NGHIÊN CỨU CHIẾN LƯỢC ĐỌC HIỂU CỦA SINH VIÊN TIẾNG ANH KHÔNG CHUYÊN TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ = AN INVESTIGATION INTO THE USE OF READING STRATEGIES BY NON-MAJORED ENGLISH STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

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Tác giả: Huỳnh Thị Long Hà, Lan Nguyễn Thị Phương, Lê Thị Hồng Phương, Nguyễn Phạm Thanh Vân

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2019

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 581921

Thêm vào giỏ

Đọc hiểu là một trong những kỹ năng ngôn ngữ quan trọng nhất cần được phát triển ở người học ngôn ngữ, vì “người học có thể sử dụng tài liệu đọc như một nguồn đầu vào dễ hiểu” (Chastain, 1988, tr. 216). Tuy nhiên, để việc đọc hiểu có hiệu quả, người học cần có những chiến lược đọc khác nhau cho những bài đọc khác nhau. Nghiên cứu này điều tra các chiến lược đọc được sử dụng bởi sinh viên tiếng Anh không chuyên bậc 2/6 và bậc 3/6 tại trường Đại học Ngoại ngữ, Đại học Huế thông qua bảng khảo sát về các chiến lược đọc (SORS) của Mokhtari và Reichard (2002). Nhìn chung, cả hai nhóm đều sử dụng các chiến lược đọc hiểu ở mức độ trung bình. Nghiên cứu này cũng đưa ra một số gợi ý cho các giáo viên và sinh viên trong quá trình dạy và học kỹ năng đọc tiếng Anh. Reading is probably one of the most important language skills that need to be developed in language learners. Since learners “can use reading materials as a primary source of comprehensible input as they learn the language” Chastain (1988, p. 216). The present study thus was carried out to examine reading strategies used in reading English texts by non-majored English students at Hue University of Foreign Languages. A questionnaire of 30 statements related to 3 categories of reading strategies
namely global strategies, problem solving strategies and supporting strategies
was delivered to two groups of students. Results showed that the two groups more or less used all the strategies. In general terms, though there are some differences in level of English proficiency in the two groups, they reflectively reported the use of those strategies at a medium level. Accordingly, reading strategy training should be taken into greater considerations by both EFL teachers and students in order to purposely enhance students’ lifelong learning.

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