TABLES OF CONTENTS

Chia sẻ: Hanh My | Ngày: | Loại File: PDF | Số trang:5

Thêm vào BST

Báo xấu

55
lượt xem 7
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Statement of authorship ........................................................................................................ i Acknowledgements .............................................................................................................. ii Abstract -------------------------------------------------------------------------------------------------- iii Table of contents ---------------------------------------------------------------------------------------- 1 CHAPTER ONE 1.1 1.2 1.3 INTRODUCTION ----------------------------------------------------- 3 Background of the study ------------------------------------------------------------------------ 3 Aims of the study -------------------------------------------------------------------------------- 3 The significance of the study ------------------------------------------------------------------- 4 LITERATURE REVIEW----------------------------------------------- 5 CHAPTER TWO 2.1 2.2 2.3 Definition...

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: TABLES OF CONTENTS

TABLES OF CONTENTS Statement of authorship ................................ ................................ ................................ ........ i Acknowledgements ................................ ................................ ................................ .............. ii Abstract -------------------------------- -------------------------------- -------------------------------- -- iii Table of contents -------------------------------- -------------------------------- ------------------------ 1 CHAPTER ONE INTRODUCTION -------------------------------- --------------------- 3 1.1 Background of the study -------------------------------- -------------------------------- -------- 3 1.2 Aims of the study -------------------------------- -------------------------------- ---------------- 3 1.3 The significance of the study -------------------------------- -------------------------------- --- 4 CHAPTER TWO LITERATURE REVIEW-------------------------------- --------------- 5 2.1 Definition of reading -------------------------------- -------------------------------- ------------ 5 2.2 The importance of reading-------------------------------- -------------------------------- ------ 5 2.3 Some reading skills -------------------------------- -------------------------------- -------------- 5 2.3.1 Skimming -------------------------------- -------------------------------- ------------------------ 5 2.3.2 Scanning -------------------------------- -------------------------------- ------------------------- 6 2.3.3 Inferring -------------------------------- -------------------------------- -------------------------- 6 2.3.4 Guessing the meaning from context -------------------------------- ------------------------- 6 2.3.5 Answering comprehension question -------------------------------- ------------------------- 6 2.4 Factors influence the progress of reading in language learning --------------------------- 7 2.4.1 Reader variables -------------------------------- -------------------------------- ---------------- 7 2.4.2 Text topic and content -------------------------------- -------------------------------- --------- 8 CHAPTER THREE THE METHODOLOGY -------------------------------- --------------- 9 3.1 Researcher -------------------------------- -------------------------------- -------------------------- 9
3.2 Research questions -------------------------------- -------------------------------- ----------------- 9 3.3 Subject-------------------------------- -------------------------------- ----------------------------- 9 3.4 Setting -------------------------------- -------------------------------- ----------------------------- 9 3.5 Data collection instruments -------------------------------- -------------------------------- ---- 9 3.5.1 Textbook analysis -------------------------------- -------------------------------- ------------ 10 3.5.2 Questionnaire -------------------------------- -------------------------------- ----------------- 10 3.5.3 Observation -------------------------------- -------------------------------- -------------------- 12 3.6 Data collection procedure -------------------------------- -------------------------------- ---- 13 3.6.1 Textbook analysis procedure -------------------------------- -------------------------------- 13 3.6.2 Questionnaires procedure -------------------------------- -------------------------------- --- 13 3.6.3 Observation procedure -------------------------------- -------------------------------- ------- 13 CHAPTER FOUR RESULTS AND DISCUSSIONS -------------------------------- ------- 14 4.1 Results -------------------------------- -------------------------------- --------------------------- 14 4.1.1 Results of textbook analysis -------------------------------- -------------------------------- 14 4.1.2 Results of questionnaires -------------------------------- -------------------------------- ---- 19 4.1.3 Results of observation -------------------------------- -------------------------------- ------- 35 4.2 Discussions -------------------------------- -------------------------------- --------------------- 40 4.2.1 Research question (1) -------------------------------- -------------------------------- -------- 40 4.2.2 Research question (2) -------------------------------- -------------------------------- -------- 41 CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS ------------ 42 5.1 Conclusions -------------------------------- -------------------------------- --------------------- 42 5.2 Recommendations -------------------------------- -------------------------------- ------------- 42 5.2.1 For the textbook -------------------------------- -------------------------------- -------------- 42 5.2.2 For teachers-------------------------------- -------------------------------- -------------------- 43 5.2.3 For students-------------------------------- ------------- 44Error! Bookmark not defined. 5.3 Limitations of the study -------------------------------- -------------------------------- ------- 49
REFERENCES -------------------------------- -------------------------------- ------------------------ 51 APPENDIXES -------------------------------- -------------------------------- ------------------------- 52 Appendix 1a -------------------------------- -------------------------------- ---------------------------- 52 Appendix 1b -------------------------------- -------------------------------- ---------------------------- 55 Appendix 2 -------------------------------- -------------------------------- ------------------------------ 58 Appendix 3 -------------------------------- -------------------------------- ------------------------------ 62
CHAPTER ONE INTRODUCTION 1.1 Background of the study English is one of the important subjects at High School. It has been used for Final Examinations to evaluate students’ level of knowledge. Therefore, whether students are proficient at English or not is very important to them. Being proficient at English means student is good at both received skills - reading and listening, and productive skills - speaking and writing. These four skills are integrated in a lesson to improve all these skills for the students, because one certain skill can be used to improve the others. Reading is an important and useful skill, because reading is the first step for students to get main and general information about a topic and it is a tool for students to get more information. In addition to, through reading, students can improve their vocabulary in various fields such as real life, science, and culture. Reading can not only train students’ thinking abilities but it also gives students a lot of updated information. In real life, students are able to read different kinds of materials such a s documents, newspapers, and magazines. Therefore, reading is one of the good ways to get information, and to obtain knowledge. Reading is an important skill and subject, while “Most of grade 10 students in Thanh Binh-1 High School are not very good at Reading.” said, Mr. NguyenVan Be No, the Head of Foreign Language Teaching Staff in Thanh Binh -1 High School. As a student of pedagogical field, and a teacher of English in the near future, I am concerned in this problem. Moreover, no one has studied the ca uses of the problem so far. For some reasons above, the study was carried out to seek the real reasons, as well as, the solutions to the problems. 1.2 Aims of the study - To find out grade 10 students’ common problems in learning reading
- To suggest solutions for these problems 1.3 The significance of the study Via solutions suggested in the study that based on the real problems also found in the study, both teachers of English and students to solve the problems in reading classes. The teachers can get certain suggestions to teach English reading more successfully or improve students’ reading skills because being good at reading partly helps students good at learning EFL. It means the study can partly help teachers and students better their teaching and learning.