Thái độ của sinh viên không chuyên đối với các bài tập đọc hiểu tiếng anh có sử dụng hai mô hình từ dưới lên

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** NGUYỄN THỊ THU THỦY NON-ENGLISH MAJOR STUDENTS’ ATTITUDES TOWARDS BOTTOM-UP AND TOP-DOWN READING TASKS: A SURVEY RESEARCH AT PHUC YEN COLLEGE OF INDUSTRY (PYCI) THÁI ĐỘ CỦA SINH VIÊN KHÔNG CHUYÊN ĐỐI VỚI CÁC BÀI TẬP ĐỌC HIỂU TIẾNG ANH CĨ SỬ DỤNG HAI MƠ HÌNH “TỪ DƯỚI LÊN” VÀ “TỪ TRÊN XUỐNG”: MỘT KHẢO SÁT TẠI TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP PHÚC YÊN M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** NGUYỄN THỊ THU THỦY NON-ENGLISH MAJOR STUDENTS’ ATTITUDES TOWARDS BOTTOM-UP AND TOP-DOWN READING TASKS: A SURVEY RESEARCH AT PHUC YEN COLLEGE OF INDUSTRY (PYCI) THÁI ĐỘ CỦA SINH VIÊN KHÔNG CHUYÊN ĐỐI VỚI CÁC BÀI TẬP ĐỌC HIỂU TIẾNG ANH CÓ SỬ DỤNG HAI MƠ HÌNH “TỪ DƯỚI LÊN” VÀ “TỪ TRÊN XUỐNG”: MỘT KHẢO SÁT TẠI TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP PHÚC YÊN M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof Dr Nguyễn Quang HANOI – 2014 DECLARATION I hereby certify that the thesis entitled “Non-English Major Students’ Attitudes Towards Bottom-up and Top-down Reading Tasks: A Survey Research at Phuc Yen College of Industry (PYCI)” is the result of my own research for the Degree of Master of Arts at University of Foreign Languages and International Studies, Hanoi National University, and that this thesis has not been submitted for any degree at any other universities or institutions Hanoi, September 2014 Nguyễn Thị Thu Thủy i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Prof Nguyen Quang, Ph.D for his experienced guidance, valuable suggestions, invaluable critical feedback and encouragement in the writing of this study Without his support, this thesis would not have been completed My great gratitude goes to all the lecturers and the staff of the Post-Graduate Department for giving me valuable knowledge and helpful assistance My thanks are extended to my students, especially the students in two classes TA2.LT1 and TA2.LT3, who provided me with enthusiastic cooperation and valuable feedback during my research conducting Finally, this thesis is also dedicated to my family for their care and encouragement during the time I carried out this study ii ABSTRACT This is a study of students’ attitudes towards Bottom-up and Top-down reading tasks in Phuc Yen college of Industry, Vinh Phuc The study is aimed at finding out the students’ attitudes towards reading tasks using bottom-up and top-down models Therefore, the findings of this study can serve as the answer to a main research question: What are PYCI students’ attitudes towards bottom-up and top-down reading tasks? The data of this study are collected through questionnaires and interviews The data from the questionnaire are calculated in percentage for interpretation and analysis based on the theory of attitude The participants are 78 second-year students who come from different majors in Phuc Yen College of Industry taking English2 course as a general subject The findings of the study revealed that most of the participants showed their positive attitude towards both Bottomup and Top-down reading tasks; however, they put their positive attitude to the Bottom-up tasks and preferred to these tasks more Through the findings, the research is expected to give benefit to the students by providing them necessary information about their own attitudes towards reading, especially bottom-up and top-down reading Besides, the results of the study also provide teachers with better awareness of their students’ attitudes From that, they will adjust their teaching to encourage and motivate their students in reading activities as well as prepare more interesting reading materials and activities that meet their students’ needs and interests iii TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of tables and figures vii List of abbreviations vii PART A: INTRODUCTION Rationale Aims of the study Research questions Scope of the study Methods of the study Organization of the study PART B: DEVELOPMENT Chapter One: Literature Review 1.1 Attitudes 1.1.1 Definitions of attitudes 1.1.2 Attitudes in language learning 1.1.3 Reading Attitudes 1.2 Reading and schema theory 1.2.1 Reading 1.2.2 Schema theory 1.3 Types of reading 1.3.1 Reading aloud 1.3.2 Silent reading 1.3.2.1 Intensive reading 1.3.2.2 Extensive reading 10 1.4 Models of