Điều chỉnh các nhiệm vụ đọc trong giáo trình basic english for computing tại trung tâm phát triển c

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
POST GRADUATE DEPARTMENT

BÙI THANH NGA

ADAPTING READING TASKS IN THE TEXTBOOK “BASIC ENGLISH
FOR COMPUTING” TO TEACH READING SKILLS TO STUDENTS AT
CENTRE OF INFORMATION TECHNOLOGY DEVELOPMENT
ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC TRONG GIÁO TRÌNH “BASIC
ENGLISH FOR COMPUTING” ĐỂ DẠY KỸ NĂNG ĐỌC CHO SINH
VIÊN TẠI TRUNG TÂM PHÁT TRIỂN CÔNG NGHỆ THÔNG TIN

MINOR PROGRAMME THESIS
ENGLISH TEACHING METHODOLOGY
60 14 10

HANOI, 2009


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
POST GRADUATE DEPARTMENT

BÙI THANH NGA

ADAPTING READING TASKS IN THE TEXTBOOK “BASIC ENGLISH FOR
COMPUTING” TO TEACH READING SKILLS TO STUDENTS AT
CENTRE OF INFORMATION TECHNOLOGY DEVELOPMENT
ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC TRONG GIÁO TRÌNH “BASIC
ENGLISH FOR COMPUTING” ĐỂ DẠY KỸ NĂNG ĐỌC CHO SINH

VIÊN TẠI TRUNG TÂM PHÁT TRIỂN CÔNG NGHỆ THÔNG TIN

MINOR PROGRAMME THESIS
ENGLISH TEACHING METHODOLOGY
60 14 10

SUPERVISOR: DR. DƯƠNG THỊ NỤ

HANOI, 2009


v

TABLE OF CONTENTS
Declaration ...…………………………………………………………….……………… i
Acknowledgement …………………………………………………………………….... ii
Abstract ……………………………………………………………………………..…... iii
List of abbreviations …………………………………………………………………… .iv
List of figures, charts, and tables ………………………………………………………. iv
Table of contents ………………………………………………………………………. .v

INTRODUCTION
1. Rationale …………………………………………………………………………….. 1
2. Aims of the study …………………………………………………………………… .1
3. Significance of the study …………………………………………………………….. 2
4. Research questions ……………………………………………………………………2
5. Methods of the study ………………………………………………………………….2
6. Scope of the study …………………………………………………………………… 3
7. Design of the study ………………………………………………………………….. 3
CHAPTER 1: LITERATURE REVIEW

1.1. Reading and teaching reading skills……………………………………………… 4
1.1.1. Definitions of reading ………………………………………………………….. 4
1.1.2. Classifications of reading ……………………………………………………….. 5
1.1.2.1. Classification of reading according to manners ……………………………… 5
1.1.2.2. Classification of reading according to purposes ……………………………… 6
1.1.3. The reading process ……… ……………………………………………………. .7
1.1.3.1. The schema theory …………………………………………………………….. 7
1.1.3.2. Models of the reading process ………………………………………………… 7
1.1.4. Reading skills and strategies …………………………………………………….. 8
1.1.5. Stages in teaching reading skills ………………………………………………... 9
1.1.5.1. Pre-reading stage ………………………………………………………………. 9
1.1.5.2. While-reading stage …………………………………………………………… 9
1.1.5.3. Post-reading stage …………………………………………………………….. 9
1.1.6. Reading in ESP teaching and learning ………………………………………… 10
1.2. Communicative Approach …………………………………………………………11


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1.2.1. Communicative language teaching ……………………………………………. 11
1.2.2. Tasks …………………………………………………………………………… 12
1.2.2.1. Communicative tasks ………………………………………………………… 12
1.2.2.2. Reading tasks ………………………………………………………………… 14
1.3. Material evaluation and adaptation ……………………………………………… 14
1.3.1. Materials and textbook ………………………………………………………… 14
1.3.2. Materials evaluation …………………………………………………………

15

1.3.3. Materials adaptation …………………………………………………………… 15

Chapter summary …………………………………………………………………… …17
CHAPTER 2: THE STUDY
2.1. An overview on situation of teaching and learning reading skills at ……………… 18
2.1.1. Objectives of the English course at CITD …………………………………… .. 18
2.1.2. Learners …………………………………………………………………………. 18
2.1.3. Teachers ………………………………………………………………………… 19
2.2. An overview on reading tasks in the textbook BEC ……………………………… 19
2.3. Research questions ………………………………………………………………… 23
2.4. Research methodology …………………………………………………………… 23
2.4.1. The subjects of the study ……………………………………………………….... 24
2.4.1.1. The teacher subjects …...…………………………………………………….... 24
2.4.1.2. The learner subjects …………………………………………………………... 24
2.4.2. Methods and procedures ……………………………………………………….. 24
2.5. Data analysis process ……………………………………………………………… 24
Chapter summary ……………………………………………………………………… 25
CHAPTER 3: RECOMMENDATIONS FOR TEACHING READING SKILLS
3.1. Data analysis and discussions ……………………………………………………

