INTRODUCTION
The rationale of the study
The Northwest Program, officially known as the "Science and Technology for the Sustainable Development of the Northwest Region," was a key state-level initiative from 2013 to 2018 Focused on the Northern midland and mountainous provinces, particularly in Bắc Kạn province, this program engaged various stakeholders, including the Bắc Kạn provincial People’s Committee, the Ministry of Science and Technology, the Ministry of Education and Training, and VNU, to promote sustainable development through scientific and technological advancements.
The Northern midland and mountainous region possesses significant potential for development, yet it faces various challenges To address these issues, numerous targeted programs and investment projects have been initiated to enhance economic, social, cultural, and educational development in the Northwest On June 28, 2013, in line with the Prime Minister's directive, the Minister of Science and Technology signed Decision No 1746/QD-BKHCN, which outlined the goals and expected outcomes of the Northwest Program VNU was appointed to oversee this initiative, with former VNU President Phùng Xuân Nhạ serving as the program's Chairman.
The Northwest Program embodies the strategic vision of the Vietnamese Party and State, prioritizing Science and Technology as a key national policy to harness intellectual resources and drive the development of a knowledge-based economy in the Northwest region By addressing the unique developmental challenges faced by the region and its localities, the program aims to enhance production capacity and competitiveness, leverage regional advantages and resources, and stimulate overall growth Ultimately, it seeks to deliver tangible benefits to ethnic minority communities in the Northwest provinces while contributing to national defense and security.
1.1.2 The role of English in Customs at the border gate
English is recognized globally as an international language essential for both oral and written communication Its significance has been amplified by its pivotal role in the advancement of modern technology In the wake of rapid economic globalization, Vietnam is engaging in international business, leading to a growing reliance on English as a lingua franca among its people for foreign interactions.
Effective communication at border gates hinges on fostering cohesion among culturally diverse workforces English serves as a neutral bridge that connects individuals across various countries and cultures, enabling innovation As a result, it has emerged as a preferred lingua franca among nations Its ability to facilitate the innovation economy allows individuals, companies, and organizations worldwide to communicate and collaborate towards shared goals.
1.1.3 The necessity to conduct a study of composing an English handbook for Customs Officers
In today's globalized world, effective English communication is vital for civil servants and professionals, especially in regions with significant foreign trade and interaction The Northwest border customs, a key area for such exchanges, offers numerous opportunities for staff to engage with international visitors Acknowledging the critical role of English in facilitating trade and communication, a dedicated team has developed a comprehensive handbook featuring essential English vocabulary and scenarios tailored for customs officers at the Northwest border gate This resource aims to enhance daily operations, boost work efficiency, and ultimately drive economic growth in the Northwest region.
Customs Officers operate in an international environment at border gates, where English serves as a crucial communication tool due to globalization In Vietnam, which shares a lengthy border with China, utilizing English as a primary language can help mitigate the dominance of Chinese and its speakers in communication.
The annual increase in travelers to the Dien Bien Phu region, following the recent opening of the border crossing into Laos, has heightened the demand for foreign language skills among employers across various industries, particularly in customs services In response, the Customs Officer administration has developed an English handbook to enhance language proficiency for its employees.
Supported by the Vietnam Ministry of Education and Training and experts from the University of Languages and International Studies at Vietnam National University, the project "An English Handbook for Customs Officers" has been launched as part of the Northwest program This initiative aims to equip customs officers, especially those in the Tay Bac Customs Officer Department, with essential English communication skills for effective interactions with tourists, businesses, and partners.
Aims and objectives of the study
The project aims to create specialized English for Specific Purposes (ESP) materials essential for effectively performing customs duties and enhancing cross-border communication.
To achieve this aim, the following objectives are established:
- To get an overview of the strategies and principles related to ESP materials development to select vocabulary for Customs Officers in composing specialized situations
- To conduct a needs analysis to identify the Customs officers’ working situation, the officers’ need
- To propose an appropriate English handbook with appropriate vocabulary for the target students based on the relevant theories and the need analysis
- To investigate the opinions of experts and customs officers towards selected vocabulary
The objectives can be summarized by three research questions below:
1 What are the process and the principles of choosing best-suited situation-based vocabulary in composing an English handbook for Customs Officers in Northwest region of Vietnam?
