IELTS reading and some techniques to improve IELTS reading skills for students
The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether a
person is able to study or train in English. Every year, thousands
of students sit for IELTS. However, the number of those who are
recognized to be capable enough to take a course in English is
somehow limited, especially for those who are not major in
English at their universities.
IELTS Reading is considered as a discerning skill and it is of the
equal importance to listening, speaking and writing in obtaining
the objectives of IELTS of band 6 or 6.5. Being teachers of English
at a training institution, the authors recognize that students can
make time-saving improvements in their reading command under
their teachers’ insightful guidance.
*Expand vocabulary. For IELTS readings are for academic purposes. There is a requirement for a good command of words, expressions and phrases (Brown, 1994). Students are advised to enrich their academic vocabulary as much as possible. 4. Some implications to enable students to acquire IELTS high score Most researches on reading now focus on the effective reading strategies that increase students’ comprehension. It is essential for teachers of reading classes to recognize the learning objectives for their students who are supposed to have capacity to read a variety of reading texts in English about various subjects. At the same time, reading class is to build a linguistic knowledge to facilitate reading command as well as schematic knowledge (Abraham, 2002). Furthermore, teachers are advised to equip their students with ability to adopt adequate reading style for different purpose and develop their awareness of the structure of any reading passages *Teachers should teach anything important before their students see the reading passages This is the pre- reading stage in any reading class. This stage set orientation, motivation and choice of reading strategies for students to cope with upcoming reading passage. In this stage, teachers are assumed to provide their students with vocabularies, active background knowledge and some reading skills (Hammer, 1992). *Teachers should use analogies conduct skimming and scanning Normally, this is advised in the while – reading stage which aims at developing students’ competence in comprehending a written passage with both linguistic and schematic knowledge (Abott et al, 1990). Students may have some obstacles in recognize the difference between these two reading strategies and teachers are suggested not to teacher them together *Before skimming, teachers should use flash- reading and predicting Prior to skimming, Flash-reading is advised to use . This involves trying to get as much information as possible from a text in a very short time (Anthony & Richards, 1980). The major goals of flash-reading are to predict the topic by looking at titles, subtitles and headings, and to work out the thesis statement. Then, when the students read the passage again, they would identify the topic after 3 -5 minutes skimming the passage and confirm their pre- assumption. *Checking questions should be asked after skimming This is the job of the teacher to give their students questions for those the answers can be produced simply and that generate the specialist background knowledge in the reading passages. These questions are to force students to read the whole reading passage again (Carrell et al, 1989). *Teachers should ask their students to do summarizing in pairs Students are asked to spend about 2 – 3 minutes summarizing the text with a partner without looking at the reading passage. This activity is considered as a good way to see if students have picked up the main ideas in the reading text. *Paraphrasing techniques should be demonstrated from the questions Reading classes are to give students opportunities to practise some skills whereas, in test KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 101Volume 8, Issue 2 situations, students are supposed to be countable on their existing competence and familiar strategies. Teachers, therefore, are advised to introduce new techniques and get their students masters them through exercises and questions. Teachers then should demonstrate some paraphrasing techniques with the first question as an example, and then get students to practice the remaining questions by them selves or with a partner. *Students should practise guessing unknown words Unfamiliar words is always an obstacle for every reader. Students, therefore, should practice guessing unknown words when learning reading. Teachers are advised not to give definitions of the words straight away but try to demonstrate the contextual clues. In IELTS reading, unfamiliar word are often technical terms and students can find a clear definition of the word in the passages. In other context, logical connectives, parallel expressions and collocating words can also provide enough clues to work out the meaning of an unknown word. *Teachers should set their students realistic goals It is certainly quite infeasible to set a goal that students get 40 correct answers. To achieve 27 correct answer should require adequate time