A survey of cognitive strategies in leaning english reading comprehension among 11th graders at tam phuoc high school in dong nai province m a

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY OF COGNITIVE STRATEGIES IN LEARNING ENGLISH READING COMPREHENSION AMONG 11TH-GRADERS AT TAM PHUOC HIGH SCHOOL IN DONG NAI PROVINCE A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By LUONG PHUOC THANH Supervised by LE HOANG DUNG, Ph.D HO CHI MINH CITY, FEBRUARY 2014 VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY OF COGNITIVE STRATEGIES IN LEARNING ENGLISH READING COMPREHENSION AMONG 11TH-GRADERS AT TAM PHUOC HIGH SCHOOL IN DONG NAI PROVINCE A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By LUONG PHUOC THANH Supervised by LE HOANG DUNG, Ph.D HO CHI MINH CITY, FEBRUARY 2014 ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Le Hoang Dung, Dean of the Faculty of English Linguistics and Literature – Ho Chi Minh City University of Social Sciences and Humanities, for his guidance and encouragement during my study I‟m very grateful for being accepted as his student in this MA program and I really appreciate all his help and suggestions on various drafts of this thesis Without his valuable advice and support, this thesis could not have been completed on schedule I would also like to express my full appreciation to all teachers at Tam Phuoc High School (Bien Hoa, Dong Nai) who helped me so much in my data collection My special thanks also go to all 284 11th-graders at this school who agreed to participate in the study Additionally, I would like to express my sincere thanks to my dear friends for their help and warm encouragement throughout my hard times carrying out the study Without them, I could not have overcome such times and concentrated on my study Finally, I am greatly indebted to my family, especially my eldest sister and my younger brother for their continuous support during my study Their love and encouragement helped me overcome the difficult times during the study I could not have been able to complete this project without their intense devotion i STATEMENT OF ORIGINALITY I declare this thesis entitled “A SURVEY OF COGNITIVE STRATEGIES IN LEARNING ENGLISH READING COMPREHENSION AMONG 11THGRADERS AT TAM PHUOC HIGH SCHOOL IN DONG NAI PROVINCE” is the result of my own work except as cited in the reference The thesis has not been accepted for any degree and it is not currently submitted in candidature of any other degree Ho Chi Minh City, February 2014 Luong Phuoc Thanh ii RETENTION OF USE I hereby state that I, LUONG PHUOC THANH, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention of use of Master‟s thesis deposited in the University Library In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the thesis Ho Chi Minh City, May 2014 Signature: …………………………… LUONG PHUOC THANH iii TABLE OF CONTENTS Page Acknowledgements .i Statement of originality ii Retention of use iii Table of contents iv List of tables .vii List of figures ix Abstract x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Delimitation of the study 1.6 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Definition of cognitive strategies 2.1.1 Cognition 2.1.2 Strategy 2.1.3 Learning strategies 2.1.4 Cognitive strategies 15 2.2 Characteristics of cognitive strategies 17 iv 2.3 Importance of cognitive strategies 19 2.4 Aspects of reading comprehension 21 2.4.1 Definition of reading comprehension 21 2.4.2 Aspects of reading comprehension 23 2.4.3 Reading strategies 26 2.5 Theoretical cognitive strategies in English reading comprehension 27 2.5.1 Cognitive strategies for understanding the meaning of new words 28 2.5.2 Cognitive strategies for remembering the meaning of new words 31 2.5.3 Cognitive strategies for understanding sentence structure 34 2.5.4 Cognitive strategies for understanding the content or ideas of the reading text 36 2.6 Conceptual framework of the study 42 CHAPTER METHODOLOGY 46 3.1 Research context 46 3.2 Research method 46 3.3 Sampling 46 3.3.1 Learner respondents 46 3.3.2 Teacher respondents 48 3.4 Research tools 49 3.4.1 Questionnaire