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PART A: INTRODUCTION

i Rationale

Nowadays, as an effective means of international communication, English is widely used

in all fields of activity throughout the world. Therefore, there has been a growing demand

for the learning of this language of those who want to master English to serve their

different purposes. This leads to the introduction of English for Specific Purposes (ESP) in

many universities in ietnam. !eing aware of the importance of ESP, "epartment of

#inguistics and ietnamese Studies at $niversity of Social Sciences and %umanities

($SS%) & N$ have had its own collections of teaching material on #inguistics Studies. 't

is aimed at providing students with bacground nowledge and a system of terms related to

#inguistics.

'n the process of acuiring English as a whole, students must learn not only language items

but also four language sills among which reading plays an important part. This is also true

to students of linguistics because they can broaden their professional nowledge in their

ma*or as well as get access to language inputs to develop the other language sills when

reading a lot of materials on linguistics in English."espite the significant role of reading sills, the teaching and learning of it at the

"epartment have not been properly carried out. There are some e+iting problems such as

the lac of e+perience in teaching ESP, no training course for teachers of ESP, uneven

English level of the students. !esides, rammar-Translation method is still in use to

e+ploit reading te+ts. eading sill is often taught separately or, in other words, there is no

integration with the other language sills. The te+t is, in fact, e+ploited as a source of

materials for a language lesson. /s a result, most of the students become bored and

passive.

This has given rise to the uestion, 0%ow can ESP teachers improve the situation to bring

life into the lessons and motivate the students to read in English12 /nd the following

answer can often be heard, 0To teach reading sills in integration with the other language

sills.2 !ut how can this be done1 This study will try to answer this uestion.

ii Objectives of the study

The study is aimed at3

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4. identifying and analy5ing strong points and wea points of ESP teaching and

learning reading sills in "epartment of #inguistics and ietnamese Studies at

$SS% - N$6

7. e+ploiting the advantages of sill-integration in the light of 8ommunicative

#anguage Teaching in teaching reading sills to students of linguistics6 and

9. suggesting techniues that are applicable and useful for the improvement in ESP

teaching and learning reading sills in integration with the development of the other

language sills to students of linguistics at $SS% - N$.

iii Scope of the study

't is impossible to cover every aspect of language theory and practice in this study. "ue to lac of time,e+perience and reference materials, the study will focus only on studying teaching reading

ESP to students of linguistics in the light of the 8ommunicative /pproach to language

teaching.

iv ethods of the study

To carry out this study, the following methods will be employed3

4. 8ollection and critical review of related literature6

7. Survey uestionnaires for both ESP teachers and students of linguistics at $SS% -

N$. This will be carried out in combination with classroom observation6 and

9. "ata analysis

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PART !: "IT#RATUR# R#$I#%

C&APT#R ': R#ADIN( IN #SP T#AC&IN( AND "#ARNIN(

eading itself includes numerous issues. Therefore, it is difficult to complete the coverage

of such a vast topic. 'n this chapter, some different definitions of reading, the role of

reading, reasons for reading, inds of reading, reading sills and reading in ESP teaching

and learning will be discussed.

')' Readin* +edefined

'n the reading class, what the teacher understands about reading will have a great influence

on what he or she teaches in the classroom. Therefore, for the teacher of reading, a careful

loo at definitions of reading is very important.

%owever, defining reading is not easy although a lot of attempts have been made to define

it. "ifferent people define the term readingin different ways and each definition reflects a

different viewpoint of reading. /ccording to obinson and ood (4:;), on the other hand, defined this term by

looing at its scope. /ccording to them, reading is a creative act, interaction, interpretation,

a social act and responding.

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/lthough ?no definition of reading can possibly include all viewpoints and features?

(obinson and ood - 4:;

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student a reason for reading. The following section will, thus, discuss answers to the

uestion, ?hy do people read1?

')- Reasons fo+ +eadin*

Bost students of English e+pect to be able to read the language sooner or later. Their

personal desires and e+pectations vary from wanting to be able to read Shaespeare, Bar

Twain or a scientific *ournal to being able to read a tourist brochure or advertisement.

/ccordingly, the reasons for reading will influence the way they read. For e+ample, the

uic scanning of a page in the telephone directory to find a single name is very different

from the careful attention one pays to a legal document.

/ccording to ivers and Temperly (4:

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target language with the uses to which his or her students can put reading in their daily life

outside the classroom. 'n addition, the teacher of reading should now how to e+ploit each

te+t with each proper strategy by maing students practise different types of reading.

'). /inds of +eadin*

/lthough there are different ways to classify reading, the most popular one is to base on

manners and purposes of reading (or reasons for reading).

').)' Classification acco+din* to 0anne+s of +eadin*

!ased on manners of reading, reading can be divided into reading aloud and silent reading.

').)')' Readin* aloud

/ccording to "off (4::C3 @

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%t is appropriate to certain kinds of texts

such as poetry and drama.

:any students enjoy oral reading and are

motivated by it.

!raditionally it is the mode of reading in

many educational systems.

strategies for reading quickly and forces him

to revert to a slow reading of every word so

that overall meaning may be lost throughattention to detail.

%t requires a considerable amount of

classtime that might be better exploited.

/s a result, according to "off (4::C3 C:), ? if a teacher wants students to read

aloud, it should be the final activity at the end of a reading lesson?. 't can be suggested that

to mae full use of this type of reading, a reading lesson must be carefully prepared and

carried out in various ways to motivate and encourage the student to learn.').)'), Silent +eadin*

"ifferent from reading aloud, silent reading is the normal and natural activity that most

students do in classroom as well as in real life. 0ormally, reading is a silent and

individual activity since the writers expectation was that the text would be read, not

heard2 (/bbott and ingard - 4:;C3 ;4).

"off (4::C3 @

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of it without being concerned with the details. Therefore, simming should be treated as a

useful sill in teaching and learning reading and can be applied at the first stage of a reading

lesson with the aim that the student can have an overview of what he is going to read.

').),), Scannin*

Scanning is also a necessary techniue in reading efficiently. Nuttall (4:;:3 9D) stated

that0by scanning we mean glancing rapidly through a text either to search for a specific

piece of information... or to get an initial impression of whether the text is suitable for a

given purpose...2

$nlie simming, scanning is a ind of reading carried out when we go through the te+t very

fast in order to find a particular item of information, then concentrate on it. hen scanning, weonly try to find what we are looing for. Therefore, this ind of reading can be very useful in

reading selectively.

').),)- #2tensive +eadin*

E+tensive reading is also called ?reading for fluency?. The student reads long te+ts to have

general understanding, to practise his fluency in reading, or to rela+. Therefore, this ind of

reading is often carried out individually outside classroom. 'n general, the student should

be encouraged to do e+tensive reading to improve his nowledge of the world as well as of

the target language or simply to foster fluency and pleasure.

').),). Intensive +eadin*

'n contrast with e+tensive reading, intensive reading reuires full understanding of the te+t.

Nuttall (4:;:3 79) wrote 0intensive reading involves approaching the text under the close

guidance of the teacher..., or under the guidance of a task which forces the student to pay

great attention to the text. !he aim of intensive reading is to arrive at a profound and

detailed understanding of the text5 not only of what it means, but also of how the meaning

is produced. !he #how# is as important as the #what#, for the intensive reading lesson is

intended primarily to train students in reading strategies.2 /ccordingly, intensive reading

should be a basic activity in a reading classroom.

'n conclusion, the above inds of reading are closely related. They can be used either

alternatively or in combination in reading one te+t. The teacher of reading should vary

reading strategies and mae full use of each ind of reading. Furthermore, to mae the

teaching and learning reading better, the teacher should select activities suitable for

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promoting reading as a ma*or language sill as well as its sub-sills which will be

discussed below.

