How can extensive reading be applied to better 2nd year english majors’ reading skills at haiphong management and technology university

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH – NHẬT Sinh viên : TRẦN QUANG TUỆ Giảng viên hướng dẫn: TH.S NGUYỄN VIỆT ANH HẢI PHỊNG 07– 2020 TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHÒNG HOW CAN EXTENSIVE READING BE APPLIED TO BETTER 2ND YEAR ENGLISH MAJORS’ READING SKILLS AT HAIPHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY Sinh viên Giảng viên hướng dẫn: TH.S NGUYỄN VIỆT ANH BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Trần Quang Tuệ Lớp : NA1901N Ngành : Ngôn ngữ Anh – Nhật Mã SV: 1312101007 Tên đề tài: How can extensive reading be applied to better 2nd year english majors’ reading skills at haiphong management and technology university NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Các tài liệu, số liệu cần thiết ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Địa điểm thực tập tốt nghiệp ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ tên : Học hàm, học vị : Cơ quan công tác : Trường Đại học Quản lý Công nghệ Hải Phòng Nội dung hướng dẫn: Đề tài tốt nghiệp giao ngày 30 tháng 03 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020 Đã nhận nhiệm vụ ĐTTN Sinh viên Đã giao nhiệm vụ ĐTTN Giảng viên hướng dẫn Hải Phòng, ngày 01 tháng 07 năm 2020 TRƯỞNG KHOA CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Nội dung hướng dẫn: Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp Đánh giá chất lượng đồ án/khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…) Ý kiến giảng viên hướng dẫn tốt nghiệp Được bảo vệ Hải Phòng, ngày … tháng … năm Giảng viên hướng dẫn (Ký ghi rõ họ tên) QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Đề tài tốt nghiệp: Phần nhận xét giáo viên chấm phản biện Những mặt hạn chế Ý kiến giảng viênchấm phản biện Được bảo vệ QC20-B19 Không bảo vệ Hải Phòng, ngày … tháng … năm Giảng viênchấm phản biện (Ký ghi rõ họ tên) CONTENTS KHÓA LUẬN TỐT NGHIỆP Giảng viên hướng dẫn: Giảng viên hướng dẫn: ACKNOWLEDGEMENT CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Methods of the study 1.4 Research questions 1.5 Scopes of the study 1.6 Design of the study CHAPTER 2: THEORETICAL BACKGROUND 2.1 Reading 2.2 Intensive reading 2.3 Extensive reading 10 2.4 Self-selected reading .12 2.4.1 Definitions .12 2.4.2 Benefits 14 CHAPTER 3: METHODOLOGY 15 3.1 The reality of learning and teaching English for the English major sophomores at Haiphong management and technology university .15 3.1.1 The teaching staffs 15 3.1.2 The students 15 3.2 The questionnaire .15 3.3 Research methods 16 3.4 Data analysis 17 3.5 Summary 26 CHAPTER 4: SUGGESTIONS 28 4.1 Suggestions for teachers 28 4.2 Suggestion for students 32 CHAPTER 5: CONCLUSIONS .39 5.1 Summary 39 5.2 Limitations of the study 39 5.3 Suggestions for further study 40 REFERENCES 41 APPENDIX SURVEY QUESTIONAIRE .43 ACKNOWLEDGEMENT In the process of doing the graduation paper, I have received a lot of help, assistance, guidance, encouragement and idea contribution from my teachers, family and friends My great gratitude goes to my supervisor Viet Anh (M.A) for his enthusiastic guidance, helpful ideas and corrections during the process of completing this graduation paper Secondly, I would like to express my sincere thanks to Ms Tran Thi Ngoc Lien (MA), the Dean of foreign language department and all the teachers at Haiphong management and technology university for the precious lessons in my study process that helped me a lot during graduation time It would be a mistake if I didn’t mention the second-year English majors Haiphong management and technology university who took part in my survey questionnaire enthusiastically Last but not least, I would like to give my heartfelt thanks to my family and friends who always encourage and inspirit me to complete this graduation paper 2) Offer welcome packets to new library card holders They don’t need to be extravagant, just offer them something as simple as a folder with pamphlets, library resources, a list of library staff, a map, and other information that they will need to make the best use of the library 3) Apply loyalty point system: library card holders can accumulate points each time they spend time at the physical library or request reading materials from digital library then use those points to exchange for rewards such as university fee discount, bonus points on tests, cafeteria coupons, etc 4) Hold events for both loyal and future users with hefty rewards if possible and publicize them via social networking sites such as Facebook and