management skills. Notice should be given that 30 out of 40, equivalent to IELTS 7.0 in the Academic score is a very good one and students should concentrate on the 27 easiest question rather than the 13 most difficult ones. *There should be a separation between academic vocabulary and technical vocabulary It is certain that, when reading, students come across many unknown words because reading texts in IELTS are rather academic. And it is the teacher’s role to enable students to identify the right words to learn. There are 3 groups of vocabulary: - Mainstream vocabulary. There is an estimation of 2000 – 3000 words in English and these are considered as everyday language and most of them are known to the students - Formal vocabulary. This group consists of around 1000 word families in which, many adjectives and verbs are included. These words are not commonly used in daily communication but many of them are again known to students. - Specialized vocabulary. This accounts for the largest proportion in IELTS Reading. They, however, are always defined in the reading passage. Students should be helped to identify the difference between the two last groups of vocabulary and put priority to acquire academic vocabulary. *Students should be encouraged to do task- based reading outside class Students are advised to practice what they have learnt in reading class because reading requires a corporation of reading skills, linguistic competence and adequate reading strategies. This can only be obtained through a lot of practice. Below are examples of task – based reading: - identify the topic sentence - identify academic words and technical words in the reading passage - identify pronouns with the nouns - find the writer’s argument and do some writing to respond - find names of people with their opinion or idea and paraphrase it 4. Conclusion The number of people wishing to study overseas or to take a course offered in English is increasing and the International English Language Testing System (IELTS) is popular as these people have to sit for this test to assess if their English is good enough to enroll such courses. In this paper, the authors look into reading skill to the extent of IELTS reading description, reading skill requirements and then give some suggestions for teachers to perform well in reading class in order to enable their students to get the highest possible score in the test. KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 102 JOURNAL OF ETHNIC MINORITIES RESEARCH ĐỌC IELTS VÀ MỘT SỐ KỸ THUẬT NÂNG CAO KỸ NĂNG ĐỌC IELTS CHO SINH VIÊN Đinh Thị Bắc Bìnha Đinh Thị Kiều Trinhb Học viện Ngân hàng a Email: dinhbacbinh@gmail.com b Email: trinhdk@hvnh.edu.vn Ngày nhận bài: 5/5/2019 Ngày phản biện: 15/5/2019 Ngày tác giả sửa: 27/5/2019 Ngày duyệt đăng: 10/6/2019 Ngày phát hành: 21/6/2019 DOI: https://doi.org/10.25073/0866-773X/308 Tóm tắt: Hệ thống kiểm tra tiếng Anh quốc tế (IELTS) được công nhận là một công cụ để đánh giá liệu một người có thể học hoặc đào tạo bằng tiếng Anh hay không. Mỗi năm, hàng ngàn sinh viên tham gia kỳ thi IELTS. Tuy nhiên, số lượng những người được công nhận đủ khả năng tham gia một khóa học bằng tiếng Anh còn nhiều hạn chế, đặc biệt là đối với những sinh viên không theo học chuyên ngành tiếng Anh tại các trường đại học. Kỹ năng Đọc IELTS được coi là một kỹ năng khó và có tầm quan trọng tương đương với các kỹ năng nghe, nói và viết trong việc đạt được các mục tiêu của IELTS tại mức 6 hoặc 6.5. Là giáo viên dạy tiếng Anh tại một cơ sở đào tạo, các tác giả nhận ra rằng sinh viên có thể cải thiện kỹ năng đọc của mình dưới sự hướng dẫn chi tiết của giáo viên. Từ khoá: Kỹ năng đọc IELTS; Kỹ năng đọc lướt; Kỹ năng đọc quét; Nội dung học thuật. References Abott, Gerry, Green, J., Doughlas Mc (1990). The Teaching of English as an International Language. Collins E.L.T. Anthory, E.M. & Richards, J.C. (1980). Reading, Insights & Approaches. R.E.L.C.. Brown, H. D. (1994). Teaching by Principles. Prentice Hall. Grelette, F. (1990). Developing Reading Skills. Cambridge University Press Hammer, J. (1992). The Practice of English Language Teaching. Longman. Abraham, Paul. (2002).TT Skilled Reading: Top-down, bottom-up. Field Notes, 10(2); Retrieved on Nov 1, 2004 from sabes.org/ resources/ fieldnotes/vol10/fn102. pdf Carrell , Patricia L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678. Drucker, Mary J (2003). What reading teachers should know about ESL learners. The Reading Teacher. Vol 57 (1): p.22-29; retrieved on Nov 6, 2004 from www.questia.com Gabb, Sally. (2000). From talk to print: Preparing students to read with ease. Field Notes, 10(2); Retrieved on Nov 1, 2004 from fieldnotes/ vol10/fn102.pdf Grabe, William. (1991). Current developments in second language reading research. TESOL Quarterly. 25 (3): 375-406. Hafiz, F. M. & Tudor, Ian. (1989). “Extensive reading and the development of language skills.” ELT Journal, 43(1): 4-13. Haller, Lee. (2000). Modeling class activities for low-level literacy learners.” Field Notes (formerly Bright Ideas), 10 (2); Fall 2000. Retrieved on Nov 1, 2004 from sabes.org/ resources/fieldnotes/vol10/fn102.pdf
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