Adapting pre reading activities in new headway elementary to increase motivation of nk4 non english major students at national teacher training college an action research

MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY NGUYEN THI THANH HA ADAPTING PRE-READING ACTIVITIES IN NEW HEADWAY ELEMENTARY TO INCREASE MOTIVATION OF NK4 NON-ENGLISHMAJOR STUDENTS AT NATIONAL TEACHER TRAINING COLLEGE AN ACTION RESEARCH SUBM ITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER TN TESOL SUPERVISOR: DOAN THI MINH NGUYET, M.A TRUNG lA M THỎNQ TIN T H tf VIỀN t N N -VH m vftc N60ẲI T TV HỈS\Ĩ Hanoi March-2009 It m ACKNOLEDGEM ENTS I wish to express my sincere gratitude to my supervisor, Mrs Doan Thi Minh Nguyet, M.A, who provided insightful discussions, valuable comments, as well as criticism and immeasurable support in the development and completion of this thesis would like to take this opportunity to express my special thanks to the Post- graduate department, especially Ms Nguyen Thai Ha for granting me to this thesis I would like to express my thanks to the teachers and the students o f class NK4 at National Teacher Training College for all their help and involvement in my research I am greatly indebted to all those who have kindly advised and helped me towards the completion o f my research Lastly, my gratitude and appreciation are extended to Mrs Nguyen Thi Hao and Vu Hong Ngoc- my colleagues at National Teacher Training College, who have helped me a great deal, playing the role o f the observers o f this action plan ABSTRACT It is common knowledge that motivation is related to success in second language learning In the first stage o f lessons, it has been observed that teacher talk about forthcoming content can lead to higher levels of interest from the students For teaching and learning the reading skill, the impact o f motivation is not an exception It is assumed that if the students are motivated, especially from the pre-reading stage, their reading performance will be completed more successfully with less difficulty and more activeness than before This study aims to modify some pre-reading activities in New Headway Elementary (by Liz and John Soars-2000) to increase motivation o f the first year non-English major students o f NK4 o f National Teacher Training College in reading class Questionnaires and observations are used to investigate students’ attitudes towards pre-reading activities in New Headway Elementary, the pre-reading activities they like most, and their attitudes as well as their preferences towards modified pre-reading activities The results o f the study show that modified pre-reading activity they like most is pre­ teaching new vocabulary The modified activities increase students’ motivation in doing all the activities o f the while stage In conclusion, in using New Headway elementary, it is necessary that the reading teacher adapt the pre-reading activities so that students’ motivation can be promoted This should expectedly lead to better reading comprehension However, this study limits itself to increasing motivation by adapting pre-reading activities So, further study on the effects of motivation on reading comprehension should be done to have sound conclusion LIST OF ABBREVIATIONS AR Action Research CLT Communicating Language Teaching FL Foreign Language NTTC National Teacher Training College TABLE O F CONTENTS ACK N O LED G K M EN TS A BST R A C T II LIST O F A B B R E V IA T IO N S Ill T A B L E O F C O N T E N T S - IV CH A PTER 1: IN T R O D U C T IO N I I I BACKGROUND TO THE STU D Y 1.2 AIM OF THE ST U D Y 1.3 RESEARCH QUESTIO NS 1.4 SCOPE OF THE S T U D Y 1.4 SIGNIFICANCE OF THE THESIS 1.5 THESIS OUTLINE CH A PTER 2: L IT ER A T U R E R EV IEW 2.1 READING INSTRUCTION 2.1.1 Definitions o f reading 2.1.2 Reading in Communicative Language Teaching 2.1.3 Role o f pre-reading activities in teaming r e a d i n g 2.1.4 Nature and main types o f pre-reading activities .8 2.2 MOTIVATION IN LANGUAGE LEARNING 13 2.2.1 Types o f motivation 14 2.2.2 Role o f motivation in language teaching .15 2.2.3 Factors affecting students’ motivation in learning reading 15 2.3 ADAPTATIO N 17 2.3.1 Context and reasons for adaptation 17 2.3.2 Techniques o f adaptation 19 C H A P T E R 3: M E T H O D O L O G Y 22 3.1 RESEARCH METHOD: AN ACTION RESEARCH 22 3.1.1 Reasons for using Action Research 22 3.1.2 Action Research Procedure .23 3.2 P A R T I C I P A N T S O F T H E S T U D Y 23 3.1.1 The researcher 23 3.1.2 The observers 24 3.1.3 Subjects o f the study 24 3.3 D ATA COLLECTION INSTRUMENTS 