Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ nhất

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KIM OANH USING SUPPLEMENTARY READING MATERIALS TO DEVELOP VOCABULARY FOR FIRST-YEAR STUDENTS AT THE COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY, HANOI (Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công nghệ Kinh tế đối ngoại, Hà Nội) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 Hanoi – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KIM OANH USING SUPPLEMENTARY READING MATERIALS TO DEVELOP VOCABULARY FOR FIRST-YEAR STUDENTS AT THE COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY, HANOI (Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công nghệ Kinh tế đối ngoại, Hà Nội) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 140 111 Supervisor: Assoc Prof Dr Kiều Thị Thu Hương Hanoi – 2015 DECLARATION I certify that this minor thesis entitled “Using supplementary reading materials to develop vocabulary for first-year students at the College of Technology and Foreign Relation Economy, Hanoi”, which is submitted in partial fulfillment of the requirement for the degree of Master of Arts, is the study of my own research and that the substance of this thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions Hanoi, March 2015 Nguyen Thi Kim Oanh i ACKNOWLEDGEMENTS First, I would like to express my deepest gratefulness to Assoc Prof Dr Kiều Thị Thu Hương, my supervisor, who has given me great help with this study Without her experienced guidance, valuable suggestions and dutiful supervision, my study would be far from finished Next, my thanks are due to the lecturers and the staff of the Faculty of PostGraduate Studies at University of Languages and International Studies – Vietnam National University for their useful lectures, careful guidance and enthusiasm, which fostered and nurtured my love of learning and doing research I take this opportunity to thank the teachers and students at the College of Technology and Foreign Relation Economy for their support and kind assistance during my study I am also grateful to Assoc Prof Dr Lê Văn Canh who has sent me documents and helped me to develop ideas for the study Great acknowledgement is made to all authors of the books and the articles listed in the references whose ideas have inspired and stimulated my thinking and my writing of this study Last but not least, my thanks go to my family members and my best friends whose support and continual encouragement have been indispensable for the fulfillment of this challenging study Hanoi, March 2015 Nguyen Thi Kim Oanh ii ABSTRACT In order to broaden students’ vocabulary, the researcher has planned to use supplementary reading materials in line with the core material This study aims at developing vocabulary for first-year students at the College of Technology and Foreign Relation Economy through supplementary reading materials It is based on a survey research to obtain its objectives The subjects of the study are fi rs ty ear students at the elementary level in the academic year of 2014-2015, and three classes have been observed The data have been collected from two main sources: two sets of questionnaires and class observations The results of the study show that there have been improvement in students’ vocabulary knowledge after students took part in the program Therefore, it is necessary for teachers to use the supplementary reading materials besides the core material However, they should pay attention to the selection of suitable reading texts plus vocabulary-enhancement exercises and additional vocabulary exercises so as to develop students’ vocabulary iii LIST OF ABBREVIATIONS - CTFRE: College of Technology and Foreign Relation Economy - L2: Second Language - EFL: English as a Foreign Language - ESL: English as a Second Language - SRP: Supplementary Reading Program iv LIST OF TABLES Table 1: First-year students’ syllabus…………………………………………… 16 Table 2: Key points of units taught for first-year students………………………17 Chart 1: Students’ attitudes towards the role of vocabulary in learning English… 22 Chart 2: Students’ perceptions of the necessity of vocabulary development…… 22 Table 3: The sources from which the students learn new words………………… 23 Table 4: Students’ difficulties in learning new words…………………………… 23 Chart 3: Students’ interests towards the teachers’ vocabulary teaching………… 24 Table 5: Students’ attitudes towards supplementary reading