')3 Readin* s1ills

The reader employs a number of specialist sills when reading and his success in

understanding the content of what he reads depends to a large e+tent on his e+pertise in

these specialist sills. The following are some of the main reading sills reuired by a

learner of English listed by Batthews, Spratt and "angerfield (4::43 @C)3

4. recognising the letters of the alphabet;

7. reading groups of letters as words;

9. understanding the meaning of punctuation;D. understanding the meaning of vocabulary items;

C. understanding the grammar of a sentence;

@. understanding the relationship between sentences and clauses in a text;

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2. understanding the meaning and implications of grammatical structures;

3. recogni"ing discourse markers;

=. recogni"ing the function of sentences ' even when not introduced by discoursemarkers;

>. understanding relations within the sentence and the text;

(?. extracting specific information for summary or note taking;

((. skimming to obtain the gist, and recognise the organisation of ideas within the

text;

(+. understanding implied information and attitudes; and

(-. knowing how to use an index, a table of contents, etc. @nderstanding layout,use of headings, etc.

(illis - 4::;3 4D7)

!asically, illis too the same view on reading sub-sills as Batthews, Spratt and

"angerfield. These methodologists all emphasi5ed that the student of foreign languages

should improve his reading ability by acuiring the ways to mae prediction6 how to sim

and scan6 understanding the te+t by getting the main idea, the specific information6

recogni5ing the organi5ation as well as the discourse patterns.

/lso being concerned about reading sills, %armer (4::73 4;9) gave another list of si+

specialist sills which, to some e+tent, summari5e all the above-mentioned sills including

4. Aredictive skills;

7. *xtracting specific information;

9. 0etting the general picture;

D. *xtracting detailed information; and

C. Recogni"ing function and discourse patterns

@. educing meaning from context

/ll the sills mentioned above should be paid a special attention to by both teachers and

learners of English in the process of acuiring the language. The teacher of reading should

encourage his or her students to predict what they are going to read, to now how to find

out a fact in the fastest way, how to pic out main points or detailed information rapidly,

and how to discard what is not essential or irrelevant. 'n addition, he or she needs to mae

the students aware of discourse marers, help them develop their ability to deduce the

meanings of unfamiliar words from the conte+t in which they appear. Perhaps, these sills

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are largely subconscious in the minds of the students when reading in their mother tongue.

%owever, reading in a foreign language can create barriers for the students, which may

mae these sub-sills more difficult to use. The teacherIs *ob, then, is to re-activate these

sills which may be less effective when the students are faced with English. 'f the teacher

of reading can mae the students feel less an+ious and thus remove some of the barriers,

that alone may dramatically improve their reading ability.

')4 Readin* in #SP teachin* and lea+nin*

')4)' %hat is #SP5

Hbviously, different human activities reuire different communication sills which in turn

reuire specific linguistic items. %utchinson and aters (4:;

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')4),)' "an*ua*e lessons and +eadin* lessons

/s mentioned before, foreign language teachers should give students the authentic

purposes of reading. This means that reading is not *ust a linguistic e+ercise but is involved

with the getting of meaning out of a te+t for some purpose. !ut in fact, the most typical use

of reading in an ESP class is to teach the language itself, that is the teacher tries to present

or practise specific linguistic items such as vocabulary, structures, etc. /lthough language

improvement is the central purpose of a foreign language learner, this is not an authentic

use of a reading te+t. Furthermore, according to Nuttall (4:;:3 7>), 0 )e need lessons like

this, of course, but we need reading lessons too, if our students require the ability to read

in the foreign language.2Therefore, it is necessary to point out the differences between a language lesson and a

reading lesson. Nuttall (ibid.) argued that giving a lesson based on a te+t is not the same as

giving a reading lesson because most of the sills practised are probably not reading sills

at all. She also gave out two features that mae a reading lesson different from a language

one. 0irst, it is different because the type of text used is likely to be different. %n a reading

lesson we need to use texts that have been written not to teach language but for any of the

authentic purposes of writing5 to inform, to entertain and so on. *ven if the language has

been modified to suit the level of the learners, the purpose of the text must be first and

foremost to convey a message. 8econd, the procedures have to be different, because the

aim of the reading lesson is to develop the students ability to extract the message the text

contains. 8o, unlike a language development lesson, we are not trying to put some thing

into his head, but instead we are trying to get him to take it himself5 to get him to make

use of the knowledge he already has in order to acquire new messages.2

The above differences between a language lesson and a reading lesson suggest that the ESP

teacher should use reading lessons to develop studentsI reading proficiency and

communicative competence rather than only to improve linguistic competence and the

reading lessons need to mae allowances for both variety of te+ts as well as of readers.

')4),), #SP teache+6s +oles

/lthough it is nown that reading involves the sills that the student must learn for

himself, it does not mean that there is nothing for the ESP teacher to do. There is, in fact, a

great deal of language wor that can be done in an ESP reading lesson.

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'n general, a teacher of reading has two main roles as ichard and /mato (4:;;) described3

0!he first role is to facilitate communicative process between all participants in the

classroom, and between these participants and the various activities and texts. !he secondrole is to act as an interdependent participant within the learning ' teaching group.2

/ccordingly, the teacher is an organi5er of resources and as a resource himself6 a guide

within the classroom procedures and activities6 a researcher to improve the teaching

materials, techniues, methods6 and a conductor and advisor for all learnersJ activities.

/n ESP teacher has to fulfill these above mentioned roles. !esides, it is agreed that 0!he

key quality needed by the *8A teacher is flexibility5 the flexibility to change from being a

general language to being a specific purpose teacher, and the flexibility to cope withdifferent groups of students, often at a very short notice2 (Gordon - 4::

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')4),)- "ea+ne+7s +oles

/s ?a communicative approach is essentially learner ' centered? (Sheils - 4::93 4), the

roles of the learner in a reading lesson should also be discussed. enerally, although the

roles of the student seen by different methodologists are not the same, it can be undeniable

that they all agreed that the student in a communicative classroom must do his wor on his

own or with little help from the teacher. 'n other words, he is supposed to contribute as

much as he gains and learns in an interdependent way. /nd, in fact, he plays an active role

in every language lesson. This means that ?the students role as a reader?, wrote Nuttall

(4:;:3 4D3 4>7) wrote3 0 ... the teacher needs to

bear in mind that the choice of an appropriate text is very important in building up pupils

reading competence2 and 0texts must be properly graded and sequenced and varied so that

their linguistic content and cultural difficulty match the abilities and sophistication of the

pupils, and ensure a reasonable coverage of the various kinds of reading skill they need to

develop.2

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')4),)3 P+inciples of teachin* +eadin*

't is essential for the ESP teacher to be aware of the principles of teaching reading. !urns,

oe and oss (4:;;3 77) suggested fourteen principles of teaching reading. They are as

follows3

(. Reading is a complex act with many factors that must be considered;

+. Reading is the interpretation of the meaning of printed symbols;

-. Reading involves constructing the meaning of a written passage;

/. !here is no one correct way to teach reading;

1. 9earning to read is a continuing process;

2. 8tudents should be taught word recognition skills that will allow them tounlock pronunciations and meanings of unfamiliar words independently;

3. !he teacher should diagnose each students ability and use the diagnosis as a

basis for planning instruction;

=. Reading and the other language arts are closely interrelated;

>. Reading is an integral part of all content area instructions within the

educational program;

(?. !he student needs to see why reading is important;

((. *njoyment of reading should be considered of prime importance;

(+. Readiness for reading should be considered at all levels of instruction;

(-. Reading should be taught in a way that allows each child to experience

success; and

(/. *ncouragement of self ' direction and self ' monitoring of reading is

important.

/lthough the principles listed above are, of course, not all-inclusive, it is believed that they

are helpful in guiding teachers in planning reading instruction.

')4),)4 Cha+acte+istics of an effectively o+*ani8ed class+oo0 fo+ +eadin* inst+uction

#ie the principles of teaching reading, an all-inclusive answer to this uestion is

impossible. Therefore, in the following, only the most common characteristics of a

classroom effectively organi5ed for reading instruction will be presented. /ccording to

Gohn N. Bangieri (#app - 4:;43 44), there are si+ ma*or characteristics of an effective

reading classroom. They are

4C

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4. %ndividual differences of students are recogni"ed and provision is made to

accommodate these differences. 't is obvious that no two individuals are precisely

the same in every aspect. 'ndividual differences e+ist in intellectual, physical,

emotional and educational traits. Thus, the effectively organi5ed classroom has to

mae instructional provisions for the diverse reading capabilities and abilities of

each student.

