... presents the rationale, the aims , the method, subject and
design of the study. It expresses the reason why the author decided to choose this study and
the methods forthe fulfillment of the study. ... there are 22% of the students, 18% say they only get the theme and 10% of
them can not get any of the details.
Regarding the activities after the students finish listening , the students are often ... obstacles to their students.
However, when the students are asked about their interest in the way their teachers
motivate them before, while and after listening lessons, there are only 6% students...
... word: skills. Studyskills to be
more exact. They are the essential tools of trade for upper
secondary and tertiary students. But, don't most students already
have these skills by the time ... know the scenario from that point onwards.
Is this the recipe for punctual, high performance work? Def-
initely, no, but the pattern is surprisingly common. Perhaps the
Study skillsfor successful ... centred, then a nutritionist,
dietitian or your doctor may be able to help with information
and suggestions.
Study skillsfor successful students
4
responsibility (not the job for your...
... recommendation for
the students and forthe teachers.
Firstly, forthe students, the students’ attitude toward English needs to change.
Teachers can make a change in students’ attitude by enhance students’ ... an information gap, since both the teacher and
the student know clearly that the table is in the classroom.
Teacher: Where is the table?
Student: The table is in the classroom.
But if the teacher ... difficulties.
3. Research questions of the study
The basic research questions forthestudy are:
1. What are the perceptions of the participating HaUI teachers and students about the
principles of Communicative...
... proposed syllabus forthe target students based on the previous chapters.
The last part of thestudy is a summary of thestudy including the conclusion of the study,
limitations of thestudy as well ... syllabus forthe second year students of
library study at the NTTC. The author of thestudy is concerned with the second year
students of library study, subject teachers and English teachers at the ... and students of library study. This is the
reason why the topic “Designing an ESP syllabus forthe second year students of library
study at the NTTC” is the subject matter chosen for my thesis.
2....
... needed forthestudy is gathered through other methods
such as class observations, informal interviews, and discussions with the teachers and
students at the MSA.
V. Significance of the study
The ... arouse students’ motivation in reading to the texts. On the
other hand, forthe students, the Pre-reading activities are obviously useful since they are
more motivated, they can understand the ... find out the areas of students’ difficulty at the MSA and the causes of their
unsuccessful reading comprehension is necessary. Therefore, these reasons have inspired the
writing of A Study on...
... comfortable with the format of the exam.
For example, when you are reading a short story, you can ask yourself questions like those you might see on the
GED, such as:
1. What is the theme of the ... steps to cre-
ate a successful study plan forthe GED:
1. Get the correct information. Your first step is to
find as much as you can about the exams. Get all
the details about the GED. Contact your ... after another. Instead,
try studying one list each day in several short,
spaced-out sessions. For example, spend 20 min-
utes in the morning studying the new words.
Review the words again for 15...
... that
their teachers rarely ask them to do so.
The result is not better when students are asked what they often do to have an overview
of the text. Only 5.8% of the students involved in thestudy ... (3.3%) attempt to help their students understand the purpose of the text. Most
of them (50%) activate their students by provide them any words or structures that they ask
for. It is surprising ... know that teachers scarcely help their students
understand the text before hand by asking them to predict the content of the text. Only
2.5% of the students answer they often follow this activity....
... properly, students can
develop not only their listening skills but the other skills may also be improved.
Moreover, the teacher should adjust the time and effort to manage the class and
make their students ... go into them
29
themselves. After the dictation, the teacher should check students’ work and encourage
them by giving mark forthe best ones.
For example: I have let students dictate the following ... the passage to the
students, the teacher should go round and see how their students write it. The thirst time,
the teacher can read the whole text through again. This helps students correct their...
... ………………………………………………………………………….……………….2
I.4.Object………………………………………………………………………… …………… 2
I.5.Method………………………………………………………………………… ……… 3
I.6.Design of thestudy ………………………………………………………….……… 3
Chapter II: Literature Review ……………………………………………….…………… 4
II.1. ... from other texts ………………….………………5
II.1.4. Literature and language teaching ……………………………………….…………… 6
II.1.4.1. Why use literature in language classroom. ………………………….…………… 6
II.1.4.2 Literature in the ... comprehension and its roles in language learning………….……………11
II.2.2. Reader and the text…………………………… ………………………………………11
II.2.3. Students’ difficulties with reading………………………….…………………………12
II.3. Literature...
... about the gist of the story
• Providing the title for each paragraph
• Reorder the jumbled sentences which summary the plot of the story
• Choosing the best summary of the story
Helping students ... what they have read. Creating the end of the story or the poem is
the activity that students like most (32%). 13% choose other activities, for example, the teacher
changes some details of the ... while the other aims at collecting students’
feedbacks after learning literary text using certain techniques. The former is carried out at the
beginning of thestudy whose result is the base for...
... questionnaires for students at HPU
Questionnaire N
o
1
Questionnaires on the students’ attitude toward literary texts
1. Rank the following genres of literature according to your preference and
give the ... can get to the bottom of the story and poem.
g. Others…
5. What are your suggestions that you think can help you read more
effectively:
□ The teacher should: ………………………………………………
□ The students ... independent
from the text.
□ Others………………………………………………………………
f. The activities I like most in post – reading phase
□ creating the end of the poem or short story
□ changing the poem into a short story...
... short stories and
poems in developing the
poems in developing the
reading skillsfor 2
reading skillsfor 2
nd
nd
year
year
students in Haiphong
students in Haiphong
university
university
Field: ... Findings
Majority of students think that they can learn new words
and remember them longer in the context of a short story
75% students are interested in interpreting the characters
of the story or the figurative ... and poems and agreed that these literary texts
enhanced their reading skills
Many suggestions are given to make the lesson more
effective
5
The focus of the study
The potential values of...