materials……………25 Chart 4: Students’ assessment of the benefits of the supplementary reading materials……………………………………………………………… 26 Chart 5: Students’ assessment of the benefits of the supplementary reading texts 27 Chart 6: Students’ assessment of their vocabulary knowledge gained through the SRP…………………………………………………………………… 28 Table 6: Students’ perceptions of the effect of the SRP on their vocabulary knowledge………………………………………………………………28 Table 7: Students’ favorite topics in the supplementary reading texts…………….29 Table 8: Students’ suggestions for good supplementary reading texts…………….30 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v PART A: INTRODUCTION 1 Rationale for the study Aims of the study Research questions Scope of the study Significance of the study Research methodology Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 English vocabulary in EFL/ESL teaching and learning 1.1 Definitions of vocabulary 1.1.2 Role of vocabulary in EFL/ESL teaching and learning 1.1.3 Components of vocabulary taught in class 1.2 Approaches to vocabulary learning 1.2.1 Incidental and intentional vocabulary learning 1.2.2 Implicit and explicit vocabulary learning 1.3 Vocabulary development and reading comprehension vi 1.3 Related studies 1.3 Relationship between vocabulary and reading 10 1.4 Supplementary reading materials 12 1.4.1 Definitions of supplementary materials 12 1.4.2 Criteria for selecting appropriate supplementary materials 13 1.5 Summary 13 CHAPTER 2: RESEARCH METHODOLOGY 15 2.1 Research context 15 2.2 Subjects 16 2.3 Description of materials 16 2.3.1 Course book “New Headway Elementary” 16 2.3.2 First-year students’ syllabus 17 2.3.3 Supplementary reading materials 18 2.4 Application of the supplementary reading program 19 2.5 Data collection instruments 19 2.5.1 Survey questionnaires 19 2.5.2 Class observations 20 2.6 Data collection procedures 20 2.7 Summary ……………………………………………………………… 20 CHAPTER 3: DATA ANALYSIS, RESULTS AND DISCUSSIONS 22 3.1 Data analysis 22 3.1.1 Students’ attitudes towards current vocabulary learning 22 3.1.2.Students’ attitudes towards supplementary reading materials 25 3.1.3 Data collected from classroom observations 29 vii 3.2 Discussions of research questions 32 3.2.1 Students’ attitudes towards current vocabulary learning 32 3.2.2 Students’ perceptions of supplementary reading materials 32 PART C: CONCLUSION 34 Major findings 34 Recommendations 35 2.1 Suggestions for selecting the supplementary reading materials 35 2.2 Suggestions for teaching vocabulary 37 Limitations of the study 38 Suggestions for further studies 38 REFERENCES 39 APPENDICES I APPENDIX 1: QUESTIONNAIRE I…………………………………………I APPENDIX 2: BẢNG CÂU HỎI ĐIỀU TRA II APPENDIX 3: QUESTIONNAIRE II III APPENDIX 4: BẢNG CÂU HỎI ĐIỀU TRA V APPENDIX 5: SUPPLEMENTARY READING MATERIALS VIII viii questionnaire, 62.5% stated that ever since the SRP was applied, they had revised a lot of words while 66.9% said that the SRP made them love vocabulary learning In fact, 63.6% were of the view that the SRP motivated them to learn more new words and helped them to know more English words (59.3%) Last, the class observations conducted during the researcher’s observations to three classes revealed that students were excited about the SPR They involved in vocabulary activities actively The researcher observed the same positive attitude among the teachers, who were very enthusiastic about the program and who tried to help their students improve vocabulary In short, the results obtained from both the questionnaire survey and class observations show that a majority of the students had positive views of the supplementary reading materials especially of the supplementary reading program The findings of the study have pointed out some problems of teaching and learning in vocabulary lessons To improve the situation, the teachers should find an effective way for students’ vocabulary growth and the results of the findings showed that using supplementary reading materials is a good method Therefore, the researcher has presented some suggestions for selecting supplementary reading materials It is hoped that what has been discussed in the study might be beneficial to both teachers and students so that it helps the students develop their vocabulary Recommendations 2.1 Suggestions for selecting the supplementary reading materials The results obtained from both the survey questionnaires and class observations show that the majority of