7. Comprehensive, continuous diagnosis occurs in order to ascertain student reading

proficiencies and deficiencies. "iagnostic test, or in other words, diagnosis, is a

test to find out weanesses and strengths of students. 'n an effectively organi5ed

classroom, diagnosis is conducted on an initial, a final, and above all, continuousbasis. 't is considered as a blueprint for instruction. Teachers of reading would do

well to remember that instruction will become e+emplary only when it accurately

meets the reading needs of each student. "iagnosis can be the vehicle for

determining these needs.

9. Both immediate and long'range planning for reading instruction take place on a

regular basis. 't is imperative that comprehensive planning for reading instruction

occurs prior to the actual teaching act. This planning should deal with both immediate

and long-range instructional concerns. The ma*or ob*ective of immediate planning is

to answer the uestion, 0hat am ' going to teach tomorrow12, whereas long-range

planning involves looing beyond tomorrowIs lesson. The process of assessing

immediate versus long-range outcomes is a continual but necessary one. Effective

planning is the prelude to effective reading instruction.

D. !he nonteaching conditions of the educational situation are employed to their

maximum usage. This means that the effective teacher of reading is not the teacher

who merely has ma+imum conditions for instruction or wors in a well-euipped

reading class. ather, he or she is the one who employs the financial and physical

conditions of a teaching situation to ma+imum usage.

C. %nstructional procedures are utili"ed, which will produce optimal reading

achievement for every child in the classroom. eading instruction should be

learner-centered and designed to promote optimal and continuous achievement for

each student. The teacher should mae provision for the learning process, paying

particular attention to motivation, reinforcement, and rate and type of learning.

4@

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@. *valuation of the instructional process relative to reading is conducted in a

continuous and thorough manner. Bost methodologists agree that the instructional

process is a three-phase tas of planning, teaching and evaluating. Evaluation is

ascertaining the degree to which a teacherIs immediate and long-term instructional

ob*ectives have been or are being attained. 't plays a significant role in every

teacherIs classroom, and if properly conducted, evaluation can provide teachers

with something more than intuition to tell them whether their students are attaining

optimal achievement in reading.

!ased on the above list, the teacher of reading can now whether his or her classroom is

effectively organi5ed for reading instruction or not. The degree to which these characteristicse+it or are absent in a classroom will determine the effectiveness of a teacherJs provision for

reading instruction. %owever, it should be noted that all of these characteristics must be present

if a language classroom is to function optimally and produce ma+imum student growth in

reading. To do this difficult tas, great efforts on the part of the teacher must be made. /nd the

teacher should not be deterred from implementing these characteristics ?since students are the

bottom line of instruction and the goal of providing exemplary reading instruction is worth

optimal efforts? (#app - 4:;43 7C).

'n summary, what has been done in this chapter is to focus on an overall view of reading

and teaching reading ESP. Some theoretical concepts have been also related to their

application in teaching and learning reading ESP. The ne+t chapter will discuss how

reading sill and the other language sills are interrelated.

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C&APT#R ,: S/I"" 9 INT#(RATION

,)' P+oductive and +eceptive s1ills

'n daily life, people who use language employ a number of different abilities. They are able

to spea on the telephone, write letters, listen to the radio or read boos, newspapers, etc.

'n other words, they possess the four basic sills of speaking, writing, listening and

reading.

/ccording to %armer (4::73 4@), 0speaking and writing involve language production and

are therefore often referred to asproductive skills. 9istening and reading, on the other

hand, involve receiving messages and are therefore often referred to as receptive skills.2

The following table designed by %armer (ibid.3 4

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through the topic or through the language or both of these. 't can be said that an important

feature of the seuence is the interlocing nature of the activities. 't is a whole chain of

activities involving the e+ercise of different sills or ?each task develops from those thathave come before and prepares for those that are to follow? (by 8arol ead, uoted in

Batthews, Spratt and "angerfield - 4::43

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$ppropriateness3 This helps the learners to recogni5e the appropriateness of a particular

language form and mode in different conte+ts and with different participants.

Dariety3 /ctivities involving all four sills provide variety and can be invaluable in

maintaining motivation.

Recycling3 't allows the learners to use the familiar language in a variety of new and

different ways.

Confidence3 't may be helpful for the learner who is weaer or less confident in one

particular sill.

!eing aware of the significance of sill-integration, the teacher of reading in his or her

teaching will try to reflect the fact that the same e+perience or topic can lead to the use of

many different sills. For instance, when the student practises reading, the teacher will use

that reading as the basis for practising other language sills. Hf course, all activities will

have to focus on reading sill. !ut the focus can later shift to one or more of the other

sills.

,)-Relationship bet;een +eadin* s1ills and othe+ lan*ua*e s1ills

Hne of the principles of teaching reading is that ?reading and the other language arts are

closely interrelated? (!urns, oe and oss - 4:;;3 7D). This point of view is similar towhat ivers and Temperly (4:

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(4:)

The teacher can do this in post-reading activities in various ways. For e+ample, he or she can

as the student to discuss the topic of the te+t, give his opinions and feelings about the

content of the te+t, summari5e the te+t orally, etc.

Speaing, in its turns, can serve as input for reading. /t pre-reading stage, the teacher can

encourage the student to form certain e+pectations about the te+t by saying what he can guess

from pictures, photographs, headings6 the student can be ased to say what he nows about the

topic, whether he agrees or disagrees with some given statements concerning the topic and

gives reasons, etc.

,)-)- Readin* and ;+itin*

There is no doubt that both reading and writing are active, thining processes. hen a

teacher teaches the two sills to the students, he or she is virtually teaching them to thin.

/ccording to %owie (4:;:3 C), 0)hat students learn can only be more solidly reinforced if

the two processes are taught together, not separately. !eaching reading and writing

together integrates the processes, interrelates them, and enhances the amount and strength

of what is being learned.2

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%e also added3 0!he processes of reading and writing are so intertwined that not to teach

them together, across the curriculum, is to shortchange students. !eaching the two

processes together allows students to learn better how to acquire and use information.2(%owie - ibid.3 3 49

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e+ample, the teacher can as the students to read to a certain point, then they try to predict

what is liely to happen ne+t and write their own ending. !esides, they may be reuired to

write a summary of what they have learned up to a certain point. #ast but not least, once a

reading te+t has been read, many opportunities are available to use writing in ways that can

be fruitful for the reading. For instance, the students can mimic someone elseJs writing

after reading it because they have been provided with a model to understand language use6

or they can rewrite a story told from a first-person perspective from the point of view of

another character, etc.

/lso concerning the integration of these two sills, ivers and Temperly (4:

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PART C: T STUD students. /s a result, it taes time. To save the situation, the teacher can call

some students to spea out their uestions andMor possible answers at random. Hn the other

hand, he or she can divide the class into groups to encourage the students to share their

ideas and nowledge and practise more language. Then each group will have one student to

present what the members of the group e+pect to read.

'f the teacher wants to develop the studentsJ writing sills, he or she can as them to write

down. 't may not be good writings but the students have an opportunity to e+press their

thought in words. Boreover, since it is free writing, they can e+press what they thin and

want to loo for it in the te+t. Nevertheless, this activity is rather time-consuming and

some students might be too la5y to write down. The teacher can avoid these problems by

limiting either time spent on writing or the minimum number of uestions andMor possible

answers to write.

.),)')3 As1in* students to ;+ite a list of thin*s they 1no; and thin*s they ;ant to

1no; about the topic

The teacher can as the students to write down what they now and want to now about

the topic to warm up their thining on the te+t. Hbviously, there must be something that the

students now and do not now whatever the topic is. The class can be divided into groups

of four or five. Each group is given a large sheet of paper to write. /fter some minutes for

discussion, these sheets of paper will be stuc on the board. ith the teacherIs help, the

DD

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whole class may go through the list and chec mistaes if necessary. #eave the list here

until the students finish reading the te+t so that they can add more ideas to the list.