to learner respondents 50 3.4.2 Questionnaire to teacher respondents 51 3.5 Summary of research tools 52 3.6 Data collection procedure 53 3.7 Data analysis 53 v 3.8 Chapter summary 54 CHAPTER RESULTS AND DISCUSSION 55 4.1 Analysis of data 55 4.2 Results of the questionnaire to learner respondents 56 4.3 Results of the questionnaire to teacher respondents 74 4.4 Discussion of results 93 4.5 Summary of major findings 97 4.6 Chapter summary 99 CHAPTER CONCLUSION 100 5.1 Conclusion 100 5.2 Suggestions 102 5.2.1 In understanding the meaning of new words 102 5.2.2 In remembering the meaning of new words 104 5.2.3 In understanding sentence structure 104 5.2.4 In understanding the content or ideas of the reading text 106 5.3 Limitation of the study 109 5.4 Recommendations for further study 110 5.5 Overview of the study 111 REFERENCES 112 APPENDICES 120 APPENDIX A Letter to teacher respondents 120 APPENDIX B Questionnaire to learner respondents (English version) 121 APPENDIX C Questionnaire to learner respondents (Vietnamese version) 124 APPENDIX D Questionnaire to teacher respondents 127 vi LIST OF TABLES Page Table 2.1 Types of reading comprehension 21 Table 2.2 Summary of theoretical cognitive strategies in English reading comprehension 43 Table 3.1 Description of teacher respondents 48 Table 3.2 Construction of questionnaire items 49 Table 3.3 Summary of research tools 52 Table 4.1 Procedure of analysis of data from questionnaire to learner respondents 55 Table 4.2 Procedure of analysis of data from questionnaire to teacher respondents 56 Table 4.3 Reliability estimates of the statements included in the questionnaire to learner respondents 57 Table 4.4 Reliability estimates of the statements included in the questionnaire to teacher respondents 57 Table 4.5 Cognitive strategies used to learn English reading comprehension 58 Table 4.6 Cognitive strategies used to understand the meaning of new words 61 Table 4.7 Cognitive strategies used to remember the meaning of new words 63 Table 4.8 Cognitive strategies used to understand sentence structure 64 Table 4.9 Cognitive strategies used to understand the content or ideas of the reading text 65 Table 4.10 Cognitive strategies used to understand the content or ideas of the reading text during Pre-reading stage 67 Table 4.11 Cognitive strategies used to understand the content or ideas of the reading text during While-reading stage 68 vii Table 4.12 Cognitive strategies used to understand the content or ideas of the reading text during Post-reading stage 69 Table 4.13 Learner respondents‟ self-assessment of their level of understanding the reading lesson after learning an English text in class 71 Table 4.14 Learner respondents‟ recommendations to help English reading comprehension classes better 74 Table 4.15 Cognitive strategies used to teach English reading comprehension 76 Table 4.16 Cognitive strategies used to help students understand the meaning of new words 79 Table 4.17 Cognitive strategies used to help students remember the meaning of new words 81 Table 4.18 Cognitive strategies used to help students understand sentence structure 82 Table 4.19 Cognitive strategies used to help students understand the content or ideas of the reading text 83 Table 4.20 Cognitive strategies used to help students understand the content or ideas of the reading text during Pre-reading stage 85 Table 4.21 Cognitive strategies used to help students understand the content or ideas of the reading text during While-reading stage 86 Table 4.22 Cognitive strategies used to help students understand the content or ideas of the reading text during Post-reading stage 87 Table 4.23 Summary of major findings 99 Table 5.1 Summary of major findings and suggestions 108 viii Grellet, F (2008) Developing reading skills Cambridge: Cambridge University Press Hall, J K (2001) Methods for teaching foreign languages Upper Saddle River, NJ: Prentice-Hall, Inc Hedge, T (2000) Teaching and learning in the language classroom Oxford: Oxford University Press Ho, Thi My Van (2006) Teaching reading comprehension from the view point of discourse