Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam
International Journal of Language and Linguistics
Volume 3, Issue 6, November 2015, Pages: 481-492
Received: Dec. 13, 2015;
Accepted: Dec. 21, 2015;
Published: Jan. 11, 2016
Views 4386 Downloads 115
Tran Thi Thanh Dieu, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University, Ho Chí Minh City, Vietnam
In the project to discover the difficulties facing Vietnamese learners of English and the solution, being the Special Issue in the International Journal of Language and Linguistics, numbered 501024 (http://www.sciencepublishinggroup.com/specialissue/501024), reading comprehension is one of the difficulties to be discovered facing Vietnam learners, for which the solution discussed in this paper was analyzed to complete the project for the Special Issue 501024. Therefore, this study focuses on the importance of the Schema theory in reading comprehension. To prove the benefit of prior knowledge, K-W-L strategy was used as treatment in the experiment. The hypothesis was that the K-W-L method would help passive students improve their reading comprehension skill. The final target was trying to change students from negative attitudes to positive feeling towards reading class after the K-W-L method was used and to improve Vietnamese students’ reading skill as well as catching the main idea in the reading texts in order to have successful communication in English. As a result, the research has proved the effect of the treatment. It also suggested a way to control a reading class, to create an interesting and exciting atmosphere to improve students’ reading comprehension skill.
Tran Thi Thanh Dieu,
Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam, International Journal of Language and Linguistics.
Vol. 3, No. 6,
2015, pp. 481-492.
Achersold and Field. From reader to reading teacher. CUP, 1997.
Anthony, Pearson, & Raphael'. Teaching Reading to English Language Learners: A Reflective Guide. Corwin Press, 1993.
Barker, George C. Growing up in a Bilingual community. The Kiva 17. 17-32, 1951.
Bateman W. G. A child’s progress in speech, with detailed vocabularies. Journal of Educational Psychology 5.307-20, 1914.
Dale T. Griffee & Nunan D. Classroom Teachers and Classroom research. Japan Association for Language Teaching, Tokyo, 1997.
Frank S Erafini. Classroom Reading Assessment. Heinemann Portsmouth, NH, 2000.
Fromkin V, Roadman, Collins & Blairs. An Introduction to Language. Second Australian Edition, 1990.
Fromkin V, Roadman R, Hyams N. An Introduction to Language. Seventh American Edition, 2003.
Fromkin V, Roadman R, Hyams N. An Introduction to Language. Nineth American Edition: Wadsworth Cengage learning, Canada, 2011.
Griffee D. T. & Nunan D, Classroom Teachers and Classroom research. Tokyo,Japan: The Japan Association for Language Teaching, 1997.
Hughes A.. Testing for Language Teachers. CUP, 2002.
Jacobs G. M,. & Renandya W. A. & Davis C. Successful strategies for Extensive Reading. SEAMEO Regional Center of Singapor, 1999.
Lee S. McKay. The Reflective Teacher: A Guide to Classroom research. SEAMEO Regional Center of Singapor, 2007.
Lewis M., Renandya W. A. & Richards J. C. Giving feedback in language class. SEAMEO Regional Center of Singapor, 2002.
Namara T. Mc. Language Testing. OUP Oxford, 2000.
Nguyễn Thiện Giáp, Các phương pháp nghiên cứu ngôn ngữ. Nxb Giáo dục, 2009.
Hadley G. Action Research in Action: Singapore: SEAMEO Regional Language Center, 2003.
Kent Bach & Robert Hamish M. Linguistic Communication and Speech Acts. Mltpress, 1979.
Phạm Ngọc, Phạm Đức Dương, Tiếp xúc Ngôn ngữ ở Đông Nam Á. Viện Đông Nam Á, Hà Nội, 1983.
Richard C. Anderson & James W. Pichert. Recall of previously unrecallable information - Following a shift in perspective. University of Illinois at Urbana-Champaign, 1977.
Richards J. C, & Farrell T. S. C., Proffessional Development for Language teacher. Cambridge language Education.
Richards J. C, &, Renandya W. A. Methodology in language teaching. CUP, 2002.
SEAMEO Regional Language Center, Research Methodology. Singapore: SEAMEO Regional Language Center, 2003.
Seameo Regional language Center - Singapore, Language Acquisition. Social & Psychological Dimension: SEAMEO, 2003.
Bùi Khánh Thế, Lý thuyết tiếp xúc ngôn ngữ và vấn đề tiếp xúc ngôn ngữ ở Việt Nam. Cơ sở Đào tạo Sau đại học – Viện Khoa học Xã hội tại TP. Hồ Chí Minh, 1997.
Uriel Weinreich, Language in contact: Findings and problems. Newyork, 1953.
Weissberg R. & Buker S.. Writing up research. Englewood Cliffs, NJ: Prentice Hall Regents, 1990.