A study on
the techniques for improving reading skills
major students of English
to nonat Haiphong
foreign language center, Haiphong university
(Nghiªn cøu c¸c thñ thuËt n©ng cao kü n¨ng ®äc hiÓu cho
häc viªn tiªng Anh kh«ng chuyªn t¹i Trung t©m Ngo¹i ng÷-
Trêng §¹i häc H¶i Phßng)
Part one: Introduction
Part two: Development
Part three: Conclusion
Part one:
Introduction
1. Rationale
2. Aims of the study
3. Scope of the study
4. Methods of the study
5. Design of the study
Part two:
Development
Chapter one: Literature Review
1.1. An Overview on the Nature of Reading
1.1.1. Definition of Reading
1.1.2. Reading comprehension
1.1.3. Reading process
1.2. Classification of Reading
1.2.1. According to Manner
1.2.2. According to Purpose
1.3. Effective Reading Comprehension and
Reading Comprehension techniques
1.3.1. Effective Reading Comprehension
1.3.2. Reading Comprehension techniques
Part two:
Development
Chapter two:
An Investigation into the Current Situation of
Teaching and Learning Reading at Haiphong
Foreign Language Center – Haiphong University
2.1. An Overview on HFLC
2.2. Learners and Learning Requirements
2.3.Teachers and Teaching Methods
2.4. Materials and Assessments
2.5. Data Collection, Findings and
Discussion
Part two:
Development
Survey Questionnaire
E.g.
9. Do your teachers often encourage you to
have extensive reading outside classroom?
a. usually
b. sometimes
c. seldom
d. never
Options
Questions
A
B
C
D
7
3.3% 17.5% 66.6% 8.3%
8
2.5%
6.3%
2.5% 78.6%
9
0%
66.6%
25%
8.3%
Table 3: Teachers’ activities towards their
students in
the reading lesson
E
10%
Part two:
Development
Chapter three:
Suggested Techniques to Improve Reading Skill
to Non-major Students at HFLC
3.1. Techniques for Reading Interest and
Motivation
3.1.1.
Making English Reading Fun
3.1.2.
Making English Reading Useful
3.2.Techniques for Training Students to Become
Efficient Readers
3.2.1.
3.2.2.
Making Students Aware of the Nature
of Reading Process
Promoting Students to Be Fully
Aware of Their Purpose of Reading
3.2.3. Activating Students to Work Willingly in
Different Stages of Reading
3.2.4. Encouraging Students to Have Extensive
Reading Habit
3.3.Techniques for the Improvement of
Teachers’ activities in Reading Lesson
3.3.1.
Adjusting Teaching Time and Efforts
3.3.2.
Varying Strategies to Aid the Students
in Three Phases of a Reading Lesson
3.4.Techniques for the Development of Reading
Materials
3.4.1. Making Full Use of the Reading Texts
and Designing Reading Text Based Activities
3.4.2.
Selecting Appropriate Supplementary
Reading Materials
Part three:
Conclusion
1. Recapitulation
2. Limitations and Suggestions
for Further Studies
Varying strategies to aid the students in three
phases of a reading lesson
At Pre-reading Phase:
Teachers should:
Establish
a reason for students to read
Establish
the context
Activate
Express
topic
existing cultural knowledge
an attitude/opinion in relation to the
At While-reading Phase
Ask the students to possibly:
follow
react
the order of ideas in a text
to the opinions expressed
understand
the
information
contains
ask
themselves questions related
make
notes
the
text
Teachers should
Encourage
Enhance
Use
silent reading
extensive reading
a range of exercises
Provide
a chart
At Post-reading Phase:
Teachers should encourage:

Discussion

Debate

Role-play

Reading of contrasting texts

Summarizing the text
Reading-based speaking and writing
topics

THANKS FOR YOUR
ATTENTION !