文化研究论文代写 越南大学生参与阅读活动
文化研究论文代写 越南大学生参与阅读活动
Structure of the report
This research report is divided into three main parts. Part 1, Introduction, introduce the reasons why I chose this topic and present the research questions of the study. The second part, Literature review, provides the background knowledge for the study which is summarized and synthesized from the previous studies related to the topic. The next two part, Context and Methods and methodology, describe the language situation and the procedure in which the study is carried out. Part V presents the results of the study analysis and part VI is about its strengths and weaknesses. Finally, part VII ends the report with a review of the whole study and suggestions for further research.
LITERATURE REVIEW
Overview of reading process
Reading is a very natural and common habit which plays a very important role in human’s modern life. People read everyday, everywhere and for many reasons. Some may read in order to obtain information, some just read for pleasure, some read for language improvement and some may read to complete some certain task (Foertsch, 1992). Consequently, to teach reading in a language class means to teach learners how to obtain the information they need in a foreign or second language, how to entertain with what they read, how to learn the language components through reading and lastly how to complete a task by reading.
Definitions of reading process
‘Reading’ is defined mostly based on its importance to human life.
Smith claims that reading is “the most natural activity” that people use to “encounter” everything in the world (2004, p.2). Differently, Holden (2004) considers it as an important gateway to personal development, to social, economic and civic life. From this perspective, it is seen as a bridge between human and the world without which people cannot become active and informed citizens.
Anthony & Richards look at reading process in a more complicated way when they define reading as an “active, interactive, productive and cognitive process” in which the reader is actively searching for and later, interacting with the information by deeply involving or engaging in the process of reading (1976).
Reading in language classes
In language classes, especially foreign language classes, reading is among the four most important skills that learners need to improve for the language building and improvement. Learners in those classes are expected to read so that they can firstly practice by experiencing the language they are learning in texts. Furthermore, they are expected to learn how to make sense of texts, for example by learning to extract, summarizing or synthesizing the information they need from them as what they do to texts in their real life (Williams, 1984). In other words, besides the first and foremost purpose of language development, reading classes target at all other reading skills that students need to know in their real life reading.
For such those different goals, reading are taught differently in different contexts. It can be taught by sub-skills (for example, skimming or scanning) or by types or reading (extensively or intensively) or by techniques (receptively or responsively). In this study, I just do research in my extensive reading classes.
Extensive reading
Extensive reading is one of two kinds that are used in language classes to teach students to read. Different from the other kind – intensive reading – which involves a close study of reading texts, extensive reading is the kind of reading which mainly aims at the fluency and motivation of students. Extensive reading is also different from intensive reading in that the main purpose of extensive reading is for pleasure (Waring, 1997). It is necessary to note that reading for pleasure does not solely mean reading for fun or entertainment. Reading for pleasure in extensive reading also refers to reading that we do of our own free because we are interested in it and thus we read with satisfaction (Clark & Rumbold, 2006). In other words, extensive reading is a learner-driven activity in which learners are the ones who decide what to read, where to read, when to read and how long to read (Davidson, 2005). Thus, it is said to improve learners’ attitudes and motivations towards reading.
Even though extensive reading is primarily for out-of-class activity, it is also used potentially as an in-class activity in a flexible way to make reading more “meaningful”. However, it is different from out-of-class activity which require readers few or no task to complete after reading (Davidson, 2005). In those in-class extensive reading activities, students are often asked to complete some kinds of tasks that facilitate firstly their understanding of texts and then their language learning improvement.
文化研究论文代写 越南大学生参与阅读活动