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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN THỊ MAI APPLYING TASK-BASED INSTRUCTION IN TEACHING READING SKILL TO NURSING STUDENTS ỨNG DỤNG ĐƯỜNG HƯỚNG DẠY TIẾNG ANH THEO NHIỆM VỤ TRONG VIỆC DẠY ĐỌC HIỂU CHO SINH VIÊN NGÀNH ĐIỀU DƯỠNG Master Thesis in Education Vinh, 2011 MINISTRY OF EDUCATION AND TRAINING 1 VINH UNIVERSITY PHAN THỊ MAI APPLYING TASK-BASED INSTRUCTION IN TEACHING READING SKILL TO NURSING STUDENTS ỨNG DỤNG ĐƯỜNG HƯỚNG DẠY TIẾNG ANH THEO NHIỆM VỤ TRONG VIỆC DẠY ĐỌC HIỂU CHO SINH VIÊN NGÀNH ĐIỀU DƯỠNG Field: Theory and Methodology of English Language Teaching Code: 60.14.10 Master thesis in Education Supervisor: Trần Bá Tiến M.A Vinh, 2011 2 Acknowledgements For the completion of this assignment, I have been fortunate to receive invaluable contributions from many people. First of all, I would particularly like to express my deepest gratitude to my teacher, Mr. Trần Bá Tiến for his enormously useful advice, constant and tireless helps. Thanks to his advice and encouragement, I was motivated to enter interesting but challenging foreign language teaching methodology. Secondly, I wish to express a word of thanks to the Dean and the teachers in the Post-Graduation Department. Last but not least, I am grateful to my beloved family and my dedicated friends for their valuable support. September 2011 3 LIST OF TABLES AND CHARTS Figure 2.1 The Willis TBI framework Table 4.1 The survey program Table 4.2 Teachers’ viewpoints about the importance of reading skill Table 4.3 Teachers’ sense of initiative to find extra materials and the opinion on nursing issue as popular topic. Table 4.4 Teachers’ selections of topics Table 4.5 Teachers’ viewpoint on the use of CLT in teaching reading. Table 4.6 Teachers’ understanding about task and TBI Table 4.7 Teachers’ viewpoints on applying TBI Table 4.8 Teachers’ experiences in applying TBI in teaching reading Table 4.9 Teachers’ frequency of applying TBI in teaching reading Table 4.10 Teachers’ reasons of choosing or avoiding TBI in teaching reading Table 4.11 Students’ liking of using English reading text Table 4.12 Students’ preferences of reading sources Table 4.13 students’ preferences of topics being used Table 4.14 Students’ reasons for reading text Table 4.15 Students’ confidence in reading an English text Table 4.16 Students’ preferences on teachers’ techniques of teaching reading Table 4.17 Students’ appreciation on the usefulness of using extra reading materials in class Table 4.18 students’ satisfaction with using extra reading materials Table 4.19 Comparison of levels of students’ marks Table 4.20 Students’ results of test analyzed by Microsoft Excel. Chart 4.1 Teachers’ viewpoints about the importance of reading skill 4 Chart 4.2 Teachers’ sense of initiative to find extra materials and the opinion on nursing issue as popular topic Chart 4.3 Teachers’ selections of topics Chart 4.4 Teachers’ viewpoints on using CLT in teaching reading Chart 4.5 Teachers’ understanding about task and TBI Chart 4.6 Teachers’ viewpoints on applying TBI Chart 4.7 Teachers’ experiences in applying TBI in teaching reading Chart 4.8 Teachers’ frequency of applying TBI in teaching reading Chart 4.9 Teachers’ reasons of choosing or avoiding TBI in teaching reading Chart 4.10 Students’ different learning levels Chart 4.11 Students’ experiences in teaching English reading texts. Chart 4.12 Students’ liking of using English reading text Chart 4.13 Students’ changes in the frequency of reading Chart 4.14 Students’ preferences of reading sources Chart 4.15 students’ preferences of topics being used Chart 4.16 Students’ reasons for reading text Chart 4.17 Students’ confidence in reading an English text Chart 4.18 Students’ preferences on teachers’ techniques of teaching reading Chart 4.19 Students’ appreciation on the usefulness of using extra reading materials in class Chart 4.20 Students’ satisfaction with using extra reading materials Chart 4.21 Students’ preferences of developing reading habit Chart 4.22 The differences of testing results between the two tests. 