reading process 11 1.4.1 Bottom-up model 11 1.4.2 Top-down model 12 iv 1.5 Reading tasks 13 1.5.1 Pre-reading tasks 14 1.5.2 While-reading tasks 15 1.5.3 Post-reading tasks 16 1.6 Review of previous studies 16 1.7 Summary 17 Chapter Two: The Study 2.1 Context of the study 18 2.1.1 The teachers and the students 18 2.1.2 The course book used 19 2.2 Participants 20 2.3 Methodology 21 2.3.1 Instruments 21 2.3.2 Data collection procedures ………………………………………… 22 2.4 Summary 23 Chapter Three: Data Analysis and Discussion 3.1 Questionnaire 24 3.1.1 Bottom-up strategies 24 3.1.2 Top-down strategies 25 3.2 Questionnaire 25 3.2.1 Students’ general assessments of the reading tasks 26 3.2.2 Students’ perceptions of difficulties of the reading tasks 27 3.2.3 Students’ perceptions of the most useful stage in reading 27 3.2.4 Students’ attitudes towards bottom-up and top-down reading tasks in three stages 28 3.2.4.1 In Pre-reading stage 29 3.2.4.2 In While-reading stage 30 3.2.4.1 In Post-reading stage 31 3.2.5 Students’ preference of the teachers’ ways of teaching reading 32 3.3 Interviews 33 3.4 Summary 35 v PART C: CONCLUSION Conclusions 36 Implications 37 Limitations and suggestions for further study 39 REFERENCES 40 APPENDICES I Appendix I Appendix III vi LIST OF TABLES AND FIGURES Table 1: Types of reading tasks (unit to unit 14) in the Lifelines Pre-intermediate book Table 2: Characteristics of the subjects Figure 1.1: Frequency of the bottom-up strategies used by PYCI students (N=78) Figure 1.2: Frequency of the top-down strategies used by PYCI students (N=78) Figure 2.1: Students’ general assessments of the reading tasks (N=50) Figure 2.2: Students’ general assessments of the types of reading tasks (N=50) Figure 2.3: Students’ perceptions of difficulties of the reading tasks (N=50) Figure 2.4: Students’ perceptions of the most useful stage in reading (N=50) Figure 2.5: Students’ attitudes towards bottom-up and top-down reading tasks in the Prereading stage (N=50) Figure 2.6: Students’ attitudes towards bottom-up and top-down reading tasks in the While-reading stage (N=50) Figure 2.7: Students’ attitudes towards bottom-up and top-down reading tasks in the Postreading stage (N=50) Figure 2.8: Students’ preference of the teachers’ way of teaching reading (N=50) LIST OF ABBREVIATIONS PYCI: Phuc Yen College of Industry EFL: English as a Foreign Language N: Number Q: Question BU: Bottom-up TD: Top-down vii PART A: INTRODUCTION Rationale: In this age of globalization, English as a foreign language (EFL) occupies an important place in Vietnamese educational system Of the four English basic skills, reading is considered the most important skill for students to master, as Carrell (1981, p.1) emphasizes “For many students, reading is by far the most important of the four macro skills in a second language, particularly in English as a second or foreign language” As Eskey (2005) shows in his research that many students of English as a foreign language rarely need to speak the language in their day-to-day lives but many need to read it in order to “access the wealth of information” (p.563) The more we strengthen reading skills, the greater progress we make in English learning as well as in other areas Reading is not only a good source of information and enjoyable activity, but a valuable means of extending and consolidating one's knowledge of the language (Rivers, 1981) In my teaching experience, although I provided my students different reading strategies to improve their reading comprehension, they have still had a lot of difficulties in reading and doing reading tasks As Amiryousefi (2012) states that the problems that students encounter may be due to a number of factors such as “lack of appropriate reading strategies, lack of background knowledge related to the topic of the target text, lack of attitudes toward reading or lack of vocabulary knowledge to name a few” (p 1172) While a lot of researchers have carried their studies on students’ reading strategies or ways of improving reading abilities, not many studies on EFL students’ attitudes towards reading in higher education, especially reading with particular models like bottom-up and top-down have been conducted In fact, students’ attitudes are very important in learning process as it is one important factor affecting motivation in language learning (Oxford and Shearin, 1994) Having positive attitude towards learning, students