Download Luận văn Techniques For Developing Content Reading Skills For The Third Year Students At The University of Odonto and Stomatology
As mentioned above, to elicit information about problems affecting the teaching and learning of English in Medicine at UOS., questionnaire and class observations are administered. The 2 survey questionnaires with 15 questions for each are designed for both the teachers and students who are now teaching and learning English at the university to get the information on the problems they experienced and recommendations as well for improving the students’ ESP reading skills. Specifically, the concerning information is as follows:
- The students’ and teachers’ opinion about the importance of reading skill in their future job.
- The students’ purposes of reading English in Medicine.
- The teachers’ and students’ focus when teaching and learning reading English in Medicine.
- The student’s and teachers’ attitudes towards the present course book and other materials.
- The students’ difficulties in dealing with content readings.
- The activities carried out by the teachers at pre-reading, while-reading and post-reading stages and the students’ response.
- The necessary reading skills to enhance reading ability in the view of the teachers and students.
- Further training on Medicine in the view of the teachers.
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
Ai cần download tài liệu gì mà không tìm thấy ở đây, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
Being aware of the great importance of ESP in the teaching career, the students’ study and their future jobs, teachers at the University of Odonto and Stomatology always try their best to teach themselves the knowledge in the content field, to employ effective techniques for successful lessons, and to Giúp their students improve their reading skills so that they can learn as an autonomy outside the classroom. But it is a fact to the teachers at the UOS. that they are to take up ESP teaching but they are not trained in doing that difficult task. That leads to many difficulties for them to encounter when performing their roles in ESP classrooms. The difficulties here are lack of professional knowledge, and the obstacles in choosing appropriate teaching methods. As a result, they do not feel self-confident enough to teach ESP in spite of their positive attitudes to it.
Among the two mentioned above difficulties, how to choose an appropriate teaching methodology is of greater concerns because a suitable method of teaching accounts much for the lesson success. It is usual when ESP teachers at the University of Odonto and Stomatology attach themselves to the traditional methods of teaching such as the Grammar- Translation method, especially in ESP reading lessons. This method focuses on accuracy, the detailed analysis of grammar rules, not on the acquisition of language skills. It is characterized by the use of the mother tongue as a medium of instruction and communication in the classroom. By using this method, it is the teacher to be the center in the classroom speaking most of the time, explaining new terminologies and translating the text into Vietnamese. Students often listen and take notes passively. Questions are rarely raised in the class if they do not encounter new words or structures in the text. As a result, this method leads to lack of motivation and few chances for the students to practise speaking English; in other words, to improve their communicative competence. So it is not feasible to apply this out of date method in teaching reading ESP when students now play center roles and teachers should be facilitators who Giúp their students rather than tell them what to do. By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, teachers Giúp their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way students can improve their reading ability and enrich their knowledge and communicative competence in the target language.
II.3. Learners and Content Learning Requirements.
The learners at the University of Odonto and Stomatology come from all over the country. The starting point of learning English is different among the students from the cities and the ones from the countryside. Some students have had 7-year knowledge meanwhile some others have had only 3 years of learning English, even some have never learnt English at high school. This means their language competence is at unequal levels.
During the first two-year learning at UOS., the students are supposed to have acquired the most basic English language skills at pre-intermediate level. Consequently, problems arising during the courses are due to individual difference in learning styles, attitudes, motivation, etc. The fifth term is the last term the students learning English at university but the first term they have a chance to deal with English in Medicine. It is a fact that most of the students have to face difficulties when having discussions about topics related to Medicine such as Taking a History, Examining a Patient, Investigations, Making a Diagnosis, Treatment, etc… due to lack of terminology in Medicine. Another problem is that most of them tend to depend too much on the text books and the teachers. This dependence habit of learning is an obstacle in their learning process.
According to interviews, questionnaires, and observation; the students’ needs and requirement in learning English in general and ESP in particular are very clear that they can use English both inside and outside the classroom, both in daily life communication and in further academic learning after leaving the university. The terms “use” here is specified as being able to:
understand what teachers and friends say in the classroom.
communicate with foreigners.
produce the language to make its sense. (I mean here speaking and writing skills)
read books, articles, newspaper, magazines, prescriptions, and other available resources.
self-study outside the classroom….
But to get to the above target, the students expect their ESP teachers to integrate different useful approaches for more interesting lessons. These approaches will be mentioned latter in terms of techniques for improving content reading skills.
To sum up, what the students are in need and require from learning English in general and ESP in particular at the University of Odonto and Stomatology is not different from those of other universities. The distinction is the way they do to meet the needs and requirements and how their teachers employ the learning strategies to Giúp them.
II.4. Materials and Assessments.
