Human history Essay

I. Introduction

1.1. Rationale for the research

At any clip in the human history, reading has ever been considered as an indispensable demand of human life. It is besides undeniable that despite the rapid progress of engineering with the innovations of telecastings, picture, audiotapes and speedy transmittal of information, reading stuffs of all sorts is still of great significance. Furthermore, the demand of acquiring needed, fresh and latest information calls for proper reading accomplishments with appropriate stuffs and undertakings. That is the really first ground for me to take to make research on learning reading.

The 2nd ground for my research is the demanding demand of my pupils ‘ hereafter occupations – to work with English reading in most of their hereafter working clip as applied scientists of Information Technology. However, it is the fact that in most of my reading categories, many pupils are non profoundly engaged in the lessons, which leads to their low degree of assigned undertakings ‘ completion and little betterment of accomplishment proficiency. Some of them even say to me that the lessons are tiring and non interested plenty for them to prosecute in. One of the jobs they listed is inappropriate or irrelevant undertakings. Then, an issue emerges: how to better those reading undertakings to promote the pupils to prosecute in my reading lessons. To my point of position, the reply lies in “meaningful” undertakings which might be the cai dich mom moi gv deu carbon monoxide pack thuc hien.

The last but non least ground is that it is non easy to happen a research on “meaninful tasks” . Research workers have done researches on “meaningful learning” ( Yelland, 2000 ; Mayer, 2002 and Ashburn & A ; Floden, 2006 ) , “meaningful assessment” ( Johnson & A ; Johnson, 2002 ; Brantley, 2005 and Musical et Al, 2008 ) , “meaningful contexts” of acquisition ( Kramsch, 2000 and Almasi, 2003 ) , etc and some have mentioned the term “meaningful tasks” ( Nunan, 1989 ; Foertsch, 1992 ; Ohashi & A ; Ohashi, 1993 and Richards & A ; Rodgers, 2001 ) . However, it is difficult to happen any old surveies which do research thoroughly on meaningful undertakings, particularly in the context of English instruction and acquisition in Vietnam in general and in the reading categories in peculiar.

All the above-stated grounds have given me the motivation to take the subject “Using meaningful undertakings to increase VietnameseCollege non-major pupils ‘ battle in extended reading activities” .

1.2. Statement of research inquiries

This survey aims at happening replies to the undermentioned research inquiries:

– What do “meaningful” reading undertakings look like in a Vietnamese college non-major schoolroom?

– How can such undertakings be implemented to increase Vietnamese non-major pupils ‘ battle in extended reading activities?

Both the inquiries are addressed to one of the reading classes that I am learning this term in College of Technology, Hanoi National University with the purpose to happen the undertakings that are more meaningful and appropriate for my pupils to prosecute them more in the extended reading activities.

1.3. Structure of the study

This research study is divided into three chief parts. Part 1, Introduction, introduce the grounds why I chose this subject and show the research inquiries of the survey. The 2nd portion, Literature reappraisal, provides the background cognition for the survey which is summarized and synthesized from the old surveies related to the subject. The following two portion, Context and Methods and methodological analysis, depict the linguistic communication state of affairs and the process in which the survey is carried out. Part V presents the consequences of the survey analysis and portion VI is about its strengths and failings. Finally, portion VII ends the study with a reappraisal of the whole survey and suggestions for farther research.


2.1. Overview of reading procedure

Reading is a really natural and common wont which plays a really of import function in homo ‘s modern life. Peoples read mundane, everyplace and for many grounds. Some may read in order to obtain information, some merely read for pleasance, some read for linguistic communication betterment and some may read to finish some certain undertaking ( Foertsch, 1992 ) . Consequently, to learn reading in a linguistic communication category means to learn scholars how to obtain the information they need in a foreign or 2nd linguistic communication, how to entertain with what they read, how to larn the linguistic communication constituents through reading and in conclusion how to finish a undertaking by reading.

Definitions of reading procedure

‘Reading ‘ is defined largely based on its importance to human life.