26

3.1.1. Teachers’ and students’ opinions on the unsuitable characteristics of the reading
tasks in the textbook BEC ……………………………………………………………… 26
3.1.1.1. Teachers’ and Students’ opinions on the tasks in general …………………… . 26
3.1.1.2. Teachers’ and Students’ opinions on the pre-reading tasks …………………… 29
3.1.1.3. Teachers’ and Students’ opinions on the while-reading tasks ………………… 30
3.1.1.4. Teachers’ and Students’ opinions on the post-reading tasks ………………….. 32
3.1.2. How to adapt the reading tasks in the textbook, especially post-reading tasks


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to improve reading skills to the students ……………………………………………… 33
3.1.2.1. Reading tasks in general ………………………………………………………. 33
3.1.2.2. Post-reading tasks …………………………………………………………….. 34
3.2. Implications for teaching and learning reading skills at CITD …………………….38
3.2.1. Suggestions for the reading tasks in the textbook BEC…………………………. 38
3.2.2. Some suggested types of post-reading tasks for improving reading skills
for students at CITD ……………………………………………………………….. …. 39
Chapter summary ………………………………………………………………………. 41
CONCLUSION …………… ………………………………………………………… 43
1. Results obtained ……………………………………………………………………... 43
2. Limitations of the study and suggestions for further research ………………………. 44
References ……………………………………………………………………………… 46
Appendix 1: Questionnaire for teachers ……………………………………………… .. I
Appendix 2: Questionnaire for students ……………………………………………… . VI
Appendix 3: Sample post-reading tasks ………………………………………………… X


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LIST OF ABBREVIATIONS
BEC: Basic English for Computing
CITD: Centre of Information Technology Development
CLT: Communicative Language Teaching
EFL: English as a Foreign Language
ELT: English Language Teaching
ESP: English for Specific Purposes
IT: Information Technology
PPP: Presentation – Practice – Production
LIST OF CHARTS AND TABLES

Table 1. An Overview of Communicative Approach
Table 2: List of reading tasks in the textbook BEC
Table 3: The distribution of reading tasks in each unit
Table 4: The setting formats of reading tasks
Chart 1 : Teachers’ and Students’ opinions on the level of the tasks
Chart 2 : Teachers’ and Students’ opinions on the number of tasks associated with each
text
Chart 3: Teachers’ and Students’ opinions on the types of tasks
Chart 4 : Teachers’ and students’ opinions on the communicativeness of the tasks
Chart 5 : Teachers’ and Students’ opinions on the skills achieved via the tasks
Chart 6 : Teachers’ and Students’ opinions on the interest of the pre-reading tasks
Chart 7:The pre-reading tasks teachers often use and the pre-reading tasks students like
Chart 8:Teachers’ and students’ opinions on the usefulness of the while-reading tasks
Chart 9 : The while-reading tasks teachers often use and the while-reading tasks students
like
Chart 10:Teachers’ and students’ opinions on the usefulness of the post-reading tasks
Chart 11: Teachers’ and Students’ opinions on the interest of the post-reading tasks
Chart 12 : What teachers often do to the tasks and What students want teachers to do to the
tasks
Chart 13 : Teachers’ and students’ opinions on the tasks to be adapted the most
Figure 1

The communication process

Figure 2. A Framework for analysing communicative tasks


1

INTRODUCTION

1. Rationale
ELT materials in general and textbooks in particular play the roles of tool, tutor,
guidebook and gauge. These roles are especially significant in EFL contexts including
Vietnam, where textbooks are regarded as a staple in almost all EFL classes. Textbooks are
useful source of language input and guidance for both teachers and learners. Despite the
development of technology and the growth of computer-assisted language learning, it is
unlikely that textbooks will disappear. In teaching and learning reading skills in particular, the
role of textbooks is even more important than in teaching any other language skills or
grammar and vocabulary because when reading, students have to pay much attention to the
printed texts in order to understand them. However, available textbooks are not completely
good for all teaching contexts. Accordingly, it is necessary for teachers to be well-equipped
with assessment tools to evaluate materials and more importantly, recommendations to adapt
the materials to ensure that students are using the highest quality texts, and their language
knowledge and skills are improved. Nevertheless, there has been little investigation into how
to adapt the material. This research gap has encouraged me to choose textbook adaptation as
the theme for this study.
The second reason for my choice is that there have been diverse opinions of both
teachers and learners on the actual effectiveness of the reading tasks in the textbook Basic
English for Computing (BEC) by Eric H. Glendinning and John McEwan, which has been
used to teach ESP for third-year students at Centre of Information technology development
(CITD). There have been arguments on both the potentials and limitations of the reading tasks
in the textbook and the needs and preferences of the teachers and learners who are using it.
Therefore, the reading tasks need to be taken into consideration and further, adapted to teach
reading skills to the students at the centre. It is hoped that the study will be beneficial to the
author and other English teachers in some way to assign the tasks to stimulate the students in
reading lessons and improve their reading skills.
2. Aims of the study
The purposes of this study are:

