SKKN Cross- Cultural factors affecting Do luong 3 high school students’english reading copprehension: Problems and solusions

Nội dung tóm tắt: SKKN Cross- Cultural factors affecting Do luong 3 high school students’english reading copprehension: Problems and solusions

1. 42 CHAPTER 6. CONCLUSION 6.1 Summary of the study This study has mentioned the relationship between language and culture, the cross-cultural factors in RC lessons, barriers caused by these factors and ways to solve these problems at DL3 high school. Based on the instrumentation as tests, survey questionnaire and follow-up interviews, some important findings have been discovered. From the data analysis, firstly, this study has argued that culture and language are inseparable part and therefore culture is relevant to the teaching and learning of a second language. Language and culture are intertwined to such an extent that one cannot survive without the other. It is impossible for one to teach language without teaching culture. Secondly, almost all the students and teachers are aware of the important role of cross-cultural factors in RC lessons. However, it also points out that the cultural difference gives rise to cultural problems. To solve these problems is to make the situation better. This study gives some suggestions for students, teacher as well as the textbook compilers In more detail to find solutions for these cross-cultural problems culture must be entirely integrated as a central component of reading learning. English teachers should identify key cultural items in every aspect of the reading lesson that they teach and then incorporate them usefully into a lesson or a syllabus while teaching reading by giving supplementary activities for developing students’ cross- cultural awareness In fact, getting over cultural difficulties has been considered to be of great help to the teaching and learning of RC skills. With this study, the researcher hopes that it will make a small contribution to better the current situation of teaching and learning reading at DL3 high school. 6.2. Conclusion In conclusion, the study has centered on cross-cultural elements in English reading teaching and learning with an effort to provide an understanding of cross- culture in English language education for students at DL3 high school. This thesis has shown a significant relationship between culrural background knowledge and English RC. After providing background on cross-culture in the classroom and the pedagogical literature, the cross-cultural barriers were found out based on the analysis of the cross-cultural factors. It was argued that the solutions for these problems are that the teaching of culture should become an integral part of foreign language instruction. Teachers as well as learners should raise their awareness of the importance of the target language culture. Cultural awareness should become an essential part of foreign language education. Using the activities which stimulates cultural awareness will keep learners motivated and generate positive learning attitudes. Only in this way, can we get better understanding of the differences among cultures so as to eliminate the comprehension barriers of cross- culture communication and improve our overall abilities in English reading. This leads to better language competence.
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4. SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT Đễ LƯƠNG 3  TEACHING EXPERIENCE TOPIC: CROSS-CULTURAL FACTORS AFFECTING DO LUONG 3 HIGH SCHOOL STUDENTS’ ENGLISH READING COMPREHENSION: PROBLEMS AND SOLUTIONS Mụn: Anh văn Nhúm tỏc giả: Vương Trần Lờ Nguyễn Tất Long Tổ: Ngữ Văn- Tiếng Anh ĐT: 0916668548- 0915715111 Đụ Lương, thỏng 12 năm 2021 Trù Sơn, tháng 12 năm 2018 Ngày 6 tháng 04 năm 2011
5. TEACHING EXPERIENCE TOPIC: CROSS-CULTURAL FACTORS AFFECTING DO LUONG 3 HIGH SCHOOL STUDENTS’ ENGLISH READING COMPREHENSION: PROBLEMS AND SOLUTIONS Mụn: Anh văn Đụ Lương, thỏng 12 năm 2021
6. TABLES OF CONTENTS Contents Pages CHAPTER 1. INTRODUCTION 1 1.1. Rationale of the study. 1 1.2. Scope of the study 2 1.3. Aims of the study. 2 1.4. Research questions of the study 2 1.5. Research methods of the study 2 1.6. Significance the study 3 CHAPTER 2: THEORETICAL BACKGROUND 4 2.1. Reading comprehension skills and their position in English 4 language teaching. 2.1.1. What is reading? 4 2.1.2. What is reading comprehension? 4 2.1.3. The position of reading comprehension skills in English 5 language teaching and learning. 2.2. The relationship between culture and language. 5 2.2.1. Definitions of culture: 5 2.2.2. Language and culture: 6 2.2.3. The role of culture in language teaching and learning. 6 2.3. the cross- cultrural background knowledge of and English 7 reading comprehension 2.3.1.The role of cross-cultural background knowledge in English 7 reading comprehension. 2.3.2 Cross-Cultural factors in English reading comprehension. 8 2.4. Cross-cultural factor teaching and learning in foreign 9 language instruction. 2.4.2. The principles for culture teaching . 9 2.5. Culture-based activities 10 2.5.1. Cultural aside 11 2.5.2. Culture capsule 11 2.5.3.Quiz. 11 2.5.4.Cultural assimilator. 12 2.5.5. Critical incidents. 13 2.5.6. Student research. 13 CHAPTER 3. THE STUDY 15
7. 3.1. The setting of the study. 15 The syllabus 15 3.2. The participants. 15 3.3. The research methods. 16 3.3.1. The rationale for the use of action research 16 3.4. The instruments of data collection. 18 3.4.1. The tests . 18 3.4.2. The questionnaire 19 3.4.3. The interviews . 19 3.5. The procedures . 19 CHAPTER 4: RESULTS AND DISCUSSION 21 4.1. The test results. 21 4.2. The questionnaire results. 25 4.3. The interview results 30 CHAPTER 5: FINDINGS AND SOME SUGGESTIONS FOR 32 SOLUTIONS 5.1. Findings 32 5.1.1. Linguistic barriers in relation to cross-culture in the English 32 5.1.1.1. Vocabulary 32 5.1.1.2. Grammar 34 5.1.1.3. Pragmatics 35 5.1.2.The causes of the cross-cultural barriers 36 5.1.2.1. The external causes 36 5.1.2.2. The internal causes 36 5.1. Some implications for a better reading comprehension skill 37 5.2.1. To students 37 5.2.2. To the teachers 38 5.3. To the textbook compilers 40 CHAPTER 6. CONCLUSION 41 6.1. Summary of the study 41 6.2. Conclusion 41 REFERENCES 42