will carry out their learning to the best of their ability and vice verse Therefore, with a view to gaining some insights into students’ attitudes towards reading to ascertain what reading task (top-down or bottom-up) EFL students prefer to use and find out the students’ attitudes towards the two model reading tasks, the writer decides to research on “Non-English Major Students’ Attitudes Towards Bottom-up and Top1 “I don’t like reading very much and my English proficiency is not good but at least I can some reading tasks with the help of bottom-up strategies” “I think some top-down strategies like guessing the meanings and bringing background knowledge to the text are really helpful It helps me save more time I will use these techniques together according with the bottom-up strategies.” To summarize, all of the students confirmed that they gained benefit from using the two models However, more benefits from the bottom-up model were recorded Question asked the students whether they keep up using the model they liked in their reading Over 80% of the interviewees said “Yes” Most of them highly regarded the benefits that the bottom-up model brings them in learning reading The rest of them thought that they would change their method of reading a little bit to have a better result That is, they would use a combination between the bottom-up and top-down models with suitable strategies for different reading tasks 3.4 Summary This chapter analyzed and discussed the findings of the study through the two questionnaires and interviews The analysis of the study shows that most of the secondyear PYCI students have positive attitudes towards bottom-up and top-down reading tasks They, however, express more of their interest to the tasks with bottom-up model About a third of them show that they want to be taught in a combination of the two models because they all realized the benefits of both bring them 35 PART C: CONCLUSION This part presents the conclusions from the findings of the study Some implications from the findings, the limitations of the study and some suggestions for further studies will also be presented Conclusions To research question 1: It can be concluded from the findings that both bottom-up and top-down strategies were used by the students at PYCI However, the students tended to use bottom-up strategies more frequently than top-down ones As discussed, the bottom-up strategies emphasize the word-level and the readers use linguistic knowledge to understand the meaning of a text The findings of the study revealed that the students focused much on linguistic knowledge and regarded vocabulary as the most important factor in comprehending a text Strategies frequently used during their reading such as scan explicitly requested information (BU), translating words/phrases into Vietnamese (BU), breaking lexical items into parts, guessing the meaning based on what presented in the text (TD), … were all to find out the meanings of vocabulary used The participants paid little attention to reflecting their background knowledge to the text, connecting the information in the text and guessing the following events Especially, they did not care much about cohesive ties and text coherence, which can contribute much to their reading performance All in all, the students depended much on bottom-up strategies rather than top down ones and vocabulary was the most of their interest in comprehending a text To research question 2: The findings showed that PYCI students had positive attitude towards both bottomup and top-down reading tasks They, however, put their positive attitude to the bottom-up tasks more The students’ positive attitudes in the study were shown through their positive thoughts and emotions towards reading tasks And that led to their positive behavioral responses towards the tasks The result of the study is in line with Mathewson’s theory (1994) of attitude which says that a person will real reaction or behave in certain way when he/she has certain thought and belief Besides, when most of the students assessed the reading tasks difficult for them, they chose strategies which were mostly from the bottom-up models to solve the tasks That is understandable because bottom-up reading model is considered a good way for students of beginning or low English proficiency to 36 access the text This supported Anderson’s conclusion in his study (2008) that “beginninglevel