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(1) To find out the unsuitable characteristics of the reading tasks in the textbook BEC
in teaching reading skills to students at CITD.
(2) To give some implications for teaching and learning reading skills at CITD
3. Significance of the study
The study provides the theoretical view of teaching reading skills to students as well as
criteria of reading tasks, both of which are helpful for evaluating and adapting reading tasks in
the textbook. Pedagogically, the findings of the study will serve as the foundation for the
changes to the reading tasks and the design of new post-reading tasks, which are believed to be
useful for developing the students’ reading skills. Furthermore, the implications for teaching
and learning, which are based on the theoretical background and the current situation of
teaching reading skills at CITD, hopefully can help the teachers upgrade the reading tasks to
make reading lessons more interesting and motivate the students to learn English effectively.
4. Research questions
To achieve the aim and objectives of the thesis, the following research questions were
proposed:
1. What are unsuitable characteristics of the reading tasks in the textbook BEC in
teaching reading skills to the students at CITD?
2. How can the tasks be adapted to improve reading skills for the students?
5. Methods of the study
With reference to its characteristics, this thesis can be categorized as a survey research.
Quantitative method will be employed to carry out the study. The following methods will be
applied to collect data for this study:
The reading tasks in the textbook BEC will be reviewed to find out their unsuitable
characteristics of the reading tasks in terms of methodology.
Survey questionnaires will be specifically designed for both teachers of English and
the third-year students who have experienced using this textbook to find out their opinions on

the reading tasks in the textbook.
The combination of the review of reading tasks and two questionnaires for teachers and
students will provide reliable data, based on which the conclusions and suggestions will be
made in the next parts.

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6. Scope of the study
The main purpose of the study is to find out the appropriateness and inappropriateness
of the reading tasks in the textbook BEC to the current teaching and learning situation at
CITD.
The study only focuses on the third-year students at CITD, so the results of the study
are not applied for all students at the centre.
The study also suggests some types of tasks for the post-reading stage only.
7. Design of the study
Apart from the introduction and conclusion, the thesis consists of 3 chapters
The introduction provides an overview of the study with specific reference to the
rationale, the aim, the research questions, the methods, the significance and the scope of the
study.
Chapter one, literature review, aims at presenting the theoretical background for the
thesis. The most important notions related to teaching and learning reading skills and
In chapter two, the study and the methodology underlying the research is presented.
This chapter provides the background information of the subjects of the study, the instruments
used to collect the data, and the procedure of data collection.
Chapter three, data analysis, discussions and implications, analyses research
methodology, presents findings and discussions on the study and some suggestions for
teaching and learning reading skills at CITD.

The conclusion restates the main points discussed in the study, some conclusions
drawn from the findings, limitations of the study and suggestions for further study.

CHAPTER 1: LITERATURE REVIEW
1.1. Reading and teaching reading skills
1.1.1. Definitions of reading and reading comprehension

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New developments in printing technology as well as information and communications
technology have provided the humankind with great worldwide sources of printed materials.
Accordingly, the audience of such sources will have to possess the skills of interpreting them,
which means reading skills will continue to be important in the new era. However, the term
“reading” has been used in different ways.
Dean (2000:2) considers Brindley’s definition of reading a significant starting point:

“Reading is a complex area. We can use the term to mean the process itself, or a response to
literary text. It can mean the retrieval of information in a non-literate text, or take on wider
meanings like “reading the situation”. Reading is not confined to print in a book. It is central
to the debate about meaning and the construction of the reader. It is linked to issues of
standards in education, and to one of the functions of education itself- the production of a
literate society”.
Dean (2000:2) also mentions Anderson’s view of reading as “the process of
constructing meaning from written texts. It is a complex skill requiring the coordination of a
number of interrelated sources of information.”
Anderson (1999:1) states that “reading is an active, fluent process which involves the
reader and the reading material in building meaning”.

Goodman (1988:135) shares this view as he defines reading as “a psycholinguistics
process by which the reader, a language user, reconstructs, as best as he can, a message which
has been encoded by a writer as a graphic display”.
It can be seen from all the opinions above that no definition completely covers all the
features of reading; however, they all focus on the nature of reading. As for me, Anderson’s
point of view is the most persuasive as it reflects the nature of reading in a concise way. In the
similar way, Richards and Thomas (1987) define “reading comprehension is best described as
an understanding between the author and the reader”. “Reading without comprehension is
meaningless.” (Karlin and Kartin, 1998:2)
In short, reading is an active process in which the reader utilizes his background
knowledge and experience to understand the author’s thought. Reading is not separated from
comprehension. Reading comprehension involves communication as it is the process of

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encoding and decoding between the sender, who has messages in mind, encodes them into a
written or spoken text and the receiver, who decodes the text into his mind.

