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DECLARATION I certify that all the material in this study which is not my own work has been identified and acknowledged, and that no material is included for which a degree has already been conferred upon me. Signature Ta Thi Minh Nguyet i ACKNOWLEDGEMENTS I would like to acknowledge a number of individuals without whose help this study would have been impossible. First of all, I would like to express my indebtedness to my supervisor, Ms. Phan Hoang Yen, for her very invaluable advice as well as great help in the completion of this study. Secondly, I am also very grateful to my friends, the teachers and the students of linguistics at USSH - VNU for their precious suggestions, comments and cooperation. Last but not least, my sincerest thanks go to my family, whose great support and encouragement have helped me a lot in the production of this study. To all these people, many thanks again. I can only hope that they will look upon the results of their influence and endeavors with pleasure. ii ABSTRACT It is undeniable that English plays an important part in one’s professional career. However, in Department of Linguistics and Vietnamese Studies at University of Social Sciences and Humanities, Vietnam National University, although English has long been introduced as a compulsory subject, the teaching and learning of ESP in general and reading skills in particular are still far from being satisfactory. To be more exact, the Communicative Approach is not properly applied and reading classes are often used to teach language rather than reading comprehension. With the desire to overcome the exiting problems and improve all the four language skills in reading lessons in ESP for linguistics, this study is carried out. It consists of three parts. Part A is about the rationale, objectives, scope and methods of the study. Part B deals with the theoretical background knowledge. It is divided into two chapters. − Chapter I presents an overall view of reading and reading in ESP teaching and learning; − Chapter II introduces the advantages of skill-integration in teaching and learning reading and relationship between this skill and the other language skills. Part C is the main part of the study. It consists of two chapters. − Chapter III aims at identifying and analyzing both strong points and weak points of the teaching and learning of reading ESP in Department of Linguistics and Vietnamese Studies at USSH – VNU based on the two survey questionnaires and the observation. The findings, comments and conclusions are also given; − Chapter IV suggests some techniques for each stage of a reading lesson. They are carried out in the light of Communicative Language Teaching with a hope that there will be some improvement in teaching and learning reading skills in integration with the development of the other language skills. Part D summarizes what have been presented and discussed in the study and gives some suggestions for further study. iii TABLE OF CONTENTS Declaration ………………………………………………………………………… Acknowledgements ……………………………………………………………… . Abstract ……………………………………………………………………………. Table of contents ………………………………………………………………… List of abbreviations ……………………………………………………………… List of tables and charts ………………………………………………………… PART A: INTRODUCTION …………………………………………………… i Rationale ………………………………………………………………………… ii Objectives of the study ………………………………………………………… iii Scope of the study ………………………………………………………………. iv Methods of the study ……………………………………………………………. PART B: LITERATURE REVIEW …………………………………………… CHAPTER 1: READING IN ESP TEACHING AND LEARNING ………… . 1.1 Reading redefined ………………………………………………… . 1.2 Role of reading ……………………………………………………… 1.3 Reasons for reading …………………………………………………. 1.4 Kinds of reading …………………………………………………… 1.4.1 Classification according to manners of reading ………………… 1.4.1.1 Reading aloud ………………………………………………. 1.4.1.2 Silent reading ……………………………………………… 1.4.2 Classification according to purposes of reading ……………… . 1.4.2.1 Skimming …………………………………………………… 1.4.2.2 Scanning …………………………………………………… 1.4.2.3 Extensive reading …………………………………………… 1.4.2.4 Intensive reading ……………………………………………. 1.5 Reading skills ………………………………………………………. 1.6 Reading in ESP teaching and learning …………………………… . 1.6.1 What is ESP? …………………………………………………… 1.6.2 Teaching reading ESP ………………………………………… 1.6.2.1 Language lessons and reading lessons …………………… . 1.6.2.2 ESP teacher’s roles …………………………………………. 1.6.2.3 Learner's roles ……………………………………………… 1.6.2.4 Reading material's roles ……………………………………. 1.6.2.5 Principles of teaching reading ……………………………… 1.6.2.6 Characteristics of an effectively organized classroom for reading instruction………………………………………… . CHAPTER 2: SKILL-INTEGRATION ………………………………………… 2.1 Productive and receptive skills …………………………………… . 2.2 Skill-integration …………………………………………………… 2.2.1 Definition ……………………………………………………… Page i ii iii iv vii viii 1 1 1 2 2 3 3 3 4 5 6 6 6 7 7 7 8 8 8 9 11 11 11 12 12 14 14 15 15 18 18 18 18 iv 2.2.2 Reasons for skill-integration ……………………………………. 2.3 Relationship between reading skills and other language skills …… . 2.3.1 Reading and listening …………………………………………… 2.3.2 Reading and speaking ………………………………………… . 