SKKN, KHSPUD Tiếng Anh: REASON FOR CHOOSING THE TOPIC

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SKKN, KHSPUD Tiếng Anh: REASON FOR CHOOSING THE TOPIC
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Part 1: Introduction

1. Reason for choosing the topic.        

   It is assumed that the more students read, the better readers they become. Therefore, establishing students’ habits of reading is very necessary, especially in second language learning.

Being aware of the importance of learning reading skill, authors of new English 10 have chosen interesting topics for reading lessons with the aim to promote students in reading and improve their reading comprehension. However some of them are not familiar with students' genre and reading in the text book only is not enough to enhance students' interest in reading and reading comprehension. Thonis, (1970) suggested:

Comprehension skills depend upon two major factors: the background of experiences, from which concepts have been acquired, and the speed, accuracy, and richness of meanings which students bring to word recognition. The advancement of skill in understanding what is read receives major emphasis during the intermediate and high school years. As students become more efficient readers, the written language which they meet in books becomes a source for larger vocabularies, for increased knowledge, and for deeper comprehension of themselves and the world around them.

Thus beside the reading texts in the text book students need to read more outside class room to enrich their vocabulary as well as their background knowledge. That means students must read extensively.

So many studies and researches have been conducted to find out ways to improve reading effectiveness. Recently, there have been a lot of researches about the effect of extensive reading in improving students’ reading comprehension. Colin Davis (1995:335) suggested that any classroom will be the poorer for the lack of an extensive reading program and will be “unable to promote its students’ language development in all aspects as effectively as if such a program were present”. He also claimed that such a program will make students more positive about reading, improve their overall comprehension skills, and give them a wider passive and active vocabulary. Myuskens (1983) affirmed that "with students at the beginning and intermediate levels, instructors can use literacy text for language practice, reading comprehension and possible aesthetic appreciation”. Strong (1996) also stated that “extensive reading of literature can encourage students to develop positive attitudes toward reading”.

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