Figure 1

The communication process (Nuttal, 2000:4)

1.1.2. Classifications of reading
Reading can be classified in different ways according to different categories.
According to manners of reading, it is usually classified into:
- Aloud reading
- Silent reading

According to purposes of reading, it is divided into:
- Intensive reading
- Extensive reading
- Skimming
- Scanning
1.1.2.1. Classification of reading according to manners
When one reads a text, he has a look at it, whispers it or says it out loud, and then
understands it. Reading aloud can help students practise pronunciation and improve their
fluency as well. However, Nguyen Bang, Nguyen Ba Ngoc (2002: 77) state that “it is quite
difficult for the speaker to pay attention to the meaning of a text when reading aloud,
particularly in public.” Doff Adrian (1988: 58) states a number of disadvantages of reading
aloud as follow:
-

Only one student is active at a time, the others are either not listening at all or listening to a
bad model.

-

Students’ attention is focused on pronunciation, not on understanding the text.

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-

It is an unnatural activity, most people do not read aloud in real life.

-

Because students usually read slowly, it takes up a lot of time in class.

In real life, we usually read books, periodicals, and the like in a silent way. When we
read a text silently, we do not read every word aloud, and we can regulate the reading speed.
Also we focus on meaning rather than sounds. Accordingly, we can understand the reading
passages thoroughly, which is hard to be achieved with aloud reading. Silent reading is useful
for developing learners’ reading ability on one hand and helpful for teachers to control the
class on the other hand.
Although aloud reading proves to be disadvantageous, this kind has its own good
points and can be combined with silent reading to develop students’ reading skills in a
complete way. Silent reading is used to explore the text while aloud reading helps other skills
and abilities, which can supplement reading skills.
1.1.2.2. Classification of reading according to purposes
Anderson (1999:42) states that “intensive reading can be defined as using a text for
maximal development of comprehension skills.” According to Nuttal (2000:42), “intensive
reading involves approaching the text under the guidance of a teacher (the right kind of
guidance, as defined earlier) or a task which forces the student to focus on the text”. When
people read intensively, they try to work out not only the meaning of the text but also the way
the meaning is produced. Nuttal also divides intensive reading into skills-based and text-based
teaching. In a skills-based lesson, a number of texts can be used to develop only particular
reading skills. A text-based lesson; however, focuses on the thorough comprehension of a text.
The interrelationship between skills-based and text-based teaching is similar to that between
intensive and extensive reading.
Extensive reading is defined as “reading longer texts, usually for one’s own pleasure.
This is a fluency activity, mainly involving global understanding” (Grellet. 1981:2). When
readers read extensively, they work with large amounts of longer texts to understand the whole
rather than the parts of the texts. Extensive reading provides them with fluency in reading and
learning the target language. Extensive reading materials, therefore, should be at a lower level

of difficulty than intensive reading ones. It will be more effective if the texts are congruous
with the students’ tastes and interests.

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Skimming is a useful reading skill used when there is not enough time to read the text
carefully or when readers want to know the way the text is organized, the tone or intention of
the writers. Michael et. al. (1987: 238) cites that “skimming is quick reading for the general
drift of a message”. When skimming, we go through the text quickly, so the key to skimming
is to know where to find the main ideas of different paragraphs and generalize them.
Scanning means looking quickly through a reading passage and looking for specific
details. Scanning is also a useful skill complementary to skimming so that learners can achieve
reading ability to the greatest extent.
In general, there are various kinds of reading, all of which have certain roles in
developing reading skills for the learners. As a result, they should be used in combination with
one another to help learners achieve complete reading ability. The ratio of one kind of reading
to others may differ in different teaching and learning situations.
1.1.3. The reading process
1.1.3.1. The schema theory
Schema is a mental structure supporting reading comprehension in a variety of cases.
“The mental structures which store our knowledge are called schemata, and the theory of
comprehension based on schemata is called schema theory” (Nunan David, 1991:33). Nuttal
(2000: 8) adds that “schemata are built up from experiences; new experiences, including those
derived from reading, change existing schemata. So a schema grows and changes throughout
our lives, for as long as we retain the capacity to learn.”
1.1.3.2. Models of the reading process
Bottom-up processing occurs when readers deal with the text from bottom-level, which

is letters and words, then sentence level in order to interpret paragraphs and the whole text.
“Bottom-up processing ensures that the listeners/readers will be sensitive to information that is
novel or that does not fit their on-going hypotheses about the content or structure of the text”
(Michael et. al., 1987:221). Bottom-up processing is therefore termed data-driven or textbased.
Top-down processing occurs when readers makes general predictions about the
information which will be found in the text basing on their background knowledge. Michael
et. al. also point out that “top-down processing helps the listeners/readers to resolve