readers exposed to a strong bottom-up components” As what the results showed for the reading tasks in three stages, the students liked to bottom-up reading activities more than top-down ones The evidence is that numbers of selections for bottom-up reading tasks in all three stages of reading are higher than that for top-down ones These bottom-up reading tasks below gained most interest from the students: working out the linguistic difficulties of the text (pre-reading); recognizing lexical items and using knowledge of syntax and semantics (while-reading); memorizing new words/expressions (post-reading) The students thought that these bottom-up activities were also useful for their study because the activities helped them to improve their vocabulary and grammatical knowledge Some students stated that they could read and the given tasks better than before Besides, top-down reading tasks also received many selections such as sequencing of series of key words/pictures (pre-reading), predicting meaning from the context (while-reading) and discussing on the topic to enhance reading comprehension (post-reading) Some of the participants liked these top-down activities because the activities helped them to save time in accessing the reading and the tasks They also asserted that they would make use of using some top-down strategies in their reading with bottom-up model Implications From the result of the study, it was pleased to find that the participants had positive attitude towards both bottom-up and top-down reading tasks, especially some tasks which gained a lot of selections It means that they were interested in these tasks in the textbook From the list of bottom-up and top-down tasks in each stage of reading, the teacher can find out their students’ favorite tasks to adjust the activities using in each stage in their reading class The bottom-up tasks should be emphasized as the students also put their interest in these tasks Besides, the teacher should also encourage the students with topdown reading activities because they will also receive benefits from these activities According to the students’ assessments about the reading tasks in the textbook, the tasks should be adapted to be more suitable with the level of the students as they are mostly difficult for them Therefore, the teachers should use other supporting materials and adjust the reading tasks used in their lessons to fit their students’ needs and interest With suitable adjustments, it can be sure that the students will enjoy the lessons much more 37 As it was shown in the findings, the students regarded while-reading as the most important stage in comprehending a text That means, they might not receive good and essential information from the pre-reading stage In other words, the teacher might not make use of the pre-reading stage in their reading lesson, so that the students were not well-prepared for their reading This might lead to bad results of their reading performance Therefore, the implication is that the teacher should help their students by putting much of their consideration to prepare good pre-reading activities, and encourage the students to take part in these activities It can be inferred from the results of the study that although the students realized the benefits of each model, they did not seem to know how to apply in a suitable way to get better results Therefore, providing suitable strategies of both bottom-up and top-down is really essential for the students in assessing the reading and resolving the reading tasks With suitable strategies used, the students can the tasks better, save the time and also improve other skills in learning a language Therefore, it is the teachers who help their students in selecting suitable strategies and guide them how to assess the reading with these strategies In summary, through the result of this study, it can give benefit for the participants to know necessary information about their attitude towards reading, especially the bottomup and top-down reading tasks This study can help the teachers to pay attention to their students’ needs and interest about reading From that, they keep motivating their students by improving and updating good reading materials, exercises that fit the students’ needs and interests Limitations and suggestions for further study Although the study was carried out with much of the researcher’s effort, there still exist some