To some e+tent, this techniue is similar to the techniue mentioned in the above section

(see $),)').) but it is less demanding. The students only write a list of things, e.g. words,

phrases, not full sentences. hether the list is short or long depends on the level of the

students. %owever, writing down whatever coming to their mind about the topic can mae

them more interested in reading the te+t. 't stimulates their curiosity. 'f the students now

much about what they are going to read, they will find it easier to read the te+t. 'f the

students now little about the topic, they will be more eager and ready to e+plore the te+t

and find out the answers. 't should be noted that what the students write is not important.The aim is that they must mae their mind wor at pre-reading stage.

.),)')4 As1in* students to fill in the blan1s of a su00a+y of the te2t

The ESP teacher can also get the students involved in the topic by giving them a summary

of the te+t and asing them to try to guess what words should go in the blans. This is a

very good preparation for the students before reading since they can now clearly what

they are going to read. Therefore, to mae the best e+ploitation of the te+t, the teacher

should spend much time reading, writing and choosing suitable words to fill in before class

to have a good summary. /t first, it may tae time to prepare but in e+change, the teacher

can use it many times. %owever, it must be admitted that this ind of tas is not easy if the

topic is not familiar to the students. The teacher can avoid by giving the students a

summary which is easy to read and guess the missing words. Some words may be ey

words or related to the vocabulary and the grammar of that unit while the others have been

already learnt before.

For e+ample, with the te+t !he *nglish 9anguage ($nit C), the teacher can summari5e it

and design the tas as follows3

,ill in each blank of the following paragraph with one suitable word-

*nglish is now widely used all over the world. %t belongs to the %ndo'*uropean family of

6(7.......... . !herefore, it is 6+7PPP to most other languages spoken in *urope andwestern

$sia from %celand to %ndia. &owever, 6-7PP.. from most of the modern *uropean languages, :odern

*nglish is 6/7PPP or relatively uninflected. *nglish words have been slowly 617PPP from the

inflected variable forms toward invariable ones. %n addition, *nglish has two other basic 627PPP .

irstly, *nglish word function is 637PPP . or example, nouns and verbs can be identical. 8econdly,

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in *nglish, 6=7PPP is open. !his means that *nglish adopts or adapts any words from other

languages.

nswer-4. languages 7. related 9. different D. analytic

C. simplified @. inflected

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using real situations or created situations), and verbally (by using definition, language

conte+t, semantic systems, synonyms, antonyms, translation, etc.)

.),)')@ (ivin* *uidin* >uestions

!efore the students read the te+t, the ESP teacher can give them guiding uestions or

signpost uestions. The aim of these uestions is, in fact, to give the students a reason to

read and lead them toward the main ideas of the te+t so that they can read more

purposefully and can have a good general idea after the first reading. uiding uestions are

particularly useful when the reading lesson is based mainly on silent reading. They should

focus on the most important points of the te+t, not on minor details. They should also be in

a correct seuence. 'n addition, they should not be too many, too long and too difficultbecause they act as a guidance. Two or three uestions are enough. They can be either

given orally or written before students read the te+t. !ut it is preferable that guiding

uestions should be written on the board so that the students can now e+actly what they

are looing for while reading.

%owever, there is an obvious danger that the students may loo for the answers to the

guiding uestions and not read the rest of the te+t carefully. This results in a lac of

understanding the gist of the te+t. To avoid this, the teacher should mae sure that the

students now they will always be ased a lot of uestions after they have finished reading.

/s a result, the students will have to read the whole te+t even when they have found the

answers at the beginning of the te+t. The teacher also maes sure that the guiding uestions

do not merely focus on the location of information but involve more conscious

consideration of the meaning of the te+t.

'n fact, the present ESP material does uite well since almost every unit has some guiding

uestions at pre-reading stage. hat should be paid attention here is the way the teacher let

student discuss the uestions before reading. They can do in pairs or in groups. 't is not

necessary that their answers are correct because the students will find them out when

reading. The aim here is motivate the students by giving them a chance to spea English

and a reason to read.

'n summary, the techniues suggested above are used not only to motivate the students to

read but also to integrate reading sills with other language sills at the beginning of a

reading lesson. 't must be emphasi5ed once again that the teacher should be creative and

fle+ible when applying these techniues in order to achieve the ob*ectives of the lesson.

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.),), %hile+eadin* sta*e

/lthough each te+t in the ESP material is followed by two or three e+ercises, the ESP

teacher needs to design more reading e+ercises and reading activities at while-reading

stage in order to help the students better understand the te+t. %owever, the fact shows that

few teachers do this. They only as the students to do the e+ercises in the material.

Therefore, with the aim of improving the uality of teaching and learning reading ESP, the

following tass are chosen. Furthermore, they are e+pected to develop the studentsJ

communicative competence. /s a result, the students will play an active and center-role in

reading lessons.

!efore designing more reading e+ercises, the teacher should bear in mind someconsiderations. Firstly, when constructing reading comprehension e+ercises on a te+t, he or

she should pay attention to the overall meaning of the te+t, the function and the aim of the

te+t rather than its vocabulary or specific ideas. Secondly, when introducing e+ercises, the

teacher should e+tend the range of the e+ercises to develop reading sills as well as other

language sills. The e+ercises must be meaningful and varied. Thirdly, the e+ercises should

be suitable to the reading te+t and contain the writerJs idea and attention for the te+t.

Boreover, the purpose of the e+ercises must be clearly defined. #ast but not least, the

students should be ased to read in silence and do the given e+ercises themselves

individually, in pairs or in groups.

The following are some suggested techniues at while-reading stage that the teacher can

use to help the students fully e+ploit the reading te+t.

.),),)' =ocusin* on *ist

This tas aims at developing the studentsJ simming sill. 't reuires the students to move

their eyes uicly over the te+t to get its gist. 't also strengthens their ability to discard

irrelevant and over-detailed information when reading. Normally, the teacher should as

the students to loo at the important parts of the te+t such as the title, the beginning, the

end and the first or the last sentence of each paragraph (the topic sentence) to get the

general picture. !esides, he or she has to involve all the students in the activities by

limiting the reading time, encouraging them to read and offering help when necessary, etc.

There are some techniues that the teacher can apply to help the students focus on gist.

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.),),)')' Chec1in* te2t a*ainst p+edictions 0ade befo+ehand

This techniue reuires the students to chec what they have predicted in the pre-reading

stage. /fter reading the te+t silently for the first time, the students will be ased whether

their predictions match up to the te+t, and how many correct answers they get. They can

also be ased to compare what they now and do not now about the topic with the content

of the reading te+t. %owever, because there is limited time for each period of the reading

lesson and the class is over crowded, the teacher should let the students wor in pairs or in

groups first and then calls some of them to present what they found after simming the te+t

and compare their point of view with othersJ. Therefore, the teacher, at the same time, can

develop the studentsJ speaing and listening sills..),),)'), Chec1in* ans;e+s to the *uidin* >uestions

/nother way to improve the studentsJ simming sill is to chec their answers to the

guiding uestions. "uring their first reading, the students thought about the guiding

uestions individually and found the answers themselves. Now the teacher can spend some

minutes getting students involved in woring in pairs or in groups to compare and find out

the answers. Each pair or group should have a presenter to report their answers. Then the

whole class choose the best ones. The advantage of this activity is that the teacher can save

time because not all of the students in the class can find the correct answer at once.

Therefore, by woring in pairs or in groups, they not only help each other, e+change their

ideas but also have more chances to spea English. This techniue is also very useful since

the teacher can now whether the students understand the te+t or not and the students can

mae some progress in reading sills as well as other language sills (speaing and

listening) in a competitive and enthusiastic atmosphere.