24 3.3.1 Questionnaires 24 3.3.2 Observations 26 3.4 PROCEDURES OF ACTION RESEARCH 27 3.4.1 Identifying the focus o f the students’ problem 27 3.4.2 Collecting data to identify the causes o f the students’ problem 28 3.4.3 Analyzing data 28 3.4.4 Planning action 28 3.4.5 Implementing action steps 29 3.4.6 Collecting dada to monitor change 29 3.4.7 Analyzing data and evaluating the change .29 3.5 SU M M A R Y 29 C H A P T E R 4: D A T A A N A L Y SIS A N D D ISC U SSIO N S 31 4.1 PRELIMINARY R ESU LT S 31 4.1.1 Data from questionnaire (Appendix 1) 31 4.1.2 Data from questionnaire (Appendix ) 33 4,2 D ISC U SSIO N S 39 4.3 PLAN OF A C T IO N 41 4.4 DATA COLLECTED AFTER SIX WEEKS OF ACTION PLAN IMPLEMENTATION 42 4.4.1 Data from questionnaire (Appendix 3) 42 4.4.2 The data from observation sheet (Appendix ) 43 4.4.3 Data from observation sheet (Appendix ) 44 4.4 EVALUATION OF ACTION P L A N 45 C H A PT E R 5: R E C O M M E N D A T IO N S AND C O N C L U SIO N 46 5.1 MAJOR F IN D IN G S 46 5.1.1 Major findings from preliminary results 46 v 5.1.2 Major findings from post-data 46 5.2 R E C O M M E N D A T IO N S O N T H E U S E O F C O M M E R C IA L B O O K S IN G E N E R A L 46 5.3 S U G G E S T IO N S O N H O W T O A D A P T P R E -R E A D IN G A C T I V I T IE S IN N E W H E A D W A Y E L E M E N T A R Y 47 5.4 L IM IT A T IO N S O F T H E S T U D Y 48 5.5 C O N C L U S I O N 48 R EFERENCES 50 APPENDIX I: Q U ESTIO NNAIRE FO R ST U D E N T S 54 APPENDIX 2: Q U ESTIO NNAIRE FO R ST U D E N T S 55 APPENDIX 3: Q U ESTIO NNAIRE FO R ST U D E N T S 57 APPENDIX 4: OBSERVATIO N SH EET 1: ON-TASK B EH A V IO U R 58 APPENDIX 5: O BSERVATIO N SH EET 2: OVERALL CLASS M O T IV A T IO N .59 APPENDIX 6: LESSON PLAN: M ODIFIED PRE-READING ACTIVITIES FO R THE ACTION R E SE A R C H 60 CHAPTER 1: INTRODUCTION 1.1 Background to the study English nowadays is the dominant language in language teaching programs in many universities and colleges in Vietnam O f the four language skills, reading is generally considered difficult to learn for the fact that it requires from students not only linguistic skills but also reading skills Therefore, the acquisition o f reading skills in a foreign language is a priority for millions of specialized learners Moreover, English is generally taught and learnt in a non-native environment so reading is not only an important means to gain knowledge but also a means by which further study takes place With an aim to equip students with basic knowledge o f English, the National Teacher Training College (NTTC) has so far used New Headway Elementary (by Liz and John Soars-2004) as an official textbook for the first year non-English-major students This textbook is mostly used by many colleges and universities as a core syllabus because it is really interesting and friendly to both teachers and students However, when dealing with the reading lessons, the NTTC students seem to experience a lack o f motivation for reading the text, showing little or no interest in class participation Actually, motivation is an essential element in language learning in general and in learning reading in particular For each reading stage, motivation is necessary and needs to be promoted, especially for the very first minutes of the lesson, the pre-reading stage Having read books and articles related to motivation, the researcher found out that many language methodologists and teachers have studied and proved the advantages o f pre-reading activities in motivating students Pre-reading stage plays an essential part in the whole process of a reading lesson According to Williams (1984:37), the purposes o f the pre-reading stage are (1) to introduce and arouse interests in the topic, (2) to motivate learners by giving a reason for reading, (3) to provide some language preparation for the text So, good pre-reading activities for a reading class can raise the students’ interests in reading, give them aims to reach as well as provide them some language preparation which helps motivate students further in their reading comprehension In the light o f Williams’ theory, the author of this research has taken into consideration the reading component, especially the pre-reading activities of New Headway Elementary The following findings have been found First, the pre-reading activities mainly focus on using pictures to match with the sentences or paragraphs in the text or conversely, look at the photographs to complete the sentences This kind of exercise, in some respect, should increase students’ interest if the students have