Smith claims that reading is “the most natural activity” that people use to “encounter” everything in the universe ( 2004, p.2 ) . Differently, Holden ( 2004 ) considers it as an of import gateway to personal development, to societal, economic and civic life. From this position, it is seen as a span between human and the universe without which people can non go active and informed citizens.

Anthony & A ; Richards expression at reading procedure in a more complicated manner when they define reading as an “active, synergistic, productive and cognitive process” in which the reader is actively seeking for and subsequently, interacting with the information by deeply affecting or prosecuting in the procedure of reading ( 1976 ) .

Reading in linguistic communication categories

In linguistic communication categories, particularly foreign linguistic communication categories, reading is among the four most of import accomplishments that scholars need to better for the linguistic communication edifice and betterment. Learners in those categories are expected to read so that they can foremost pattern by sing the linguistic communication they are larning in texts. Furthermore, they are expected to larn how to do sense of texts, for illustration by larning to pull out, sum uping or synthesising the information they need from them as what they do to texts in their existent life ( Williams, 1984 ) . In other words, besides the first and first intent of linguistic communication development, reading categories mark at all other reading accomplishments that pupils need to cognize in their existent life reading.

For such those different ends, reading are taught otherwise in different contexts. It can be taught by sub-skills ( for illustration, planing or scanning ) or by types or reading ( extensively or intensively ) or by techniques ( receptively or responsively ) . In this survey, I merely do research in my extended reading categories.

Extensive reading

Extensive reading is one of two sorts that are used in linguistic communication categories to learn pupils to read. Different from the other sort – intensive reading – which involves a close survey of reading texts, extended reading is the sort of reading which chiefly aims at the eloquence and motive of pupils. Extensive reading is besides different from intensive reading in that the chief intent of extended reading is for pleasance ( Waring, 1997 ) . It is necessary to observe that reading for pleasance does non entirely average reading for merriment or amusement. Reading for pleasance in extended reading besides refers to reading that we do of our ain free because we are interested in it and therefore we read with satisfaction ( Clark & A ; Rumbold, 2006 ) . In other words, extended reading is a learner-driven activity in which scholars are the 1s who decide what to read, where to read, when to read and how long to read ( Davidson, 2005 ) . Therefore, it is said to better scholars ‘ attitudes and motives towards reading.

Even though extended reading is chiefly for out-of-class activity, it is besides used potentially as an in-class activity in a flexible manner to do reading more “meaningful” . However, it is different from out-of-class activity which require readers few or no undertaking to finish after reading ( Davidson, 2005 ) . In those in-class extended reading activities, pupils are frequently asked to finish some sorts of undertakings that facilitate foremost their apprehension of texts and so their linguistic communication acquisition betterment.

2.2. Undertakings

Definitions of undertakings

‘Task ‘ has been defined diversely in different researches. It is defined by and large as “a piece of work undertaken for oneself or for others, freely or for some reward” in mundane life ( Long, 1985, p.89 ) ; or more specifically and more linguistically as utilizations of linguistic communication in the existent universe beyond the schoolroom ( i.e. existent universe undertakings or aim undertakings ) and those that occur didactically in the schoolroom ( i.e. pedagogical undertakings ) ( Nunan, 2006 ) . Didactically, it is defined as any structured linguistic communication larning “endeavor” or merely any activity or action with a peculiar aim, appropriate content, a specified on the job process, and a scope of results ( Richards, Platt & A ; Weber, 1986, p.289 and Breen, 1987, p. 23 ) . All in all, undertakings are used in linguistic communication schoolrooms in some ways, for some grounds merely to further linguistic communication acquisition and pattern.