Twitter 5) Turn the library into an ideal place for group works: there should be a small zone at the library that allows people to interact with each other 4.1.3 Use peer pressure According to Wikipedia, “peer pressure is the direct influence on people by peers, or the effect on an individual who gets encouraged to follow their peers by changing their attitudes, values or behaviors to conform to those 30 of the influencing group or individual.” It can be effectively used to influence those who haven’t already read extensively Teachers can start a book club and gather students there to read They can let students choose books for each other instead of choosing books for them, as well as putting them in groups and having each group reading a particular book instead of letting them read a book on their own; They can even hold contests where students try to get their friends to read a book they have read before The winner gets library loyalty points (which can be used to exchange various rewards as mentioned before) Peer pressure 4.1.4 Be a role model The teacher can be an example to the class by read a book him/herself They can also discuss in class about books they have been reading, or recommend to students what they’ve read that are available in the library Reading aloud to students can be counted as a way of introducing them to different genres or individual books 31 Teacher as a role model 4.1.5 Keep record Keeping record of what student are reading can be a big encouragement for them It also helps when the teacher wants to recommend books to students The teacher should also be careful to explain the reasons why students should read extensively and highlight the benefits of extensive reading to them so that they know why they are doing it 4.2 Suggestion for students 4.2.1 Prime your knowledge First, skim through a chapter or two at a time, then look up the new words that repeatedly appear in dictionary These are the keywords to the basic plot elements of the story or the basic argument of the article, knowing all these words beforehand should make reading the materials easier 32 Make a prediction about the plot or what the article will be about based on dusk jacket summary and cover illustration (headline and subheadings if the reading material is an article) This requires the reader to gather all the vocabulary and background knowledge that relate to the subject, making it easier to contextualize and understand the text 4.2.2 Write books report and reviews The readers can write out a piece about the book they have just finished, including a basic summary and their opinion of it This kind of writing can help create a personal understanding of the text by making them reread certain sections of the text to confirm their thoughts It can also be served as a test to recall the details of the text, and a good way to review vocabulary and grammar in the long run 4.2.3 Do timed readings Self-selected reading is a great way to improve reading speed, and timed reading will boost the readers’ improvement to an extent The first and the simplest task is a timed read Set an amount of time with a stopwatch and choose a number of pages the reader will read It goes without saying that texts vary a lot Sometimes there’s a lot of dialogue that can be skim through without any problem but other times it’s full of difficult descriptions 33 that may hinder the readers’ speed Try to pick a time that would be reasonably difficult but possible despite whatever happens in the text The reader can make activity harder by picking a section, reading it and then timing how long it takes Then, after having finished it once, reread that section at 20% increased speed Of course, the first read should also be fast, or else the second read won’t be much of a challenge Another activity reader can is find a rival to compete with them Note that both the competitors must be at the same level of proficiency Both of them can read a set number of pages to see who finishes first The person to finish first should have to give a decent summary of the reading material to prove that they genuinely read it 4.2.4 Join book club Discussing books in a book club can provide great motivation to make sure the readers actually read what they want to They also allow the readers to hear other people’s unique thoughts on the book This can be a wonderful way to go over confusing grammar or confirm that the readers get the right comprehension Sometimes people can misunderstand what the book has to tell when reading on their own Besides the above reasons, book club discussions can be a great way to