.),),)')- Identifyin* the 0ain ideas

Normally, the te+t is divided into many paragraphs. To understand the whole te+t, the

students have to understand the main idea of each paragraph. $sually, the topic of a

paragraph lies in the sentence at the beginning of the paragraph, sometimes at the end or

even in the middle. Sometimes the paragraph has no topic sentence. =et, it still contains a

topic. Therefore, the teacherJs duty is to help students to find out what the topic is. The

teacher can organi5e pairwor or groupwor so that the students can discuss and find out

the main ideas. /fter that, some students will be called to report what they have done and

compare their own ideas with other students. Then, with the teacherJs help, the whole class

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will choose the best answers. /s a result, at the same time, the teacher can save time and

students can actively involve in the process of acuiring the target language by practising

the four language sills. To mae it easier, the teacher can as the students to find out the

main idea of each paragraph individually by designing a multiple-choice e+ercise. The

students have to choose the best answer that they thin the topic of each paragraph lies in

it.

'n short, the techniues above attempt to help the students get a general understanding of

the te+t and to develop their other language sills. !ut in order to gain te+t comprehension

and to better their reading ability, the students must read the te+t again more slowly and

carefully. /s a result, tas focusing on specific details is needed to design..),),), =ocusin* on specific details

This tas is sometimes called ?e+tracting specific information? or scanning for details. The

students will move to smaller units (sentences and words), go into details of the te+t

(names, years, etc.) and so on. There are many inds of reading e+ercises that the students

can perform with reading te+ts. 'n this section, using uestions, note-taing, summari5ing

andMor predicting will be recommended.

.),),),)' Usin* >uestions

The ESP teacher can as his or her students to answer uestions about specific items of

information. 'n fact, uestions used in reading comprehension are indispensable. They are

widely used as an effective classroom techniue in the process of teaching and learning

reading sills. They aim at checing comprehension and helping the students read the te+t.

Therefore, when designing uestions, the teacher must mae sure that all the students in

the class involve in answering the uestions and the uestions should not be used simply to

test the students but to show how well they have understood the te+t and what need to be

more fully e+plained. !esides, uestions should be devised following the organi5ation of

the te+t and in various types. ith each type, the teacher should pay attention to its level of

difficulty. For e+ample, =esMNo uestions are easy to answer and they do not reuire the

students to produce new language6 the answers to alternative uestions are simply

structural manipulation of the grammar of the te+t and they are useful only for intensive

language practice6 h-uestions are used not only for checing comprehension but also

for drawing the studentsJ attention to relationships that may have been missed. ith the

first two types, the answers are often short. 'n contrast, with h-uestions, if the teacher

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wants to serve the purpose of the production of complete sentences, long answers may be

ased for. /s a result, the teacher can encourage the students to use the language by

themselves. !esides the three types of uestions above, the teacher can also use TrueMFalse

uestions, multiple-choice uestions to chec the studentsJ comprehension.

'n the present ESP material, many reading te+ts are followed by uestions. The teacher can

mae use of them or design more uestions to better the studentsJ understanding of the te+t.

Nevertheless, no matter whether the uestions are already made below the te+t or designed by

the teacher, he or she should as the students to read the uestions first, then read the te+t to

answer them. Boreover, the students should now that they do not have to understand every

word since the ob*ective is only to find the answers to the uestions, and they should do it asuicly as possible. hen the students finish doing the e+ercise individually, they can compare

and discuss their answers with each other in pairs or in groups. This will enhance interaction

between the students. The teacher then conducts feedbac, finding out how well they did and

e+plaining any misunderstandings. The students, thus, can practise the other language sills as

well.

'n short, using uestions is an art itself. The teacher, therefore, must be active and creative

to thin of those which are suitable to the levels of the students in order to improve their

reading sills and the other language sills.

.),),),), Noteta1in*

For this techniue, the ESP teacher ass the students to mae use of information in the te+t

to do such things as maing a setch, filling in a form, etc. This techniue also reuires the

students to grasp the overall organi5ation of the te+t and its main ideas. They should be let

to read the te+t, then transfer information to a table or a chart or write down the important

ideas of it. Boreover, this involves the students in understanding the structural paraphrase,

relationship between sentences, logical deduction and precise reference of individual items.

/s a result, the studentsJ writing sills can be improved. !esides, when using this

techniue, the teacher, in fact, gives his or her students a reason to read. That is because in

real life the students usually tae notes of the important and interesting ideas while

reading, which is a significant and useful sill.

/fter the students have finished their own wor, to develop their speaing sills, the

teacher can encourage them to compare each othersJ writings to see if they share the same

information before he or she gets involved.

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The reading te+t$uthors in 9inguistics ($nit 4) can be taen as an e+ample.

,ill in the following form about vram /oam Chomsk$-

8urname5...................................................................................................................irst name5 ................................................................................................................

ate of birth5 .............................................................................................................P.

Alace of birth5............................................................................................................P.

8ex5.............................................................................................................................P.

ationality5................................................................................................................P.

ccupation5 ...............................................................................................................P.

*xperience5Q (>32'present5

PPPPPPPPPPPPPPPPPPPPPPPPPPPPP.......

Q (>11'(>325 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP.......

Q (>1('(>115 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP.......

%mportant publications5 PPPPPPPPPPPPPPPPPPPPPPPPP.........

.),),),)- Su00a+i8in* ando+ p+edictin*

For some teachers, writing can be integrated at while-reading stage only in the form of

gap-filling e+ercises, using prompts to mae sentences or note-taing (as mentioned in the

previous section). There are, however, other writing activities taing place at this stage.

!ut it should be noted that the decision to have the students stop reading in order to write

must be made with care since this is *ust as liely to result in interference with

comprehension as it is to facilitate it. This reuires the teacherJs nowledge and e+perience.

'f the te+t is too long and consists of many parts dealing with different contents, he or she

should divide it into parts and as the students to summari5e each part before moving to

others. They can wor in pairs or in groups but it is advisable for the teacher to organi5e

groupwor because this ind of tas seems to be uite demanding. hen the students wor

in groups of five or si+, they can help each other and share their viewpoints. /fter the

discussion, the teacher can call some students to present the summaries of their groups, let

them compare their summaries with each other, then remar and e+plain. /s a result of

this, the students can practise listening and speaing the target language.

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'n deed, this techniue aims at an authentic purpose. The students often read long te+ts in

real life. They have to summari5e, guess and read, then summari5e, guess and so on. The

teacherJs duty, thus, to enhance this sill so that the students can become good readers.

.),),),). =ocusin* on +eco*ni8in* cohesion and cohe+ence

This ind of tas reuires the students to concentrate on the features of the te+t. They have

to recogni5e the function and discourse patterns, or in other words, the organi5ation of the

te+t in order to better understand the te+t, interact with it and model it if necessary. This is

very helpful for their writing sills.

/ suggestion for this tas is that after asing the students to find the discourse marers in

the te+t, the teacher can encourage his or her students to use those discourse marers in anew conte+t. /nother way to focus the studentsJ attention on coherence is asing them to put

sentences in the correct order. ith this techniue, the students are provided with a set of

scrambled sentences. Their duty is to rearrange them while reading the te+t based on the time,

the connectives, etc. This can be applied for many reading te+ts in the ESP material for

students of linguistics.

To mae the reading lesson more interesting, the teacher should as the students to do

these above tass individually first, then in pairs or in groups before checing their reading

comprehension.

'n summary, there are many techniues that the teacher can apply at the while-reading

stage. 'n this section, some of them have been suggested with a hope that when using them,

the teacher not only helps his or her students understand more about the reading te+t but

also improve their other language sills (listening, speaing and writing). The students

will, thus, see reading as more than *ust answering uestions and doing e+ercises.

.),)- Post+eadin* sta*e

't is agreed that one of the important goals of 8ommunicative #anguage Teaching is to

help students do something after the lesson. Therefore, the teacher must as the students to

do some post-reading activities, which not only gives chances to relate what they have

learnt to their own nowledge, e+perience or interests but also provide them with ground to

practise other language sills. #ie the previous stages, the close relationship between

reading and listening, speaing and writing can be seen clearly at this stage. %owever,

although in the ESPmaterial for students of linguistics post-reading stage has its own part,

there are few inds of activities. !esides, few teachers and students mae use of them

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seriously. The teacher, thus, should be responsible for varying the techniues and giving

more activities to help the students fully e+ploit the reading te+t in order to acuire the

target language successfully. The following are some suggested techniues that can be used

in this stage.