limitations Firstly, a small population of participants can be found as one of the limitations of the study The findings of the study cannot cover for all other students or other places Therefore, a larger-scale study with a larger sample size and more data collection instruments should be carried out to obtain more extract data about students’ attitudes Secondly, the study only focused on two out of three components of attitudes (affective and cognitive), the participants’ behavior (the third component) was not examined explicitly Therefore, the results may not fully reflect the students’ attitudes 38 towards bottom-up and top-down reading tasks That is why it is necessary to a similar study in which all three components of attitude are examined more exactly with more instruments of collecting data Third, the study was carried out in a short period of time, the students had little time to practice with the two models of reading, so the results gained may also partly present the students’ attitudes Therefore, it is also necessary to carry out a long-term study to get better results To summarize, some shortcomings are unavoidable in this study It is hoped that following research can fill its limitations 39 REFERENCES Abbot et al (1981), The teaching of English as an international language, Collins Alderson J C (2000), Assessing Reading, Cambridge University Press, Cambridge Alexander J E., Filler R C (1976), Attitudes and reading, DE International Reading Association, Newark Al-Ghonaim A (2005), ESL college students’ beliefs and attitudes about reading-to-write in an introductory composition course: A qualitative study, [On line] Available: http://dspace.lib.iup.edu:8080/dspace/handle/2069/18 Allen D.D (2013), Attitudes Toward Digital and Print-Based Reading: A Survey for Elementary Students, Doctor of Philosophy (research), University of South Florida, USA Alptekin C (2003), “The role of cultural nativization in L2 reading: The case of inferential and literal comprehension”, ELT Research Conference-Languages for Life, Çanakkale Onsekiz Mart University, pp 22-24 Amiryousefi M et al (2012), “Iranian EAP students’ reading strategy use and their beliefs about reading comprehension components: Toward and EAP reading model” World Applied Sciences Journal 18 (8), pp.1172-1179, IDOSI Publications Anderson N J (2008), Practical English Language Teaching, New York: McGraw-Hill, Reading (pp.7, 28-29) Anderson R C (2004), Role of the readers' schema in comprehension, learning, and memory, Theoretical models and processes of reading (5th ed., pp 594–606) Newark, DE: International Reading Anderson R C (1977), The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference In Schooling and the Acquisition of Knowledge, ed Richard C Anderson, Rand J Spiro, and William E Montague, Hillsdale, NJ: Erlbaum Black A.M.L (2006), 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(1994), Fostering the love of reading: The affective domain in reading education, DE: International Reading Association, Newark Dechant, E (1991), Understanding and teaching reading: An interactive model, Hillsdale, NJ: Lawrence Erlbaum DiMaggio P (1997), Culture and cognition Annual Review Of Sociology, 23, pp 263-287 Doff (1988), Teach English Cambridge University Press Eskey D (1988), Interactive Approaches to Second Language Reading Cambridge: CUP Fishbein M., Ajzen I (1972), Attitudes and opinions, Annual Review of Psychology, 23, pp.487-545 Gardner R (1985), Social psychology and second language learning: The role of attitudes and motivation, Edward Arnord, London Gardner R.C., Lambert W.E (1972), Attitudes and motivation in second language learning, Rowley, MA: Newbury House Gillespie C (1993), College students reflections on reading, Reading Horizons, 33, pp 329-340 Goodman K.S (1967), Reading: a psycholinguistic guessing game, Journal of the Reading Specialist, Goodman K.S (1970), Reading: A psycholinguistic guessing game, In H Singer & R.B.Ruddell (Eds.), Theoretical models and processes of reading, pp 259–272, Newark, DE: International Reading Association Grellet, F (1981), Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises, Cambridge University Press, Cambridge Harris A J., Sipay, E R (1990), How to increase reading ability (9th ed.) White Plains, Longman, New York Hogg M., Vaughan, G (2005), Social Psychology (4th edition), Prentice-Hall, London - 41 - Karakas M (2002), The Effects of