Đề tài Some strategies for dealing with unfamiliar words in reading comprehension for students of English faculty, Hanoi open university

he topic is the starting point in comprehending as students read. It is also a key to reading comprehension without understanding every word appears in context. Furthermore, they should consider reading the first or last sentence of each paragraph is useful when they are seeking the general idea rather than understanding individual words (19, 34) because the first sentence or last one of each paragraph is often where the introduction or the summary is located. The following excerpt is from a health textbook: “Bulimia, a disorder characterized by eating followed by vomiting, may occur with anorexia nervosa or as a separate illness with different psychological roots. According to the U.S. Food and Drug Administration, the symptoms of bulimia are found in 40 to 50 percent of people with anorexia nervosa. As with anorexia, the majority of bulimia victims are women, typically in their early twenties, college-educated, single, and white. Unlike those with anorexia, the victims of bulimia tend to be of nearly normal weight and have healthy, outgoing personalities. The greatest difference is that a person with anorexia turns away from food while a person with bulimia is obsessively drawn to it. It is obvious that there are important similarities and differences between the eating disorders bulimia and anorexia.” (14,129) The topic of paragraph which is bulimia and anorexia is located at the last sentence. As students read the paragraph, they must ask themselves, “What is the most important point the authors want me to understand about bulimia and anorexia?”. In spite of lots of unfamiliar technical words, students can find out the answer to this question, the last sentence, is the stated main idea sentence. This sentence contains the topic and it is a general statement that tells about the author’s most important point – bulimia and anorexia. 2.3.1.2 Scanning skill: While skimming skill is used to know general information, scanning is the special technique students should use to find detailed information without understanding every word’s meaning. Skimming refers to the process of quickly searching reading material in order to locate specific bits of information. Scanning involves moving reader’s eyes quickly down the page seeking specific words and phrases. Reader does not actually read but move the eyes across the page and by using vertical section of the recognition span is able to cover three or four lines of print at a movement. When reader reaches the information he needs, he reads it thoroughly. Reader probably scan when he searches for a phone number in a telephone book, goes through the TV guide looking for a program to watch or looks up an unknown word in the dictionary. If reader searches for a date, he should move his eyes down the page looking for numbers. If reader looks for a person’s name, he should use the inevitable capital letter as an aid. In other situations, using quotation marks, hyphens, or italics is also helpful. To sum up, when first meeting unfamiliar wors in reading, students should be keep calm and decide whether they need to understand the exact meaning of the unfamiliar words in order to understand the general sense of the sentence or passage. If not, they had better use skimming and scanning skills to identify the neccessary information. It is clear that, when students use these two skills, they would not only accelerates your reading speed and flexibility, but also be more confident in reading activity. 2.3.2 Recalling the word’s meaning by pronunciation: When readers encounter an unfamiliar word or a familiar word without remembering its meaning in reading, they should first sound it out or decode the word. Reading decoding skills are critical component in the ability to read. In Reading in a foreign language (Alderson, J.C., 1984), reading decoding skills is defined as “the ability to make sense of printed words. This involves recalling and recognizing the spoken word that is represented by the printed word.” In other words, reading decoding skills is the ability to understand that a printed word represents the spoken word, and that this printed word is made of a sequence of phonemes. Barnett, M. (1988) give the definition: “Decoding skill is the ability to apply readers’ knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words”. Understanding these relationships gives students the ability to recognize familiar words quickly and to figure out words they haven't seen before. In English, there is a good deal of regularity between the letters and the sounds (phonemes), but there are also quite a few exceptions. There are very few letters in English that always correspond to a single sound, and there is no one sound that always corresponds to a single letter. English, it is said, has a “deep orthography”, which basically