Meaningful extended reading undertakings

Although many linguistic communication pedagogues and instructors ( Nunan, 1989 ; Foertsch, 1992 ; Ohashi & A ; Ohashi, 1993 and Richards & A ; Rodgers, 2001 ) have mentioned the term ‘meaningful undertakings ‘ with its great advantage of exciting scholars ‘ involvement and increasing their degree of engagement in acquisition, it is non an easy to happen reply for the inquiry: ‘What are meaningful undertakings? ‘

‘Meaningful ‘ is a “difficult” adjective that is ‘rarely ‘ used because of its abstract and flexible significance. In general, ‘meaningfulness ‘ refers to ‘usefulness ‘ , ‘seriousness ‘ or ‘importance ‘ ( Brown et al, 2000 ) and those can merely be significances of ‘meaningfulness ‘ in certain state of affairss. For illustration, a one-cent coin may intend everything to a hapless individual but nil to a individual who is rich. Then we can state that this coin is “meaningful” to the hapless one and “meaningless” to the rich.

In the visible radiation of linguistic communication instruction and acquisition, the state of affairs is a small spot different. Ohashi and Ohashi parallel “meaningful” to “communicative” ( 1993, p.59 ) . In their sentiment, any facet in linguistic communication instruction and acquisition that is considered ‘meaningful ‘ must hold a ground itself for the exchange of information in communicating. For illustration, in real-life communicating, we communicate because we want to, we have to or we need to. Similarly, in category activities, pupils should make things that they truly want to or should be required to make things that they may hold to or necessitate to make in their future communicating. That is the meaningfulness of linguistic communication acquisition every bit good as linguistic communication instruction.

After more than ten old ages, Ashburn & A ; Floden ( 2006 ) has a more elaborate thought of “meaningful” larning when they characterize the term with clearly and deliberately articulated learning ends, larning facets centralized to content, larning undertakings focused on genuineness, active acquisition, building of cognitive theoretical accounts of content embedded within larning undertakings and eventually collaborative work in larning undertakings. All the above characteristics are claimed to be mutualist and related to the design of larning undertakings.

To reason, to do the linguistic communication acquisition and learning more meaningful, foremost, it is necessary to do the acquisition undertakings, in this instance the extended reading undertakings, more meaningful. This can be done by seting into the Centre of learning procedure ( 1 ) the scholars themselves ( including acquisition intents, degree of proficiency, larning attitudes and penchants, etc. ) and ( 2 ) the acquisition contexts.

2.3. Battle in larning

Battle in acquisition is one of the most of import conditions that lead to the success of acquisition and instruction. It is defined as the frequence of pupils ‘ engagements and engagement in larning activities both in and outside the schoolroom and counted by the sum of clip and attempt pupils spend on the activities in order to accomplish some certain experiences and results ( Barkley, 2010 ) . In this work, Barkley besides discusses more specifically on battles of college pupils, harmonizing to which, battle agencies ( 1 ) the thorough attention of pupils about what they are larning, inordinate outlooks and farther working on what they are required to larn and ( 2 ) the engagement of pupils in academic undertakings by utilizing higher-order believing accomplishments such as analysing information or resolution jobs. The two significances are closely related severally to pupils ‘ “motivation” and “activel learning” . He concludes that “student battle is a procedure and a merchandise that is experienced on a continuum and consequences from the interactive interaction between motive and active learning” ( p.8 ) and illustrated by a diagram as follows.

This means that pupil battle is generated in the convergence of motive and active acquisition without any of which, pupils are non said to be engaged or to hold possibilities to be engaged in larning. Therefore, in general, in order to increase pupils ‘ battle, it is necessary to increase both pupils ‘ motive and active acquisition which are said to be influenced by each other.

Battle in reading categories

The battle of reading categories depends on more elaborate facets of reading instruction and acquisition which are discussed exhaustively by Guthrie & A ; Cox ( 2001 ) and Edmunds & A ; Bauserman ( 2006 ) . Harmonizing to those, in order to prosecute scholars more in reading categories, we need to take the followerss in considerations: scholars ‘ acquisition and cognition ends in close dealingss with real-world interactions, scholars ‘ involvements and degrees ( opportunities for personal pick of topics/ undertakings ) , larning attitudes and schemes and besides the methods of text and undertaking development based on all above conditions.