As mentioned above, the ESP. learning time for the third year students at the University of Odonto and Stomatology lasts only 60 class hours which is too short to acquire what is called basic knowledge of a very academic field like Medicine. So it is really a challenge for not only the students at different language levels but also the teachers to fulfill their teaching and learning tasks. A big question that what ESP materials can cover basic and simple but full knowledge is posed. With all the efforts of the teachers in the Foreign Language Department at UOS, the material in ESP entitled “English in Medicine” by Eric H.Glendinning and Beverly A.S. Holmstrom is chosen for the two years of 2007 and 2008. However, it includes 5 out of 7 units from the origin phiên bản because of its appropriate length and some further terminology in Dentistry is added at the back of the book. This course book consists of 5 long units established in forms of communication . Each unit deals with one fundamental issue pertaining to Medicine from taking a history, examining a patient, investigations, making a diagnosis, to treatment. Each unit has four sections. Section 1 introduces new language related to the unit theme. Section 2 provides further practice and introduces a variety of medical documents. Section 3 focuses on reading and section 4 brings together the language studied earlier in the unit in the context of a case history which runs from Unit 1 to 4.
The aim of this book is to develop speaking and listening skills primarily but attention is also given to reading skills, especially the use of reference materials and journal articles. Practice is also provided in writing referral letters and completing a range of medial documents. However, the teachers and students have found the material rather unsuitable with themselves for some reasons. Firstly, this material is for doctors and medical students to develop their communication skills not to cover background knowledge in the field of Medicine in general and Dentistry in particular. Secondly, to go through all parts in each unit takes the teachers most of the time so they rarely have time to review and Giúp their students recall or practise what they learnt when they finish every thing in the unit. Thirdly, the reading texts are long, boring and even useless due to their academic features. The students don’t find those readings stimulating. In their opinion, except the reading part in Unit 1, the rest readings are useful for researchers. Finally, all the terminology in Dentistry placed in the list at the back of the book makes itself difficult to remember in spite of the fact that this part should be the most important for future dentists like the students at UOS.
In brief, the currently used course book for the third year students of the University of Odonto and Sto...
Download miễn phí Luận văn Techniques For Developing Content Reading Skills For The Third Year Students At The University of Odonto and Stomatology
As mentioned above, to elicit information about problems affecting the teaching and learning of English in Medicine at UOS., questionnaire and class observations are administered. The 2 survey questionnaires with 15 questions for each are designed for both the teachers and students who are now teaching and learning English at the university to get the information on the problems they experienced and recommendations as well for improving the students’ ESP reading skills. Specifically, the concerning information is as follows:
- The students’ and teachers’ opinion about the importance of reading skill in their future job.
- The students’ purposes of reading English in Medicine.
- The teachers’ and students’ focus when teaching and learning reading English in Medicine.
- The student’s and teachers’ attitudes towards the present course book and other materials.
- The students’ difficulties in dealing with content readings.
- The activities carried out by the teachers at pre-reading, while-reading and post-reading stages and the students’ response.
- The necessary reading skills to enhance reading ability in the view of the teachers and students.
- Further training on Medicine in the view of the teachers.
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
Ai cần download tài liệu gì mà không tìm thấy ở đây, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
Tóm tắt nội dung:
reading is truly a fundamental survival skill not only to acquire knowledge in classrooms but also to communicate in the world outside. The more benefits a reader gets from reading, the more experience he/she will have. It is common knowledge that, the very survival of the adolescent who leaves school without the ability to understand a sentence may be jeopardized. So it is the responsibility of the teacher to guarantee that the individual, upon leaving the classroom, will be capable of functioning satisfactorily in the daily situations that he will encounter. This is specially true to the content field which forces learners to train themselves more outside the classroom to update them and meet the demand of their work.Being aware of the great importance of ESP in the teaching career, the students’ study and their future jobs, teachers at the University of Odonto and Stomatology always try their best to teach themselves the knowledge in the content field, to employ effective techniques for successful lessons, and to Giúp their students improve their reading skills so that they can learn as an autonomy outside the classroom. But it is a fact to the teachers at the UOS. that they are to take up ESP teaching but they are not trained in doing that difficult task. That leads to many difficulties for them to encounter when performing their roles in ESP classrooms. The difficulties here are lack of professional knowledge, and the obstacles in choosing appropriate teaching methods. As a result, they do not feel self-confident enough to teach ESP in spite of their positive attitudes to it.