just means that there are a lot of words that are not spelled the way they sound (e.g. “colonel” or “choir”). This is illustrated by the following table that shows the one-to-many relationship that exists between letters and sounds (phonemes): Table 2.2: Letter-sound relationships Letters Words that represent different sounds each letter can make A APPLE, AUTHOR, AUTHORITY, ANY, SAID, SAY, ALGAE B BOX, LAMB C CITY, COUNTRY, CHAIR D DOOR, LACKED E BED, BEAD, STEAK, EUREKA, THE, SEW F FOOD, OF G GIANT, GRUNT, RING, REIGN, SIGN, ENOUGH H HOLE, PHONE, SHINE, CHORE, CHOIR, HOUR, EXHIBIT I FINE, LID, CEILING, WEIRD, GOITER J JAM, JALEPENO K KING, KNIFE L LOVE, TORTILLA M MOON, MNEMONIC N NOON, KING O BOY, BOOT, FOOT, BLOOD, COYOTE, OUNCE, ONCE, PEOPLE, AMOEBA P PAT, PHONE, PSYCH, PNEUMATIC Q QUEEN, MOSQUITO R ROOT, PERRIER S SAND, SUGAR, EASY, AISLE T TAN, THAN, THIN, LATCH, OFTEN U UNDER, POUND, UNIQUE, TULIP, POUR, AUTHOR, AUTHORITY, CHURCH, BUSY, DIALOGUE V VINE, VOILA W WON, WREN, COW, LOW, AWFUL, FEW, WHICH, WHOLE, TWO X RELAX, LUXURY, EXECUTIVE, XENON Y YES, PSYCH, THEY, SAYS, VERY, PYGMY Z ZOO, WALTZ, RENDEZVOUS Letter Clusters AU AUTHOR, AUTHORITY, LAUGH, BUREAU, RESTAURANT, DINOSAUR, BEAUTY, GAUGE EA EAT, CREATE, GREAT, IDEA, DEAF, HEAR, HEARD, HEART, BEAR, BUREAU, BEAUTY OU OUT, YOU, YOUR, COULD, YOUNG, JOURNEY, ENOUGH CH CHORE, SCHOOL TH MOTH, MOTHER, FATHEAD IE PIECE, PIE, QUIET, FRIEND, SOLDIER OO FOOD, FOOT, BLOOD, FLOOR OA TOAD, BOARD, BROAD AI TRAIN, SAID, AISLE, AGAIN, AIR OUGH COUGH, THOUGH, THROUGH, THOROUGH, THOUGHT, ENOUGH Good readers do not depend primarily on context to identify new words. When good readers encounter an unknown word, they decode the word, name it, and then attach meaning. Here is 3-step method for recalling the word’s meaning by decoding the word: Start with the first letter, and say each letter-sound out loud. Apply knowledge of letter – sound relationships, devide the word into syllables and try to say the word. Try to use simple phonics to say the word in a couple of ways. If the word does not “sound right”, or it is hard or awkward to say, change the accent or the pronunciation (or both) slightly until it does sound right to speaker’s ears. After this 3-step method, readers might recognize and recall the meaning of the word when they hear it. 2.3.3 Guessing the word’s meaning: Guessing the word’s meaning is also an useful advice for students when facing with the unfamiliar word. Most of students lack vocabulary, which makes them find reading difficult. As a result, they often fail in giving a correct word’s meaning (Huckins et al., 1993, p.101). One way to overcome this problem is to guess. There are two most popular ways to guess the word’s meaning, they are: analyzing structural information and making use of clue context. 2.3.3.1 Analyzing structural formation: The ability to use structural formation to assign meaning to a word is one of the most useful word attack skills. Two kinds of formation are relevant: the grammatical function of the word: its place in the sentence and the morphology of the word: its internal structure. The grammar function of the word: By looking at the position of a word in a sentence, students can establish at least its grammatical category (whether it is a noun, verb, adjective, etc). This tells us the kind of meaning to look for and is thus a first step on the road to understanding. It is useful for students to be able to label the gramatical categories. In any case, it ensures that inappropriate meanings can be dismissed and, when an appropriate meaning is established, it can be slotted straight into its place. Different words, depending on where they are in the sentence, or what endings we attach to them, perform different functions in a sentence. Simplified for the purpose of the grammar, these functions are: Subjects: The subject is the “doer” or “actor” (eg. My mother cooks dinner.) Verbs: The verb is the action being done. (eg. I finished my homework.) Direct Objects: The direct object is the receiver of the action. (eg. She bought a new bike) Indirect Objects: The indirect object is the secondary receiver of the action. (eg. He gives me a book or He gives a book to me) Modifiers: Modifiers describe subjects, verbs and objects. Adjectives describe subjects and objects; adverbs describe verbs. (eg. With his old sword, Peter quickly killed the king. In this sentence, “old” is an adjective that modifies “sword” describe the condition of the sword, and “quickly” is an adverb that modifiers “killed” explains how the killing was done.) An adjectives describe subjects and objects; adverbs describe verbs and adfectives. The morphology of the word (Roots, Prefixes and Suffixes) Although grammar function of the word should be reader’s effective strategy in determining the meaning of unknown words, examining the structure of words can also be extremely helpful. The morphology or internal structure of a word may also offer