TABLE OF CONTENTS
LIST OF TABLES, FIGURES AND ABBREVIATION
PART A: INTRODUCTION
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1. The nature of reading
1.1. Definition of reading
1. 2. Definition of reading comprehension
1.3. Reading models
1.3.1 Bottom-up Reading Model
1.3.2 Top-down Reading Model
1.3.3 Interactive Reading Model
2. Task – based language learning
2.1. Definition of task
2.2. Types of tasks
2.3. Task – based framework
2.4. Text – based task
2.5. Considerations in task design
CHAPTER 2: METHODOLOGY
1. Background of the study
1.1. Current learning and teaching of English in general and English reading
in particular in Vietnam Maritime University
1.2. Identification of the problem
2. Research questions
3. Participants
4. Implementation of the action research
5. Data collection procedure
5.1.Description of the pre-treatment questionnaire
5.2. Description of the post - treatment questionnaire
5.3. Description of the two tests
6. Data analysis procedure
7. Summary
CHAPTER 3: RESULTS AND DISCUSSIONS
1. The results of the pre-treatment questionnaire survey
1.1. Students‟ needs: question 1 and 2
1.2. The appropriation of texts
1.3.Activities in class.
2. The results of the pre-treatment test
.3. Experimental reading lessons
3.1. The first trialexperimental lesson.
3.2. The second trialexperimental lesson
3.3. Summary
4. The results of the post – treatment test
5. The results of the post – treatment survey questionnaire
5.1. Students‟ motivation
5.2. The lessons‟ sequence
6. Summary
PART C: CONCLUSION
1. Summary and conclusions
2. Pedagogical implications
2.1 General guidelines
2.2. Designs for text-based tasks
2.2.1. Prediction tasks
2.2.2. Jumbles
2.2.3.
2.2.4. Jigsaw tasks
2.2.5. Comparisons tasks:
2.2.6. Memory challenge:
3. Limitations of the study and suggestions for further study
REFERENCES
APPENDIX