2.3.3 Reading and writing …………………………………………… PART C: THE STUDY …………………………………………………………… CHAPTER 3: INVESTIGATION OF CURRENT SITUATION OF TEACHING AND LEARNING READING ESP IN DEPARTMENT OF LINGUISTICS AND VIETNAMESE STUDIES AT USSH – VNU ………………………………… 3.1 The teaching and learning reading ESP in Department of Linguistics and Vietnamese Studies at USSH – VNU …………… 3.2 Survey questionnaires and observation …………………………… 3.2.1 Survey questionnaires ………………………………………… 3.2.1.1 Aims ………………………………………………………. 3.2.1.2 Description ……………………………………………… . 3.2.1.3 Procedures ………………………………………………… 3.2.1.4 Data and data analysis …………………………………… 3.2.1.4.1 What are the attitudes of teachers and students toward reading comprehension? …………………………… . 3.2.1.4.2 What are the attitudes of teachers and students toward reading materials? ……………………………………. 3.2.1.4.3 What techniques are often used in reading lessons in practice? ……………………………………………… 3.2.1.4.4 Which type of classroom interaction is often used during reading lessons? ………………………………. 3.2.1.4.5 What are the difficulties in teaching and learning reading skills? ………………………………………………… 3.2.1.4.6 What are the suggestions made by the teachers and the students? ……………………………………………… 3.2.1.5 Findings and comments ………………………………… . 3.2.1.5.1 Strong points ………………………………………… 3.2.1.5.2 Weak points …………………………………………… 3.2.2 Classroom observation ……………………………………… . 3.3 Conclusions ……………………………………………………… CHAPTER 4: SOME SUGGESTIONS TO IMPROVE THE TEACHING READING ESP TO STUDENTS IN DEPARTMENT OF LINGUISTICS AND VIETNAMESE STUDIES AT USSH –VNU ……………………………………………………………. 4.1 What is a technique? …………………………………………… . 4.2 Suggested techniques for teaching reading skills communicatively to students of linguistics …………………………………………. 4.2.1 Pre-reading stage …………………………………………… 4.2.1.1 Introducing the topic …………………………………… 19 20 20 21 21 24 24 24 26 26 26 26 27 27 27 29 31 33 34 35 35 36 36 37 38 39 39 39 40 40 v 4.2.1.1.1 Using visual aids …………………………………… . 4.2.1.1.2 Presenting a listening text on the same topic ………… 4.2.1.1.3 Providing students with a list of key words or phrases 4.2.1.2 Giving students some statements referring to the text …… 4.2.1.3 Asking students to have a short discussion ………………. 4.2.1.4 Encouraging students to form certain expectations about the text ……………………………………………………. 4.2.1.5 Asking students to write a list of things they know and things they want to know about the topic ……………… . 4.2.1.6 Asking students to fill in the blanks of a summary of the text ……………………………………………………… . 4.2.1.7 Presenting some of the new words ……………………… 4.2.1.8 Giving guiding questions ………………………………… 4.2.2 While-reading stage ………………………………………… 4.2.2.1 Focusing on gist ………………………………………… 4.2.2.1.1 Checking text against predictions made beforehand …. 4.2.2.1.2 Checking answers to the guiding questions ………… 4.2.2.1.3 Identifying the main ideas ……………………………. 4.2.2.2 Focusing on specific details ……………………………… 4.2.2.2.1 Using questions ………………………………………. 4.2.2.2.2 Note-taking …………………………………………… 4.2.2.2.3 Summarizing and/or predicting ………………………. 4.2.2.2.4 Focusing on recognizing cohesion and coherence …… 4.2.3 Post-reading stage ……………………………………………. 4.2.3.1 Discussing ……………………………………………… . 4.2.3.2 Writing task ………………………………………………. 4.2.3.3 Listening and correcting information …………………… 4.2.3.4 Playing games ……………………………………………. 4.2.3.5 Role play …………………………………………………. PART D: CONCLUSIONS ………………………………………………………. REFERENCES ……………………………………………………………………. APPENDICES …………………………………………………………………… Appendix 1: Survey questionnaire for teachers …………………………………………… Appendix 2: Survey questionnaire for students …………………………………………… Appendix 3: Sample lesson plan ………………………………………………………… . 40 40 41 42 43 43 44 45 46 47 48 48 49 49 49 50 50 51 52 53 53 54 54 55 56 57 59 60 I I V IX vi LIST OF ABBREVIATIONS ESP: English for Specific Purposes USSH – VNU: University of Social Sciences and Humanities, Vietnam National University, Hanoi vii LIST OF TABLES AND CHARTS Table 2.1 The four language skills ……………………………………………… . Chart 3.1 The teachers' attitudes toward reading comprehension ………………… Chart 3.2 The students' attitudes toward reading comprehension ………………… Chart 3.3 The teachers’ attitudes toward the ESP materials ……………………… Chart 3.4 The students’ attitudes toward the ESP materials ……………………… Chart 3.5 Supplementary materials to the teachers and students ………………… . Chart 3.6 Techniques used at pre-reading stage ……………………………………. Chart 3.7 Techniques used at while-reading stage …………………………………. Chart 3.8 Techniques used at post-reading stage ………………………………… . Chart 3.9 Types of classroom interaction used during reading lessons according to the teachers …………………………………………………………… . Chart 3.10 Types of classroom interaction used during reading lessons according to the students ………………………………………………………… . Chart 3.11 The teachers and students' difficulties in teaching and learning reading ESP …………………………………………………………………… Chart 3.12 Suggestions made by the teachers and the students ……………………. Page 18 27 28 29 29 30 31 32 32 33 33 34 35 viii . reading and reading in ESP teaching and learning; − Chapter II introduces the advantages of skill -integration in teaching and learning reading and relationship. out in the light of Communicative Language Teaching with a hope that there will be some improvement in teaching and learning reading skills in integration