Reading Activities on Comprehension of Short Stories Unpublished MA thesis, Çanakkale Onsekiz Mart University, Turkey Kerlinger F.N (1984), The nature and Structure of Social Attitudes, Lawrence Erlbaurm Associcates Inc., Publishers, New Jersey Kush J C., Watkins M W (1996), Long-term stability of children's attitudes toward reading, The Journal of Educational Research, 89(5), p.315 Lewis M., Hill J (1992), Practical Techniques for Language Teaching Cambridge University Press, Cambridge Long M., Richards J (1987), Methodology in TESOL, Heinle & Heinle Publishers, Boston Mathewson G.C (1994), Model of attitude influence upon reading and learning to read, In R B Ruddell, M R Ruddell, & H Singer (Eds.), Theoretical Models and Processing of Reading (4th ed.), DE: International Reading Association, Newark Nunan D (1991), Language Teaching Methodology, Prentice Hall International, Hertfordshire Nuttall C (2000), Teaching Reading Skills in a Foreign Language, 2nd ed, Heinemann, Oxford Nuttall C (2005), Teaching reading skills in a foreign language, fifth ed, Macmillan Publishers Limited, Oxford Oxford R., Shearin J (1994), Language learning motivation: expending the theoretical framework, Modern Language Journal, 78, pp 12-28 Paran A (1996), Reading in EFL: Facts and fictions, ELT Journal, 50(1), pp 25-34 Rivers, W M (1981), Teaching Foreign Language Skills, 2nd ed, The University of Chicago Press, Chicago Samuels S J., Kamil, M L (1988), Models of the reading process, In P L Carrell, J Devine & D E Eskey (Eds.), Interactive approaches to second language reading, Cambridge University Press, Cambridge Sarawit M (2009) Freshman Students’ Attitudes towards Reading: A Case Study at the Naresuan University International College, Available: www.sarawit.com/ msarawit, appeared in 2012 in the Humanities Journal of Rajabhat University, Phitsanulok Thuy, H.T.B (2010), Students’ attitudes towards cooperative learning at Nghe An teachers’ college and implications for teacher education programs Unpublished MA Thesis, University of Language and International Studies, VNU - 42 - Ur P (1996), A Course in Language Teaching, Cambridge University Press, Cambridge Wassman R., Rinsky A.L (1993), Effective Reading in a Challenging World, Prentice Hall Yamashita J (2004), Reading attitudes in L1 and L2, and their influence on L2 extensive reading, Reading in a Foreign Language, Volume 16, Number 1, ISSN 1539-0578 Zhou L., Siriyothin P (2009), An investigation of university students’ attitudes towards writing-to-read tasks, 2nd SUT-Graduate Conference 2009, Suranaree J Sci Technol Vol 16 - 43 - APPENDICES APPENDIX QUESTIONNAIRE 1: The survey questions are designed in an attempt to investigate which strategy you are using in your reading Please respond to all the following questions and statements Your effort in completing this questionnaire would be highly appreciated and of great use to my study “Non-English Major Students’ Attitudes Towards Bottom-up and Top-down Reading Tasks” You can be positive that you are not going to be identified in any discussion of data Thank you for taking the time to answer the questions thoughtfully! For each statement, please tick in the given spaces what you find the most familiar with you Please note that: [1] - never, [2] - usually, [3] - sometimes, [4] - rarely, [5] - always When I read a text, I scan the text for explicit information requested in the reading questions or exercises I read aloud a sentence/whole paragraph while reading I question the meaning of a word or a phrase and try to find its meaning immediately I use knowledge of punctuation (;, i.e., that is, ( ), - ) I translate some or all words / phrases /sentences into Vietnamese I notice the cohesive ties like "however, therefore, in addition to" used in the text and try to find the reference of words like “this”, “that” I break lexical items into parts and try to guess their meanings from their structures like "unbelievable: un + believe + able" I skim for gist of the text or to identify the main ideas, themes, or concepts I connect or relate the information presented in different sentences or parts of the text 10 I guess the meaning of the words and phrases based on the information presented in the text 11 I pay attention to the text type and discourse format 12 I pay attention to how ideas and facts are used to support the main ideas 13 I bring my background knowledge to the text 14 I try to