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Bài báo - Tạp chí
Số 07 (2017) Trang: 138-147
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Article info.

 

ABSTRACT

Received 22 Oct 2016
Revised 05 Feb 2017

Accepted 31 Oct 2017

 

There has been a growing interest in involving teaching English to young learners in Vietnam in recent years. However, teaching English communication skills, especially reading for children, is not an easy job although reading is widely known as one of the most important skills in language learning and teaching.  To overcome this difficulty, teachers are likely to implement various reaching strategies that help motivate students to read and involve them in the lessons. This paper examines the reading strategies that English as Foreign Language (EFL) teachers reported using in young language learners’ classes and explores their perceptions of reading strategy types that can attract students’ interests. The data discussed in this paper were collected through questionnaires and interviews. The findings indicate that of 11 reading strategies, using context clues was the most frequently used and that four most favorite reading strategies that enhance students’ interests in reading include games, pair work, group work, and role play.

Keywords

Reading strategies, students’ interests, teachers’ perceptions, young learners

Cited as: Ba, T.T.B. and Huan, N.B., 2017. Reading strategy instruction to Vietnamese young language learners: Teachers’ prac-tices and perceptions. Can Tho University Journal of Science. 7: 138-147.

 

Crossref DOI of CTUJoS


BC thường niên 2018


Con số ấn tượng (VN | EN)


Bản tin ĐHCT


TCKH tiếng Việt


TCKH tiếng Anh

 
 
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