analysis Unpublished M.A Thesis, University of Social Sciences and Humanities of Ho Chi Minh City, Vietnam Hornby, A S (2005) Oxford advanced learners’ dictionary (7th Ed) Oxford: Oxford University Press Hudson, T (2007) Teaching second language reading Oxford: Oxford University Press Israel, G D (2013) Determining sample size PEOD6, Program Evaluation and Organizational Development, IFAS, University of Florida Website at http://edis.ifas.ufl.edu Lam, Quang Tuyet Minh (2005) An investigation into both EFL reading difficulties and a reading course as an attempt to resolve the problems at Soc Trang college of education Unpublished M.A Thesis, University of Social Sciences and Humanities of Ho Chi Minh City, Vietnam Le, Thanh Hoang (1999) Investigation into language learning strategies of different learners in Hue city Unpublished M.A Thesis, University of Social Sciences and Humanities of Ho Chi Minh City, Vietnam 115 Le, Vuong Ly (2006) The instruction of EFL reading strategies at Hung Vuong High School: An investigation Unpublished M.A Thesis, University of Social Sciences and Humanities of Ho Chi Minh City, Vietnam Khezrlou, S (2012) Cognitive strategy training: Improving reading comprehension in the language classroom The Journal of Teaching Language Skills (JTLS) 3(4), Winter 2012, Ser 65/4 Kumar, R (1996) Research methodology: A step-by-step guide for beginners Melbourne: Longman Ma, Rong & Ma, Xiaomei (n/a) A comparative study of successful and unsuccessful college ESL readers in their use of reading strategies Website at www.celea.org.cn/pastversion/lw/pdf/marong.pdf McDonough, J & Shaw, C (1993) Materials and methods in ELT Blackwell Publishing Ltd McKee, P (1948) The teaching of reading in the elementary school Houghton Mifflin Company Meneghetti, C., Carretti, B., & De Beni, R (2006) Components of reading comprehension and scholastic achievement Learning and Individual Differences, 16, 291–301 Mikulecky, B S & Jeffries, L (1998) Reading power (2nd Ed) New York: Longman Neufeldt, V & Guralnik, D B (1997) Webster’s new world college dictionary (3rd Ed) USA: Macmillan 116 Ngo, Quang Anh Dao (2000) Suggestions to improve teaching reading comprehension at high schools Unpublished M.A Thesis, University of Social Sciences and Humanities of Ho Chi Minh City, Vietnam Nguyen, Thanh Duc & Trinh, Hong Tinh (2011) Mức độ sử dụng chiến lược đọc nhận thức siêu nhận thức sinh viên chuyên ngành Anh văn Tạp chí Khoa học, 19b, 104-109 Nunan, D (1999) Second language teaching and learning Boston: Heinle & Heinle Publishers Nuttal, C (1996) Teaching reading skills in a foreign language Oxford: Macmillan Heinemann English Language Teaching O‟Malley, J & Chamot, A (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press Oxford, R L (1989) Use of language learning strategies: A synthesis of studies with implications for teacher training System, 17, 235-247 Oxford, R L (1990) Language learning strategies: What every teacher should know Boston: Heinle & Heinle Publishers Oxford, R L (2011) Teaching and researching language learning strategies Edinburgh: Pearson Education Limited Phakiti, A (2003) A Closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance Language Testing, 20(1), 26-56 Purpura, J E (1999) Learner strategy use and performance on language tests: A structural equation modeling approach Cambridge: Cambridge University Press 117 Richards, J C & Schmidt, R (2002) Longman dictionary of language teaching and applied linguistics 3rd Ed Edinburgh: Pearson Education Limited Riding, R & Rayner, S (1998) Cognitive styles & learning strategies London: David Fulton Publishers Rubin, J (1987) Learner strategies: Theoretical assumptions, research history and typology In A Wenden and J Rubin (Eds.), Learner strategies in language learning (pp 15-30) Englewood Cliffs, NJ: Prentice Hall International Rumelhart, D E (1994) Toward an interactive model of reading In R Rudell, M R Rudell, & H Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp 864 - 894) Newark, DA: International Reading Association Salataci, R & Akyel, A (2002) Possible effects of