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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
4D
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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.
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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