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ambiguities or to select between alternative possible interpretations of the incoming data.”
This kind of processing is called conceptually driven or knowledge-based.
Anderson (1999:3) mentions the most comprehensive description of the reading
process termed interactive models. This type of model “combines elements of both bottom-up
and top-down models”. Grabe’s (1991: pp 375-406) emphasizes that interactive approaches
includes the interaction between the reader and the text, and the interaction between bottom-up
and top-down processes.
1.1.4. Reading skills and strategies
Nuttal (2000: pp 62-124) divides reading skills into word-attack skills, which are
helpful when readers have problems with vocabulary and text-attack skills, which can be used
when readers cope with problems in terms of syntax and discourse.
Word-attack skills consist of:
- structural clues
- inference from context
- using a dictionary
Text-attack skills are sub-divided into:
1.

understanding syntax

2.

recognizing and interpreting cohesive devices
Sub-skills:

* interpreting pro-forms
* interpreting elliptical expressions
* interpreting lexical cohesion

3.

interpreting discourse markers

4.

recognizing functional value

5.

recognizing text organization

6.

recognizing the presuppositions underlying the text

7. recognizing implications

and making inferences

8. prediction

Anderson (1999:1) writes “understanding main ideas, making inferences, predicting
outcomes, and guessing vocabulary from context are all reading skills that readers of English
typically need to develop.”

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1.1.5. Stages in teaching reading skills
1.1.5.1. Pre-reading stage
To help students get ready to read and make it easier for them to draw attention to and
understand the text, a variety of things should be done before the students actually tackle the
text. The pre-reading stage aims at arousing students’ interest in the topic, motivating learners
by giving a reason for reading, and providing some language preparation for the text (William,
1984:37). This stage often does not take much time in a reading lesson although its duration
may vary among different lessons. In short, the pre-reading stage plays an important lead-in
role in the success of a reading lesson.
1.1.5.2. While-reading stage
While-reading is the central stage of a reading lesson in which learners have to base on
the text strictly to understand its structure, its content, and the writer’s purpose. In this stage,
the teacher has to make sure that all the learners are involved in the tasks, which lead them
towards the comprehension of the text. Learners have to apply suitable skills such as
skimming, scanning, guessing words from context, and so on. In general, in the while-reading
stage, learners refer to the text and make use of their knowledge as well as appropriate reading
skills to comprehend the text.

1.1.5.3. Post-reading stage
Post-reading stage goes after learners have understood the text. In William’s view, “the
post-reading stage is aimed at consolidating or reflecting upon what has been read and relating
the text to the learner’s own knowledge, interests or views” (William, 1984:39). The primary
goal of the post reading phase is to further develop and clarify interpretations of the text, and
to help students remember what they have individually created in their minds from the text.
In conclusion, all the above-mentioned stages have their own aims and characteristics,
but all of them are important for learners to achieve the comprehension of the texts and the
production of the target language as well. Reading tasks at different stages should be arranged
flexibly so that the tasks assigned later is a follow-up to the previous one.
1.1.6. Reading in ESP teaching and learning
ESP is increasingly important in most fields, including information technology.
According to Hutchinson and Waters (1987:16), there is no difference between ESP and other

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forms of language teaching as they defined that “ESP-an approach not a product- does not
involve a particular kind of language, teaching material or methodology”. Stevens’ (1988)
states four absolute characteristics of ESP. ESP is designed to meet specified needs of the
learners and related in content to particular disciplines, occupations and activities. ESP is
centred on language appropriate to those activities in syntax, lexis, discourse, semantics, and
so on; as well as analysis of the discourse. It is also in contrast with general English. He also
figured out two variable characteristics of ESP that it may be restricted to skills to be learned,
but may not be taught according to any pre-ordained methodology.
ESP teachers, ESP learners, ESP materials have certain language similarities and
differences in comparison with General English’s. ESP teachers should have knowledge of the
specialism. Teachers may face difficulties when they first teach ESP as they often do not have

sufficient specialized knowledge, which their students do have. An essential skill that ESP
teachers have to acquire is the ability to make reading content level balanced with language
level. In addition to the functions of a normal language teacher, an ESP teacher sometimes
have to play the roles of an instructor, a manager, a facilitator, an organizer, an evaluator, a
curriculum developer, and a material writer. In some cases, ESP teachers should design the
syllabus, design teaching materials, evaluate or even adapt the materials. Above all, to gain
success in teaching, especially teaching reading skills, ESP teachers should be as flexible and
adaptable as possible. ESP students, on the other hand, should be able to combine the English
language knowledge with their specialized knowledge when they tackle texts which are full of
terminologies. It is hard for ESP teachers and learners to achieve teaching and learning goals
without ESP materials, which provide ESP language input in a paper-based form and/or
additional audio and video forms. In most university courses in Vietnam, ESP materials are
designed to develop chiefly reading skills although other language skills are included in
General English as a basis. IT materials are not an exception. Even when an available textbook
which covers all language skills is chosen, ESP courses still focus on reading skills only. This
is the case at Centre of information technology development.
1.2. Communicative Approach
1.2.1. Communicative language teaching