strategy instruction on L1 and L2 reading Reading in a Foreign Language, 14, 1-17 Shang, Hui-Fang (2010) Reading strategy use, self-efficacy and EFL reading comprehension The Asian EFL Journal Quarterly, 12(2), 18-42 Silberstein, S (1994) Techniques and resources in teaching reading Oxford: Oxford University Press Sun, Ling (2011) Investigating Chinese English majors’ use of reading strategies: A study on the relationship between reading strategies and reading achievements School of Teacher Education, KristianStad University, Sweden Sweet, A P & Snow, C (2002) Reconceptualizing reading comprehension In C C Block, L B Gambrell, M Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp 17-53) San Francisco, CA: Jossey-Bass Publishers 118 Trabasso, T & Bouchard, E (2002) Teaching readers how to comprehend texts strategically In C Block & M Pressley (Eds), Comprehension instruction: Research-based best practices (pp 176-200) New York: Guilford Press Weinstein, C E & Mayer, R E (1986) The teaching of learning strategies In M C Wittrock (Ed.), Handbook of research on teaching (pp 315-327) New York: Macmillan Wenden, A & Rubin, J (Eds.) (1987) Learner strategies in language learning London: Prentice Hall International Williams, M & Burden, R L (1997) Psychology for language teachers: A social constructivist approach Cambridge: Cambridge University Press Wu, Ya-Ling (2008) Language learning strategies used by students at different proficiency levels Asian EFL Journal: Conference Proceedings 10(4) Tortola: Asian EFL Journal Press Yamane, T (1967) Statistics: An introductory analysis, 2nd Ed., New York: Harper and Row Zare-ee, A (2007) The relationship between cognitive and meta-cognitive strategy use and EFL reading achievement Journal of Applied Psychology, 2(5), 105 119 APPENDICES APPENDIX A Letter to teacher respondents 120 APPENDIX B QUESTIONNAIRE TO LEARNER RESPONDENTS Dear all learners, I am Lương Phước Thành - a teacher of Anh Minh Foreign Language and Information Technology Center, Bien Hoa City, Dong Nai Province I am pursuing a master program in TESOL at University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City, my thesis entitled „A Survey Of Cognitive Strategies in Learning English Reading Comprehension Among 11th-Graders at Tam Phuoc High School in Dong Nai province‟ I would be most grateful if you could take some time to answer the following questionnaire Thank you very much for your help and cooperation Lương Phước Thành PART I: PERSONAL INFORMATION 1.1 Name: (Optional) 1.2 Class: 1.3 Gender: Male Female 1.4 Email: _ 1.5 Cellphone: (Optional) PART II: INVESTIGATING LEARNERS’ COGNITIVE STRATEGIES WHEN LEARNING ENGLISH READING COMPREHENSION Please cross the appropriate circle to answer the following questions NEVER RARELY SOMETIMES OFTEN ALWAYS COGNITIVE STRATEGIES YOU USE IN ENGLISH READING COMPREHENSION A Please state the frequency of use of the following cognitive strategies when you seek to understand the meaning of new words in English reading comprehension a1 Looking at the sentence(s) that contain the new/unknown word to analyze and understand better a2 Using context clues of the word (e.g., definition, example, comparison, contrast, 121           explanation, etc.) to guess the meaning a3 Using my general knowledge to guess the meaning a4 Analyzing the affixes (prefixes and/or suffixes) of the word a5 Using the word families of unknown words to understand the meaning a6 Using semantic mapping (by means of words/phrases that are related in meaning) a7 Finding out the parts of speech (e.g., noun, verb, etc.) of unknown words a8 Using a dictionary, a word list and/or a glossary a9 Looking for the right meaning for words that have different meanings                                    B Please state the frequency of use of the following cognitive strategies when you seek to remember the meaning of new words in English reading comprehension b1 Associating physical actions or sensations with unknown words b2 Using a mental picture of a situation in which a new English word is used b3 Using rhymes relating to the unknown words