: The summary of independent-and paired-samples t-tests Table 3.19: The t-test for the experimental and control groups v TABLE OF CONTENTS DECLARATION ii ACKNOWLEDGEMENT ii ABSTRACT iii LISTS OF ABBREVIATIONS iv LISTS OF FIGURES AND TABLES v TABLE OF CONTENTS vi Rationale to the study Aims and objectives of the research 2 Aims of the research .2 2 Objectives of the research Research questions .2 Scope of the research Methods of the research .3 Expected findings Significance of the research Limitations of the research Outline of the research PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I Theoretical background about pre-reading activities .6 vi I 1 Definition and the importance of pre-reading activities in teaching reading I Types of pre-reading activities I Theoretical background about motivation I Definitions and types of motivation I 2.2 The importance of motivation in learning reading I 2.3 Common factors affecting students‟ motivation in learning the reading skill .9 I 3.1 Students‟ factors I The reading materials factors 10 I 2.3 The teacher‟s factors 10 I Theoretical background about textbook evaluation .10 I Definitions .10 I Criteria for textbook evaluation 11 I Theoretical background about textbook adaptation .11 I Definitions .11 I The necessity of textbook adaptation when teaching foreign languages 12 I Techniques for textbook adaptation 13 PART II: METHODOLOGY 15 II Setting of the research 15 II Subjects of the research .15 vii II The students 15 II 2 The teachers 16 II Data collection instruments 17 II Document analysis 17 II Survey questionnaire for students 17 II 3 Interview for teachers 17 II Classroom observation 18 II Pre-test post-test experimental design 18 II Data collection procedure .18 CHAPTER III: FINDINGS AND DISCUSSIONS 20 III Document analysis .20 III Data collected from survey questionnaire for students .24 III.2.1 Students‟ experience of English learning .24 III.2.2 Students‟ beliefs towards the reading texts in the new English 11 24 III.2.3 Difficulties students encounter in reading lessons 25 III.2.4 The most frequently used activities to start a reading lesson 26 III.2.5 Students‟ attitudes to their teacher‟ pre-reading activities .26 III.2.6 Students‟ beliefs about good effects of pre-reading activities .27 III.2.7 Students‟ beliefs about bad effects of pre-reading activities 27 III.2.8 Frequency of undertaking extra pre-reading activities in reading class 28 viii nearly  Arouse Ss‟ interest 10000 participants from 44 in reading and keep countries their attention games attracted  Create a pleasant Bodybuilding, billiard, and karatedo atmosphere - T gives feedback and attract introduces the topic of the reading and make lesson the Ss class interesting impressive Activity 1: Complete a network with the common activities in a birthday party Sing “Happy birthday” A birthday party Blow out candles XIV to before more and *Suggested answers: Light up candles Give birthday cards and presents Sing “Happy birthday” A birthday party Open presents Dance Blow out candles Eat birthday cake Activity 2: Look at the following set of pictures and guess what volunteer activities are described Picture Picture Picture XV Picture Picture Picture Picture Picture * Suggested answers: Picture 1: Teach poor children Picture 5: Provide medicine service Picture 2: Cut children‟ hair Picture 6: Help examinees during the Picture 3: Help to build bridge University Entrance Exam period Picture 4: Plan trees Picture 7: Direct the traffic Picture 8: Play games with the children Activity 3: Listen and guess the names of the popular competitive programs on TV basing on the following pictures Picture Picture Picture Picture * Suggested answers: Picture 1: Who wants to be the millionaire? (Ai là triệu phú) Picture 2: vs 100 (Đấu trƣờng 100) Picture 3: Quiz “Road to Olympia” (Đƣờng lên đỉnh Olympia) Picture 4: Doremi (Đồ rê mí) Activity 4: Look at the pictures in the textbook and answer the questions XVI Where can you find these scenes? What can you see in them? (Picture 1: Is the family poor or rich? How many children are there in this family? Do you think this couple has too many children? Picture 2: What you think about the people who are sitting to drink and smoke?) Are they living in good conditions? Can you state the reasons why they are poor? Can you name some problems of overpopulation and offer solutions? * Suggested answers: In the country/ town/ market place,… Picture 1: They are poor There are children Too many Picture 2: They are jobless No (they are poor people) Having a lot of children -> not qualified -> out of work,… Problems: poverty, unemployment, social evils, lack of food, … Solutions: use birth-control methods, punishment policy, family planning program,… Activity 5: Game Lucky Star Questions: Which service you use if you want to send a parcel to your friend? Which service you use if you want to make a call? XVII Which service you use if you want to have your newspapers delivered to your house? Which service you use if you want to