gather together for speaking and reading practice 34 4.2.5 Create chain stories This is an activity that require a partner of the same level of proficiency as the reader Both choose two books of random topics Each person chooses a book, reads and summarizes what they have just read to the other person in as much details as possible, after that switch books and read the next section 4.2.6 Rewrite the story Rewrite a story after reading it can solidify those vocab/grammar attained during the process of reading It would also be fun to rewrite stories with terrible or unwanted endings 35 4.2.7 Keep vocabulary journals The reader can keep a vocabulary journal for those words they inevitably miss when skimming the text in addition to the vocabulary that was attained from the first activity Just write down any words that seem important A personal definition based on context clues and example can also be added so that the reader can see the context of the words next time they visit the journal 4.2.8 Skim and scan These two activities are for those who want to be able to read as fast as a native speaker For skimming, pick a chapter and read the first and last sentence of each paragraph then write out a summary upon finishing it Reread the text to see if any important details are left out Scanning is a good option for readings that come with questions; readers can also try to generate questions for their readings based on the topic of the book or chapter Then they can scan for the words that are related to the questions 36 4.2.9 Play visual novels According to Wikipedia, “A visual novel is an interactive fiction video game genre, which originated in Japan, featuring text-based story with narrative style of literature and interactivity aided by static or sprite-based visuals, most often using anime-style art or occasionally live-action stills (and sometimes video footage) As the name might suggest, they resemble mixed-media novels.” Example of a visual novel “Visual novels are distinguished from other game types by their generally minimal gameplay Typically, the majority of player interaction is limited to clicking to keep the text, graphics and sound moving (many recent games offer "play" or "fast-forward" toggles that make this unnecessary), while making narrative choices along the way.” The content varies from drama to science fiction, horror fiction, fantasy fiction, etc which can fit basically everyone’s tastes In other words, this type of games is basically a book with graphics and sound It is perfect for those who both want to have fun and improve their reading skills Here is a list for anyone who is interested in giving it a try: world 37 end economica, steins;gate, flowers series, when they cry series, clannad, danganronpa, narcissu, long live the queen 38 CHAPTER 5: CONCLUSIONS 5.1 Summary In conclusion, this graduation paper is conducted to investigate the learning situation at Haiphong Management and Technology University in Language Department and to find out students’ attitude about extensive reading as well as discussing how the activity can be applied to be better their reading The aim, scope and reason study were presented in chapter for introduction Then definitions of reading and its importance, as well as definitions of intensive and extensive reading, and benefits of extensive reading were put in chapter Especially, a survey was carried out and analyzed in the hopes of finding out students’ attitude towards extensive reading and the most efficient ways to get students to read extensively Therefore, some suggestions on how to apply extensive reading to better students’ reading skills were recommended in chapter 5.2 Limitations of the study Although the study has certain strong points such as collection methods, namely interviews, survey questionnaires for students, due to limited time, lack of sources, the researcher’s ability and other unexpected factors, it is obvious that the study has got a number of short-comings First of all, due to the limited of time, experience to some extent, the researcher could not conduct other methods such as classroom observation which can make the obtained results more reliable Secondly, due to the limitation of scope of the study, the researcher only focuses on the second-year students in Faculty of Foreign Language which account for a small number of students at FFL, HPU Therefore, the result of the study can’t be generalized Besides, the study were unable to cover all aspects of self-selected reading 39 In addition, the methods suggested in this research are selected from different reliable but