An evaluation of the reading course 1 for first year fast track students at hanoi university of languages and international studies (hulis)

CHAPTER 11: LITERATURE REVIEW 11.1. Conceptions of reading and approaches to reading in the foreign language classroom Reading theory 11.1.1. Definitions of Reading What is reading? 1 .1.1.1. Defining reading People’s reasons to read vary, and they accordingly use the term reading in different ways. Defining reading, therefore, is hard by its nature. Most simply, Williams regarded reading as “a process whereby one looks at and understands what has been written” (Williams, 1984:, p. 2Which style of citation do U follow? ). Readers’ understanding is the core. Hence, reading aloud with little understanding, according to Williams,, E.citation is not reading, but a way to practice pronunciation. On the other hand, readers do not need to understand everything in the text, but just where the language is in their concern. In this sense, reading often comes after understanding. Williams also assigned different roles for the learners and the teacher in a reading class. While the former’s role is to actively work on the text so that they understand it as an effective reader, The teacherthe latter’s role in a language reading class is to help learners the former to read further after plainly understanding the text. Additionally, in order build up the helpful strategies to get meanings from a text whether it is clearly written in the text or not, learners The learners’ role is to actively work on the text so that they understand it as an effective reader-someone with helpful strategies to get meanings from a text whether it is clearly written in the text or not.ambiguous In order to do so, readers need need to know about the language, the writing system, and the world. They also need to be fully aware of the reasons for their reading and to have the ability to interpret what is being read. More specifically, reading, as defined by Aebersold (1997), involves the reader, the text and the interaction between the reader and the text. Readers are dynamically engaged in the reading process, basing on their past experience (about the waythe purpose and the method to read and about the reasons to readambiguous of reading). While reading, they are influenced by their family reading tradition, by their educational experience, by the communityambiguous (which shapes their bases of knowledge), by their culture (which affects the way they view the world) and by their own characteristics. Texts can be anything which provides readers with information and readers possess various criteria to categorise texts so as to read them effectively, say, reading an advertisement is different from reading a book for doing research. The interaction between the reader and the text is what constitutes actual reading. It is “what happens when people look at a text and assign meaning to the written symbols in that text” (Aeersold, 1997, p.: 15). Readers during the process of reading can have either or all of the three types of interactions: interaction between purpose and manner of reading, interaction through reading strategies and interaction through schema. In other words, why a reader reads a text decides how to read it, which reading strategies to use and which schema to apply. 1.1.1.2. Reading and reading comprehension As mentioned above, reading occurs when readers interact with the text. The reading process is much similar to It shares many similarities wording with the communication process described in Nuttall , C. (2000, p. 4)inconsistent style of citation : spoken written encoding decoding SENDER Encoder Writer Speaker RECEIVER Decoder Reader Listener message ??? TEXT Figure 1.1: The communication process Nuttall (2000, p. 4)inconsistent style of citation In the case of reading, writers when having an idea must, first of all, encode it into a text in the written form, which is available to readers. The text is then decoded by the readers to get the message of the writers. The matter is different readers can decode differently, thus, have different ways to understand the writer’s message. Moreover, there are cases when readers can not arrive at the right decoding of what the writer aimed at. The fact leads to the issue of how to read and comprehend a text. Reading comprehension involves “extracting the required information as efficiently as possible” (Grellet, 1981, p.: 3)inconsistent style . Take reading an advertisement for films and reading a scientific research like the current one as examples. When reading the advertisement, readers just need to read through to find the suitable films to watch (i.e. what type of film, at what time, how long, …) while in the second case, more detailed comprehension is necessary (i.e. the scope, the methods of the study, …). As it be known, reasons for reading vary, so does the comprehension for each kind of reading. However, no matter what the reason of reading is, some conditions must be satisfied so that comprehension is to be achieved: The utmost requirements are that the writer and the readers write and understand the same language and that they share the same command of the language. If the readers possess far less than the vocabulary required to read the text, they certainly find it harder to comprehend the text and get the message from it. It is much like the case when readers do not know the language, they can notcannot read it at all, to not mention understand it. The next requirement is partly illustrated in the following chart (Nuttall, 2000: 7): Area of shared assumption Writer Reader Area of shared assumption Writer Reader Area of shared assumption Writer Reader Area of shared assumption Writer Reader Figure 1.2. Shared assumption between readers and writers (Nuttall, 2000, p. 7) Writers and readers are different people, each have their own life and their own way of thinking. The shaded area called shared assumption is what they have in common and is what decides how much they can understand each other. In other words, the writer and the readers should think to some extent similarly about the world, they should be influenced by similar cultures and so on. For example, a writer whose target readers are those with a basic understanding of Vietnamese culture will not be understood by those who definitely lack it. It is often hard for comprehension to occur when there is a mismatch between what writers have, thus put in the text; and what readers possess. Vice versa, readers can comprehend the text better if they