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The origin of CLT dated in the late 1960s. CLT is an approach “that aims to (a) make
communicative competence the goal of language teaching and (b) develop procedures for the
teaching of the four language skills that acknowledge the interdependence of language and
communication” (Richards et. al., 2001:155). Howatt, A.P.R (1984:279) defines two versions
of CLT:
There is, in a sense, a “strong” version of the communicative approach and a “weak” version. The

weak version which has become more or less standard practice in the last ten years, tresses the importance
of providing learners with opportunities to use their English for communicative purposes and,
characteristically, attempts to integrate such activities into a wider program of language teaching…The
“strong” version of communicative teaching, on the other hand, advances the claim that language is
acquired through communication, so that it is not merely a question of activating an existing but inert
knowledge of the language, but of stimulating the development of the language system itself. If the former
could be described as “learning to use” English, the latter entails “using English to learn it.”

The distinction between a weak and strong version of CLT is similar to that between
task-supported language teaching and task-based language teaching. Task-based language
teaching constitutes a strong version of CLT; nevertheless, it is not the only way of achieving
such version. Also, “task-based teaching prescribes teaching methodology in broad terms, i.e.
as “fluency” rather than “accuracy” …” (Ellis, 2003:31). There are three approaches to using
tasks in language pedagogy, humanistic language teaching, procedural syllabus, and process
syllabus. On the other hands, task-supported language teaching is characterized in terms of
presentation-practice-production (PPP) and some other forms. Although PPP is said to be
traditional with certain criticisms and problems, it proves to be highly durable in delivering the
structures taught in real communication. In addition, PPP provides learners with opportunities
to practise the target language, which Dean claims to be very important in developing reading
skills as he states that “success in reading comes from practice over long periods of time, like
skill in playing musical instruments. Indeed, it is a lifelong endeavor.” (Dean,2000:2)
Nunan (1991) presented an overview of communicative approach (together with other
approaches and methods) in the table below

Theory of language

Language is a system for the expression of meaning;
primary function- interaction and communication.

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Theory of learning

Activities involving real communication; carrying out
meaningful tasks; and using language which is meaningful
to the learner promote learning.

Objectives

Objectives will reflect the needs of the learner; they will
include functional skills as well as linguistic objectives.

Syllabus

Will include some/all of the following: structures, notions,
functions, themes, tasks. Ordering will be guided by
learner needs.

Activity types

Engage learners in communication, involve processes such
as information sharing, negotiation of meaning and
interaction.

Learner roles

Learner as negotiator, giving as well as taking.

Teacher roles

Facilitator of the communication process, participants tasks
and texts, needs analyst, counselor, process manager.

Roles of materials

Primary role of promoting communicative language use;
task-based materials; authentic.

Table 1. An Overview of Communicative Approach (Nunan, 1991:194-5)
1.2.2. Tasks
1.2.2.1. Communicative tasks
There have been a variety of definitions of “task”. Ellis (1003:2) states that “it should
be acknowledged from the start that in neither reading nor language pedagogy is there
complete agreement as to what constitutes a task, making definition problematic…” Richards
et. al. (1992:513) defines task in teaching as “an activity which is designed to help to achieve a
particular learning goal.” Nunan (1991:10) considers the communicative task as “a piece of
classroom work which involves learners in comprehending, manipulating, producing or
interacting in the target language while their intention is principally focused on meaning
rather than form. The task should also have a sense of completeness being able to stand alone
as a communicative act in its own right.” Ellis (2003:2) defines “A task is a workplan that
requires learners to process language pragmatically in order to achieve an outcome that can be
evaluated in terms of whether the correct or appropriate propositional content has been
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conveyed.” He claims that “tasks can function as a useful device for planning a
communicative curriculum” (Ellis, 2003:30). He also distinguishes between “tasks” and
“exercises”: “tasks primarily focus on meaningful language use, whereas “exercises” are
activities that call for primarily form-focused language use” (Ellis, 2003: 3). Those participate
in tasks act primarily as language users while those participate in exercises function as
language learners. However, tasks and exercises have the same overall purpose- learning the
language. The difference between them is the means to achieve this purpose. In the textbook
“Basic English for Computing”, the units are divided into “tasks” of different types. The term
“task” in this textbook also includes “exercises” while it “takes a broadly communicative
approach” as stated in the teacher’s book. In this thesis; however, the term “task” will refer to
communicative task as defined by Nunan (1991). Nunan (1991:10) also points out that tasks
contain verbal or non-verbal input data and “an activity which is in some ways derived from
the input and which sets out what the learners are to do in relation to the input”. The task also
includes an implicit or explicit goal as well as roles for teachers and students.
Goals
Input

Teacher role

TASKS

Activities

Learner role
Settings

Figure 2. A Framework for analysing communicative tasks (Nunan, 1991:11)
1.2.2.2. Reading tasks
Nunan (1999:262) restates Davies’ arguments for good reading tasks with the
following features:

-

Typically make use of authentic and challenging texts.