2 What is the need of Customs officers in Nortwest regions of Vietnam?
3 What are the opinions of the Linguistics experts and the Customs experts towards the vocabulary used in the handbook?
Research methodology
This study employed both qualitative and quantitative research methods, including secondary data collection, semi-structured interviews, and questionnaires, to achieve its objectives Initially, a thorough review of relevant literature and available materials provided in-depth insights Subsequently, common scenarios in the Vietnamese Customs field were gathered from a Customs Department A semi-structured interview was conducted to assess the needs of targeted Customs officers, leading to the creation of the first draft of the handbook To gather feedback on the vocabulary and situations included, both open-ended and close-ended questions were posed to Customs experts and officers The findings from the questionnaires informed subsequent modifications to the handbook.
Scope of the study
This study examines the situation-based vocabulary included in the English handbook for Customs officers, highlighting the perspectives of Customs experts and officers regarding the vocabulary's effectiveness and potential modifications Key issues addressed include the handbook's overall efficacy and recommendations for developing English for Specific Purposes (ESP) materials tailored to other fields.
However, they are not in the scope of this thesis because of the time limitation and hoped to be investigated in another research.
Significance of the thesis
The researcher aims to identify essential vocabulary for Customs officers and address challenges faced by ESP designers in creating effective materials The selected vocabulary is intended to enhance the efficiency of Customs officers in English-speaking situations Additionally, the study seeks to develop practical English handbooks that incorporate situation-based vocabulary, optimizing the material's utility Ultimately, these findings will assist numerous Customs officers in their self-study efforts.
Organization of the thesis
The thesis consists of five chapters, starting with an introductory chapter that outlines significant background issues relevant to the study Chapter II presents the theoretical framework essential for analyzing and interpreting the collected data in conjunction with related studies In Chapter III, the research site, subjects, instruments, fieldwork processes, and data analysis methods are detailed Chapter IV showcases the study's results, guided by the theoretical framework and research questions Finally, Chapter V concludes by summarizing the findings and suggesting directions for future research.
LITERATURE REVIEW
ESP materials development
This section discusses the issues related to the ESP materials development All the ESP developers should take the following terms under consideration:
- What are the issues to consider in developing the ESP materials?
- What are the techniques used for material evaluation?
This article explores the development of a handbook for Customs Officers in the Northwest regions of Vietnam, emphasizing the importance of English for Specific Purposes (ESP) ESP is defined as the teaching and learning of English as a second or foreign language tailored for specific professional contexts.
Since the 1960s, English for Specific Purposes (ESP) has emerged as a distinct branch of Teaching English as a Foreign Language (TEFL), driven by the rise of English as a global lingua franca The increasing need for English as a communication tool, coupled with government-led mass education initiatives, has significantly accelerated the growth of ESP.
English for Specific Purposes (ESP) is defined as a language learning approach tailored to the specific reasons students have for learning a language, as noted by Harmer (1983) and Hutchinson et al (1987) Strevens (1988) further emphasizes that ESP is a specialized form of language training that falls under the broader category of special-purpose language education.
According to Dudley-Evans and St John (1998, p.1), the primary focus of English for Specific Purposes (ESP) has consistently been on needs analysis, text analysis, and equipping learners for effective communication in their academic or professional tasks They categorize ESP into two main types: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), emphasizing that these distinctions are crucial as they influence the level of specificity suitable for each course.
Recent research by Kim (2008) identifies key characteristics of English for Occupational Purposes (EOP), highlighting its clear objectives such as enhancing business skills for presentations and writing EOP is tailored to meet workplace proficiency needs identified through thorough needs analysis, addressing educational requirements effectively It incorporates relevant vocabulary and expressions specific to the workplace, making it more applicable for immediate use compared to General English (GE) These features form the foundation for the exploration of EOP/ESP materials being developed in this study.
2.1.2 Principles and procedures of developing ESP materials
The development of educational materials is a structured process divided into three key stages: pre-development, while-development, and post-development Initially, it is crucial to analyze learners' specific needs and evaluate existing materials Throughout the development process, several important factors must be considered to ensure effectiveness Finally, obtaining comprehensive feedback from both users and experts is essential for refining the materials and enhancing their impact.