valuable clues to its meaning (1,33). In English, this involves the study of affixation and bases i.e. roots. Students need to know which affixes and suffixes can combine with the bases, which affixes can co-occur, what changes in spelling or pronunciation occur when affixes or suffixes are added, and so on. “An analytical approach to morphology pays big dividends in enabling students to work out the meaning of new words” (15,99). Many English words are made up of component parts that have meanings of their own. A knowledge of these word parts and their meanings will enable students to define many English words. Word parts, or combining forms, are generally divided into three categories: prefixes, suffixes and roots. To use word – structure clues, students must examine an unfamiliar word to see if it has any of the following word parts: Root: base word that has a meaning of its own Prefix: a word part attached to the beginning of a root that adds its meaning to the meaning of the root Suffix: a word part attached to the end of a root word and also carries its own meaning. Prefixes and suffixes are also called “affixes” since they are “fixed” (attached or joined) to a root or base word. Words may consist of: Root only (such as graph) Prefix and root ( such as telegraph) Root and suffix (such as graphic) Prefix, root and suffix (such as telegraphic) Roots are powerful vocabulary – building tools because whole “families” of words in English come from the same root. For example, if students know that the root aud means to hear, then they will understand the connection between audience (people who come to hear something or someone), auditorium (a place where people come to hear something), audit (enrolling in course just to hear about a subject, rather than taking it for credit), auditory (pertaining to hearing, as in auditory learner), and audiologist (a person trained to evaluate hearing). Knowing the meaning of a word’s root also makes it easier to remember the meaning of the word. Prefixes change meaning of a root by adding their meaning to the meaning of the root. For example, adding the prefix “tele” (distant or far) to the root word “scope” (to see) creates the word “telescope” a device that lets you see things that are far away. However, that although a word may begin with the same letters as a prefix, it does not necessarily contain that prefix. The words: malt, mall, male, and mallard (a type of duck), for example, have no connection with prefix “mal” (wrong/ bad) as in words such as: malnourished or maladjusted. Suffixes are word parts that are attached to the end of a root word. Suffixes, on the other hand, modify the meaning of a word and frequently determine its function within a sentence. Other suffixes change a words’s part of speech or inflection. For example, consider these forms of the word predict: prediction, predictability, predictor (nouns); predictable (adjective); predictably (adverb). Suffixes are not as helpful as roots or prefixes in determining the meaning of unfamiliar words because many suffixes have similar or even the same meanings. Also, some roots change their spelling before a suffix is added. For instance, when suffixes are added to happy, the y becomes an i: happier, happiness, happily. Some common roots, prefixes and suffixes are introduced sufficiently in Appendix 4, 5 of this paper. Obviously, understanding the meaning of various word parts can help readers determine the meaning of many unfamiliar words, especially in context. Students can figure out meaning of an un familiar word more quickly and logically by learning its roots. One root can be the foundation of many words, so studying a root means studying a lot of words at the same time. 2.3.3.2 Making use of context clues: Writers want you to understand what they have written. When they use words that they think might be unfamiliar to their readers, they often help the readers by offering various clues in the rest of the sentence so that the reader can deduce (reason out) the meaning of the word. Such clues are called context clues. The word context refers to the sentence and the paragraph in which the word appears. In this case, it refers to the rest of the sentence and the paragraph in which the unknown word appears. Using context clues means that reader reason out the meaning of an unfamiliar word from clues provided by the surrounding words and sentences. Kinds of context clue: The most common types of context clues are summarized in the table below. The table not only explains what to look for when readers encounter each type of context clue but also presents example sentences that illustrate it. Table 2.3 : Kinds of context clues Example Type of clue What to look for The psychological term interiority is defined as a tendency toward looking within during middle age. Definition Clue Phrases that introduce a definition, such as: is defined as, is called, is, is known as, that is, refers to, means, the