send your brother some money? *Suggested answers: Mail and parcel service Lucky Star Phone call and faxes service Press distribution Express money transfer  Picture: ThanhHoa Post Office Activity 6: Game Lucky Number 10 11 12 Choose the correct answer: How often are the Asian Games held? A every year B every years C every years When was the first Asian Games? A in 1950 B in 1951 C in 1952 Lucky number! How many athletes took part in the first Asian Games? A 489 athletes from 11 nations B 490 athletes from 12 nations C 491 athletes from 13 nations Where was the second Asian Games held? A in Manila, the Philippines B in New Delhi, India What sports were added at the 3rd Asian Games? A boxing, shooting and wrestling B tennis, volley ball, table tennis and hockey C squash, rugby, fencing and mountain biking XVIII C in Tokyo, Japan Where was the Asian Games held in the year 2002? A in Busan, Korea B in Bangkok, Thailand C in Tokyo, Japan How many countries take part in the 14th Asian Games? A 37 B 44 C 42 Lucky number! 10 What sport did the Vietnamese athletes win gold medals at the 14th Asian Games? A Bodybuilding, billiard, and karatedo B Shooting, wushu, tennis C Basketball, athletics and weightlifting 11 Where was the 15th Asian Games held? A In New Delhi B In Doha C In Beijing 12 Lucky number *Suggested answers: C every years A in Busan, Korea B in 1951 B 44 Lucky number! Lucky number! A 489 athletes from 11 nations 10.A A in Manila, the Philippines karatedo bodybuilding, B tennis, volley ball, table tennis and 11 B In Doha hockey 12 Lucky number! XIX billiard, and APPENDIX OBSERVATION SHEET Observation focus: Pre-Reading stage Date: ……………………………………………… Name of teacher (T): …………… Class: …………………………………………… Number of students (Ss) present: …………………………… Unit: …………………………………………… Time of class: Period …………………………………………… (from ……………….to ……………….) T’ pre-reading Time activities of pre- Number of Ss T talking time (minutes) reading activities involve in (minutes) Ss talking time Ss’ reaction to T’s (minutes) pre-reading activities Comments XX APPENDIX PRE-TEST POST-TEST EXPERIMENTAL DESIGN  Pre-test Read the passage carefully and choose the correct answer The Asian Games owes its origins to small Asian multi-sport competitions The Far Eastern Championship Games were created to show unity and cooperation among three nations: Japan, the Philippines and China The first games were held in Manila, the Philippines in 1931 Other Asian nations participated after it was organized After World War II, a number of Asian countries became independent Many of the new independent Asian countries wanted to use a new type of competition where Asian dominance should not be shown by violence and should be strengthened by mutual understanding In August 1948, during the 14th Olympic Game in London, India representative Guru Dutt Sondhi proposed to sports leaders of the Asian teams the idea of having discussions about holding the Asian Games They agreed to form the Asian Athletic Federation A preparatory was set up to draft the charter for the Asian amateur athletic federation In February, 1949, the Asian athletic federation was formed and used the name Asian Games Federation It was formed and used the name Asian Games Federation It was decided to hold the first Asian Games in 1951 in New Delhi the capital of India They added that the Asian Games would be regularly held once every four years (Extracted from „Bai tap TiengAnh 11‟- published by Da Nang publishing house in 2007) The text is about …………… A the origin of the Asian Games B the Far Eastern Championship Games C the Games in Manila D the relationship of Japan, the Philippines, and China The Far Eastern Championship Games ………… A were held in Manila after World War II B were held in Japan XXII C were attended by all countries in Asia D had the participation of only three nations The 14th Olympic Games took place ……… A in 1913 B in August 1948 C before the World War II D in February 1949 The Asian Games ………… A were suggested establishing by a Londoner B were first held in China C were first held in India D were held in the same year of the 14th Olympic Games The Asian Games were first held in …………… A 1931 Keys: A B 1941 2.D C 1948 3.B 4.C D 1951 5.D  Post-test Read the passage carefully and choose the correct answers AISAN GAMES The Asian Games, also called the Asiad, is a multi-sport event held every four years among athletes from all over Asia The games are regulated by the Olympic Council of Asia (OCA) under the supervision of the International Olympic Committee (IOC) Medals are awarded in each event, with gold for first place, silver for second and bronze for third, a tradition which started in 1951 The Asian Games are dominated by the People‟s Republic of China Competitors are entered by a National Olympic Committee (NOC) to represent their country of citizenship National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used In general only recognized nations are represented, but a few nonsovereign countries are allowed to take