III. Context

3.1. Broad contexts

Like in other English categories in Hanoi and some other parts of Vietnam, English categories at College of Technology where I am learning have witnessed great alterations of English instruction and acquisition.

English: An indispensable readying for future vs. A school topic

Nowadays, English becomes more and more popular in all Fieldss of plants, particularly in the country of Technology, the major of the research participants. Bing good cognizant of this, the College has promoted a precedence policy for English instruction and acquisition ( 20 periods per hebdomad for English ) thanks to which most of the pupils are to the full witting of its importance and see English larning a necessity for their readying for their hereafter callings. Actually, many of them have their ain practical intent for larning English which is no longer merely a school topic that they have to “suffer” .

Communicative attack vs. grammatical attack

In recent old ages, English is taught communicatively alternatively of grammatically as ten old ages ago when the focal point of English instruction and acquisition was on grammar and vocabulary. What pupils had to make was to larn by bosom all the significances of words and constructions so that they could finish the needed exercisings or go through some obligatory tests. Sometimes their instructors asked them to interpret sentences from English into Vietnamese and frailty versa merely to guarantee that they had learnt all the words and constructions good.

In our College English categories in recent old ages, it is hard to happen any category in which the instructor merely teaches the pupils the constructions of English sentences all the clip like that. Alternatively, we try to learn our pupils the accomplishments of communicating, i.e. speech production, listening, reading and composing. Grammar and vocabulary are now taught as the indispensable stuffs for the smooth of communicating.

Learner-centered Approach vs. Teacher-centered Approach

As learning attack has been moved from grammatical one to communicative one, the Centre of instruction and acquisition are besides moved from the instructors to the scholars every bit good. In the yesteryear, when we focused on grammar and vocabulary merely, most of the category clip was for the instructors ‘ mono-talk to present the significance of new words or the theory of new constructions. The pupils were non given opportunities to detect the new things themselves. But in the new attack of learning and larning, we place the pupils at the Centre of the procedure in which the scholars ‘ intents of larning, their degree of proficiency, their learning attitudes ad penchants, their learning methods and schemes, etc. are all taken into considerations. We give them more opportunities to research and to pattern the linguistic communication they learn by seting them in communicative state of affairss in which they use the linguistic communication to pass on with the instructors or with each others in brace or group plants.

Use of multi-media in learning

The last but non least advanced alteration that we try to do in recent old ages is to use multi-media installations in our English instruction and acquisition. We use non merely the tape or Cadmium participants to play pieces of recordings in listening lessons but other high engineering equipments like laptops and caput projectors to expose other multi-media presentations. The Internet is besides exploited as the valuable and limitless beginning of information and linguistic communication stuffs for linguistic communication lessons.

With so many advanced alterations in merely more than one decennary, we, instructors of English are now seeking our best to better our ain accomplishments and makings in order to run into the demanding demands of acquisition and instruction.

3.2. Narrow context

The research is held an English category at College of Technology, Hanoi National University. It is a category of 30 pupils at low pre-intermediate degree of English proficiency. As they are in an international-standard plan ( as it is called by the College ) , the pupils are expected to acquire band 6.0 of IELTS after 900 periods of analyzing English at college. English, so, is one of the lone two obligatory topics ( the other is Math ) that the pupils study during this first semester at college. Actually, they study 20 fifty-minute periods per hebdomad which are divided every bit for 4 accomplishments ( i.e. reading, listening, speech production and composing ) and pronunciation.

As in the course of study, the four lessons for reading are allocated in two separate afternoons. One is for subject and vocabulary debut with an intensive reading in the class book New Cutting Edge Pre-Intermediate. The other is for free or extended reading pattern and a reading trial. In those extended reading categories, pupils are asked to happen texts related to the subject of the old category and so in bend ( really assigned ) to show their readings in forepart of the category. In the presentation, pupils are required to give a short sum-up of what they have read, present some new words ( at least five ) , and eventually inquire their schoolmates some inquiries, gap-filling or True – False exercisings to look into their apprehensions. A grade will be given as a portion of larning appraisal. The consequence is that most of them do the undertaking as an duty to acquire the needful grade. Some put much attending and attempt to make the undertaking while most of the others do it reluctantly. Some even asks their friends who are better at English to make the undertaking for them. The state of affairs is even worse from the position of the audience in every presenation lesson.