the students have positive views of the supplementary reading materials and the SRP Therefore, it is important for teachers to apply the supplementary reading materials for vocabulary acquisition Judging from the results of the study, the researcher would like to make some suggestions  Teachers 35 First, teachers should be aware of the importance of vocabulary in English teaching and pay attention to teaching new words, revising new words in each lesson in class Second, teachers should help students consolidate new words by giving them more vocabulary tasks and exercises in class and at home If teachers not assign more vocabulary exercises and ask students to them at home, most students can not revise or learn vocabulary Third, teachers should also introduce students some ways to develop their vocabulary themselves It means that in teaching process, teachers should try to exploit suitable ways to help students learn vocabulary in different teaching contexts Last, to ensure the success of the teachers in improving the students’ vocabulary, teachers should care for the criteria such as students’ interests, level of difficulty and variety  Students Students themselves have to develop their own ways to learn vocabulary For example, besides textbooks, students can acquire vocabulary from supplementary reading texts, exercises given by teachers, newspapers or magazines When learning new words, students should focus on not only the meaning but also the form, use of the words and they should find their own ways to remember words  Selecting supplementary reading materials First, when selecting reading texts, the teachers should find the texts that are suitable to the majority of the students in class For first-year students, the reading texts are brief and easy-to-understand The content of texts should be comprehensible to learners so that they can use their vocabulary background knowledge and understand the texts correctly Moreover, the content should be varied to motivate students Next, in term of forms of supplementary materials, teachers can use items such as exercises, texts or activities from other published sources which are considered the most common form of supplementation However, when teachers use some items from published materials in order to supplement a core book, they 36 can follow exactly what has been professionally prepared or they spend a little time editing a little adaptation to such materials In fact, minimal adaptation can be useful and necessary so as to increase the suitability of supplementary materials for the reality of teaching and learning foreign language In addition, teachers should prepare their own materials which are more up-to-date and more relevant to students’ needs and interests than equivalent course book material Finally, in term of choosing supplementary materials, basing on an analysis of learners’ needs; teachers can choose or design suitable supplementary materials In addition, teachers should choose materials that are suitable for a particular class or particular groups of learners in mind Teachers choose some interesting materials accidentally with the hope that they can use such materials as supplementation in their future teaching 2.2 Suggestions for teaching vocabulary Teaching vocabulary is a very important field Teachers are a very important factor in selecting and teaching English vocabulary, and they have to design vocabulary syllabi according to their learners’ needs The selection of words which are to be taught to students is a very important procedure in the language learning process When conveying the meaning to students, teachers should teach their students that a word may have more than one meaning when used in different contexts Teaching vocabulary is not just conveying the meaning to the students and asking them to learn those words by heart Teachers should use different techniques and activities in teaching English vocabulary to motivate the learners, enrich their vocabulary and enable them to speak English properly Furthermore, when teachers decide to teach any meaning of any word, they should mention word use, word formation and word grammar Teachers should also know that teaching vocabulary is not just conveying the meaning to the students and 37 asking them to learn those words by heart Teachers should check their students’ understanding by giving them encouraging exercises as mentioned in the study Limitations of the study The