find the topic sentence, introduction and conclusion of the text 15 I guess the following events basing on what I have read Thank you very much for your cooperation! I CÂU HỎI ĐIỀU TRA 1: Chào bạn! Chúng thực nghiên cứu đề tài: “Thái độ sinh viên không chuyên tập đọc hiểu tiếng Anh có sử dụng hai mơ hình Từ lên (Bottom-up) Từ xuống (Top-down)” Câu hỏi điều tra lập nhằm mục đích tìm hiểu chiến thuật bạn sử dụng làm đọc tiếng Anh Việc tham gia trả lời câu hỏi bạn đóng góp q báu giúp chúng tơi hồn thành nghiên cứu Xin vui lịng hồn thành bảng điều tra cách trung thực xác việc tích vào cột mà bạn cho phù hợp với ([1]- Khơng [2]Hiếm khi,, [3]- Thỉnh thoảng [4]- Thường xuyên, [5]- Luôn luôn) Khi đọc văn bản, Em đọc tìm thông tin cụ thể cần thiết để trả lời câu hỏi để làm tập yêu cầu Em thường đọc to câu đoạn Em thường băn khoăn muốn biết nghĩa từ /cụm từ em đọc Em sử dụng dấu chấm câu dấu hiệu ( ; , i.e , that is , ( ) , - ) để hiểu văn Em thường dịch số tất từ / cụm từ sang tiếng Việt Em sử dụng liên kết từ là: “however, therefore, in addition to…” để liên kết ý cố gắng tìm tham chiếu từ “this”, “that” để hiểu ý Em chia nhỏ từ vựng thành phần thơng qua cố gắng đốn ý nghĩa từ gốc, ví dụ: unbelievable: un + believe + able Em đọc lướt để nắm ý chủ đề văn Em liên kết ý có câu phần khác văn 10 Em đốn nghĩa từ cụm từ dựa vào thơng tin có 11 Em thường ý đến xem văn thuộc loại định dạng 12 Em ý đến cách tác giả sử dụng ý nhỏ để củng cố ý 13 Em liên hệ kiến thức có sẵn vào đọc để hiểu 14 Em cố gắng tìm câu chủ đề, phần mở kết luận văn 15 Dựa vào phần đọc em đoán nghĩa phần Chân thành cảm ơn giúp đỡ bạn! II APPENDIX QUESTIONNAIRE 2: The survey questions are designed in an attempt to investigate the students’ attitudes towards Bottom-up and Top-down reading tasks at Phuc Yen College of Industry Please respond to all the following questions and statements Your effort in completing this questionnaire would be highly appreciated and of great use to my study You can be positive that you are not going to be identified in any discussion of data Thank you for taking the time to answer the questions thoughtfully! For all the questions, please answer by circling the option(s) you think the best suit you or write down your own answer The reading tasks in the textbook are generally A Easy B Neutral C Difficult D Very difficult The types of reading tasks are generally A Monotonous B Neutral C Quite varied D Varied What is/are the frequent difficulty/ies you cope with when you the reading tasks? (more than one option is possible) A I cannot pronounce correctly a lot of words/phrases in the texts B I cannot define the text type and discourse format C I cannot predict the meanings of new words/ phrases D The topics or pieces of information provided in the texts are usually not familiar to me E I have difficulties in connecting ideas among paragraphs in the text F Others: (please specify) In your opinion, which stage is the most useful for your understanding the text? A Pre-reading B While-reading C Post-reading In pre-reading stage, which of the following tasks you think is/are interesting and help(s) you in learning reading? (more than one option is possible) (2 BU, 3TD) A Do word-recognition or phrase-identification tasks B Discuss and work out linguistic difficulties in the text (lexicon, syntactic and semantic problems, … ) C Predict the content from the topic of the passage D Compare the cultural features of the text between English and Vietnamese E Sequence series of key words/pictures to work out the topic of the passage In while-reading stage, which of the following tasks you think is/are interesting and help(s) you in learning reading? (more than one option is possible) (5BU-4TD) A Read the text aloud and focus on the pronunciation and intonation B Go through the text word by word concentrating on unknown words III C Concentrate on grammatical units in the text during reading D Look up the meaning of unknown words in the dictionaries E Translate words/phrases into Vietnamese F Skim and recognize the key sentences of the passage G Read one or two paragraphs, then stop and predict the following events H Draw sequence of events in the text using grid or matrix I Predict the meaning of unknown words from the context In post-reading stage, which of the following tasks you think is/are interesting and help(s) you in learning reading? (more than one option is possible) (5BU-4TD) A Do