limited sources In spite of the mentioned limitations, I hope that this exploratory research will contribute to the better situation of teaching and learning English reading skills at faculty of foreign language, Haiphong management and technology university 5.3 Suggestions for further study This study couldn’t cover all aspects of extensive reading, it only focused on how to apply the activity to students Furthermore, to get better results, the researcher should have invited more participants and the data collection method with further study with senior English majors at Haiphong management and technology university Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions All in all, despite the inevitability about limitations, the research has been completed under the guiding of the supervisor and self-effort Any comments and criticism will be highly appreciated for better further study 40 REFERENCES Brown, H D (1989) Principles of language learning and teaching (3rd ed) New York:Pearson Education Cunningham, P M., Hall, D P., & Sigmon, C M (1999) The teacher's guide to the four blocks North Carolina: Carson-Dellosa Publishing Company, Inc Day, R R & Bamford, J (1998) Extensive reading in the second language classroom Cambridge: Cambridge University Press Elias, G C., & D E Ingram (1977) Cultural components of reading Singapore: Singapore University Press for SEAMEO Regional Language Center, 55 Goodman, K (1967) Reading: A psycholinguistic guess game Journal of the Reading Specialist, May Grellet, F.(1981).Developing Reading Skills Cambridge:Cambridge Univ ersity Press,4 Harmes, J., & Lettow, L (1986) Fostering ownership of the reading experience The Reading Teacher, 40, 324-330 Harris, R (2000) Rethinking Writing London: Athlone Press Hughes-Hassell, S (2003) Promoting young adult literacy In B K Stripling & S 10 Kragler, S (2000) Choosing books for reading: An analysis of three types of readers Journal of research in childhood education, 14 (2), 133 11 Krashen, S (1993) The case for free voluntary reading, Canadian Modern Language Review, 50(1), 72-82 12 Krashen, S (2004) The case for narrow reading Language Magazine, 3(5) 10 13 Lazar, M (1957) Individualized reading: A program of seeking, selfselection, and pacing, part V The reading program in actions: Demonstrations, discussions, evaluation Reading in Action, 2, 141-144 41 14 McCracken, R A (1971) Initiating sustained silent reading Journal of Reading 15 Mikulecky, Beatrice S (1990) A Short Course in Teaching Reading Skills Longman 16 Nuttall, C (1989) Teaching reading skill in a foreign Language Oxford, England: Heinemanr Educational Books, 23-168 17 Ohlausen, M., & Jepsen, M (1992) Lessons from Goldilocks: Somebody's been choosing my books but I can make my own choices now! The New Advocate, 5, 31-46 18 Smith, F (1997) Reading without Nonsense IRA Journal Vol 27 42 APPENDIX SURVEY QUESTIONAIRE Your experience of learning English: a Less than years b – years c more than 10 years Your English proficiency level: a Elementary b Pre-intermediate c Intermediate d Upper intermediate e Advanced Your opinion of reading: a Stressful b A healthy habit, but it’s often hard to pick up a book and start reading c Fun Would you choose reading over other kinds of entertainment such as games, movies, etc.? a Yes b No Your reading frequency: a Never b Only read when needed c Read regularly and avidly Your reading fluency: a Unable to read without constant pauses to use dictionary b Able to read fluently Reading lessons on class are: a Incomprehensible 43 b Dry and difficult c Short and easy to understand How you your reading exercises on class? a Read the questions first, then skim and scan through the text b Scrutinize every details of the text then give answers to the follow-up exercises Would you choose self-selected reading materials as a replacement for usual reading assignments? 10 a Yes b No Do you visit our university’s libraries often? And why is it? a No b Yes 44 ... HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG HOW CAN EXTENSIVE READING BE APPLIED TO BETTER 2ND YEAR ENGLISH MAJORS’ READING SKILLS AT HAIPHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY KHĨA LUẬN TỐT NGHIỆP ĐẠI... Nhật Mã SV: 1312101007 Tên đề tài: How can extensive reading be applied to better 2nd year english majors’ reading skills at haiphong management and technology university NHIỆM VỤ ĐỀ TÀI Nội dung... extensive reading be applied to better 2nd year English majors’ reading skills at Haiphong management and technology university Chapter 5: conclusions: includes the summary, the limitations, and suggestions