first limitation is due to the participants of the study Since this survey was only conducted once and on a limited number of participants, it would be unlikely to ensure that the findings of the study would be always true to other participants in different contexts Although the results of two sets of questionnaires showed that the students gained more vocabulary and made great progress in vocabulary knowledge after joining the supplementary reading program, the participants in this study could not be representatives of all the population in other contexts Therefore, subjects in different contexts may have reacted differently to the program Another limitation of the study still exists in terms of the data collection instruments The participants’ attitudes towards the supplementary reading program were measured only by the questionnaires and class observations The results would have been more reliable if the researcher had used the test to check the participants’ self-reflection on their vocabulary learning after each supplementary reading text However, because of the limited time, this type of data collection instrument could not be exploited Suggestions for further studies From the above-mentioned limitations, there are some following suggestions for further studies Firstly, more studies need to be conducted to explore the effectiveness of developing vocabulary through supplementary reading materials Secondly, studies should be done on different participants such as English-major students to investigate whether these students find it effective to develop vocabulary through the supplementary reading texts Finally, it would be of great value if further research on the same issue were carried out with students’ tasks as an instrument to collect data 38 REFERENCES Baumann, J.F & Kameenui, E.J (2004) Vocabulary Instruction: Research to Practice New York: The Guilford Press Coady, J & Huckin, T (1997) Second Language Vocabulary Acquisition: A rationale for pedagogy Cambridge: Cambridge University Press Coady, J (1997) L2 vocabulary acquisition through extensive reading In J Coady & T Huckin (Eds.) Second language vocabulary acquisition (pp 225-237) Cambridge: Cambridge University Press Folse, S.K (2008) Six Vocabulary Activities for theEnglish Language Classroom, English Teaching Forum, 3, 12-21 Graves, M.F (2006) The Vocabulary Book: Learning & Instruction New York: Teachers College Press Hancock, O.H (1998) Reading skills for college students (4th ed.) Upper Saddle Rivers, NJ: Prentice Hall Harmer, J (2007) How to teach English Essex, England: Pearson Education Limited Haynes, M (1993) Patterns and perils of guessing in second language reading In T Huckin, M Haynes & J Coady (eds.), Second Language Reading and Vocabulary Learning Norwood, N J.: Ablex Publishing Corporation Hedge, F (1985) Using Readers in Language Teaching Macmillan Publishers 10 Hedge, T (2000) Teaching and learning in the language classroom Oxford: OUP 11 Huckin, T & Coady, J (1999) Incidental vocabulary acquisition in a second language Studies in Second language Acquisition, 21, 181-193 12 Hui,T M & Wen, S H (1997) The Impact of Supplemental Reading on Vocabulary Acquisition and Retention with EFL Learners in Taiwan, 53(1), 83-115 39 13 Hunt & David Beglar (2001) Current research and Practice in Teaching Vocabulary Cambridge University Press 14 Richards, J.C & Schmidt, R (2002) Longman Dictionary of Language Teaching and Applied Linguistics Pearson Education Limited 15 Jameel Ahmad (2011) Learning.Interdisciplinary Intentional Journal of and Incidental Contemporary Vocabulary Research in Business,3(5),67-74 16 Joshi, R.M (2005) Vocabulary: A critical component of comprehension Reading & Writing Quarterly, 21, 209-219 17 Joshi, R.M., & Aaron, P.G (2000) The component model of reading: Simple view of reading made a little more complex Reading Psychology, 21, 85-97 18 Lessard-Clouston, M (2012) Vocabulary Learning and Teaching: Pedagogy, Research, and Resources, CELT 2012 Hong Kong- Vocabulary, 1-6 19 Lessard-Clouston, M (1994) Challenging Student Approaches to ESL Vocabulary Development Tesl Canada Journal, 12 (1), 69-80 20 Manyak, P.C., & Bauer, E.B (2009) English vocabulary instruction for English learners The Reading Teacher, 63(2), 174-176 21 Martin-Chang, S.Y., & Gould, O.N (2008) Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate Journal of Research in Reading, 31, 273-284 22 McCarthy M (1990) Vocabulary Description, Acquisition and Pedagogy Cambridge University Press, Cambridge 23 Nagy, W & Herman, P (1987) Learning word meanings from context during normal reading American Educational Research Journal, 24, 237270 24 Nation, I S P (1990) Teaching and Learning Vocabulary New York: Newbury House 40 25 Nation, I.S.P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press 26 Nunan, D (1991) Language Teaching Methodology Series: English Language Teaching Phoenix ELT 27 Nunan, D.