term ; a term that is in bold print, italic, or color ; or certain punctuation marks that set off a definition or a term. The garden was redolent, or fragant, with the scent of roses. Synonym Clue Phrases that introduce synonyms, such as: in other words, or, that is to say, also known as, by this we mean, that is. I did the physical therapy excercises incorrectly and, instead of helping my back, they were actually deleterious. Contrast Clue Words and phrases that indicate opposites: instead of, but, in contrast, on the other hand, however, unlike, although, even though. The campers were warned that hiking up that steep mountain trail would enervate even the fittest members of their group. Experience Clue A sentence that includes a familiar experience (or information readers already know) can help them figure out the meaning of the new word. He enjoys aquatic sports such as swimming, scuba diving, and water skiing. Example Clue Words that introduce examples of the meaning of the unfamiliar word: for example, such as, to illustrate, like. When studying for his final exams, the student was told to eschew television. “Just give TV up!” was his roommate’s advice. Clue from another sentence Additional information in another sentence that may help explain the unfamiliar word. Ways of making use of context clues: Using the context clues is one of effective strategies students should know how to apply when they encounter an unknown word. “Students need to stir up their language knowledge and analyze the context because the context controls word meaning” (4,77). If an unfamiliar word appear in the context, students must read the sentence carefully, pay attention to the words and the other sentences surrounding the unfamiliar word and ask themselves “What would this word have to mean in order for it to make sense in this sentence?” (13,38). For example, “My four-year-old nephew loves cookies, cakes, candy, gorp, and anything else that is sweet.”. In this sentence, gorp is not probably a well-known word. Yet, students can deduce its meaning from the context: it is a type of dessert-like food. The context clues are the examples of “cookies, cakes, candy” and the words “anything else that is sweet”. To make sense of the sentence, gorp would have to refer to a type of sweet, sugary food. Also, important or key words often occur in the text several times. When they read the passage from the beginning, the meaning of a word may be clear in another sentence in the passage or the words surrounding a word will explain that word. Considering the sentences and surrounding ones, students can know the meaning of the same words presented. In any cases, a word’s context is important in terms of understanding its meaning and its function or usage. Obviously, in combination with regular reading, the use of context clues is an excellent way to improve students’ reading rate. Unfamiliar words, encountered often enough in context, eventually become part of one’s natural working vocabulary. If students develop their habits of reading regularly and using context clues to guess the meaning of unknown words, they will turn many unfamiliar words into familiar ones. 2.3.4 Looking the unfamiliar words up in the dictionary: When the unknown word is needed for text comprehension but its meaning can not be guessed, looking unfamiliar words up in the dictionary is used as a last resort . This means that students must learn how to choose a good dictionary and use it effectively with carefulness in order to make their consultation the most quickly and effectively (11,147) 2.3.4.1 Way to choose a good dictionary: Most students have to use the dictionary when they cannot readily identify a word out its meaning from the context. Hence, it is imperative that students have a good, up-to-date dictionary. There are two kinds of dictionary: an unabridged and an abridged version. An abridged dictionary, which is usually published in an inexpensive paperback format, is shorter than a complete dictionary and does not contain as many words as an unabridged version. A standard college edition of an unabridged (or relatively complete) dictionary generally contains around 175,000 entries. In contrast, an abridged one has only around 70,000 entries. Each has own advantages. The light weight of the paperback dictionary makes it more portable. Unabridged version, besides containing more words, also contain more complete definitions, etymologies, notes on appropriate usage, and explanations of symnonyms. But such a dictionary is heavy to lug around and therefore it is difficult to carry it when students study. An English – only dictionary is considered to be better for intermediate students. According to Hulstijn (1993) “Always try to find an explanation in English before looking for a translation” (p.26). It is to use a monolingual dictionary that has been designed for foreign learners. This type of dictionary gives more information about grammar, use and pronounciation than the dictionary for native speakers. Moreover, dictionaries are often updated to reflect changes which occur in language. Students should use an up-to-date dictionary which has been published recently because of such language changes. 