5 ABSTRACT The study focuses on the use of extra English reading materials basing on the effective task-based instruction. Task-based instruction has been attributed as a growingly widespread manifestation of Communicative Language Teaching. It provides a supportive language learning atmosphere to students as well as stimulates learner’s needs and interest. Additionally, Task-Based Instruction develops the integration of skills in the classroom, esp. interaction skills. TBI also motivates learners intrinsically, promotes learner’s academic progress and creates cooperation in learning. In this thesis, extra reading materials are employed for non-major students. All of the reading texts are introduced basing on the perspective of task- based instruction. The reading texts are applied in reality to testify its feasibility and effectiveness. After learning reading with Task-Based Instruction the results are marked and reported. The appointed subjects are non-major students of nursing and teachers of English in Vinh medical University. Collected data are analyzed thoroughly and plausibly through questionnaires, interviews, pre-test and post-test with the hope to provide a convincing result. All the pertinent facts are included with a view to forming a thorough and decent study. The findings indicate that the application in TBI to teach reading skill to nursing students in deed harvested certain success and can be applied to other classes of the equivalent levels. Hence, students appear to gain considerable progress as well as develop positive attitudes towards the reading skill. This is hoped to be a concrete contribution of the research. 6 STATEMENT OF AUTHORSHIP I, Phan Thị Mai confirm that the work presented in this research has been performed and interpreted solely by myself. I confirm that this work is submitted in partial fulfillment for the degree of MBA in Vinh University and has not been submitted elsewhere in any other form for the fulfillment of any other degree or qualification. Word Count (excluding acknowledgements, list of tables and charts, abstract and appendices): 27, 029 Signature:_________Phan Thị Mai______________________________ Dated: ___________November 11 th 2011_________________________ 7 TABLE OF CONTENT TABLE OF CONTENT 8 CHAPTER I: INTRODUCTION 11 1.1. Rationale .11 1.2. Objectives of the study .12 1.3. Scope of the study 12 1.4. Method of the study 12 1.5. Research questions .13 1.6. Organization of the study .13 CHAPTER 2 14 LITERATURE REVIEW 14 2.1. Teaching and learning foreign language 14 2.2. Communicative language teaching 15 2.3. Integrations of the four skills 16 2.3.5.1. Task 20 2.3.5.2. Task-based instruction 22 2.3.5.2.1. Definitions .22 2.3.5.2.2. Characteristics .23 2.3.5.2.3. Framework of Task-based Instruction .25 2.4. Teaching reading 27 2.4.3.1. Bottom-up model 29 2.4.3.2. Top-down model 30 2.4.3.3. Interactive models 31 CHAPTER 3 .36 TASK DESIGN FOR A READING LESSON .36 3.1. Principles of task-design 36 3.2. Four components of a language learning task 36 3.2.1. Goals 36 3.2.2. Input .36 3.3. Task design 39 CHAPTER 4 46 AN INVESTIGATION INTO STUDENT ATTITUDE AND PROGRESS IN LEARNING ENGLISH WITH EXTRA READING MATERIALS 46 8 4.1 Learner’s motivation and attitude 46 4.2. Learner’s progress 48 4.3. Methodology 48 4.3.3.1. Survey questionnaires 50 4.3.3.2. Interviews with the teachers .52 4.3.3.3. Testing Reading 52 4.4. Findings 53 4.4.1.1. Teachers’ teaching profile 54 4.4.1.2. Teachers’ viewpoints about reading skill .54 4.4.1.3. Teachers’ Understanding about Task and TBI .60 4.4.1.4. Teachers’ Viewpoints on Applying TBI 61 4.4.2.1. Students’ English learning profile .69 4.4.2.2. Students’ progress .71 4.4.2.2.1. Students’ changes in reading habit 71 4.4.2.2.2. Students’ progress in reading English materials 77 4.4.2.3. Students’ attitudes .79 4.4.2.3.1. Students’ preferences on teachers’ techniques 79 4.4.2.3.2. Students’ appreciation on the usefulness of using extra reading materials in class 81 4.4.2.3.3. Students’ satisfaction with using extra reading materials .82 4.4.2.4. The results of Reading Test 84 4.5. Discussions .88 CHAPTER 5 94 CONCLUSION AND PEDAGOGICAL IMPLICATIONS .94 5.1. Summary 94 5.2. Pedagogical implications 96 5.3. Suggestions for further research 98 REFERENCES 100 APPENDIX .105 e. what we use to communicate .106 9 10 . MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN THỊ MAI APPLYING TASK- BASED INSTRUCTION IN TEACHING READING SKILL TO NURSING STUDENTS ỨNG. frequency of applying TBI in teaching reading Table 4.10 Teachers’ reasons of choosing or avoiding TBI in teaching reading Table 4.11 Students liking of using