access to original copies o f the course book However, for economic reasons students’ books are revised in black and white which makes it difficult to see the photographs clearly and to answer the questions, especially when some exercises require students to look at the photographs to answer related questions Furthermore, the pre-reading activities in the textbook are not quite appropriate for our students to help them understand the texts, which is a problem o f commercial course books In fact, the students o f NK4 o f NTTC are non-English majors, their knowledge of English is limited, therefore, the language items such as vocabulary and grammatical structures in the reading texts obviously produce a negative impact on the students’ motivation In other words, the subjects of this study are unwilling to explore the text All factors mentioned above result in a lack o f interest and motivation in reading by first year students o f NK4 at NTTC Motivated by these facts and with the responsibility o f an English teacher who wishes to some innovation for the sake of her own students in general and other non-English major students, the author o f this study conducted an action research on adaptation o f pre-reading activities hoping that with this improvement the first year students’ motivation in reading lessons would increase 1.2 Aim of the study This study conducted in the field o f material adaptation aims at modifying pre-reading activities o f New Headway elementary to increase students’ motivation in reading class 1.3 Research questions In what way should pre-reading activities be modified to motivate students? REFER EN C ES Abottet A1 (1981) The Teaching o f English as an International Language Collins Aebersold, J.A & Field, M.L (1997) From the Reader to Reading Teacher Cambridge University Press Ames, C & Arches, J (1988) Achievement goals in the classroom: Students’ learning strategies and motivation process: Journal o f Education Psychology, 80, 260-267 Bomia, L (1997) The impact o f teaching strategies on intrinsic motivation Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC Document Reproduction Service No ED 418 925) Brown, H.D (1990) Principles o f Teaching and Learning Prentice Hall Regents, New Jersey Carol S Dweck (1997) Self-theories: Their role in Motivation, Personality, and Development Taylor & Francis, Inc Crookes, G and Schmidt, R.W (1991) ‘Motivation: Reopening the Research Agenda’ Language Learning 41/4:469-512 Deci, E.L., & Ryan, R.M (1985) Intrinsic Motivation and Self-determination in Human Behavior New York: Plenum Press Doff, A (1998) Teaching English: A Training course for Teachers Cambridge: Cambridge University Press Domyei, Z (1994) Motivation and motivating in the foreign language classroom The Modern Language Journal, 78/3, 273-284 Domyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press Duffy, G (1993) Rethinking Strategy Instruction: For Teachers’ development and their low achievers’ understandings Elementary School Journal, 93, 231-247 50 Gardner, R.C (1985) Social Psychology and Language Learning: the Role o f Altitudes and Motivation London: Edward Arnold Gardoer, R.C & Lambert, W.E (1972) Attitudes and Motivation in Second Language Learning Roley, Mass-Newsbury House Girard, D (1977) ‘Motivation: The responsibility of the Teacher’, ELT Journal Goodman, K S (1971) Psycholinguistic universals in reading progress psychological for second language learning Cambridge: Cambridge University Press Grellet, F (1981) Developing Reading Skills Me Graw-Hill, Inc Grellet, F (1992) Developing reading skills Cambridge: Cambridge University Press Harmer, J (1991) The practice o f English language teaching New York: Longman Harmer, J (1998) How to teach English London: Longman Karlin, R & Karlin, A R (1987) Teaching elementary reading: Principles and strategies Harcourt Brace Jovanovich Publishers Labonde, R.N (1982) Second Language Acquisition: A Cause Analysis University of Western Ontario, London, Ontario Lewis, M & Hill, J (1992) Practical Techniques fo r Language Teaching Cambridge University Press Lightbrown, P.M & Spada, N (1999) How Languages are Learnt Madsen, K S and Bowen, J D (1978) Adaptation in Language Teaching Rowley, MA: Newbury House Maehr, M.L (1984) Effects o f School Desegregation on Motivation and Achievement (Advances in Motivation and Achievement Hardcover Me Bride, R & Schotak, J (1989) Action Research Retrieved February, 20th 2005 from the World Wide Web: http://www.google.com 51 McDonough, J & Shaw, C (1993) Materials and methods in ELT: A