.),)-)' Discussin*

This ind of activity can be seen after most of the reading te+ts in the ESP material for

students of linguistics. "espite the fact that it has or has not been held at the beginning of

the lesson, it cannot be denied that discussion be done at this stage. 'f at the pre-reading

stage the students had a chance to discuss the topic of the te+t, the teacher now can as

them to e+press their points of view and feelings, then compare these ones with theauthorJs, etc. 'f not, there are also a lot of activities to do because now the reading te+t will

serve as a basis for oral presentation. StudentsJ speaing can be enhanced when the teacher

ass the students to discuss the topic, e+press their own reactions to the te+t based on their

e+perience and nowledge by evaluating commenting, reflecting and so on. Boreover, the

students can be ased to discuss the topic in a different aspect.

't should be noted that the best way to stimulate speaing is to as the students to wor in pairs

or in groups as speaing involves at least two participants. That is because in small groups, the

students will have more chances to practise English and help each other. They are also more

involved and less an+iety when they are woring ?privately? than when they are ?on show? in

front of the whole class. They are free to give their opinions, mae arguments and share ideas.

The students should be advised to write down the ideas while discussing so that they can have

better presentations afterwards and easily compare themselves with other pairs or groups.

Provided that the teacher maes good preparation, this ind of techniue is very useful in a

way that it not only consolidate the studentsJ reading comprehension but also their speaing

sills as well as writing sills if the discussion leads to a home-writing tas.

.),)-), %+itin* tas1

The reading te+t can also be a source for writing. There are various inds of activities that

the teacher can use to develop the students writing ability. The teacher can as the students

to write a summary of the te+t. /lthough summari5ing is a difficult e+ercise which is rarely

done satisfactorily, even by advanced students, it is undeniable that it is an important sill

for students in the future when they deal with reading materials not only in English but also

in their mother tongue. Therefore, to mae it easier, it is advisable for the teacher to help

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the students by asing them a number of uestions which when answered in a seuence, a

summary will be outlined. !esides, to train the students to write a summary, the teacher

can prepare them through practice in underlining important words, phrases, or structures,

in finding the topic sentence and main ideas and in perceiving the organi5ation of the te+t.

't is a good idea that he or she limits the words in the summary. This is a useful techniue

to help the students improve their reading ability of generali5ation since they have to recall

the main ideas and e+press them in their own words.

Hne more point should be paid attention to is that the teacher limits the time and the words

for writing. %owever, this tas is uite difficult. To save the situation and, therefore,

encourage the studentsJ willingness, the teacher can divide the class into small groups.Each group has its own outline for the writing tas. Then the students do their tas

individually based on that outline. Hr after the whole class choose the best one from all of

the groups and mae some ad*ustments if necessary with the teacherJs help, the students

begin to write. !esides, the teacher can give the students an outline of what should be

included in their writing if the students are not very good at English in general and at

writing sills in particular.

The following is an e+ample to show how this techniue can be put into reality. 't is

designed for $nit 4$uthors in 9inguistics.

*xample3 /fter finishing the te+t about 8homsy, the teacher can as the students to

summari5e the biography of this famous /merican linguist. To mae the tas more

interesting, the students can imagine they have read a boo or an article about Bar

TwainJs life. Now they write a letter to a friend to tell him or her about what they have

nown about 8homsy. The letter must be informative but short.

'n short, to develop studentsJ writing sills, the teacher has many ways at this stage.

Nevertheless, it should be emphasi5ed that the techniues for improving writing mentioned

above will be more effective if the teacher organi5es group wor activity, let the students

compare and correct themselves before giving remars and correcting the studentsJ

writings. /s a result, the students can have a chance to read each otherJs versions, to have

more ideas and to help each other.

.),)-)- "istenin* and co++ectin* info+0ation

This techniue aims at developing studentsJ listening sills by identifying wrong

information and correcting them. 't can be applied to all of the te+ts in the ESP material.

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The procedure is as follows. The students are ased to close the boo. The teacher reads

out the te+t which has some changes of information such as the events, dates or names. The

students follow their teacherJs reading and immediately stop him or her when they notice

one of the changes and correct it. 't should be noted that the teacher reads the te+t at

normal speed and has good pronunciation.

.),)-). Playin* *a0es

'n the light of 8ommunicative #anguage Teaching, games are very useful in giving

students valuable communicative practice. Students themselves also lie playing games

very much. Therefore, after a reading lesson, if the teacher organi5es games freuently, the

students will be more motivated. The teacher, as a result, should provide lively activities tocheer up the class.

There are various ways to use games as a means to revise what has been learned in the

lesson, to e+ploit studentsJ nowledge and e+perience as well as to develop their

communicative competence. "epending on the type of the te+t and its topic, the teacher

can tae games from game-boos or design his or her own games. 't should be noted that

the game must be truly communicative and have something relating to the lesson the

students have *ust learned. !esides, it is a good idea for the teacher to stand aside and let

the students tae over the activity.

Tae $nit 4$uthors in 9inguistics as an e+ample. This unit is about famous linguists such as

Noam 8homsy, Ferdinand de Saussure. The teacher can tae advantage of this to design a

guessing game or an e+changing information game. 'n the former case, the teacher can as

one student to go to the board standing face to face to the class. The teacher then writes one

of the linguistsI name on the board so that this student does not now who he is. 'n this case,

all of the other students now the answer. The student who does not now must use =esMNo

uestions to find out this person. The rest of the class respond in chorus. This activity is more

highly organi5ed and eeps the whole class involved in spite of the fact that most students do

not have to say much, only ?=es? or ?No?. To mae the game more interesting and

competitive, the teacher can divide the class into small groups. Each group has one

representative. These representatives all now who the linguist is. They go to other groups,

not their group, to wor. For e+ample, representative / wors with group !, representative !

wors with group 8 and so on. The others in the group try to guess the picture by asing the

representative. The group finding out who the famous person is will be the winner.

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'n the case of an e+changing information game, to create a need to communicate, the teacher

can organi5e pairwor activity. 'n deed, this ind of activity is used in Speaing part of the

unit. The teacher can mae use of it.

.),)-)3 Role play

!eside organi5ing a game, the teacher can set up a role play at the post-reading stage. This

increases motivation and adds interest to the reading lesson. ole play also gives a chance

to use language in new conte+ts and for new topics. 't encourages the students to use

natural e+pressions and intonation as well as gestures. 'n the communicative point of view,

role play enhances studentsJ communicative competence since they can practise the target

language in different social conte+ts and in different social roles.%owever, it is not easy to apply this ind of activity for the present ESP material as the

te+ts are written in scientific style. %owever, the teacher can design a role play by asing

the students to mae an interview between a reporter and a linguist. "uring their

conversation, the linguist will tal about matters of his ma*or by answering the reporterIs

uestions. Students will wor in small groups, discuss together what they might say and, if

possible, ?try out? the role play privately before being called to act it out in front of the

class. Then the whole class will decide which group acts the best. 'n fact, interviewing is a

way of bringing the te+t to life and maing it seem real to students as well as giving

language practice. The students cannot act well if they do not understand the te+t. The

deeper their comprehension of the te+t is, the better they act.

'n summary, the above-mentioned techniues have been suggested in order to better

teaching reading sills in integration with other language sills to students of linguistics in

"epartment of #inguistics and ietnamese Studies at $SS% & N$. 't is hoped that this

will help not only to improve current teaching methodology of ESP teachers but also to

train students of linguistics to become efficient readers. /n e+ample of how these can be

applied to the actual teaching reading ESP to this group of students is presented in

/ppendi+ 9.

%owever, what is more important is that the ESP teacher should be creative, critical and

fle+ible in deciding which techniue is best for each reading lesson and for each class so

that the students will en*oy lessons more and improve four language sills in the process of

acuiring English as well as their ma*or and future career. 'n addition, it is necessary for

ESP teachers to wor in groups and e+change their e+perience in teaching reading ESP.

