MA-Thesis: The effectiveness of the first language discussion on english reading comprehension for 12th grade students in phu luong high school
MA-Thesis The effectiveness of the first language discussion on english reading comprehension for 12th grade students in phu luong high school was to investigate the effect of the first language discussion on reading comprehension. The study also aimed to explore the English learners’ personal opinions about the use of the first language in their own process of the reading comprehension. This study was carried out with 70 12th grade students at elementary English level (A1) at Phu Luong High School
Mục lục nội dung
1. Preface
1.1 Rationale
Reading is considered as an active, constant process in which the reader concurrently constructs and extracts meaning through involvement and interaction with a text (RAND Reading Study Group, 2002). Reading comprehension happens when the reader integrates and extracts diverse information from the text and connects it with what is already known (Koda, 2005, p. 4). The reader combines the information taking from the text with their own background knowledge through assimilating what they read on memory (Graesser & Clark, 1985) as they look for constructing a dynamic and mental representation of text (Anderson & Pearson, 1984; Madden & Zwaan, 2004; Teng, 2009).
1.2 Aims of the study
The purpose of study was to investigate the effectiveness of the first language discussion on the learners’ English reading comprehension. The study also aimed to explore the learners’ personal opinions about the use of the first language discussion in their own process of reading comprehension
1.3 Scope of the study
This thesis only focused on the effectiveness of the first language discussion on English reading comprehension and was carried out for 70 12th grade students on the first semester of school year 2018 – 2019 at Phu Luong high school
1.4 The significance of this study
The practical consideration was the significance of this research. Therefore, the result of the research was expected to be effective and useful to the teachers, the students and the researcher in using the first language discussion in teaching and learning the reading comprehension.
2. Content
2.1 Literature review
Views of the first language in the second language learning
The first language in the second language reading
Collaborative group discussion
Previous studies
2.2 Research methodology
Research questions
Research design
Participants
Data collection instruments
Data collection procedure
Data analysis
2.3 Findings and discussion
Findings
Discussion
3. Conclusion
The first language discussion was an effective strategy in teaching and learning English reading comprehension. The result of this research demonstrated that using the first language discussion in teaching reading comprehension to improve students’ ability of reading comprehension. The experimental result of this research showed that there was a significant improvement in English reading comprehension between the control group and the experimental group.
4. References
Afflerbach, P. (1990). The influence of prior knowledge and text genre on readers' prediction strategies. Journal of Literacy Research, 22(2), 131-148.
Anderson, R. C. & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.). Handbook of reading research (pp. 255-292). New York: Longman.
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