Integrating short stories and poems in developing the reading skills for 2nd year students in haiphong university part 7

Integrating short stories and
poems in developing the
reading skills for 2nd year
students in Haiphong
university
Field: Methodology
Course: K12. M.A Minor Thesis
By: Nguyen Hong Quyen
Supervisor: Nguyen Thuy Huong, M.A
1


Introduction
 Rationale:




The importance of learning English in the industrial world.
The situation of learning and teaching English in Haiphong University.
The course “literature in language teaching” delivered by Mr.Baurain

 Aims:




Study the values of literature in language teaching
Integrate short stories and poems in teaching reading comprehension
Introduce techniques to integrate literary texts in the reading class.

 Scope:


Short stories and narrative poems

 Object:


2nd year students at English Dept. in Haiphong University

 Method:


Quantitative method
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Introduction
 Design:









Five chapters

Chapter I: Introduction: briefly presents the reason for
doing the study, its aims, scope, subjects as well as
research methodology.
Chapter II: Literature review: presents an overview of what
is literature, its values in language teaching and how it
relates to reading.
Chapter III: Methodology: studies the reason for choosing
the research methodology and the description of the
setting, subject and instrument for collecting data
Chapter IV: Data analysis and results: provides data
description and analysis with finding.
Chapter V: Conclusion and Recommendation: suggests
teaching techiques and conclusion.

3


The focus of the study


Pointing out the values of literature included short
stories and poem in language teaching and finding the
way to integrate short stories and poems into the
reading classroom to develop reading skills for 2nd year
students in HPU.
 Literature and why use literary texts in the
language classroom.
 Literature:


tranfers both entertainment and lesson to the reader

 Literature:




Authentic materials
Cultural and language enrichment
Personal involvement

4


The focus of the study


The potential values of short stories and poems in
the ESL classroom.
Arouse students’ strong feeling and provoke positive
reaction.
 Make language class enjoyable
 Develop vocabulary and cultural knowledge
 Develop critical reading and writing




Literature and reading:
The reader and the text

 Links between reading skills and literary skills
 Efferent reading and aesthetic reading


 It is applicable to integrate short stories and
poems in the reading class

5


The experiment
 Setting:
 English

Department of HPU

 Participants:
 40

students of 2nd year
 Language level: uper-intermediate
 Time:
 At

the beginning of 2nd term
 13 weeks
6


Methodology



Quantitative research method




Questionnaires:






Easy and time saving
Meet the aims of the study
Economical and suitable with the situation in HPU

Description:




Aims at measuring a hypothesis

Two questionnaires:
 Attitude of students toward literary texts
 Effects of using short stories and poems in teaching and
learning reading

Method of collecting data:


At the end of term, 2 weeks before the final exam.

7


Results and Findings
 Results:


Pointed out that integrating short stories and poems
in reading class makes the lesson more enjoyable
and helps enhance students’ reading skills.
Most students like short stories and poems than novel and
drama
 75% of students found short stories and poems interesting
and help promote their creativity
 64% of students agreed that reading short stories and
poems makes them feel eager to answer comprehension
questions.


8


Results and Findings
Majority of students think that they can learn new words
and remember them longer in the context of a short story

 75% students are interested in interpreting the characters
of the story or the figurative language in the poem
 All students like working with activities in post-reading
phase(eg: turn the poem into a pop song, writing a new
ending of a short story,etc.)
 All students had positive reaction after reading short
stories and poems and agreed that these literary texts
enhanced their reading skills
 Many suggestions are given to make the lesson more
effective


9


Results and Findings

 It

is advisable to integrate literary texts in
the language classroom.
 Students’ reading skills can be developed
through the reading of short stories and
poems.

10


Recommendation
Introduced

techniques to integrate
short stories and poems in teaching
reading.
Selecting

and evaluating the texts
Anticipating students’ problems
Suggested activities to use with short
stories and poems in reading classes
Giving some keys using literary texts in
reading classes
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Limitation and Suggestion for further research
 Limitation
 Only

one semester doing the experiment
 Only 40 participants and no teacher
 Inexperienced
 Suggestion

for further research

 Using

literature at lower level
 Using literature with mixed ability language

classes
 Literature in the teaching of listening, speaking,
writing, etc.
 Using literature to teach culture in the language
classroom
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Thank

you for
your attention!

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