The relationship between first-year Nghe An College students' motivation to read and their use of reading strategies = Mối liên hệ giữa động lực đọc của sinh vi

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VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES





ĐÀO THỊ MINH HƢƠNG




THE RELATIONSHIP BETWEEN FIRST- YEAR NGHE AN
COLLEGE STUDENTS’MOTIVATION TO READ AND THEIR USE
OF READING STRATEGIES

Mối liên hệ giữa động lực đọc của sinh viên năm thứ nhất
Cao Đẳng Nghệ An vơí phƣơng pháp đọc của họ.

MINOR THESIS



Field : English Teaching Methodology
Code: 60.14.10

HANOI, 2010



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VIET NAM NATIONAL UNIV ERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES





ĐÀO THỊ MINH HƢƠNG



THE RELATIONSHIP BETWEEN FIRST- YEAR NGHE AN
COLLEGE STUDENTS’MOTIVATION TO READ AND THEIR USE
OF READING STRATEGIES

Mối liên hệ giữa động lực đọc của sinh viên năm thứ nhất
Cao Đẳng Nghệ An vơí phƣơng pháp đọc của họ.

MINOR THESIS

Field : English Teaching Methodology
Code: 60.14.10
Supervisor: Phạm Minh Hiền, M.A




HANOI, 2010


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TABLE OF CONTENTS
Declaration i
Acknowledgements ii
Abstract iii
Table of contents iv
List of tables and figures vii
List of abbreviations ……………………………………………………………………viii
CHAPTER 1: INTRODUCTION 1
1.1 Rationales of the study 1
1.2. The aims of the study 2
1.3. Research questions 2
1.4. Scope of the study 3
1.5. Methods of the study 3
1.6. Significance of the study 3
1.7. Design of the study 3
CHAPTER 2: LITERATUREREVIEW 4
2.1 Introduction
2.2. An overview of motivation 4

2.2.1. Definitions of motivation. 4
2.2.2. The role of motivation in second language learning 5
. 2.2.3. Types of motivation 5
2.2.3.1. Integrative vs. instrumental motivation 5
2.2.3.2. Intrinsic vs. Extrinsic motivation 6
2.3. An overview of the nature of reading 7
2.3.1. Definitions of reading 7
2.3.2. Types of reading 8
2.3.3. Factors affecting students‟ motivation in the learning enviroment 10
2.3.3.1. Parental influences 10
2.3.3.2. The teacher 10


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2.3.3.3. The reading texts 11
2.3.3.4 Feedback 13
2.4. Motivation in reading 13
2.4.1 The importance of motivation in reading 13
2.4.2. The role of the teacher and the students in teaching and learning Reading. 13
2.4.2.1 The role of the teacher 13
2.4.2.2. The role of the students 14
2.5. Reading Comprehension Strategies 15
2.5.1. What is a Teaching Strategy? 15
2.5.2. Nature of Reading Comprehension Strategies 15
2.5.2.1. Key Features, Communicative Competence as the Major Goal
and Greater Self-Direction for Readers 15
2.5.2.2. Other Features of the Nature of Reading Comprehension Strategies 17
2.6 .The relationship between Motivation and the use of reading strategies 18

CHAPTER 3: METHODOLOGY 19
3.1. Introduction 19
3.2. Setting of the study 19
3.3. Participants 19
3.4. Instruments data collection 20
3.5. Data collection procedures 20
3.5.1 Demographic information 20
3.5. 2. Analytical procedures 21
CHAPTER 4: FINDINGS, DISCUSSIONS AND RECOMMENDATIONS 23
4.1. Introduction 23
4.2. Findings and discussions. 23


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4.2.1. Results from teacher‟s survey questionnaire (see Appendix 2) 23
4.2.1.1 Teacher„s personal information 23
4.2.1.2 Teacher‟s opinions towards students‟ motivation 23
4.2.2. Results from students‟ survey motivation 27
4.2.2.1. Types of students‟ motivation in learning reading 27
4.2.2.2. Factors affecting students‟ motivation in learning reading 28
4.2.3. Results of the relationship between motivation and reading strategies: 28
4.3. Recommendations 30
4.3.1 The teachers 30
4.3.1.1. Improving the teacher‟s roles 30
4.3.1.2. “Top ten” principles for teaching reading(Adapting by Ray Williams) 32
4.3.1.3.Basic principles of motivation exist that are applicable to learning in any
situation (Adapting by Matthew Weller, Los Angeles Business Journal, March 14,
2005): 34
4.3.2. The students 35

4.3.2.1. The role of reading skill to the students‟ learning English and future career 35
4.3.2.2. The role of reading materials to the motivation for learning reading skill 36
4.3.2.3 The students‟comments on their current reading lessons 36
CHAPTER 5 : CONCLUSION 38
5.1 Conclusions 38
5.2. Limitations and suggestions for further study 38
REFERENCES 40
APPENDIXES

Appendix 1: Survey questionnaire for teachers
Appendix 2: Survey questionnaire for students