-

Provide students with a rhetorical or topical framework for processing and
analysing the text.

-

Frequently involve an oral reading of the text by the teacher or a student followed
by silent reading and rereading of the text.

-

Involve students in direct analysis of the text instead of indirect question
answering.

-

Frequently involve the transfer of information from the text to a visual or
diagrammatic representation.

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There are a number of criteria of reading tasks which are suitable for developing

reading skills for students at Centre of Information technology development under
communicative approach as follow
* Make use of authentic texts of information technology
* Develop different reading skills including skimming, scanning, and other
language skills such as note-taking, reporting, table completing, exchanging
information, and so on.
* Follow 3 stages, pre-reading, while-reading and post-reading.
* Provide students with opportunities to practise three other language skills
(speaking, listening and writing skills)
* Frequently involve students in pair/ group work.
* Make clear instruction and be suitable to the students’ English level (beginner
plus to lower-intermediate)
* Be varied in type
1.3. Material evaluation and adaptation
1.3.1. Materials and textbook
Tomlinson (1998) defines “material” as “anything which is used to help to teach
language learners. Materials can include textbook, student’s books, cassettes, CD-ROMs,
photocopied hand-outs, pictures, and so on. Materials are all the things that are exploited for
language learning. Textbook is one type of material. It can be referred to as a book that treats a
subject comprehensively and is a basis for study. In ESP courses, a textbook has the functions
of a source of language, a learning support, a source for stimulation and motivation, and also
source for reference. Textbooks play an important role in the success of a language course.
However, “there is no such a thing as a perfect textbook” (Brown, 1995: 166). Sometimes
textbooks should be evaluated to judge the appropriateness to the target students.
1.3.2. Materials evaluation
Tomlinson (1998:xi) provides a definition of materials evaluation, which is widely
accepted. Materials evaluation is “the systematic appraisal of the value of materials in relation
to their objectives and to the objectives of the learners using them”. Materials evaluation has
been categorized in different ways; however, it is widely accepted that there are three types of

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evaluation, pre-use evaluation, in-use evaluation, and post-use evaluation. Pre-use or
predictive evaluation has the purpose of examining the future performance of a textbook. This
type of evaluation takes place before decisions to select appropriate textbook need to be made.
In-use or formative evaluation is designed to appraise the material that is being used. This
complicated process, which can be carried out through analysis of the teacher’s diaries or
journals, classroom observation data, and records of the textbook adaptation or supplementary
materials. Post-use or retrospective evaluation is reliable to access the effect of using materials
as it draws on the experiences of teachers and learners who have used the materials. The
feedback from this stage is useful for future reference and materials adaptation
1.3.3. Materials adaptation
Adaptation is related to adoption as McDonough and Shaw (1993:82) state that “A
decision in favour of adoption is an initial step, and it is unlikely to mean that no further action
needs to be taken beyond that of presenting the material directly to the learners. It is more
realistic to assume that; however careful the design of the materials and the evaluation
process, some changes will have to be made at some level in most teaching contexts.
Adaptation, then, is the process subsequent to, and dependent on adoption.” Adaptation is a
process of making teaching materials appropriate for a particular teaching context by altering
some of the internal characteristics of a textbook or set of materials.
There are five main types of materials adapting techniques. The first technique is
adding, which means supplementing the materials. We can make changes in this way by using
extending or expanding techniques. Extending is carried out in a quantitative way and “this
means that the techniques are being applied within the methodological framework of the
original materials: in other words, the model is not itself changed.” (McDonough and Shaw,
1993:89) Expanding involves both quantitative and qualitative change. This can be considered
a change in the overall system. In contrast to addition is deletion. Some parts of materials may

be omitted and then replaced with some new ones. Accordingly, addition and deletion often
work together in the process of adaptation. The third adapting technique is modifying, which
can be subdivided into rewriting and restructuring. Rewriting means relating tasks to students’
background and interest, introducing authentic language model or setting problem-solving
tasks. Teachers can also restructure the class or task requirements. Simplifying is the fourth

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adapting technique. The instructions and explanations that accompany tasks or activities can
be simplified by changing linguistic items, content or the way in which content is presented.
Last, the parts of a textbook can be re-ordered. Re-ordering means altering the sequence of
presentation within a unit or the order of the tasks.
A number of researches have been carried out to improve the teaching and learning
English for computing at the CITD. A research on applying IT to teach English for computing
was done by the staff of English teachers in 2006. There was also a research on evaluating the
validity and reliability of the achievement test for the students at the centre. Both of the
researches contributed to the process of teaching ESP to the students at CITD. However, the
textbook, especially reading tasks have not been taken into consideration so as to develop
reading skills to the students at the centre. This research can help improve the effect of
teaching reading skills, and then ESP to the students.

