Luận văn Kết hợp sử dụng truyện ngắn và thơ nhằm phát triển kĩ năng đọc hiểu cho sinh viên năm II Đại học Hải Phòng

TABLE OF CONTENTSAcknowledgement Chapter I: IntroductionI.1.Rationale . .1I.2.Aims . .2I.3.Scope . .2I.4.Object . .2I.5.Method . .3I.6.Design of the study . .3Chapter II: Literature Review . .4II.1. Literature . 4 II.1.1. Definition . 4II.1.2. Genres . .5II.1.3. What makes literature distinctive from other texts . 5II.1.4. Literature and language teaching . .6II.1.4.1. Why use literature in language classroom. . .6II.1.4.2 Literature in the ESL classroom . . .9II.1. 4.2.1.Poetry in the ESL classroom . .9II.1. 4.2.2.Short story and its advantages in language classroom . .10II.2. Reading comprehension . .11II.2.1. Reading comprehension and its roles in language learning . 11II.2.2. Reader and the text . 11II.2.3. Students’ difficulties with reading . 12 II.3. Literature and Reading . .13II.3.1. Some links between reading skills and literary skills . .13II.3.2. Efferent reading and aesthetic reading . 14Chapter III: Methodology 15III.1.The setting .16III.2.The subjects . 16III.3.Data collection instruments . . 17Chapter IV: Results and Discussion . 19IV.1. Students’ attitude towards literary texts . 19IV.2.The effects of short story and poem in teaching reading comprehension . 22Chapter V. Conclusion and Recommendation . 30V.1.Introduction . .30V.2.Recommendation . 30V.2.1.Selecting and evaluating the texts . 30V.2.2. Suggested techniques for integrating short stories and poems in the teaching of reading comprehension skills . 31V.2.2.1. Reading poems . 31V.2.2.2. Reading short stories . .36V.2.2.3. Overcoming cultural problems . .39V.2.3. Keys for using literary texts in reading classes . .41V.3. Conclusion . .43V.4. Limitations of the study . 43V.5. Suggestions for further research . .44

TABLE OF CONTENTS

Acknowledgement

Chapter I: Introduction

I.1.Rationale . .1

I.2.Aims . .2

I.3.Scope . .2

I.4.Object . .2

I.5.Method . .3

I.6.Design of the study . .3

Chapter II: Literature Review . .4

II.1. Literature . 4

II.1.1. Definition . 4

II.1.2. Genres . .5

II.1.3. What makes literature distinctive from other texts . 5

II.1.4. Literature and language teaching . .6

II.1.4.1. Why use literature in language classroom. . .6

II.1.4.2 Literature in the ESL classroom . . .9

II.1. 4.2.1.Poetry in the ESL classroom . .9

II.1. 4.2.2.Short story and its advantages in language classroom . .10

II.2. Reading comprehension . .11

II.2.1. Reading comprehension and its roles in language learning . 11

II.2.2. Reader and the text . 11

II.2.3. Students’ difficulties with reading . 12

II.3. Literature and Reading . .13

II.3.1. Some links between reading skills and literary skills . .13

II.3.2. Efferent reading and aesthetic reading . 14

Chapter III: Methodology 15

III.1.The setting .16

III.2.The subjects . 16

III.3.Data collection instruments . . 17

Chapter IV: Results and Discussion . 19

IV.1. Students’ attitude towards literary texts . 19

IV.2.The effects of short story and poem in teaching reading comprehension . 22

Chapter V. Conclusion and Recommendation . 30

V.1.Introduction . .30

V.2.Recommendation . 30

V.2.1.Selecting and evaluating the texts . 30

V.2.2. Suggested techniques for integrating short stories and poems in the teaching of reading comprehension skills . 31

V.2.2.1. Reading poems . 31

V.2.2.2. Reading short stories . .36

V.2.2.3. Overcoming cultural problems . .39

V.2.3. Keys for using literary texts in reading classes . .41

V.3. Conclusion . .43

V.4. Limitations of the study . 43

V.5. Suggestions for further research . .44