b4 Finding out the word(s) in Vietnamese language that have the same pronunciation with the unknown word b5 Using synonyms and antonyms b6 Putting new words into different categories                               C Please state the frequency of use of the following cognitive strategies when you seek to understand sentence structure in English reading comprehension c1 Analyzing the sentence in groups of thought/thought groups (e.g., noun phrase, prepositional phrase, etc.) c2 Finding out what reference words (e.g., this, that, he, she, etc.) refer to c3 Finding out the role of linking words (e.g., and, or, but, etc.) in the reading text c4 Finding out the relation between several parts (e.g., subject, verb, etc.) of a sentence c5 Finding out the meanings of certain uses of punctuation marks c6 Looking for the relation between the sentences in a paragraph                               D Please state the frequency of use of the following cognitive strategies when you seek to understand the content or ideas of the reading text in English reading comprehension D1 Pre-reading stage d1 I establish a purpose for reading d2 Previewing the reading text by asking the questions regarding the topic, title, heading, introduction, subtitles, pictures, topic sentences, etc d3 Making a semantic mapping of the main topic of the reading text d4 Determining what I have known about the topic d5 Predicting what I might read D2 While-reading stage 122                          d6 Identifying the main and supporting ideas of the reading text by skimming d7 Predicting what the writer will mention in the next sentence(s) or part(s) d8 Scanning the reading text for specific information d9 Looking for language signals (e.g., however, first of all, etc.) d10 Recognizing the sequence of events d11 Translating the reading text into Vietnamese language d12 Analyzing charts, graphs, tables to understand the content of the reading text d13 Rereading a selection or difficult parts of it                                                                       D3 Post-reading stage d14 Reviewing the main content of the reading text d15 Comparing what I read with what I have known d16 Evaluating the value of what is being learned d17 Relating the text to own experience d18 Writing comments or critique regarding the reading text d19 Making a summary of the reading text verbally and/or in writing PART III: OTHERS What you think your level of understanding the reading lessons is after each lesson on English reading comprehension in class? (Please tick one)  0-20%  30-40%  50-60%  70-80%  90-100% What difficulties you often have when learning English reading comprehension? (Please explain in detail) May you possibly give some recommendations to help English reading comprehension classes at our school better? Thank you very much for your help, time, patience and cooperation! Thank you very much 123 APPENDIX C PHIẾU KHẢO SÁT CÁC CHIẾN LƯỢC TRI NHẬN CỦA NGƯỜI HỌC TRONG KỸ NĂNG ĐỌC HIỂU TIẾNG ANH Các em học sinh thân mến, Tôi tên Lương Phước Thành, giáo viên Trung tâm Ngoại ngữ - Tin học Anh Minh, thành phố Biên Hịa, tỉnh Đồng Nai Tơi theo học chương trình thạc sĩ chuyên ngành lý luận phương pháp giảng dạy tiếng Anh trường Đại Học Khoa Học Xã Hội & Nhân Văn – Đại Học Quốc Gia Thành phố Hồ Chí Minh Đề tài luận văn nghiên cứu “Khảo sát Chiến lược Tri nhận Kỹ Đọc hiểu tiếng Anh Học sinh lớp 11 Trường Trung học Phổ thông Tam Phước, tỉnh Đồng Nai” Tôi mong em dành chút thời gian trả lời giúp tơi câu hỏi đính kèm Tôi xin chân thành cảm ơn Lương Phước Thành PHẦN 1: THÔNG TIN CHUNG 1.1 Tên: (Tùy chọn) 1.2 Lớp: 1.3 Giới tính: Nam Nữ 1.4 Email: _ 1.5 Điện thoại: (Tùy chọn) PHẦN 2: TÌM HIỂU VỀ CHIẾN LƯỢC TRI NHẬN CỦA NGƯỜI HỌC KHI HỌC KỸ NĂNG ĐỌC HIỂU TIẾNG ANH Vui lòng trả lời câu hỏi cách gạch chéo vào trả lời KHƠNG BAO GIỜ HIẾM KHI THỈNH THOẢNG THƯỜNG XUYÊN LUÔN LUÔN NHỮNG CHIẾN LƯỢC TRI NHẬN EM DÙNG TRONG MÔN ĐỌC HIỂU TIẾNG ANH A Em cho biết mức độ thường xuyên sử dụng chiến lược tri nhận sau tìm hiểu nghĩa từ đọc hiểu tiếng Anh a1 Tìm câu có từ mới/chưa biết để tập trung phân tích tìm hiểu kỹ a2 Dùng gợi ý văn cảnh từ (vd: định nghĩa, ví dụ, so sánh, tương phản, lời giải thích, v.v.) để đoán nghĩa 124           a3 Dùng kiến thức tổng qt để đốn nghĩa a4 Phân tích phụ tố (tiền tố và/hoặc hậu tố) từ a5 Dùng từ gốc từ chưa biết để hiểu nghĩa a6 Dùng sơ đồ ngữ nghĩa (thơng qua từ/cụm từ có liên quan nghĩa) a7 Tìm hiểu từ loại (vd: danh từ, động từ, v.v.) từ chưa biết a8 Dùng từ điển bảng liệt kê từ và/hoặc bảng giải a9 Nếu từ có nhiều nghĩa, em tìm nghĩa phù hợp với văn cảnh                                    B Em cho biết mức độ thường xuyên sử dụng chiến lược tri nhận sau để nhớ nghĩa từ đọc hiểu tiếng Anh b1 Liên tưởng đến hành động cảm giác thể chất mà từ mang b2 Dùng hình ảnh tâm trí tình mà từ tiếng Anh dùng b3 Dùng câu thơ có vần điệu liên quan đến từ chưa biết b4 Tìm từ từ tiếng Việt có phát âm với từ chưa biết b5 Dùng từ đồng nghĩa phản nghĩa b6 Sắp xếp từ thành nhóm loại khác                               C Em cho biết mức độ thường xuyên sử dụng chiến lược tri nhận sau để hiểu cấu trúc câu đọc hiểu tiếng Anh c1 Phân tích câu theo nhóm từ trọn vẹn nghĩa (vd: cụm danh từ, cụm giới từ, v.v) c2 Tìm từ sở (vd: this, that, he, she, v.v.) điều c3 Tìm hiểu vai trị từ nối (vd: and, or, but, v.v.) đọc c4 Tìm hiểu mối liên hệ phần (vd: chủ từ, động từ, v.v.) câu c5 Tìm hiểu ý nghĩa việc sử dụng dấu câu c6 Tìm kiếm mối liên hệ câu đoạn văn                               D Em cho biết mức độ thường xuyên sử dụng chiến lược tri nhận sau để hiểu nội dung ý tưởng đọc đọc hiểu tiếng Anh D1 Trước đọc d1 Em thiết lập mục đích đọc d2 Tìm hiểu trước đọc cách đặt câu hỏi chủ đề, tựa đề, đầu đề, phần giới thiệu, phụ đề, hình ảnh, câu chủ đề, v.v d3 Làm sơ đồ ngữ nghĩa chủ đề đọc d4 Xác định em biết chủ đề đọc d5 Dự đoán nội dung đọc                          D2 Trong đọc d6 Xác định ý ý phụ đọc cách đọc lướt qua d7 Dự đoán điều tác giả đề cập câu/phần 125           d8 Em đọc nhanh đọc để tìm thơng tin đặc biệt d9 Tìm dấu hiệu văn (vd: however, first of all, v.v.) d10 Xác định trình tự kiện d11 Dịch đọc sang tiếng Việt d12 Phân tích biểu đồ, đồ thị, bảng biểu để hiểu nội dung đọc d13 Đọc lại phần khó hiểu                                                             D3 Sau đọc d14 Ơn lại nội dung đọc d15 So sánh điều em đọc với điều em biết d16 Đánh giá giá trị điều đọc d17 Liên hệ đọc với kinh nghiệm thân d18 Viết nhận xét phê bình đọc d19 Tóm tắt lại đọc miệng cách viết PHẦN 3: NHỮNG VẤN ĐỀ KHÁC Em thấy mức độ hiểu sau lần học đọc tiếng Anh lớp? (Xin đánh dấu ô)  0-20%  30-40%  50-60%  70-80%  90-100% Em thường gặp khó khăn học đọc hiểu tiếng Anh? (Xin giải thích rõ) Em có đề nghị để giúp lớp học môn đọc hiểu tiếng Anh trường em tốt hơn? Xin chân thành cám ơn hợp tác nhiệt tình em! 126 APPENDIX D QUESTIONNAIRE TO TEACHER RESPONDENTS PART I: PERSONAL INFORMATION 1.1 Gender: 1.2 Age: Male 22 – 30 Female 31- 40 Over 40 th 1.3 Years of teaching English to 11 -graders at Tam Phuoc High School: _ years 1.4 Degree: BA MA PhD PART II: INVESTIGATING TEACHERS’ COGNITIVE STRATEGIES WHEN TEACHING ENGLISH READING COMPREHENSION Please cross the appropriate circle to answer the following questions NEVER RARELY SOMETIMES OFTEN ALWAYS COGNITIVE STRATEGIES YOU USE WHEN TEACHING ENGLISH READING COMPREHENSION A Please state the frequency of use of the following cognitive strategies when you help your students understand the meaning of new words in English reading comprehension a1 Using and analyzing sentence(s) with the unknown word a2 Showing context clues (e.g., definition, example, comparison, contrast, explanation, etc.) to help students guess the meaning a3 Using general knowledge to help students guess the meaning a4 Analyzing the affixes (prefixes and/or suffixes) of the word a5 Showing the word families of unknown words a6 Using semantic mapping (by means of words/phrases that are related in meaning) a7 Showing the parts of speech of unknown words a8 Asking students to use a dictionary, a word list and/or a glossary a9 Helping students choose the right meaning for words that have different meanings                                              B Please state