teacher's guide Oxford: Oxford University Press Moore, K D (1992) Classroom teaching skills Me Graw-Hill, Inc Nunan, D (1991) Language Teaching Methodology Sydney: National Center for English Language Teaching Nuttall, C (1982) Teaching Reading Skills in a Foreign Language 1SI ed Oxford: Heinemann Nuttall, C (2000) Teaching Reading Skills in a Foreign Language 2nd ed Oxford: Heinemann Peacock, M (1997) The effect of authentic materials on the motivation o f EFL learners ELT Journal, 51/2, 144-156 Presley, M (1998) Reading instruction that works: The case for balanced teaching New York: Guilford Press Rivers, W.M & Temperley, M.S (1978) A Practical Guide to the Teaching o f English as a Second or Foreign Language Oxford: Oxford University Press Roller, C (1990) Commentary: The interaction between knowledge and structure variables in the process o f expository prose Reading Research Quarterly, 25(2), 79-89 Stevens, Kathleen C "Can We Improve Reading by Teaching Background Information?" Journal o f Reading 25(4) January 1982, 326-29 [EJ 257 791] Tinker, M A & McCullough, C M (1975) Teaching elementary reading Engwood Cliffs NJ: Prentice Hall Ur, P (1991) A course in language teaching: Practice and Theory Cambridge: Cambridge University Press Wallace, C (1992) Reading Oxford: Oxford University Press Wassman, R & Rinsky, A.L (1993) Effective Reading in a Challenging World Prentice Hall 52 W illiam , E (1 ) R e a d in g in a language classroom N e w Y ork: M acm illan Williams, M and Burden, R.L 1997 Psychology fo>r Language Teachers: A Social Constructivist Approach New York: Cambridge University Press Woolfolk, A (2001) 8th ed Educational Psychology by Allyn Bacon, A Pearson Education Company, United States 53 APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Questionnaire! is designed to elicit information regarding each student’s intrinsic and extrinsic motivation, and their attitude toward language learning Please tick the suitable answer 1 think learning English is J easy not so difficult difficult think English is a /a n subject ~1 boring so so interesting w ill need to use English for my future life often sometimes never w ill need to use English for my future job often sometimes never 5.1 ‘I have a choice I will study English will study English if neccessary will never study English 54 APPENDIX 2: QUESTIONNAIRE FOR STUDENTS The aim o f this questionnaire is to find out the causes o f the identified problem, evaluate the students’ level o f interest in the activities Please tick or write the answer where necessary What you think about the topic areas of the reading texts? | | Difficult I 1Suitable J Easy Which o f the following factors may affect your motivation when dealing with reading tasks? [ | | | Lack o f background knowledge ~| Limited vocabulary | Lack o f preparation for reading tasks others: What you think about the role o f pre-reading activities on your motivation in reading? j | Not important [ [ Important What you think about pre-reading activities in your reading texts? j | I J Increase students’ motivation for reading | Boring/ monotonous Enhance students’ motivation for reading 55 H ow often d o e s y o u r tea c h e r use the following pre-reading a c tiv itie s? Always Sometimes Rarely Never Giving a brief introduction o f the text Pre-teaching new vocabulary in the reading text Explaining the instructions of the text Giving pre-reading questions Making students brainstorm words, structures, or ideas related to the topic of the text Making students predict the content of the text Using group discussion about topic of the text How you feel o f the above pre-reading activities? Interesting Giving a brief introduction o f the text Pre-teaching new vocabulary in the reading text Explaining the instructions of the text Giving pre-reading questions Making students brainstorm words, structures, or ideas related to the topic o f the text Making students predict the content of the text Using group discussion about topic o f the text - Which other pre-reading activities would you like to have? 56 Normal boring APPENDIX 3: QUESTIONNAIRE FOR STUDENTS This questionnaire is used to collect information on students’ attitudes on modified prereading activities Please tick or write the answer where necessary Do modified pre-reading activities interest you in learning reading? Yes | No Other com m ents: 57 APPENDIX 4: OBSERVATION SHEET I: ON-TASK BEHAVIOUR Date: T im e o f c la s s : Observer: Teacher: Number of students present: Level of class: Number of activity: Instructions These