ESP (English for Specific Purposes) differs from General English (GE) by being goal-oriented and focused on the specific needs of learners, as highlighted by Cunningsworth (2002) Understanding these needs plays a crucial role in the creation of effective ESP materials.
Since its inception in the 1960s and 1970s, English for Specific Purposes (ESP) has evolved from simple needs analysis to a more complex framework aimed at assessing learners' communicative requirements and achieving specific teaching objectives According to Angouri (2010), ESP emphasizes a cohesive approach that equips learners with both specialized content and the linguistic skills necessary for effective work-related communication Basturkmen (2010) defines ESP as focusing on learners' professional roles rather than personal interests, highlighting its context-specific nature that aligns language learning with workplace demands This is crucial, as van Lier (2002) notes, because linguistic proficiency in real-world settings differs significantly from that in traditional classroom environments Ultimately, ESP prepares learners to utilize English effectively in academic, professional, or workplace contexts (Mohammadi & Mouasvi, 2013).
Robinson (1991) suggests that needs analysis combines target situation analysis (TSA) and present situation analysis (PSA), where TSA focuses on students' end-of-course needs and PSA assesses their initial strengths and weaknesses Hutchinson & Waters (1987) further distinguish between target needs and learning needs, defining target needs as what learners must know to operate effectively in their desired context, the proficiency gap they need to bridge, and their self-identified needs However, relying solely on target situation needs is insufficient, as the target situation may not accurately reflect what is necessary or beneficial in the context of English for Specific Purposes (ESP) learning.
Analyzing students' needs is crucial for selecting appropriate language course materials that enhance motivation and success Needs analysis serves as the foundation for developing effective English for Specific Purposes (ESP) materials, ensuring that learning objectives are clear and relevant to students' study or work contexts This targeted approach fosters higher motivation, as students engage with topics directly related to their interests Furthermore, needs analysis and material evaluation are interconnected; while needs analysis identifies the specific requirements of a defined group, evaluation assesses how well the materials fulfill those needs (Stern, 1992, p.82).
In 1987, Hutchinson and Waters developed a framework for course designers to analyze target and learning needs effectively They emphasized that questioning is essential for assessing these needs, distinguishing between target situation needs—what learners must accomplish in real-world language use—and learning needs, which pertain to how individuals study the language The following outlines their target situation analysis framework.
- Why is the language needed?
- How will the language be used?
- What will the content areas be?
- Who will the learner use the language with?
- Where will the language be used?
- When will the language be used?
2.1.2.2 While-development: Developed content and Real content
Dudley-Evans and St John (2009) emphasize the importance of aligning developed content with real content when creating new educational materials Developed content pertains to the subject matter used for teaching a specific language, while real content refers to the practical language skills utilized in everyday situations Typically, developed content is found in English for Specific Purposes (ESP) textbooks, whereas real content reflects the actual language tools needed in real life For materials to be deemed effective, it is crucial that these two types of content closely match, enabling language learners to seamlessly integrate their acquired knowledge into daily use and truly internalize the language.
John then propose two possibilities in preparing new materials with the two types of content as shown in the graph below:
Process for Preparing New Materials Starting point A have some developed content determine its real content match real and developed content to course framework
Starting point B need material for specific objective search for suitable developed content
Figure 1: Process for preparing new materials (Dudley-Evans & St John, 2009, p 177)
To create effective course materials, begin with well-developed content and analyze it to determine its relevance and how it aligns with your objectives If suitable content is initially lacking, it is essential to search for and identify appropriate resources that meet the specific course goals.
ESP developers must prioritize the clarity, conciseness, and explicitness of their materials' structure It is essential for ESP resources to include clear instructions and guidelines, enabling users to effectively utilize them for self-study Recent research by Frydrychova Klimova and Poulova (2013) emphasizes these key aspects for effective ESP materials.
