TAILIEUCHUNG - Báo cáo " Using Bloom’s revised taxonomy to design in-class reading questions for intermediate students in the context of Vietnam "

The findings from the questionnaire survey conducted among 100 instructors of English in Vietnam about the reading-question design for the intermediate solicited three worth-noticing issues. First, the design aims mainly to develop in students reading skills, language elements or both. Second, the designed questions are largely of recalling and understanding the information (the lower level of cognitive domain, Bo-linn, 2006) and leave a large gap on the applying, analysing, evaluating and creating (the higher level of cognitive domain, Bo-linn, 2006). . | VNU Journal of Science Foreign Languages 24 2008 175-183 Using Bloom s revised taxonomy to design in-class reading questions for intermediate students in the context of Vietnam Nguyen Chi Duc Department of English College of Foreign Languages Vietnam National University Hanoi Pham Van Dong Street Cau Giay Hanoi Vietnam Received 08 May 2008 Abstract. The findings from the questionnaire survey conducted among 100 instructors of English in Vietnam about the reading-question design for the intermediate solicited three worth-noticing issues. First the design aims mainly to develop in students reading skills language elements or both. Second the designed questions are largely of recalling and understanding the information the lower level of cognitive domain Bo-linn 2006 and leave a large gap on the applying analysing evaluating and creating the higher level of cognitive domain Bo-linn 2006 . Finally most of the instructors have yet established a basis to accompany this task. Therefore the writer proposed the application of Revised Bloom s Taxonomy Pohl 2000 . Literature bodies have well documented its efficiency on 1 perceiving and processing the information 2 generating the interest and motivation in learning 3 bettering the spoken and written command of English 4 and cultivating chances to apply the information to create something new. Yet to realize this application the writer had to investigate the nature of each level of cognition then found out a proper interpretation of each level rather than the novel idea of Bloom 1956 or the list of related verbs coined by Pohl 2000 . Based on this interpretation the writer built up a set of questions for each level. Apart from scanning skimming referring and inferring questions divided as basic intermediate and advanced scattering in all six levels this set also includes those related to applying analyzing evaluating and creating. It is hoped that this set of questions would raise the instructors awareness of high levels of .

• Báo cáo khoa học
• bloom’s revised
• linguistics
• scientific reports
• research projects
• scientific research
• Foreign Languages
• Learning of foreign languages
• Foreign languages with web 2 0
• Informal language learning
• Informal learning of foreign languages
• Informal learning platform
• Combined learning technology
• Teaching foreign languages
• Learning foreign languages
• Teaching and learning foreign languages
• Learning orientation
• Recognizing foreign languages
• Pre lexical stage
• The language discrimination task
• The language discrimination
• Tạp chí khoa học
• Teaching activities employed in the writing classrooms
• The writing classrooms
• The faculty of foreign languages at HCMC OU
• The Faculty of Foreign Languages
• Foreign language
• Soft skill
• Typical perspective
• Higher education institutions
• Enhance foreign languages
• Graduate employability
• English language graduation thesis
• English language
• Learning listening comprehension faced
• Foreign languages department
• Learning communication in any another languages
• Journal of science
• Developing learner autonomy based foreign language proficiency enhancement model
• Foreign language proficiency enhancement model
• Vietnam’s public officials
• Civil servants and public employees
• Foreign languages at work effectively
• Publications and trends of research in foreign language majors
• VNU university of languages and international studies
• A preliminary survey
• Dissertations by master and doctoral students
• An investigation into the teaching
• Hue university of foreign languages
• Language and cultural acquisition
• Intercultural competence in classes
• Intercultural competence to EFL students
• The application of portfolios in teaching
• Learning translation 1 at faculty of foreign languages
• Vietnam’s universities and colleges
• Interviews and Portfolio collection and analysis
• Using recording technique
• Using recording technique for error correction
• College of foreign languages
• University of Danang
• Pronunciation errors made by students
• Using corrective feedbacks in teaching School of foreign languages
• Thai Nguyen University
• Written corrective feedback
• Error corrective feedback
• Graduation course of English language sector
• English language sector
• Learning English idioms of students at faculties
• Foreign languages and some suggested solutions
• English and Vietnamese idioms
• Explicit instructions
• Reading comprehension
• Including pre test
• School of Foreign Languages
• Apply the deep approach
• Approach of foreign languages
• Cultures to teaching Vietnamese
• Teaching Vietnamese
• Create similar resources for Vietnamese
• Improving intercultural competence
• Intercultural competence in teaching
• Era of globalization
• Training intercultural competence
• Language learning
• Language learning experiences
• Language learning strategies
• Learning English
• Graduation course
• Graduation course in foreign Languages
• Cross culture study on greeting ways
• Greeting ways of Vietnam
• Nonverbal greeting
• French Picture Dictio
• Learn foreign language
• Photos learning foreign languages
• French grammarvocabulary
• Foreign language learning materials
• Intercultural communicative competence
• Intercultural competence
• Foreign language teaching and learning
• English major students
• French as a foreign language
• French for medical purpose
• Actual situation
• Higher education
• communicative language teaching
• Service learning
• English language teaching
• Community engaged learning
• The limits of service learning in higher education
• Qualitative research
• Teaching methods
• Activity examples
• NAATI test format