(1992).Research Methods in Language Teaching, Cambridge 28 Nuttall, C (1996) Teaching reading skills in a foreign language Oxford: Heinemann 29 Matsuoka, W & Hirsh, D (2010) Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language, 22 (1), 56-70 30 Pazhakh, A & Soltani, R (2010) The effect of extensive reading on Vocabulary development in EFL learners in Dehdasht Language Institute Practice and Theory in Systems of Education, 5(4), 387-398 31 Pigada, M & Schmitt, N (2006) Vocabulary acquisition from extensive reading: A case study Reading in a Foreign Language, 18 (1) 32 Ricketts, J., Nation, K & Bishop, D (2007) Vocabulary is important for some, but not all reading skills Scientific Studies of Reading, 11(3), 235-257 33 Schmitt, N (2000) Vocabulary in Language Teaching New York: Cambridge University Press 34 Schmitt, N (2008) Review article: Instructed second language vocabulary learning Language Teaching Research 12 (3), 329-363 35 Tomlinson, B (1998) Materials Development in Language Teaching Cambridge University Press 36 Tran, V T (2008) Developing Grade 10 Students’ English Vocabulary through the Guided Extensive Reading Program: A Quasi-Experimental Study Viet Nam National University, Hanoi 37 Tze-Ming Chou, P (2011) The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students Electronic Journal Foreign Language Teaching, 8(1), 108-115 41 38 Yali, G (2010) L2 Vocabulary Acquisition through Reading —Incidental Learning and Intentional Learning, Chinese Journal of Applied Linguistics, 33 (1),74-93 39 Ur, P (1996) A course in Language Teaching Cambridge: Cambridge University Press 40 Wallace, M (1982) Teaching Vocabulary (p.32) London: Heinemann Educational Books 41 Wilkins, D.A (1972) Linguistics in Language Teaching London: Edward Arnold 42 Wisker, (2001) The post graduate handbook Palgrave 42 APPENDICES APPENDIX 1: QUESTIONNAIRE I This survey questionnaire is designed for my study “Using supplementary reading materials to develop vocabulary for the first students at the College of Technology and Foreign Relation Economy, Hanoi” Your assistance in fulfilling the following questions is greatly appreciated Please put a tick (√) in the given boxes to indicate your choice For some questions, you can choose more than one option Thank you so much for your help What you think of the role of vocabulary in learning English? a Very important c Not very important b Rather important d Not important at all Do you think it is necessary to develop English vocabulary? a Strongly agree c Strongly disagree b Agree d Disagree What you learn new words from? (You can choose more than one option) a The textbook c Newspapers and magazines b The exercises given by the teachers d Other sources What are your difficulties in learning new words? (You can choose more than one option) a Memorizing the spelling and meaning of new words b Pronouncing words c Using words in authentic contexts d Remembering words for a long time What would you like your teachers to in vocabulary lesson? (You can choose more than one option) a Using language activities in teaching vocabulary b Helping you how to pronounce words correctly c Checking learned vocabulary regularly d Giving many examples of word usage I APPENDIX 2: BẢNG CÂU HỎI ĐIỀU TRA (Trước áp dụng chương trình đọc hiểu bổ trợ để phát triển từ vựng) Những câu hỏi sau nhằm phục vụ cho nghiên cứu phát triển từ vựng thông qua đọc hiểu bổ trợ cho sinh viên năm trường Trung Cấp Công Nghệ Kinh tế đối ngoại, Hà Nội Mong em vui lòng trả lời câu hỏi sau cách đánh dấu (√) vào ô trống để rõ lựa chọn em Chân thành cảm ơn cộng tác em! Em nghĩ vai trị học từ vựng việc học Tiếng Anh? a Quan trọng c Bình thường b Khá quan trọng d Khơng quan trọng Em có nghĩ cần thiết để phát triển từ vựng việc học Tiếng Anh? a Hồn tồn đồng ý c Khơng đồng ý b Đồng ý d Hồn tồn khơng đồng ý Em thường học từ từ đâu? (Em chọn nhiều đáp án) a Từ sách giáo trình c Từ báo tạp chí b Từ tập thầy giao d Từ nguồn khác Khó khăn mà em gặp phải