observations are designed to measure levels of the first year students’ motivation generated by the activities in the reading lessons Do not participate in the lesson Place yourself in an obtrusive position in the classroom Start the observation when the students have been working for two minutes Observe students one by one, consecutively, clock wise around the class Identify the students by name Every 10 seconds write down the category that best describles the observed student’s behaviour at that moment, then pass on to the next §tudent Write the numbers in sequence down the data sheet Continue until all the students have been oserved times, then complete Observation sheet Categories = student on-task; = student off-task “on-task” : engaged in the pedagogic work of the day “off-task” : a complete lack of attention to the set task Student number Scan number • ••• 45 58 APPENDIX 5: OBSERVATION SHEET 2: OVERALL CLASS MOTIVATION Date: Time of class: Observer: Teacher: Number o f students p re sen t: Level o f class: Number o f activity: Observation focus: Levels o f student motivation generated by the modified pre-reading activities, is an average mark for any one item Instructions This sheet is for observing the class as a whole, not individual students Complete this sheet when the lesson is drawing to a close Circle one number for each statement below Add final comments at the bottom o f the sheet if you wish 1.Mark how involved in the learning tasks the students are Not very involved Very involved Mark the level of student concentration on the learning tasks Low High The students are enjoying the activities Not really Very much The students are paying persistent (extended) attention to the learning tasks Not really Very much The students find the learning activities interesting Not really Very much The activities in use are challenging for the students Not really Very much The activities in use are appropriate for the students Not really Very much 59 APPENDIX 6: LESSON PLAN: MODIFIED PRE-READING ACTIVITIES FOR TH E ACTION RESEARCH U n it/ T im e a llo ca tio n 30” M o d ifie d T e a c h e r ’s A c tiv itie s Add: T e a c h e r T alk (TT ) to introduce th e topic: kids 1*30” 4* Super M odified lead-in Qs E.g Any of you knows who Picasso/Mozart is? Are they still alive? What could theydo? UNIT Why is the girllboy in the photograph called " new Mozart!Picasso?" r S tu d en ts’ A ctivities A dd: N ew vocabulary presentation: Difficult words to teach (write on the board): pianist, V olunteer to answ er Expected answers: Painter/ Musician (artist) -No they are dead -M couldplay the piano! P could paint -Because they can play the piano! paint well W hole class (W C) -Listen and write the newwords T-WC; call on volunteers Sometimes T should call the good Ss to try giving answers o Pronunciation of new words: -write the phonetic scripts -Read aloud as model N o tes O rally give concert, cubist, style etc -Make guesses of the Confirm ss s answers meaning: Speak out Techniques: Explain, use the Vietnamese orjust synonym, pictures, give give gestures to show examples Drawa word weh they understand Take notes o P rocedures -Repeat after the T 61 I Ss: In chorus Pictures of pianist or some famous names (Dang Thai Son) 30” 2' 3* A d d : T T lo introduce the topic 'T w o fa m o u s fir s ts ” A d d : L e a d -in q u e s tio n s to \V C : E g ask Ss to look at the pictures and guess w hat topic they are g o in g to discuss today Call o n so m e volunteers Delete exercise T r a n s it io n s Today's Characters What about George Washington!Margaret Thatcher? What you know about him/her? Work in pairs tofind out the answers If ssfail to answer the T should talk briefly about this characters UNIT Introduce new vocabulary and revise gram m ar (if necessary) E.g.: soldier, commander-in- chief, war of independence T echniques: give examples (meaning from context) Draw the word web to show the relation between VNG and soldiers in DBP V olunteer to answer Individually Expected answers: Presidents, leaders O rally W ork in pairs lo discuss Expected answer: Washington was the first president of America He was dead M Thatcher was the prime minister of Britain She is still alive -Give the Vietnamese equivalents as final check -T arranges small groups of 2-3 Ss -T monitors and give assistance if necessary -Prepare a talk on this character in case necessary Individually: make notes ofthe words - draw the same word web and think about the meaningfrom examples, pictures -Work together in pairs to check their -Write on the board the