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Description
The study attempted to examine efects of vocabulary pre-teaching strategy on reading comprehension skills for English major students. Both qualitative and quantittive research methodology were utilized in this study. The data was collected through the reading profiency pretest and posttest, questionnaires, and interviews. The participants of the research who were divided into two groups, the control, and experimental groups, included 62 English major students at Vinh university. The results from the study revealed that the reading proficiency level of English major students was quite low. However, this was significantly improved after three months experimental teaching using vocabulary pre-teaching strategy. Additionally, all of the students expressed their positive attitudes and good appreciation for this reading strategy which helped them to deal with their reading problems. On the basics of the findings, some pedagogical implications were drawn out not only for students to become effective readers but also for language teachers to enhance students’reading proficiency.