ESP materials should have a clear, concise, logical and simple structure (information in bullets is preferred)
The materials should be comprehensible and up-to-date
They should be easily navigated
They should be interactive with appropriate multimedia components
The authenticity of materials is crucial in their development, as designers should prioritize real-life resources that resonate with the target audience's specialization (Abudhahir, Mahdun and Md Nor, 2014) This approach aids language learners who may struggle with English, as their existing background knowledge can enhance comprehension of the reading material Therefore, English for Specific Purposes (ESP) materials should incorporate relevant context tied to the learners' fields of study, facilitating easier understanding of specialized terms and jargon By utilizing authentic materials, learners are more likely to feel comfortable and engaged, as they can relate to the content and find it familiar.
2.1.2.3 Post-development: On-going Evaluation
Situation-based vocabulary
The English handbook for Customs officers in Northwest Vietnam is divided into two key sections: situations and vocabulary This article focuses on the word selection process tailored to various scenarios, aimed at assisting Customs officers in their day-to-day tasks To establish a foundation for this process, several critical questions must be addressed.
- What is the importance of vocabulary in using English?
- What are the characteristics of situation-based vocabulary?
- What are the process of choosing vocabulary for each situation?
2.2.1 The importance of vocabulary in ESP teaching and learning
Vocabulary is a critical focus for linguists and language educators, as it serves as a fundamental aspect of language that influences learners' speaking, listening, reading, and writing skills (Jenkins & Dixon, 1983) According to Gardener (2009, as cited in Adger, 2002), vocabulary encompasses not only the meanings of words but also their structure, including how individuals use, store, and acquire words, as well as the relationships among words, phrases, and categories.
Words hold significant power, connecting the essential skills of speaking, listening, reading, and writing To effectively communicate in a foreign language, students must not only build a robust vocabulary but also learn to use words accurately The effectiveness of language learning hinges on understanding the vocabulary that conveys meaningful messages Therefore, prioritizing both academic and semi-technical vocabulary is crucial in English for Specific Purposes (ESP) education, as highlighted by Dudley-Evans and St John (1998), since this vocabulary is frequently encountered in both everyday contexts and in scientific and technical discussions.
To improve the language proficiency of Customs officers, it is essential to enhance their English vocabulary, focusing on both academic and semi-technical terms relevant to their specific duties Different types of vocabulary serve distinct purposes in various contexts, making it crucial for officers to develop a well-rounded lexicon for effective communication.
Learning foreign language vocabulary is more effective when organized into coherent semantic groups based on specific "situations" or "centers of interest." A logical taxonomy categorizes these situations into two types: closed and open Closed situations have identifiable features recognized by all language users, while open situations are limitless and vary by individual Within closed situations, there are positioned and unpositioned frames For effective situation-based vocabulary teaching, it's essential to organize subjective open situations by age and interest while leveraging the benefits of closed situations in language learning.
Situation-based vocabulary aims to replicate real communication environments, enabling English for Specific Purposes (ESP) users to effectively learn and apply new vocabulary within contextual scenarios This approach minimizes the text to focus on key plot elements, enhancing comprehension and retention Traditional classroom methods often fail to engage students, leading to a perception of learning English as a tedious task (Nation).
To enhance vocabulary retention in a limited timeframe, the situation-based teaching method presents words within engaging scenarios, providing language learners with memorable cues These cues are designed to be vivid and interesting, rather than dull and abstract By utilizing these memory aids, students can effectively transition information from short-term to long-term memory In this study, the term "situation" encompasses a range of scenarios tailored specifically for Customs officers.
“read out loud” when it comes to reality, but it also is a way to help the officers to learn new English vocabulary
2.2.3 Strategies and principles of selecting situation-based vocabulary in developing ESP materials
When introducing vocabulary, it is essential to consider the approach to content planning, as outlined by Romiszowski (1986), which includes three primary methods: topic-oriented, concept-oriented, and task- or objective-oriented The topic-oriented approach prioritizes the main topic, breaking it down into sub-topics, making it a favored method among educators due to its widespread application In contrast, the concept-oriented approach emphasizes concepts over topics, proving effective in content-rich fields like science, but challenging in more open subjects such as tourism Lastly, the task- or objective-oriented approach begins with desired student outcomes and deconstructs these into specific learning objectives, skills, and prerequisite knowledge For this study, we opted for the topic-oriented and objective-oriented approaches to select vocabulary for the handbook, based on needs analysis and user characteristics.
