Phân tích lỗi sai 30 cặp từ gần nghĩa trong tiếng hán hiện đại của học sinh thpt việt nam

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES §ång Quúnh Trang Adapting reading tasks of ESP materials for the third-year students at HaiPhong Medical University Điều chỉnh nhiệm vụ đọc hiểu theo tài liệu tiếng Anh chuyên ngành cho sinh viên năm thứ ba tr-ờng Đại học Y Hải Phòng m.a minor thesis Field: English Methodology Code: 60 14 10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES §ång Quúnh Trang Adapting reading tasks of ESP materials for the third-year students at HaiPhong Medical University Điều chỉnh nhiệm vụ đọc hiểu theo tài liệu tiếng Anh chuyên ngành cho sinh viên năm thứ ba tr-ờng Đại học Y Hải Phòng M.A.MINOR THESIS Field: English Methodology Code: 60 14 10 Supervisor: Nguyễn Bàng, M.A Hanoi, 2010 Table of Contents Declarations Acknowledgement Abstract Table of contents List of abbreviation List of figures, charts and tables Part I Introduction I Rationale II Aims of the study III Methods of the study IV Scope of the study V Design of the study Part II Development Chapter I Literature review I.1 An overview of ESP I.1.1 Definition of ESP I.1.2 Types of ESP I.1.3 Characteristics of ESP I.2 Material adaptation I.2.1 Definition of material adaptation I.2.2 Purposes of material adaptation I.2.3 Techniques of material adaptation for teaching reading 10 I.2.3.1 Adaptation as addition 10 I.2.3.2 Adaptation as change 11 I.3 An overview of reading 13 I.3.1 Definition of reading and reading comprehension 13 I.3.2 Classification of reading 14 I.3.2.1 According to manner 15 I.3.2.1.1 Reading aloud 15 I.3.2.1.2 Silent reading 15 I.3.2.2 According to purposes 16 I.3.2.2.1 Skimming 16 I.3.2.2.2 Scanning 16 I.3.2.2.3 Intensive reading 16 I.3.2.2.4 Extensive reading 17 I.4 Concluding remarks Chapter II The study II.1 Situational analysis 17 18 18 II.1.1 ESP teaching and learning situation at HPMU 18 II.1.2 The material description 18 II.1.3 The course objective 19 II.2 Research methodology 20 II.2.1 Subjects of the study 20 II.2.1.1 The teachers 20 II.2.1.2 The students 20 II.2.2 Data collection instrument 21 II.2.2.1 Questionnaires 21 II.2.2.2 Follow-up class observation 21 II.3 Procedures 22 II.4 Data analysis 23 II.4.1 Questionnaires 23 II.4.1.1 Evaluation of the effectiveness of reading tasks in the ESP materials 23 II.4.1.2 The attitudes and evaluation of the reading texts in the current textbook 24 II.4.1.3 Needed topics perceived by the students 26 II.4.1.4 Students‟ attitudes towards pre-reading activities 26 II.4.1.4.1 The frequency of using extra pre-reading activities designed by the teachers (responded by the students) II.4.1.4.2 Students‟ attitudes towards given pre-reading activities 26 27 II.4.1.5 The post-reading activities used by the teachers 28 II.4.1.6 The necessity of adapting the reading tasks in the ESP materials 29 II.4.1.7 The students‟ and teachers‟ difficulties in learning and teaching medical reading (respectively) 30 II.4.1.8 The students‟ expectations from the teachers and reading activities employed by the teachers to help their students overcome difficulties 31 II.4.2 Follow-up class observation 32 II.5 Concluding remarks 33 Chapter III some suggested techniques of adapting reading tasks for the third-year students at hai phong medical university 34 III.1 Replacing 34 III.2 Supplementing 35 III.3 Extending 38 Part III Conclusion 40 Summary of the study 40 Limitations of the study 41 Suggestions for further study 41 References ... HaiPhong Medical University Điều chỉnh nhiệm vụ đọc hiểu theo tài liệu tiếng Anh chuyên ngành cho sinh viên năm thứ ba tr-ờng Đại học Y Hải Phòng M.A.MINOR THESIS Field: English Methodology Code:...2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST... The students‟ and teachers‟ difficulties in learning and teaching medical reading (respectively) 30 II.4.1.8 The students‟ expectations from the teachers and reading activities employed by the