share more assumption with the writer (Nuttall, 2000). .Where is the information from? Another requirement is that readers must have necessary skills and strategies to serve the comprehending process and apply the suitable reading approach when reading a text. These are going to be discussed further in the following part. 11.1.2. Approaches to Reading Approaching reading in the foreign language classroom 1.1.2.1. The approaches to reading There are three models of how reading often occurs: the Bottom up, the Top down and the Interactive one. The Bottom up theory (Aebersold, 1997, p.: 18) sees the text as the combination of phrases, which, similarly, are composed of words. When asked to comprehend a text, readers will get the meaning of words, then, the meaning of phrases and later gradually come to understand the text. To readers, this process of understanding the small component units before comprehending the whole text occurs so automatically that they are not aware of how it operates. However, the limitation of this approach is that it can only result in the “plain sense” of the text (Nuttall, 2000, p.: 17). Readers can make a conscious use of it to make sure that they get the correct message from the writer. The Bottom up theory can be better visualized by the following picture: the man is using the tool to analyze the component of the shoe, to see how many parts it is made of, to know what function each part plays and how they co-work with one another for the shoe to work properly.Source Figure 1.3. Illustration of the Bottom up theory (source of the picture?) The Top down approach argues that readers are those who have their own background knowledge, their own assumptions and expectations that they bring along and refer to when reading a text. Once they get the very basic understanding of the vocabulary, they will continue to read along as the text confirms their assumptions. where is it from? In other words, according to the Top down approach, readers read a text to “fit the text into knowledge (cultural, syntactic, linguistic, historical) they already possess, then check back when new or unexpected information appears” (Aebersold, 1997, p.: 18). This approach is especially helpful when readers want to draw assumptions or make inferences, to get the purpose of the text or to make a guess in the next step. (Nuttall, 2000, p.: 16) Figure 1.4. Illustration of the Top down theory As be seen from the picture above, the bird is high in the sky, having a look on the scenery under it. People using the Top down approach when reading are the same. They hold an overall viewpoint on the issue discussed in the text, little attention is paid to the details in it.source (source of the picture?) The interactive school, which is currently approved of by many researchers as well as educators, say that the reading process is made up from both the Bottom up and Top down approach, either alternately or at the same time. Accordingly, readers move both bottom up and top down when reading a text, depending on the type of the text, their background knowledge, their cultural belief, their reading strategies and so on. An example of this approach is illustrated in the following picture. When a person first visit a website like this, he has to Top it down in order to have a general idea of what it is about, whether it comes to their need or not. He then will bottom it up to the specific part he needs more clarification. The two approaches can happen at the same time or in any chronological order. The core thing is that he can get the information he needs from the web.source Figure 1.5. Illustration of the interactive approach (source of the picture?) The above theories will help explain the way the researcher chooses and organizes the different lessons in her reading syllabus, which is to be presented in part 3 of the research. 1.1.3. Classroom approaches to readingRethink 1.1.2.1. Classroom approaches to readingRethink Reading, in comparison with the other three skills, namely speaking, writing or listening, is not as attractive. Learners are not in the good mood for reading all of the time; , therefore, it is vital to, firstly, make reading interesting and appealing to learners. According to Williams (1984), teacher should teach reading through the three phases; pre- reading, while-reading and post-reading. The pre-reading phase serves as: Introducing and Arousing interest in the topic Motivating learners by giving a reason for reading Providing some language preparation for the text To the while-reading phase, teachers: Help learners understand the writer’s purpose Help learners understand the text structure Clarify text content Finally, the aims of the post-reading phase are to: Consolidate or reflect upon what has been read Relate the text to the learners’ own knowledge, interests or views. Here is anFor an example of a lesson following the three phases proposed by Williams (1984)Move it to Appendix , see appendix. LANGUAGE LEARNING I. Pre-reading exercises Discuss with a partner three ways to learn a foreign language and then explain which one has helped you personally the most. HELPFUL TIP: Don't be afraid to make mistakes when you are learning a foreign language. It is really hard to practice if your mouth is closed all of the time. Key Vocabulary spark (verb): to start or begin suddenly- His comments sparked a lot of controversy. establish (verb): to set up or create- The parents established a cancer fund in memory of their son who died. imply (verb): suggesting or leading someone to believe- I'm not implying that you shouldn't take the job. Just think about it a little more before accepting the position. disenchanted (adjective): disappointed or disillusioned with a feeling of not having been told the truth- He became disenchanted with life overseas and soon returned to his country. elaborate (verb): explain in more detai- Could you elaborate on your ideas on starting your company? tactile (adjective): the idea of touching- He is a very tactile learning and always benefits from hands-on activities like building things. II. While-reading Exercises Read and choose the best answer for the five questions below. Talk Show Host: Good evening and welcome to tonight's program. Our guest is the world-known Dr. Charles Adams, who has sparked a great deal of attention over the past several years for his research in the area of language learning. His new book, Learning a Language over Eggs and Toast, has been on the best seller list for the past six weeks. Welcome to our program. Dr. Adams: Ah, it's a pleasure to be here. Talk Show Host: Now, Dr. Adams. Tell us about the title of your book, Learning a Language over Eggs and Toast. Dr. Adams: Well, one of the most important keys to learning another language is to establish a regular study program, like planning a few minutes every morning around breakfast time. Talk Show Host: Now, sorry for saying this, but your ideas may sound a little simplistic to our viewers. I mean I took Spanish in high school for four years, and I didn't become a proficient speaker of the language. Dr. Adams: Well , I think there are many people that feel that way, and that's just it. I'm not implying that we can become fluent speakers in a matter of a few minutes here and there, but rather following a regular, consistent, and focused course of study can help us on the way to the promised land of language mastery, and remember there is a difference between native fluency and proficiency in a language, and I am proposing the latter. Talk Show Host: So what are some of the basic keys you are suggesting in the book? Dr. Adams: Well, as I just mentioned, people need to plan out their study by setting realistic and attainable goals from the beginning. I mean, some people get caught up the craze of learning the language in 30 days, only to become disenchanted when they don't perform up to their expectations. And small steps, little by little, are the key. For example, planning to learn five new vocabulary words a day and to learn to use them actively is far better than learning 30 and forgetting them the next day. Talk Show Host: Um-hum. Now you mentioned something about maximizing your learning potential by learning about your own individual learning styles. Can you elaborate on that? Dr. Adams: Sure. People often have different ways of learning and approach learning tasks differently. Some people are visual learners who prefer to see models of the patterns they are expected to learn; others are auditory learners who favor hearing instructions, for example, over reading them. Now, our preferences are determined by many factors, for example, personality, culture, and past experience. Talk Show Host: Well, Dr. Adams. What is your learning style? Dr. Adams: Well, I'm a very tactile learner. Talk Show Host: You mean one who learns through hands-on experience? Dr. Adams: Exactly. Talk Show Host: So, how does knowing your learning style benefit you? Dr. Adams: Well, this might seem a little unusual, but moving around while trying to learn and memorize material helps me a great deal. While I cut up tomatoes and onions for my omelet in the morning, I might recite aloud vocabulary to the rhythm of the knife. But it is important to remember that often our learning styles are not singular in nature, but are often very multidimensional, and we tend to learn differently in different situations. Talk Show Host: So what is my learning style?. Dr. Adams: Well, you're going to have to read my book to find that out. Talk Show Host: Okay. We have just found out from Dr. Charles Adams, author of the book, Learning Languages over Eggs and Toast. Thanks for joining us. Dr. Adams: My pleasure. 1. From the content of the conversation, where does this interview take place?A. at a public forumB. in an auditoriumC. on TVD. in a classroom 2. According to Dr. Adams, what is one of the most important points in learning a foreign language?A. exposing oneself to the target cultureB. attending regularly a good language programC. coming up with a study planD. developing good note-taking skills 3. Dr. Adams suggests that:A. a realistic goal for learners is to reach a certain level of language proficiency, not native fluency.B. students can achieve native-like pronunciation through focused study.C. learners should interact with native speakers to gain greater fluency.D. teachers need to help students foster a good self-esteem and confidence. 4. What kinds of activities would help Dr. Adams in his own study?A. listening to information and then discussing it with othersB. reading books and magazines for newsC. being involved in group or class projectsD. keeping a journal and exchanging with a friend 5. Which point was NOT mentioned in the interview?A. Many learners often favor a combination different learning styles.B. Pronunciation practice is key to improved comprehensibility.C. Setting reachable goals should be paramount in learning.D. Learning is a step-by-step process. III. Post-reading Exercises Share your opinions with other students on your experiences of learning a language. Ask others students and teachers these questions. Report your findings to the class: the best way to learn different languages skills in a foreign language including listening, speaking, reading, writing, vocabulary, and cultural understanding your experiences learning English in a foreign country 11.2. Conceptions of Syllabus in Foreign Language Teaching Syllabus design 11.2.1. Definition of syllabus The syllabus is essential as the starting point of any language course since “any syllabus will express – how indirectly – certain assumption about the language, about the psychological process of learning, and about the pedagogic and social processes within a classroom” (Breen, 1984, p.: 49). For its importance, defining “What is meant by syllabuses ”be brief should be considered a vital task for educators, researchers alike. First and foremost, “the syllabus is the plan for an entire course. The plan typically includes the course goals and/or rationale for the course, topics covered, resources used, assignments given and evaluation strategies recommended. Occasionally syllabi might also include learning objectives, learning activities and study questions” (Posner, 2004, p. : 6). In all, the syllabus is where we can find “the plan for a course, elements of both the end and the means of the course” (Posner, 2004, p.: 6). Secondly, it is “ an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of fit between the needs and the aims of the learners (as social being and individual) and the activities which will take place in the classroom” (Yalden, 1987, p.: 14). A syllabus species specifies what to teach and to learn, as Wilkins (1981, p. :23) says, “syllabuses are specifications of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process”. Therefore, the syllabus in the present study should be interpreted as the specification and ordering of content of the course. Course, For the components of a syllabus, it is, sometimes, confused with a Ccurriculum, and syllabus Before going on into