Among the two mentioned above difficulties, how to choose an appropriate teaching methodology is of greater concerns because a suitable method of teaching accounts much for the lesson success. It is usual when ESP teachers at the University of Odonto and Stomatology attach themselves to the traditional methods of teaching such as the Grammar- Translation method, especially in ESP reading lessons. This method focuses on accuracy, the detailed analysis of grammar rules, not on the acquisition of language skills. It is characterized by the use of the mother tongue as a medium of instruction and communication in the classroom. By using this method, it is the teacher to be the center in the classroom speaking most of the time, explaining new terminologies and translating the text into Vietnamese. Students often listen and take notes passively. Questions are rarely raised in the class if they do not encounter new words or structures in the text. As a result, this method leads to lack of motivation and few chances for the students to practise speaking English; in other words, to improve their communicative competence. So it is not feasible to apply this out of date method in teaching reading ESP when students now play center roles and teachers should be facilitators who Giúp their students rather than tell them what to do. By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, teachers Giúp their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way students can improve their reading ability and enrich their knowledge and communicative competence in the target language.
II.3. Learners and Content Learning Requirements.
The learners at the University of Odonto and Stomatology come from all over the country. The starting point of learning English is different among the students from the cities and the ones from the countryside. Some students have had 7-year knowledge meanwhile some others have had only 3 years of learning English, even some have never learnt English at high school. This means their language competence is at unequal levels.
During the first two-year learning at UOS., the students are supposed to have acquired the most basic English language skills at pre-intermediate level. Consequently, problems arising during the courses are due to individual difference in learning styles, attitudes, motivation, etc. The fifth term is the last term the students learning English at university but the first term they have a chance to deal with English in Medicine. It is a fact that most of the students have to face difficulties when having discussions about topics related to Medicine such as Taking a History, Examining a Patient, Investigations, Making a Diagnosis, Treatment, etc… due to lack of terminology in Medicine. Another problem is that most of them tend to depend too much on the text books and the teachers. This dependence habit of learning is an obstacle in their learning process.
According to interviews, questionnaires, and observation; the students’ needs and requirement in learning English in general and ESP in particular are very clear that they can use English both inside and outside the classroom, both in daily life communication and in further academic learning after leaving the university. The terms “use” here is specified as being able to:
understand what teachers and friends say in the classroom.
communicate with foreigners.
produce the language to make its sense. (I mean here speaking and writing skills)
read books, articles, newspaper, magazines, prescriptions, and other available resources.
self-study outside the classroom….
But to get to the above target, the students expect their ESP teachers to integrate different useful approaches for more interesting lessons. These approaches will be mentioned latter in terms of techniques for improving content reading skills.
To sum up, what the students are in need and require from learning English in general and ESP in particular at the University of Odonto and Stomatology is not different from those of other universities. The distinction is the way they do to meet the needs and requirements and how their teachers employ the learning strategies to Giúp them.
II.4. Materials and Assessments.
As mentioned above, the ESP. learning time for the third year students at the University of Odonto and Stomatology lasts only 60 class hours which is too short to acquire what is called basic knowledge of a very academic field like Medicine. So it is really a challenge for not only the students at different language levels but also the teachers to fulfill their teaching and learning tasks. A big question that what ESP materials can cover basic and simple but full knowledge is posed. With all the efforts of the teachers in the Foreign Language Department at UOS, the material in ESP entitled “English in Medicine” by Eric H.Glendinning and Beverly A.S. Holmstrom is chosen for the two years of 2007 and 2008. However, it includes 5 out of 7 units from the origin phiên bản because of its appropriate length and some further terminology in Dentistry is added at the back of the book. This course book consists of 5 long units established in forms of communication . Each unit deals with one fundamental issue pertaining to Medicine from taking a history, examining a patient, investigations, making a diagnosis, to treatment. Each unit has four sections. Section 1 introduces new language related to the unit theme. Section 2 provides further practice and introduces a variety of medical documents. Section 3 focuses on reading and section 4 brings together the language studied earlier in the unit in the context of a case history which runs from Unit 1 to 4.
The aim of this book is to develop speaking and listening skills primarily but attention is also given to reading skills, especially the use of reference materials and journal articles. Practice is also provided in writing referral letters and completing a range of medial documents. However, the teachers and students have found the material rather unsuitable with themselves for some reasons. Firstly, this material is for doctors and medical students to develop their communication skills not to cover background knowledge in the field of Medicine in general and Dentistry in particular. Secondly, to go through all parts in each unit takes the teachers most of the time so they rarely have time to review and Giúp their students recall or practise what they learnt when they finish every thing in the unit. Thirdly, the reading texts are long, boring and even useless due to their academic features. The students don’t find those readings stimulating. In their opinion, except the reading part in Unit 1, the rest readings are useful for researchers. Finally, all the terminology in Dentistry placed in the list at the back of the book makes itself difficult to remember in spite of the fact that this part should be the most important for future dentists like the students at UOS.
In brief, the currently used course book for the third year students of the University of Odonto and Sto...