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They can share their lesson plans, teaching aids and wor together to find the best activities

and choose appropriate supplementary materials that are suitable for their studentsI level of

English. 't is also a good idea for ESP teachers to attend and observe their colleaguesI

lectures so that they can help and learn a lot from each other. Furthermore, an effort should

be made to conduct some further in-service training for ESP teachers in the form of

individual self-study or attendance at worshops or lectures.

#ast but not least, some ad*ustment should be done to the present ESP material for students

of linguistics. 't can be said that the material, in general, is uite well-designed with three

stages in every reading lesson including pre-reading, while-reading and post-reading.

Nevertheless, the reading te+ts and the activities should be varied so that the students canhave lots of chances to be familiar with various types of te+ts and reading comprehension

e+ercises. #istening sill should also be added to help the students improve their listening

sills. To achieve these ob*ectives, the material designer should tae into account the

linguistic needs, learnersI perceptions and learnersI needs identified during the needs

analysis. /part from these, there should be a test at the beginning of the course to classify

studentsI level of English according to their scores. Students of the same level will have a

chance to learn together. This will help not only the students learn ESP more effectively

but also the ESP teacher design suitable activities and choose appropriate materials in the

process of teaching and learning ESP for linguistics studies.

C;

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PART D: CONC"USIONS

The study has had a general loo at reading and the advantages of sill-integration in the

light of 8ommunicative #anguage Teaching in teaching reading sills to students of

linguistics. 't has also pointed out that reading ESP plays an important part in learning

English as well as in real life.

Through the survey uestionnaires and the observation, strong points and wea points of

teaching and learning reading sills to students of linguistics in "epartment of #inguistics

and ietnamese Studies at $SS% & N$ have been identified and analy5ed. "ue to a

number of both ob*ective and sub*ective reasons, 8ommunicative /pproach is not being

properly applied in the reading lessons. Te+ts are not e+ploited appropriately.

8onseuently, the teachers, to a large e+tent, fail to help the students improve their reading

sills as well as other language sills.

!ased on all of the theoretical and practical nowledge above, a number of techniues

have been suggested with a hope that they are applicable and useful for the improvement

of teaching and learning reading sills in integration with the development of the other

language sills to students of linguistics. ith a variety of activities for the three reading

stages offered by the 8ommunicative /pproach, the e+iting problems can be overcome and

each reading lesson will result in studentsJ ability to read better.

Nevertheless, the thesis has *ust introduced and presented some possible techniues for

teaching and learning reading te+ts in N$ collection of teaching materials on linguistics

studiesE 6!Fp bGi giHng tiIng $nh chuyJn ngGnh ngKn ngL hMc7 in integration with the

other language sills. 't still leaves room for further research on other sills.

Finally, due to the limitation of time, e+perience and materials, short-comings and mistaes

are unavoidable. Further comments and remars on this study would be welcomed and

highly appreciated.

C:

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R#=#R#NC#S

4. /bbott ., ingard P. (4:;C), !he !eaching of *nglish as an %nternational

9anguage, 8ollins, #ondon.

7. !oughton ., !rumfit 8., Flavell ., %ill P., Pincas /. (4::>), !eaching

*nglish as a oreign 9anguage, outledge A Kegan Paul $d, #ondon.

9. !right G. /., Bcregor . P. (4:

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4;. ichard P. /. (4:;;),:aking %t &appen, #ongman.

4:. ivers . B., Temperly B.S. (4:. obinson ., ood T. #. (4:;),Reading, 8ambridge $niversity Press, 8ambridge.

79. $r P. (4::@), $ Course in 9anguage !eaching, 8ambridge $niversity Press,

8ambridge.7D. iddowson %. . (4:

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APP#NDIC#S

APP#NDIB ': SUR$#< U#STIONNAIR# =OR T#ACRS

This survey uestionnaire is designed for my study on ?Teaching reading E! to students in

0epartment of inguistics and ietnamese tudies at niversit$ of ocial ciences and

4umanities5 ietnam /ational niversit$5 4anoi?. The findings will mae great

contribution to my study. =our assistance in completing following items is highly appreciated.

This is for study purpose only. =ou can be confident that you will not be identified in any data

analysis.

!hank you very muchS

Pe+sonal info+0ation3

%ow long have you been teaching

English1 OOOOyear(s)

reading ESP to students of linguistics1 ................. year(s)

No; please put a tic1 E ;he+e you thin1 you+ choice is./ote3 =ou may have more than one choice.

PART A:

')4ow important do $ou think reading skills is to students of inguistics6

a. ery important

b. /s important as other language sills

c. Not as important as other language sills

d. Not important at all

,) 7hat is $our purpose of teaching reading E! to students of inguistics6

a. To develop their reading sills and other language sills

b. To widen their vocabulary, especially ESP terms in #inguistics

c. To improve their grammar

d. To improve their nowledge related to #inguistics

e. Hthers (please specify)3 .......................................................................................................

#''

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-)7hat do $ou think about teaching reading E! in integration with other language

skills to students of inguistics6

a. interesting b. helpful c. difficult d. normal e. ineffective

PART !:

.) 8n $our opinion5 the reading te9ts in : collection of teaching materials on linguistics

studies; i gi?ng ti@ng nh chu$An ng>nh ngBn ng hDc are-

The reading te+ts 4 7 9

a. difficult

b. interesting

c. longNote3 (5 not difficult +5 difficult -5 very difficult

o the same for interesting and long

3)4ow often do $ou use supplementar$ materials in teaching reading E!6

a. always b. often c. sometimes d. never

PART C:

4) 7hat do $ou usuall$ do at prereading stage6

a. ive a brief introduction to the te+t

b. Present new words and revise grammatical structures

c. ive students some guiding uestions

d. Present a listening te+t on the same topic

e. /s students to say whether they agree or disagree on a number of statements about the

theme and give reasons why

f. Supply ey words and as students to guess what the te+t might be about

g. Encourage students to form certain e+pectations about the te+t by discussing or writing

based on the given clues (e.g. headings).

h. /s students to fill in the blans of a summary of the te+t with some important words

taen from the te+t

i. "o as reuired in the material

*. Hthers (please specify)3 ........................................................................................................

. No activities at this stage

?) 7hat do $ou usuall$ do at whilereading stage6

#'''

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a. E+plain new words and structures

b. /s students to do the e+ercises below the te+t

c. "esign more e+ercises for students to do

d. Hthers (please specify)3 .......................................................................................................

@) 7hat do $ou usuall$ do at postreading stage6

a. /s students to read aloud the whole te+t for several times

b. /s students to translate the te+t into ietnamese

c. /s students to listen to a taped model reading

d. /s students to discuss the topic of the te+t with their classmates

e. /s students to practise using the newly learnt vocabulary and grammar in newsituations or conte+ts by writing or speaing

f. /s students to write a summary of the te+t

g. /s students to do their own writing on similar topic

h. Play games M role play

i. "o as reuired in the material

*. Hthers (please specify)3 ........................................................................................................

. No activities at this stage

PART D:

F) 7hich t$pe of classroom interaction do $ou often use during reading lessons6

Stages

Types

Pre-reading stage hile-reading stage Post-reading stage

'ndividual

Pair wor

roup wor

The whole class

PART #:

'G) 7hat is $our difficult$ in teaching reading skills to students of inguistics6

a. StudentsI limited vocabulary

b. StudentsI grammar problems

c. $neven studentsI bacground nowledge in #inguistics

d. Finding other materials used in teaching reading ESP

#'

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e. #imited time

f. Hthers (please specify)3 ........................................................................................................

PART =:

'') 7hat do $ou think should be done in order to make the &ualit$ of teaching reading

E! to students of inguistics better6

a. Encouraging students to read suitable materials in English freuently

b. /sing students to do reading e+ercises as many as possible

c. Teaching students a lot of grammar and linguistics terms

d. 'mproving teachersJ methodology and nowledge related to #inguisticse. "eveloping the reading material

f. 8lassifying studentsI level of English

g. Hthers (please specify)3 ......................................................................................................

