Volume 3, Issue 6, November 2015, Page: 481-492
Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam
Tran Thi Thanh Dieu, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University, Ho Chí Minh City, Vietnam
Received: Dec. 13, 2015;       Accepted: Dec. 21, 2015;       Published: Jan. 11, 2016
DOI: 10.11648/j.ijll.20150306.33      View  4136      Downloads  106
In the project to discover the difficulties facing Vietnamese learners of English and the solution, being the Special Issue in the International Journal of Language and Linguistics, numbered 501024 (http://www.sciencepublishinggroup.com/specialissue/501024), reading comprehension is one of the difficulties to be discovered facing Vietnam learners, for which the solution discussed in this paper was analyzed to complete the project for the Special Issue 501024. Therefore, this study focuses on the importance of the Schema theory in reading comprehension. To prove the benefit of prior knowledge, K-W-L strategy was used as treatment in the experiment. The hypothesis was that the K-W-L method would help passive students improve their reading comprehension skill. The final target was trying to change students from negative attitudes to positive feeling towards reading class after the K-W-L method was used and to improve Vietnamese students’ reading skill as well as catching the main idea in the reading texts in order to have successful communication in English. As a result, the research has proved the effect of the treatment. It also suggested a way to control a reading class, to create an interesting and exciting atmosphere to improve students’ reading comprehension skill.
Schema Theory, K-W-L Strategy, Reading Comprehension, Treatment, Experimental Group, Control Group
To cite this article
Tran Thi Thanh Dieu, Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam, International Journal of Language and Linguistics. Vol. 3, No. 6, 2015, pp. 481-492. doi: 10.11648/j.ijll.20150306.33
Copyright © 2015 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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