From the visible radiation of such above-named advanced alterations in English instruction and acquisition in Vietnam, it is realized that the activity has given the pupils some undertakings to finish and really has already put the scholars in the cardinal place of the acquisition procedure. In fact, the activity has given them the chances to take the texts of their involvement and at their degree of proficiency. At this point, the texts sound meaningful to them. However, the concluding undertaking of giving inquiries or exercisings to the audience to look into apprehensions and the results of Markss put the presenters in force per unit area and a bogus state of affairs to finish. As above-named, they are analyzing English to ease their calling of IT engineers in the hereafters, non presenters or lectors. So look intoing the audience ‘s apprehension by inquiring inquiries or exercisings has no significance to them. As a consequence, they seem non to prosecute in the activity but do it reluctantly as an duty.

Aware of all those jobs and acknowledged the advantages of utilizing “meaningful tasks” , I would wish to suggest some undertakings that I think might be ‘meaningful ‘ to my pupils in order to prosecute them more in my extended reading category. Alternatively of inquiring merely two pupils to happen texts a hebdomad, I ask all the pupils to happen texts that are related to the given subject and must be of their involvement. They all have to summary the readings and direct the sum-ups to me two yearss before the category. Then, my undertaking is to look through all the sum-ups and take five of them to be the stuffs for the category. Based on those five sum-ups, five signifiers of information gap-filling are designed for pupils to finish. In the category, alternatively of inquiring the pupils whose sum-ups are selected to show in forepart of the whole category, I ask them to show in groups of 6 pupils ( grouped indiscriminately ) . The other members of the groups are given gap-filling signifiers to make full in the needful information. After 10 proceedingss, all the signifiers are handed in to be marked or non ( it depends ) . Then, in my point of position, the undertaking go more meaningful because the presenters have the grounds to show and the audience have the ground to listen and accordingly may prosecute my pupils more.


4.1. Methods of research

The research is done qualitatively in the context of a 30-student English category as above-named and two research methods, i.e. observation and interview, are chosen to roll up the needed information.

I choose observation since it is proved to be a utile tool for informations aggregation from existent procedures of linguistic communication instruction and acquisition ( Hopkins, 1985 and Peacock, 1997 ) . With the technique of note-taking ( both during and after the lessons ) and a voice recording equipment, I plan to detect extended reading activities in two of my reading lessons. In the first lesson, I use old undertakings as usual and in the other one, I implemente new undertakings which I think might be more meaningful to my pupils. I choose note-taking and voice recording equipment alternatively of utilizing video recording equipment to avoid the presence of another individual, which may impact the usual procedure of acquisition and instruction.

The 2nd method I use in this research is interviews with pupils via yokel courier which I suppose to uncover more about the pupils ‘ sentiments and attitudes towards the two sorts of undertakings. I choose to chew the fat with them via yokel courier foremost because I frequently chat with them before to assist them with their acquisition. Furthermore, in my experience, when we chat, we talk as friends and they can easy show what they truly think about the lessons. This seems to be hard to go on when we talk face to face as the instructor and pupils or as the research worker and participants. As they are merely low pre-intermediate pupils of English, it is non possible for them to show their thoughts about the lessons in English. Therefore, we chat in our female parent lingua – Vietnamese. The interviews are so recorded and translated into English.

4.2. Procedure

As a affair of moralss, the whole process of instruction and acquisition is implemented likewise to all pupils of the category after all of them give consent to be portion of the research. However, due to the bound of the survey, I merely focus to detect and enter the learning battle of four pupils ( who I call anonymously in this study as A, B, C and D as a affair of moralss ) in the two lessons as the information for analysis. Those four pupils are chosen because of their public presentation in the chosen lessons every bit good as the old 1. In the first lesson, A and B are in bend the presenters as assigned at the beginning of the class while C and D are the audience in the whole lesson. In the 2nd lesson, they were assigned the same undertakings.