!hank you very much for your cooperationS

#

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APP#NDIB ,: SUR$#< U#STIONNAIR# =OR STUD#NTS

This survey uestionnaire is designed for my study on ?Teaching reading E! to students in

0epartment of inguistics and ietnamese tudies at niversit$ of ocial ciences and

4umanities5 ietnam /ational niversit$5 4anoi?. The findings will mae great

contribution to my study. =our assistance in completing following items is highly appreciated.

This is for study purpose only. =ou can be confident that you will not be identified in any data

analysis.

!hank you very muchS

Pe+sonal info+0ation3

%ow long have you been learning English1 ................. year(s)

No; please put a tic1 E ;he+e you thin1 you+ choice is.Note3 =ou may have more than one choice.

PART A:

')4ow important do $ou think reading skills is6a. ery important

b. /s important as other language sills

c. Not as important as other language sills

d. Not important at all

,) 7hat is $our purpose of learning reading E!6

a. To develop my reading sills and other language sills

b. To widen my vocabulary, especially ESP terms in #inguisticsc. To improve my grammar

d. To improve my nowledge related to #inguistics

e. Hthers (please specify)3 ..................................................................................

-)7hat do $ou think about learning reading E! in integration with other language

skills6

a. interesting b. helpful c. difficult d. normal e. ineffective

#'

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PART !:

.) 8n $our opinion5 the reading te9ts in : collection of teaching materials on linguistics

studies; i gi?ng ti@ng nh chu$An ng>nh ngBn ng hDc are-The reading te+ts 4 7 9

a. difficult

b. interesting

c. long

Note3

(5 not difficult +5 difficult -5 very difficult

o the same for interesting and long

3)4ow often do $ou use supplementar$ materials in learning reading E!6a. always b. often c. sometimes d. never

PART C:

4) 7hat are $ou usuall$ asked to do at prereading stage6

a. #isten to a brief introduction to the te+t

b. #earn new words and revise grammatical structures

c. /nswer my teacherJs guiding uestions

d. #isten to a listening te+t on the same topic

e. Say whether ' agree or disagree on a number of statements about the theme provided by

my teacher and give reasons why

f. #isten or read some ey words given by my teacher and guess what the te+t might be

about

g. Form certain e+pectations about the te+t by discussing or writing based on the given

clues (e.g. headings).

h. Fill in the blans of a summary of the te+t with some important words taen from the

te+t by my teacher

i. "o as reuired in the material

*. Hthers (please specify)3 ...................................................................................

. No activities at this stage

?) 7hat are $ou usuall$ asked to do at whilereading stage6

a. #isten to my teacherJs e+planation of new words and structures

b. "o the e+ercises below the te+t

#''

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c. "o more e+ercises designed by my teacher

d. Hthers (please specify)3 ..................................................................................

@) 7hat are $ou usuall$ asked to do at postreading stage6a. ead aloud the whole te+t for several times

b. Translate the te+t into ietnamese

c. #isten to a taped model reading

d. "iscuss the topic of the te+t with my classmates

e. Practise using the newly learnt vocabulary and grammar in new situations or conte+ts by

writing or speaing

f. rite a summary of the te+tg. "o my own writing on similar theme

h. Play games M role play

i. "o as reuired in the material

*. Hthers (please specify)3 ...................................................................................

. No activities at this stage

PART D:

F) 7hich t$pe of classroom interaction are $ou often asked to do during reading

lessons6

Stages

Types

Pre-reading stage hile-reading stage Post-reading stage

'ndividual

Pair wor

roup wor

The whole class

PART #:

'G) 7hat is $our difficult$ in learning reading E!6

a. #imited vocabulary

b. rammar problems

c. #ac of bacground nowledge in #inguistics

d. Finding other materials used in learning reading ESP

e. #imited time

#'''

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f. Hthers (please specify)3 ..................................................................................

PART =:

'') 7hat do $ou think should be done in order to make the &ualit$ of learning reading to

students of inguistic better6

a. eading suitable materials in English freuently

b. "oing reading e+ercises as many as possible

c. #earning a lot of grammar and linguistics terms

d. 'mproving teachersJ methodology and nowledge related to #inguistics

e. "eveloping the reading materialf. 8lassifying studentsI level of English

g. Hthers (please specify)3 ...................................................................................

!hank you very much for your cooperationS

#'

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APP#NDIB -: SAP"# "#SSON P"AN

'n order to illustrate what have been presented in the study, the following lesson plan is

designed based on the application of some of the suggested techniues. This is only one of

the ways to e+ploit the reading te+t but it is e+pected that this will be helpful for readers in

that it serves as a reference material. The reading te+t chosen as a sample for application is

the te+t about Noam 8homsy in $nit 4 $uthors of 9inguistics in the material N$

collection of teaching materials on linguistics studiesE 6!Fp bGi giHng tiIng $nh chuyJn

ngGnh ngKn ngL hMc7.

-)' Readin* te2t

P+e+eadin*: 7ork in pairs and discuss the following &uestions-4. %ave you heard the name Qoam Chomsky1

7. hoIs he1 hat nationality is he1

9. hich field of linguistics is he famous for1

D. hat achievements did he gain in his field1

%hile+eadin*:Fead the following passage and do the e9ercises that follow.

Activity ': The following sentences are missing from the reading passage below. can the passage

&uickl$ and put them in the right place.

>4. The latter, which he called performance,is the transformation of this competence into everyday

speech. 6linePP7

>7. 'n 4:C< he published this theory, called transformational-generative grammar, in his boo 8yntactic

8tructures. 6 line PP7

>9. /vram Noam 8homsywas born and raised in Philadelphia, Pennsylvania. 6line PP7

>D. 8homsy also addressed the effects of the $.S foreign policy. (linePP7

>C. 8homsy placed linguistics at the core of studies of the mind. 6 linePP7

>4

>C

Cho0s1yH Noa0(4:7; - ), /merican linguist, educator, and political activist. 8homsy is thefounder of transformational-generative grammar, a system that revolutioni5ed modern linguistics.

%e was educated at the $niversity of Pennsylvania, where he earned a Ph.". degree in linguistics

in 4:CC under the direction of /merican linguist Rellig %arris. hile still a graduate student,

8homsy held an appointment from 4:C4 to 4:CC as a *unior fellow at %arvard $niversity. %e

*oined the faculty at the Bassachusetts 'nstitute of Technology (B'T) in 4:CC to teach French and

erman. 'n 4:s. 8homsy made a distinction between the innate, often

#

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4>

4C

7>

7C

9>

unconscious nowledge people have of their own language and the way in ;hichthey use the

language in reality. The former, which he termed competence, enables people to generate all

possible grammatical sentences. Prior to 8homsy, most theories about the structure of languagedescribed performance6 they were transformational grammars. 8homsy proposed that linguistic

theory also should e+plain the mental processes that underlie the use of language & in other words,

the nature of language itself, or generative grammar.

%e claimed that linguistic theory must account for universal similarities between all languages and

for the fact that children are able to learn language fluently at an early age in spite of insufficient

data that has no systematic logic. %is contribution to cognitive sciences & fields that see to

understand how we thin, learn, and perceive & emerges from this claim. Hf eual importance

were 8homsyIs arguments that a serious theory of mental processes should replace empiricism,

the belief that e+perience is the source of nowledge, as the dominant model in /merican science.

8homsy wrote on politics early in his life but began to publish more on the sub*ect during the

4:@>s in response to the $nited States policies in Southeast /sia. %e deliberately scaled bac his

wor on linguistics to dedicate more time to writing about the role of the media and academic

communities in QmanufacturingI the consent of the general public for the $S policies. %e felt that

intellectuals have a responsibility to use scientific methods in critici5ing government policies that

they find immoral and to develop practical strategies to combat these policies.

8homsyIs more important publications , in addition to 8yntactic 8tructuresinclude$spects of

the theory of 8yntax (4:@C),$merican power and the ew :andarins (4:@

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>:. $ccording to the passage, transformational grammars mostly concerns .........

/. the performance of the structure of language !. the nature of language itself

8. mental processes ". all of the aboveActivity -:Gased on the information from the passage5decide whether these statements are True