tailieunhanh - 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 .