fill-in exercises B Translate the whole text into Vietnamese C Memorize new words and expressions D Do True/False or multiple choice exercises to enhance comprehension E Do the tasks like recognizing verb inflections, comparative forms, affixes … F Participate to role-play activities G Discuss on the topic to enhance reading comprehension H Write short summary using given format I Express your own opinion on the topic Which way of teaching reading you think will attract you and help you in understanding and doing reading tasks? A  Engage the students to the topic  Pre-teach new vocabulary  Ask a focus question  The students read  Ask questions about the reading  Do the follow-up tasks B  Preview (review title, heading )  Predict (content, vocabulary, discourse structure )  Skim and scan the text (get main idea, identify text structure, check predictions )  Guess from context (guess meanings of unknown words, implied meanings)  Paraphrase (check comprehension) C Other: (please specify) Thank you very much for your cooperation! IV CÂU HỎI ĐIỀU TRA SỐ Chào bạn! Bảng câu hỏi điều tra lập với mục đích tìm hiểu thái độ sinh viên đọc hiểu tiếng Anh có sử dụng hai mơ hình “Từ lên” (Bottom-up) “Từ xuống” (Top-down) Việc tham gia trả lời câu hỏi bạn đóng góp có giá trị giúp chúng tơi hồn thành nghiên cứu Xin vui lịng hồn thành bảng điều tra cách trung thực xác việc khoanh vào lựa chọn ghi thêm thông tin mà bạn cho phù hợp với Theo bạn, nhiệm vụ đọc sách giáo trình bạn học thường …………… A Dễ B Bình thường C Khó D Rất khó Thể loại nhiệm vụ đọc sách thường ……………………… A Đơn điệu B Khá đa dạng C Đa dạng D Rất đa dạng Những khó khăn mà bạn thường gặp trình làm nhiệm vụ đọc gì? (Bạn chọn nhiều đáp án) A Em đọc phát âm nhiều từ/cụm từ đọc B Em nhận diện dạng đọc, thể loại đọc C Em thấy khó đốn nghĩa từ /cụm từ D Chủ đề thông tin cung cấp đọc thường xa lạ, không gần gũi với em E Em thấy khó để kết nối ý đoạn, phần F Các khó khăn khác: (xin ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………… Theo bạn, bước phần đọc hữu ích việc giúp bạn hiểu văn bản? A Trước đọc B Trong đọc C Sau đọc Ở bước Trước-Khi-Đọc, loại nhiệm vụ sau bạn cho thú vị cải thiện việc học đọc Tiếng Anh bạn? (Bạn chọn nhiều đáp án) A Làm tập nhận diện từ/cụm từ B Thảo luận tìm điểm khó ngơn ngữ có (như khó khăn từ vựng, ngữ nghĩa, cú pháp…) C Đoán nội dung dựa vào chủ đề đọc D So sánh đặc điểm văn hóa đọc hai ngơn ngữ Anh - Việt E Sắp xếp theo chuỗi trật tự từ khóa tranh có liên quan đến nội dung đọc Ở bước Trong-Khi- Đọc, loại nhiệm vụ sau bạn cho thú vị cải thiện việc học đọc Tiếng Anh bạn (Bạn chọn nhiều đáp án) A Đọc to bài, ý vào ngữ âm, ngữ điệu đọc B Đọc từ, tập trung vào từ C Đọc để ý đến điểm ngữ pháp có D Sử dụng từ điển tra nghĩa từ V E Dịch từ/ cụm từ sang tiếng Việt F Đọc lướt tìm câu chủ đề đoạn G Đọc hai đoạn trước sau đốn xem điều xảy H Sử dụng sơ đồ/ma trận liên kết lại kiện diễn I Đoán nghĩa từ dựa vào văn cảnh Ở bước Sau-Khi-Đọc, loại nhiệm vụ sau bạn cho thú vị cải thiện việc học đọc Tiếng Anh bạn (Bạn chọn nhiều đáp án) A Làm tập điền từ B Dịch sang tiếng Việt C Làm tập ghi nhớ từ/cụm từ D Làm tập Đúng/Sai tập đa lựa chọn để củng cố việc hiểu E Làm tập từ phái sinh, tiền tố, hậu tố, cấu trúc so sánh F Tham gia hoạt động đóng vai nhân vật G Thảo luận chủ đề nhằm củng cố thêm việc hiểu H Viết đoạn ngắn tóm tắt sử dụng mẫu cho sẵn I Đưa quan điểm chủ đề đọc Theo bạn, hướng dạy sau giáo viên thu hút bạn, giúp bạn hiểu văn hoàn thành nhiệm vụ đọc tốt hơn? A Giáo viên thu hút ý sinh viên vào  Giáo viên cung cấp từ  Giáo viên hỏi câu hỏi xoay quanh nội dung đọc  Sinh viên đọc  Giáo viên hỏi câu hỏi phần đọc  Sinh viên làm nhiệm vụ theo đọc B  Sinh viên xem trước (nhan đề, tiêu mục…)  Sinh viên đoán trước (nội dung, từ vựng, cấu trúc văn bản…)  Sinh viên đọc lướt (lấy ý chính, xác định cấu trúc, kiểm tra dự đoán)  Sinh viên đoán nghĩa từ văn cảnh (nghĩa thực, nghĩa hàm ý từ)  Sinh viên diễn đạt lại nội dung theo ý (kiểm tra việc hiểu văn bản) C Các hướng dạy khác: (xin nêu rõ) Chân thành cảm ơn giúp đỡ bạn! VI ... RESEARCH AT PHUC YEN COLLEGE OF INDUSTRY (PYCI) THÁI ĐỘ CỦA SINH VIÊN KHÔNG CHUYÊN ĐỐI VỚI CÁC BÀI TẬP ĐỌC HIỂU TIẾNG ANH CĨ SỬ DỤNG HAI MƠ HÌNH “TỪ DƯỚI LÊN” VÀ “TỪ TRÊN XUỐNG”: MỘT KHẢO SÁT TẠI... on freshman students’ attitude towards reading in an international bachelor degree program in Thailand, the results show that, in general, there are slightly negative attitudes towards reading