the frequency of use of the following cognitive strategies when you help your students remember the meaning of new words in English reading comprehension 127 b1 Associating physical actions or sensations with unknown words b2 Helping students create a mental picture of a situation in which a new English word is used b3 Using rhymes relating to the unknown words b4 Finding out the word(s) in Vietnamese language that have the same pronunciation with the unknown word b5 Using synonyms and antonyms b6 Putting new words into different categories                               C Please state the frequency of use of the following cognitive strategies when you help your students understand sentence structure in English reading comprehension c1 Analyzing the sentence in groups of thought/thought groups (e.g., noun phrase, prepositional phrase, etc.) c2 Showing what reference words (e.g., this, that, he, she, etc.) refer to c3 Showing the role of linking words (e.g., and, or, but, etc.) in the reading text c4 Showing the relation between several parts (e.g., subject, verb, etc.) of a sentence c5 Interpreting the meanings of certain uses of punctuation marks c6 Showing the relation between the sentences in a paragraph                               D Please state the frequency of use of the following cognitive strategies when you help your students understand the content or ideas of the reading text in English reading comprehension D1 Pre-reading stage d1 Asking the students to establish a purpose for reading d2 Previewing the reading text by asking the students questions regarding the topic, title, heading, introduction, subtitles, pictures, topic sentences, etc d3 Making a semantic mapping of the main topic of the reading text d4 Asking the students to discuss what they have known about the topic d5 Asking the students to predict what they might read                          D2 While-reading stage d6 Showing the main and supporting ideas of the reading text by skimming d7 Asking the students to predict what the writer will mention in the next sentence(s) or part(s) d8 Asking the students to scan the reading text for specific information d9 Showing the language signals (e.g., however, first of all, etc.) d10 Showing the sequence of events d11 Translating the reading text into Vietnamese language d12 Analyzing charts, graphs, or tables d13 Asking the students to reread a selection or difficult parts of it 128                                         D3 Post-reading stage d14 Reviewing the main content of the reading text d15 Asking the students to compare what they read with what they have known d16 Evaluating the value of what is being learned d17 Asking the students to relate the text to their own experience d18 Asking the students to write comments or critique regarding the reading text d19 Making a summary of the reading text verbally and/or in writing                   PART III: OTHERS Besides the cognitive strategies mentioned above, what else you encourage your students to when reading an English text? What difficulties you think your students have when learning English reading comprehension? Do you think it is necessary to help the students develop their thinking skills while teaching English reading comprehension?  No Why not? ……………………………………………………………………  Yes (Please go to question b4) What you suggest to improve teaching English reading comprehension skill to 11thgraders? Thank you very much for your time and cooperation! 129             ... main ways to classify language strategies: language learning vs language use strategies, language strategies by skill area, language strategies by function The classification of learning strategies. .. Persianspeaking students” (p 1) Likewise, reading strategies in general and cognitive reading strategies in particular are of great importance to English language learning, particularly reading comprehension. .. consideration Types of learning strategies One may find it meaningful to take into consideration what Oxford (1990) said regarding the understanding and categorization of learning strategies According