part The special case of Taiwan was handled by having it compete as Chinese Taipei, due to the political status of Taiwan XXIII The 15th Asian Games were held in Doha, Qatar from December to December 15, 2006 The 16th Asian Games will be held in Guangzhou, China in 2010 (Extracted from „Baitap TiengAnh 11‟-published by Da Nang publishing house in 2007) Which of the following is true? A The Asian Games are held every year B The International Olympic Committee is the founder of the Asiad C The first gold medals were given to the winning athletes in 1951 D The Olympic Council of Asia organizes the Games The People‟s Republic of China …………… A is the strongest in the Asian Games B is the host of the Asian Games C is not allowed to take part in the Games D refuse to enter the Games In the medal ceremonies ……………… A the competitors are entered to represent their country of citizenship B national anthems are played C the number of medals won by each country is first announced D the winners are given a string of flowers Which of the following is NOT TRUE of the right to participate in the Asian Games? A Only recognized nations are allowed to take part B Almost every nation can take part in the Games C Non-sovereign countries are also allowed to participate D All are correct Which of the following is NOT TRUE according to the passage? A Qata was the host country in the 15th Asian Games B The 16th Asian Games will take place in China C Taiwan was not allowed to take part in the 15th Asian Games because of its political status D During the Asian Games, athletes from all over Asia come together to compete Keys: 1.C 2.A 3.B 4.A 5.C XXIV APPENDIX PRE-READING ACTIVITIES USED FOR THE EXPERIMENTAL GROUP Activity No.1: Discussing (5 minutes.) Ss work in pair and discuss the following questions:  What you know about the Asian Games?  Where is it held?  What are the aims of Asian Games?  Can you names some types of sports in Asian Games?  Has Vietnam ever taken in this event? Activity No.2: Pre-guiding questions (4 minutes.) T shows pictures of PhamVanMach and LyDuc, and asks Ss some questions about them: Who are they?  Expected answers: They are PhamVanMach and LyDuc What they do?  Expected answers: They are athletes of bodybuilding What they have in common? Expected answer: They have won gold and silver medals in bodybuilding in the Asian Games Activity No.3: Game: „Stop the bus’ (7 minutes.) - T puts Ss into groups: group A and group B - T draws two lines on the board and labels them with two categories (Country and Sports) XXV - T gives Ss a letter from the alphabet, for example letter M and asks students to think of a word connected with each category beginning with letter M and write them down - The first team to write down one word for each category should shout: „Stop the bus.‟ If the word is correct, give that group point At the end of this competition which group has higher points will be the winner Games: Stop the bus Group A Group B Country ……………… ……………… Sports ……………… ………………  For example: Country Malaysia Sport Mountain climbing  Suggested answers: - T, P, V; B, C, M - T: Thailand – Table tennis – Tennis - P: Philippines/ Pakistan – Ping pong - V: Vietnam - Volleyball - B: Brunei – Basketball / Boxing / Body building / Billiards - C: Cambodia – Chess - M: Malaysia / Myanmar – Mountain biking / Mountain climbing - S: Singapore – Snookers / Squash Activity No.4: Game: Guessing the names of sports through actions (7 minutes.) - T prepares 10 cards including the names of 10 sports and the illustrative pictures - T divides the class into teams - Each team chooses a person to the actions for other members to guess the name - The group with higher marks is the winner XXVI  10 kinds of Sports: Body building Football Swimming Boxing Billiard Cycling Volleyball Shooting Wrestling 10 Running XXVII Activity No.5: Matching exercise: (5 minutes.) Students are divided into groups of or 5, each group is given a handout like the following: Instruction: Work in group of or and match the pictures displaying types of sports with their names Picture Picture Picture Picture Picture Picture XXVIII Picture Picture Picture a Rugby e Aquatic sport b Weightlifting f Karatedo c Hockey g Fencing d Squash h Bodybuilding i Suggested answers: Picture  e Aquatic sport j Wrestling Picture a Rugby Picture 2 b Weightlifting Picture g Fencing Picture  i Wrestling Picture  h Bodybuilding Picture 4 c Hockey Picture  f Karatedo Picture d Squash XXIX ... TIENGANH 11 IN MOTIVATING AND IMPROVING STUDENT’S READING PERFORMANCE ́ ́ ́ ́ (? ?ANH GIÁ CAC HOA ̣T ĐỘNG TIỀN ĐỌC CỦA SACH GIAO ̀ ́ KHOA TIẾNG ANH 11 MƠI NHĂM TẠO ĐỘNG LƢ̣C VÀ NÂNG CAO KẾT... NHĂM TẠO ĐỘNG LƢ̣C VÀ NÂNG CAO KẾT QUẢ ĐỌC CỦA HỌC SINH) M.A.MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Phạm Thị Thanh Thùy, PhD Hanoi, 2013 DECLARATION... Nguyen Thi Thuy Hang and Ms Phan Thi Tuong Van as well as 11th form students in class of 11A3 and 11A5 at Dao Duy Tu high school in Thanh Hoa for answering my survey question, interviews and participating