Chapter summary:
In this chapter of literature review, the writer has presented different basic issues
relating to reading, teaching reading skills, as well as reading tasks, all of which set the
theoretical background for the current study. Communicative approach has been reviewed. To
serve the study, the writer has also paid attention to materials adaptation. In the next chapter,
the writer reports the study for the answers to the proposed research questions.

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18

CHAPTER 2: THE STUDY
2.1. An overview on situation of teaching and learning reading skills at CITD
2.1.1. Objectives of the English course at CITD
The aim of the whole course is to provide the students with basic knowledge of
English grammar of pre-intermediate level, vocabulary of common topics, especially
information technology; and reading skills so that they can use computers more easily and
read informatic documents in English, which is very helpful to them after graduation. At the
end of the course, students will be able to read and understand IT materials in English; master
common English terms and concepts; consolidate vocabulary and basic grammar structures
used in reading texts; and translate some IT materials from English into Vietnamese and vice
versa. Speaking, listening and writing skills are less significant. English is one subject in the
part-time undergraduate program that the students at CITD have to complete in order to get
degree of bachelor in information technology. The students learn English in 6 terms (192
periods of 45 minutes). In the first three terms, students learn basic English with the textbook
“Lifelines” at elementary and pre-intermediate levels. In the second half of the course, they
study English for specific purposes and “Basic English for Computing” is chosen as the main
textbook. We have from twenty seven to thirty nine periods to finish one term, which covers
from five to ten units in that textbook.
2.1.2. Learners
There are about 500 students at CITD. The number of student in each class ranges
from twenty to fifty. They are of different levels, which range from beginner to preintermediate, and have different purposes as well as attitudes towards learning English. Their
average age is from 18 to 24, but they are often reluctant to participate in class activities.
Many of them learn English just to complete it as one part of the whole training course to
become bachelors in information technology. Only a small number of them are interested in

the subject, studious and several learn it quite well. Furthermore, the majority of the students
does not have appropriate learning strategies and have passive learning styles. They have been
familiar with grammar-translation from years at school so they need to know every unfamiliar
word and translate everything into Vietnamese in order to understand an English text. In
addition, the course duration is limited, hence the students do not have much time to practise
----------------------------------------------------------------------------------------------------------------Chapter 2: The Study


19

the language in class. Generally speaking, it is very difficult for teachers to monitor these
mixed classes and help students improve their English language knowledge and skills.
2.1.3. Teachers
There are 5 teachers in the English section. Most of them are very young, and have
taught ESP for two or four years. They are willing to apply technology developments as well
as new ways to teach English, especially ESP. Two of the teachers have finished M.A.
courses, and the others are Bachelors in English language. What teachers can use in an English
lesson apart from the textbooks, the board, chalk, tape recorder and microphone is a computer
case linked to a projector, but the quality of all those facilities is rather low.
2.2. A review of reading tasks in the textbook BEC
The textbook BEC consists of 28 units. Six units are “interviews”, which do not
include reading tasks, and they are not included in the syllabus. There are reading tasks in only
22 units. Following is the list of reading tasks in those units.
UNITS

TYPES OF TASKS
Pre-reading

While-reading tasks

Post-reading tasks

tasks
1. Everyday uses of

Finding specific

computers

information/ details

2. Types of computer

Answering the
questions.
Doing the matching

3. Parts of a

Doing the matching

computer
4. Keyboard and

Gap-filling

Checking the answers

mouse

to the previous task

6. Input devices

Gap-filling and table
completing

7. Output devices

Deciding if each

Completing the

statement is true or

table in pairs

false

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8. Storage devices

Listing specific

Completing the table in

Exchanging

information

groups

information in
groups to complete
the table.

9. Graphical User

Locating specific

Finding definitions in

Interface

information

the text of these items.

11. Networks

Answering the

Checking the answers

questions.

to the previous task

Identifying details

Finding specific

12. Communications

information/details
13. The Internet 1:

Doing the

Answering the

email and

matching

questions.

14. The Internet 2:

Classifying text

Doing the matching

Doing the matching

the World Wide Web

topics
Identifying details

Identifying word

newsgroups

16. Word processing

processing features
17. Database and

Answering the

Answering the

Creating selection

spreadsheets

questions.

questions.

rules

18. Graphics and

Identifying

1. Completing table

multimedia

software used

and specifying the
reason for each choice
2. Answering the
questions.

19. Programming

Completing the table in
groups

21. Languages

1. Completing the table
in groups
2. Answering the

----------------------------------------------------------------------------------------------------------------Chapter 2: The Study