The interviews are besides conducted with merely those four pupils to research the grounds for their different public presentation in the lessons. However, the interviews are carried out at different clip depended on the on-line clip of each pupil.


5.1. Datas analysis

In general, there is great difference of my pupils ‘ battle in reading activities of the two lessons.

Analysis of informations from the first lesson

As I observed, the degree of pupils ‘ battle is non really high in the first lesson. Actually, merely A and B are recorded to be engaged in the lesson when they present in forepart of the category. However, their battle lessenings when they are in the place of the audience. Low battle of C and D as the audience is besides easy observed during the presentation.

More specifically, A seems to work really difficult to read his text and attempts to sum up it creatively in his ain ways by utilizing images and the aid of Microsoft PowerPoint Software to ease his accounts. He moves about category, asked his schoolmates inquiries during and after the presentation to do his friends involved in his presentation. The consequence is: many of his schoolmates are wholly involved in his presentation by inquiring and replying inquiries. However, some of them, including B, C and D, seem to disregard him and his presentation by concentrating on something on their desks and speaking to each other. Their low battle is more clearly revealed when they can non reply my inquiry related to the content of the presentation.

When B nowadayss, the state of affairs is little different. This clip, B shows higher battle than he did some proceedingss ago. He tries his best to read, sum up and show the text to his schoolmates although his reading presentation is non every bit good as A ‘s. A still has a comparatively high battle during the presentation. However, sometimes he has some personal talk with the pupil following to him. During this 2nd presentation, C and D does non speak to each other as in the old presentation, but their battle is still low because alternatively of speaking to each other, they say nil, merely sit at that place, inquire nil and reply nil.

Besides the above jobs of low battle, this activity gives no or merely small opportunities of reading ( reading of slides or inquiries given by the presenters ) to most of the pupils except for the presenters who were already assigned to show at the beginning of the semester. Alternatively, what most of them chiefly pattern in the lesson is listening.

Analysis of informations from the 2nd lesson

In this lesson, it is noted that most of pupils are extremely engaged in the activity. This is revealed by the signifiers handed in from the pupils. Most of them are filled although in some signifiers, there are still some Vietnamese words. Sing the four selected pupils to be focus on in the analysis, it is noticed that their battle besides by and large increases.

A still keeps a high degree of battle every bit usual as the consequence of high larning motive which is subsequently revealed from the interview. In fact, he talks ( really asks ) most of the clip, even more than the presenter of the group in order to finish the undertaking of make fulling required information. He sometimes helps the presenter to show his thoughts.

Harmonizing to the observation, B, C and D are besides more engaged in the activity. As they are forced to finish the undertaking in merely 10 proceedingss, they spend all that given clip inquiring and speaking about the reading in their groups ( B and D in the same group and C in another ) . The signifiers they manus in besides reveal their increased battle in the undertakings. They complete most of the inquiries even though one or two replies are similar to those of some members ‘ in their groups. All in all, it must be noted that they did do a great betterment of battle in the lesson.

Analysis of informations from the interview

The information from the interviewed reveals the grounds for the different battle of four pupils in the two lessons. In fact, among the four, merely A ‘s battle is high because he is the lone 1 who truly wants to larn English and has high motive to larn English. He says that he learns English foremost to fix for his future calling in which he knows that he will hold to read much in English. He besides knows that he will hold to make research and present different subjects in his major in the ulterior portion of the university plan, therefore, he ever tries his best in all undertakings he is assigned.

For B, C, D, even though they know the importance of English in their hereafter callings, they merely learn English with a short-run mark: to go through the concluding test of the semester in which they have to make no undertaking like reading summarisation or presentation. Consequently, their battle is difficult to be high in such old sorts of undertakings.

