cách động viên sinh viên không chuyên tiếng anh tại trung tâm ngoại ngữ, trường đh hải phòng học đọc

Vietnam national university, Hanoi

Department of postgraduate studies

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`

§ç ThÞ Anh Th

How to motivate in - service Students of English at Haiphong

Foreign Language Center, Haiphong University to learn

Reading

(C¸ch ®éng viªn sinh viªn kh«ng chuyªn tiÕng Anh t¹i Trung t©m Ngo¹i

Ngò, Trêng §¹i häc H¶i Phßng häc ®äc hiÓu tiÕng Anh)

Field : English Methodology

Code : 60.14.10

Course : K13

M.A. Minor Thesis

Supervisor : Dr. Ph¹m §¨ng B×nh

Hai phong, 20o7

Abstract

In an attempt to investigate the interests of the in - service students of English at

Haiphong Foreign Language Center, Haiphong University in reading materials and to

give some suggestions for meeting these needs to increase the students’ motivation, the

main purposes of the research were to find out : (1) kinds of motivation possessed by the

in – service students of English at HFLC, HPU in learning reading , (2) an examination

of the teaching methods used by the teachers of reading to motivate their learners in

reading activities, (3) giving some recommendations to improve the reading materials for

the in – service students of English at HFLC. The subjects of the study were 101 in -

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service students from six classes of K21 (A, B, C, D, E, G) and 8 teachers of reading.

These teachers and students were invited to answer a survey questionnaire. The result of

the research shows that while among the in - service students in HFLC, HPU, integrative

motivation is less important than instrumental motivation. Besides, the search reveals that

the teachers take very important role in motivating students. They can motivate learners

by giving more chance to work in pairs or groups, and use teaching aids. Finally, besides

the tasks and activities from the textbooks, the teachers should supply the students with

other suitable ones so that the students will not feel boring. Furthermore, the teachers

should find supplementary materials about topics which are interested by the learners.

Acknowledgements

First and foremost, I would like to express my deepest thanks to Dr. Pham Dang Binh, my

supervisor for his invaluable advice, generous assistance and continual encouragement in the

completion of this study.

I would avail myself of this opportunity to express my thankfulness to my friends, my

colleagues for their material support, encouragement as well as their constructive comments

and criticism.

I also wish to thank the in – service students of K21 and especially a group of eight teachers

of English from Haiphong Foreign Language Center, Haiphong University for their

wholehearted cooperation with and suggestion for completion of the survey questionnaires in

particular and the thesis in general.

Last but not least, my sincere thanks would go to my family who have constantly supported,

inspired and encouraged me during the time I carried out this study.

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Table of content

Abstract Page

Acknowledgements

Table of contents

Chapter I : Introduction

1. Rationale 1

2. Aims of the study 2

3. The research questions 2

4. Methods of the study 3

5. Scope of the study 3

6. Design of the study 3

Chapter Ii: Literature review

2.1 An overview of motivation 5

2.1.1 Definitions of motivation 5

2.1.2 Classification of motivation in second language learning..........................................7

2.1.3 Characteristics of a motivated learners 7

2.1.4 Strategies to encourage students’ motivation 8

2.2 An overview on the nature of reading 11

2.2.1 Definitions of reading 11

2.2.2 Types of reading 12

2.2.2.1 According to manner 12

2.2.2.2 According to purposes 12

2.3 Motivation in learning reading 13

2.3.1 The roles of motivation in reading 14

2.3.2 Factors affecting students’ motivation in reading 14

2.3.2.1 The teachers 15

2.3.2.2 The reading materials 16

Chapter IIi: The study

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