Nghiên cứu về tính tích cực của việc sử dụng phương pháp giao nhiệm vụ trong quá trình dạy và học kỹ năng đọc cho học sinh lớp 11 tại trường THPT Nguyễn Trãi,

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES

NGUYỄN THỊ DUNG

AN INVESTIGATION INTO THE EFFECTIVENESS OF USING
TASK-BASED METHOD IN TEACHING AND LEARNING READING
FOR 11
TH
FORM STUDENTS AT NGUYEN TRAI HIGH SCHOOL,
HANOI

(Nghiên cứu về tính tích cực của việc sử dụng phương pháp
giao nhiệm vụ trong quá trình dạy và học kỹ năng đọc cho học
sinh lớp 11 tại trường THPT Nguyễn Trãi, Hà Nội)

MINOR M.A THESIS

Field: Methodology
Code: 601410





HÀ NỘI - 2010

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POSTGRADUATE STUDIES

NGUYỄN THỊ DUNG

AN INVESTIGATION INTO THE EFFECTIVENESS OF USING
TASK-BASED METHOD IN TEACHING AND LEARNING READING
FOR 11
TH
FORM STUDENTS AT NGUYEN TRAI HIGH SCHOOL,
HANOI

(Nghiên cứu về tính tích cực của việc sử dụng phương pháp
giao nhiệm vụ trong quá trình dạy và học kỹ năng đọc cho học
sinh lớp 11 tại trường THPT Nguyễn Trãi, Hà Nội)

MINOR M.A THESIS

Field: Methodology
Code: 601410
Supervisor: Ms. Nguyễn Minh
Huệ, M.A




HÀ NỘI - 2010


4

TABLE OF CONTENTS
Page
DECLARATION………………………………………………………………………….i
ACKNOWLEDGEMENTS ii
ABSTRACT ……… iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF CHARTS … vii

CHAPTER ONE: INTRODUCTION 1
1.1. Rationale ………………………………… 1
1.2. Aims and objectives of the study 2
1.3. Research questions ……… 2
1.4. Scopes of the study.…… 2
1.5. Organization of the study …… 3
CHAPTER TWO: LITERATURE REVIEW 4
2.1. Definition of Reading…………………… 4
2.2. Purposes of reading 5
2.3. Reading comprehension… 5
2.4. Reading approaches…… 5
2.4.1. Skimming ………………………………………………………………6
2.4.2. Scanning……………………………………………………………… 6
2.4.3. Extensive reading……………………………………………………….6
2.4.4. Intensive reading……………………………………………………… 7
2.5. Reading in foreign language learning …………….………………………….7
2.6. Task-based language teaching……………………………………………… 8
2.7. Task-based language teaching in reading class………………………………9
2.7.1. The role of Task-based language teaching in reading class……………9
2.7.2. The application of Task-based language teaching in reading class……9
2.7.2.1 Pre-task stage…………………………………………………10

2.7.2.2 Task-cycle……………………………………….………… 11


5

2.7.2.3 Language focus………………………………….………… 12
2.7.3. Types of Reading Tasks………………………………….……………… 12
2.7.3.1. Skill-oriented tasks…………………………….……………… 13
2.7.3.2. Comprehension-oriented tasks………………………………… 14
2.7.3.3. Application-oriented tasks……………………………… … 15
CHAPTER THREE: METHODOLOGY…… 16
3.1. Settings……………………………………………………………………… 16
3.2. Subjects………………………………………………………………… ………16
3.3. Data collection methods…………………………………………………… … 17
3.4. Data collection procedures………………………………………………… … 18
3.4.1. Observations…………………………………………………………… …18
3.4.2. Interviews…………………………………………………………….…….19
3.4.3. Questionnaire………………………………………………………………20
3.5. Data analysis…………………………………………………………………… 20
CHAPTER FOUR: RESULTS AND DISCUSSIONS 22
4. 1. The perceptions of teachers about the benefits of using Task- based
language teaching to help the 11
th
form students improve their reading skills ………22
4. 2. The perceptions of students about the effectiveness of using Task- based
language teaching to help the 11
th
form students improve their reading skills……….26
4.3. Teachers and student’s suggestions for using Task-based language
teaching to improve students’ reading skills………………………………………….31

CHAPTER FIVE: CONCLUSION…………………… 35
5.1. Conclusion…………………… ……… ……………………………………….35
5.2. Implications……………………………………………………………………….36
5.3. Limitations of the study ……………………………………………… …… 39
5.4. Suggestions for further study………………………………… …………………40
REFFERENCES………………… …………………… 41

APPENDIX 1………………………………………………………………………………… I
APPENDIX 2……………………………………………………………………………… …II
APPENDIX 3……………………………………………………………………………… …IV