2.3.4.2 Way to use the dictionary quickly and effectively: The important thing towards using a dictionary as a tool instead of a crutch is to decide which words to look up and accept what they should be as few as possible (13,192). If students decide to look up a new word, they had better do it quickly and to make the best use of the information in the dictionary. No matter which dictionary students choose, all contain the same features such as guide words, entry, pronunciation symbols, stress marks, parts of speech and etymology. Some students take much time to find a word in the dictionary, this is particularly likely if their mother language does not use the same alphabet as the foreign language. According to Alderson (1984), exercises on alphabetical order, and on using the guidewords at the head of each page, will help students (p.67). Even practice in opening the dictionary as nearly as possible at the right page is useful. In short, the final step shows us using dictionary is one of the useful ways to deal with unfamiliar words. But students should learn how to use dictionary quickly and effectively and how to choose the best dictionary as well. They should remember to use a dictionary as a tool instead of a crutch all the time. 2.4 Summary: In Chapter II, overviews of reading and reading comprehension have been introduced basing on some typical definitions by some authors. In addition, the author of this paper also provides knowledge on the importance of reading comprehension, types of reading comprehension, reading comprehension strategies and effective reading and proficient readers. In short, reading comprehension is a complex process of interaction between the reader and the text. The goal of reading comprehension is to comprehend the author’s message. There are many skills, strategies or techniques that readers can practise to increase the efficiency of the process such as: prediction, questioning, clarifying, imagining and summarisation. Effective reading is active and interactive process and a proficient reader is a person who know how to use reading strategies in a fluent and flexible manner to gain his own goal. Moreover, the most important thing in this study introduced is some knowledge on word and unfamiliar words. Unfamiliar word is a word which readers find it unaccustomed or accustomed but in a new context. The reasons why students are always got trouble with unfamiliar words in reading comprehension are: slowing reading speed, interrupting reading process, and lack of interest in reading. When students encounter strange words in reading, they should first ignore them by using skimming and scanning skills if they are not necessary for comphending the whole paragraph or text. If understanding individual words is important for reading comprehension, students should apply some strategies such as recalling the word’s meaning by pronunciation, guessing the word’s meaning by analyzing structural formation or making use of context clues, and looking the unfamiliar words up in the dictionary. Above suggested strategies help students not only speed their reading but also understand the text completely without worrying about unfamiliar words. All of above knowledge is aimed at helping this study more clearly and successfully. In the next chapter, the study focuses on the ways senior students at Faculty of English, Hanoi Open University use to deal with unfamiliar words in reading comprehension. Chapter III: The study This paper focuses on the ways senior students of English faculty at Hanoi Open University use to deal with unfamiliar words in reading comprehension. Reading comprehension is one of basic skills for college students including foreign language learners. There are a lot of reading exercises in an examination today. But all these readings must be done in limited time. So students are asked to read them correctly with a certain speed. New words prevent them from reading fast. Therefore, many students probably consider that their main problem in reading is ways to deal with unfamiliar words in reading comprehension. If they find out those ways, their difficulties in reading can be improved significantly. 3.1 Survey on ways senior students use to deal with unfamiliar words in reading comprehension: 3.1.1 The subjects: 80 senior students (40 in K14 and 40 in K13) of English faculty at Hanoi Open University were randomly chosen for the project. They are all senior students with a general advanced level of English and have studied four other skills of English namely speaking, reading, writing and listening. 3.1.2 Data collection: The survey which aims at collecting necessary data for the project consists