The interviews besides reveals that all four pupils like the new undertakings more because all of them have to take something to read every hebdomad which may assist them to better their English faster. It is different from the other lesson when appraisal is merely for the two presenters in the lesson but non for the audience. They besides like the new undertakings more because in those undertakings they work in little groups where they feel more confident and therefore, more comfy to pass on with each other. Then, the undertaking to acquire needed information, discuss or portion thoughts related to the reading has more possibility to be completed. And because of this, they say that the undertakings are more meaningful for all of them than the old lessons when 1 has to stand in forepart of the category and present and the others do nil.

Through the interviews, the pupils besides suggest me some of their thoughts that can do the undertakings more meaningful to them. For illustration, they say that it would be better if this sort of undertaking is located in the last lesson of the four lessons of the hebdomad. In the other lessons, they want to larn the vocabulary of the subject, the reading accomplishments and in-class reading activities so that they can fix good for the trials at the terminal of the semester.

5.2. Findingss

Harmonizing to the informations analysis from the two lessons, it can be personally concluded that

– the most of import characteristic that makes my pupils to prosecute more in the lesson is the sort of appraisal which forces them to larn although the meaningfulness of undertakings besides more or less affect the degree of battle

– the most meaningful undertakings to my pupils are undertakings that can assist them to go through the trials at the terminal of the semester non undertakings that give them grounds to pass on as I expected


This survey has given me a opportunity to cognize more about my pupils, about what goes incorrect with them when they are non engaged in my reading category. In the survey, I besides have opportunity to entree a figure of researches of many experient linguistic communication pedagogues and instructors, from which I obtain new cognition of linguistic communication instruction and acquisition in general and cognition of meaningful undertakings in learning extended reading in peculiar.

During the research, I besides learn more about the methods of making research in a scientific manner. First, I learn to look at the state of affairs of my English instruction and larning critically and do research inquiries with the hope of bettering it. I besides learn to set up and form my thoughts and my work consistently to suit the timetable of the research process. But the most of import thing is that I learn how to set my background cognition into the cognition repertory of related old surveies to hold a broader position of the state of affairs and to do my research accomplishments ( such summarizing and synthesising ) utile by triping them creatively and critically.

However, the research still has some drawbacks sing the methods of informations aggregation and analysis that I might alter in my following research if I have more clip. First, alternatively of merely making the research on 2 lessons, I intend to make research from the beginning of the semester so that my pupils non merely hold opportunities to take the texts themselves but besides have opportunities to take the subjects they are interested in. Furthermore, when I observe them in the whole semester, the consequence of other facets like the force per unit area of proving, the emotion of scholars, etc. can be avoided and therefore, the information I collect may go more dependable. Second, alternatively of questioning my pupils after the research, I will interview them during the research, which may give me more opportunities to set my lessons to be more suited and meaningful to them.

VII. Decision

To sum up, the research has brought to me some of import lessons of English instruction and acquisition in general and of working with my pupils in peculiar.

First, the research affirms for me that extended reading activities are good activities that pupils want to make. It is non because in the activities, pupils have chances to take the texts of their ain involvement and at their ain degree of proficiency but besides because extended reading activities give them another environment of reading in which they are non in force per unit area to read. Therefore, they can comfortably better their English eloquence.

It is besides proved by the reseach that pupils are more occupied in the extended reading activities when the undertakings are more meaningful to them. More specifically, in my instance that means the undertakings that give my pupils a more meaningful ground to finish prosecute them more. However, it is besides noted that the intent of larning for grade ( i.e. larning to fix for final-term trials ) should besides be taken into considerations as a factor that affects the battle of pupils.

However, since the research is non wholly every bit good as I expected, I would wish to make farther research on this subject on the undermentioned issues:

– How to equilibrate the two sorts of reading ( i.e. more communicative extended reading and test-based intensive reading ) to do reading activities more meaningful?

– How do the extended reading activities look like if the pupils are allowed to take the texts in groups?