việc học từ gì? (Em chọn nhiều đáp án) a Khó nhớ nghĩa cách đánh vần từ b Khó phát âm từ c Khó sử dụng từ văn cảnh d Khó nhớ từ trong khoảng thời gian dài Em thích giáo viên dạy việc học từ vựng? (Em chọn nhiều đáp án) a Sử dụng hoạt động ngơn ngữ b Hướng dẫn phát âm từ xác c Kiểm tra từ vựng đặn d Cung cấp nhiều ví dụ cách sử dụng từ II APPENDIX 3: QUESTIONNAIRE II This survey questionnaire is designed for my study “Using supplementary reading materials to develop vocabulary for the first students at the College of Technology and Foreign Relation Economy, Hanoi” Your assistance in fulfilling the following questions is greatly appreciated Please put a tick (√) in the given boxes to indicate your choice For some questions, you can choose more than one option Thank you so much for your help In your opinion, should we use supplementary readings materials to develop vocabulary? a Yes b No Do you feel motivated while your teachers use supplementary readings materials in vocabulary learning? a Yes b No Do supplementary reading materials help you develop your vocabulary? a Yes b No Do supplementary reading materials make the lesson more interesting? a Yes b No 10 Is using supplementary reading materials a waste of time? a 11 What Yes are b No the benefits of vocabulary-enhancement exercises supplementary reading materials? (You can choose more than one option) a Consolidating the words learnt b Improving my background knowledge c Providing more words for my speaking and writing skills d Broadening vocabulary 12 What are the benefits you gain from the supplementary reading texts? (You can choose more than one option) a Pronouncing words better III from b Know how to use words in authentic contexts c Remembering words better d Knowing the other forms of a word 13 How has your vocabulary knowledge been improved since you took part in the supplementary reading program? a Much better than before b Better than before c Not better at all d No idea 14 What are your perceptions of the supplementary reading program in vocabulary learning? a Helping to revise a lot of words b Making love to vocabulary learning c Motivating to learn more new words d Helping know more English words Thank you again for your cooperation! IV APPENDIX 4: BẢNG CÂU HỎI ĐIỀU TRA (Sau áp dụng chương trình đọc hiểu bổ trợ để phát triển từ vựng) Những câu hỏi sau nhằm phục vụ cho nghiên cứu việc sử dụng tài liệu đọc bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công Nghệ Kinh tế đối ngoại, Hà Nộị Mong em vui lòng trả lời câu hỏi sau cách đánh dấu (√) vào ô trống để rõ lựa chọn em Chân thành cảm ơn cộng tác em! Theo em có cần thiết phải sử dụng tài liệu đọc bổ trợ để phát triển từ vựng không? a Rất cần thiết b Không cần thiết Giáo viên sử dụng tài liệu bổ trợ có tạo cho em hứng thú học từ vựng không? a Có hứng thú b Khơng hứng thú Tài liệu đọc bổ trợ có giúp em cải thiện từ vựng khơng? a Có b Khơng Sử dụng tài liệu đọc thêm có tạo cho buổi học thêm thú vị khơng? a Có b Khơng 10 Sử dụng tài liệu đọc thêm thời gian khơng? a Có b Không 11 Các tập bổ trợ từ vựng từ tài liệu bổ trợ có lợi ích gì?(Em chọn nhiều đáp án) a Củng cố lại từ học b Cải thiện kiến thức c Cung cấp thêm từ cho kĩ nói viết d Phát triển từ vựng 12 Kiến thức từ vựng em cải thiện từ đọc bổ trợ lớp? (Em chọn nhiều đáp án) a Phát âm từ tốt V b Biết cách sử dụng từ văn cảnh c Học thêm dạng từ từ d Nhớ từ tốt 13 Kiến thức từ vựng em cải thiện nhờ có chương trình học từ vựng thơng qua đọc? a Cải thiện nhiều so với trước em tham gia b Cải thiện nhiều so với trước em tham gia c Không cải thiện nhiều so với trước em tham gia d Khơng có ý kiến 14 Em có quan điểm chương trình đọc bổ trợ? a Giúp em ơn tập nhiều từ b Tạo thích thú học từ vựng c Tạo hứng thú học thêm nhiều từ d Giúp em biết nhiều từ Cảm ơn em hợp tác! Chúc em học tập tốt VI APPENDIX 5: SUPPLEMENTARY READING MATERIALS VIII ... COLLEGE OF TECHNOLOGY AND FOREIGN RELATION ECONOMY, HANOI (Sử dụng tài liệu đọc hiểu bổ trợ để phát triển từ vựng cho sinh viên năm thứ trường Trung Cấp Công nghệ Kinh tế đối ngoại, Hà Nội) M.A... in term of choosing supplementary materials, basing on an analysis of learners’ needs; teachers can choose or design suitable supplementary materials In addition, teachers should choose materials... observations Reasons for choosing class observations For purpose of confirming the results of the questionnaires, another instrument employed is class observations The researcher chooses this tool to