new vocabulary -Ask Ss if they know the meaning o f the words written if not give results examples WC make guesses 30” l^arge pictures o f N g u y en M inh T riet, O bam a, Ng T an D ung and M arg aret T h atch er (exchange of information is allowed) and speak aloud Ss’should be able to match the words with pictures Individually take notes in their note books -Read the new word aloud for pronunciation practice WC: 62 Repeat after the T Ss: Chorus Prepare large pictures and hang on the board before the lesson begins Cues to facilitate ss to talk about these leaders (below the pictures) -Prepare pictures of a VN soldier, Vo Nguyen Giap, Dien Bien Phu, - a word web may be drawn beforehand to save time 30” r TT to introduce the topic "Food around the world ” Large pictures o f som e typical food in the South and the North o f VN (VaiJ^han, Mang cut, Sau rieng) and food in Europe (sausage, bacon) Add: Add: G uiding instructions E.g The popular kinds of UNIT 4’ 2’ 30” fruit in the South ofVN are Sau Rieng, Mang cut, but in the North they are Vai, Nhan% D elete question Add lead-in question e.g W hy they eat a lot of Sau rieng in the South o f VN, not in the North? Add: new vocabulary presentation (write on the board): human history» depend on, sardine, Techniques: Explain, give examples, give the Vietnamese equivalents Read the new words aloud for pronunciation practice W ork in groups to discuss Expected answer: Because they growSR in theSouth Individually: make notes o f the words WC: repeat after the T 63 T arranges small groups of 6-8 Ss H ang the pictures befo re the lesson begins 30 ” Add: 77' to introduce the topic 'Three musical cities " r30” i f30 ’ UNIT 10 30” 3' Add: Lead-in questions e.g D o you like music? What kind o f music you know? Etc Delete one question in the exercise (Which music goes with which city?) Use question What kind of music is it? Add: guiding instruction e.g N ew Orleans, Vienna and Liverpool are three musical cities N.O is famous for jazz And so on M odify exercise 2: What you know about these cities? V olunteer to answer Expected answer: Jazz, classical music, The Beatles Work in groups to discuss 3’ 30” Add: new vocabulary presentation Difficult words to teach (write on the board): stand on, cosmopolitan, hymns, immigrants etc Techniques: Explain, use synonym, give examples Pronunciation o f new words: Read aloud as model Listen and write the new words WO.Repeat after the T 64 T plays the recording T divides Ss into groups Each group is specialize in one topic: N.O, VorL Prepare a radio and a CD before the lesson begins 30” r CM r* hZ 4’ 2' 30” r Add: TT to introduce the topic “D angerous sports " R e-order the exercises: Add: L ead-in questions e.g -D o you like sport? - What sport you do? D elete exercise M odify the exercise What they do? Do you want to become a skydiver/racing driver? Why? Add: new vocabulary presentation Float, garden shed, parachute, amazed, top marks, etc Techniques: Explain, use give example Pronunciation o f new words: Read aloud as model U se exercise 30” Add: TT to introduce the topic “How to live to be 30” G uid in g instructions Volunteer to answer Work in groups to discuss T-WC; call on volunteer T arranges groups o f 4-5 1» Listen and write down the meanings of new words WC: Repeat after the T Individually orally ¡00" Listen My grandmother is 72 years old now She lives in the countryside Add lead-in question 2’ * ■ H Z Is she the oldest person you know? /V /1 / r r • U se exercise I 3' M odify exercise 3: Add m ore new vocabulary Coast, dressmaker, serious, give up, widow, pipe, etc 30” Techniques: Explain, use synonym, give examples Pronunciation o f new words: Read aloud as model Work in pairs to discuss and answer Listen and write the meaning o f new words WC: Repeat after the T 65 T arranges small groups of 2-3 Ss -Write on the board the new vocabulary -Ask Ss if they know the meaning o f the words written if not give examples ...MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY NGUYEN THI THANH HA ADAPTING PRE- READING ACTIVITIES IN NEW HEADWAY ELEMENTARY TO INCREASE MOTIVATION OF NK4 NON- ENGLISHMAJOR STUDENTS AT NATIONAL. .. non- English major students o f NK4 o f National Teacher Training College in reading class Questionnaires and observations are used to investigate students? ?? attitudes towards pre- reading activities in New. .. prereading activities in learning reading As for most o f students, pre- reading activities play an important role in stimulating them to learn reading texts This shows students of NK4 bring to