ÁP DỤNG LÝ THUYẾT VỀ LIÊN KẾT VĂN BẢN TRONG VIỆC DẠY ĐỌC HIỂU TIẾNG ANH CHO HỌC VIÊN HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ

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Tác giả: Hạnh Ngân Lường

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.102 - 109

Bộ sưu tập: Metadata

ID: 339476

Thêm vào giỏ Liên kết toàn văn

Bài viết này nghiên cứu về ảnh hưởng của việc giảng dạy phép liên kết đến kỹ năng đọc hiểu của học viên. Nghiên cứu có hai mục tiêu chính. Trước hết, nghiên cứu làm sáng tỏ sự hiểu biết trước đó của học viên về phép liên kết và phép liên kết trong văn bản. Bên cạnh đó, nhà nghiên cứu mong muốn tìm ra liệu việc giảng dạy phép liên kết có thể cải thiện khả năng đọc của học viên hay không. Để thực hiện nghiên cứu này, cả hai phương pháp định lượng và định tính đều được sử dụng, bao gồm hai bảng câu hỏi trắc nghiệm, một bài kiểm tra đầu vào, một bài kiểm tra cuối khoá, ghi chú cũng như quan sát nhóm thực nghiệm. Kết quả của nghiên cứu cho thấy rằng học viên có động lực cao với việc học về phương tiện liên kết trong văn bản trong các giờ đọc hiểu, sau giai đoạn dạy thử nghiệm, điểm số của học sinh trong bài kiểm tra đọc được cải thiện rõ rệt so với bài kiểm tra mà các em đã làm trước đó. Mặc dù sự hiểu biết về liên kết văn bản còn hạn chế, tất cả các học viên thừa nhận rằng các phương tiện liên kết đóng vai trò quan trọng trong một đoạn văn bản và cần thiết phải tìm hiểu về các phương tiện liên kết văn bản trong khi thực hành các kỹ năng đọc.This paper investigated the impact of cohesion teaching on students’ reading comprehension. In order to achieve the goal, two key objectives were set for the study. Firstly, it was anticipated that the study would shed light on students' prior understanding of cohesiveness and cohesion in reading. Secondly, the researcher expected to find out whether the teaching of cohesiveness to students could help them become better readers. Therefore, an action research was conducted to accomplish the aim. To carry out this study, both quantitative and qualitative methods were employed with two questionnaires, a pre-test, a post-test, field notes and observation of the experimental group. The overall result showed that the intervention had a significant positive impact on the experimental group's reading ability. After the experimental teaching phase about cohesion, the students’ scores in the reading test improved remarkably compared with the scores in the test they did before. Despite the limited understanding of cohesion in reading, all the students admitted that cohesive devices played a crucial role in a written passage and it was necessary to learn about cohesive devices while practising reading skills.

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