2.2.3.1 Choosing words: how many and which ones
Effective vocabulary teaching centers around the specific needs of learners, focusing on the essential words necessary for real-life communication Language material developers assess the vocabulary required for learners to navigate likely situations, recognizing that second language (L2) learners do not need to acquire as extensive a vocabulary as native speakers Research indicates that a core vocabulary of approximately 2,000-3,000 words is crucial for engaging in daily conversations and understanding authentic texts Prioritizing the most frequent words in vocabulary instruction enhances learners' ability to acquire additional vocabulary, making it a fundamental aspect of language education.
In teaching English for Specific Purposes (ESP), it is crucial to differentiate between various types of vocabulary, as each type requires distinct focus and approaches The prioritization and emphasis placed on specific vocabulary categories should align with the learners' individual goals and objectives There are several classifications available for categorizing vocabulary effectively.
1) High-frequency words include many content words
2) Academic words include many words that are common in various kinds of academic texts
3) Technical words are closely related to the topic and subject area in the text
4) Low-Frequency words include words like quarantine, phytosanitary, automatated, tariff
2.2.3.2 Learning tools for new vocabulary
According to Nakata (2008), flashcards and wordlists are the two most prevalent methods for presenting vocabulary, alongside tools like puzzles and worksheets Due to their practicality and ease of use, this project has selected wordlists as the primary approach for extracting vocabulary from various contexts.
Numerous studies, including those by Millington and Siegel (2010), Sokmen (1997), and Schmitt and Schmitt (2012), have demonstrated the effectiveness of vocabulary lists, highlighting their significant benefits in language learning Millington and Siegel emphasize that creating vocabulary lists is a crucial task that can greatly impact students' learning, provided they dedicate time and effort to mastering these words This engagement not only enhances their vocabulary knowledge but also prepares them for evaluations, leading to a deeper understanding of the target lexicon.
Focusing solely on alphabetical word lists can hinder language learners from encountering words in context, limiting their understanding (Coxhead, 2011) Additionally, if students concentrate only on spelling and definitions without practicing the words in speaking and writing, they miss meaningful engagement with the vocabulary (Coxhead, 2011) To maximize the benefits of word lists, material developers must ensure that learners have frequent encounters with the vocabulary, which is essential for effective vocabulary acquisition (Watts, 1995) Research by Stahl and Fairbanks (1986) indicates that repeated exposure to the same words enhances learning and improves retention and usage.
This study utilizes a situation-based wordlist to improve participants' vocabulary knowledge and positively influence their attitudes toward the chosen vocabulary.
2.2.3.3 Selection of vocabulary for developing ESP materials
When preparing the vocabulary section of a handbook, material designers must identify essential words and assess their significance (Nation, Warring, 1997) Research indicates that extensive vocabulary lists serve as a primary resource for learning English vocabulary, making them advantageous for both teaching and learning processes.
2.2.3.3.1 Word lists at an early stage
According to GSL (West, 1953), UWL (University Word List) (Xue and Nation,
Related Studies on ESP material development for Customs Officers
The researcher conducted a comprehensive review of various studies from around the globe, focusing on the development of English for Specific Purposes (ESP) materials tailored for Customs officers.
The global necessity for English for Specific Purposes (ESP) materials for Customs officers is widely acknowledged, as demonstrated by various studies Notably, Park (2015) conducted a comprehensive needs analysis for Korean naval officers regarding English courses in Korean naval educational institutions This research involved extensive surveys and interviews to identify essential tasks and situations requiring English proficiency, as well as officers' preferences and self-assessments of their English usage The study included interviews with 14 Korean naval officers and a survey of 64, alongside a comparative survey of three U.S naval officers to enhance data reliability Findings revealed that English is indispensable for naval officers in all contexts, highlighting that proficiency in English not only benefits individual officers but also enhances the overall effectiveness of the Korean navy.
A study titled "Needs and Problems Analysis in Using English for International Trade: A Survey of Thai Customs Officers" highlights the importance of English proficiency among Thai customs officers Conducted through questionnaires, the research focused on 100 Customs Technical Officers at the Suvarnabhumi Airport Cargo Clearance Customs Bureau The findings reveal that reading international trade documents is the most critical English skill required by these officers However, they face significant challenges, particularly with vocabulary, including slang, idioms, word choices, and technical terms, which hinder their overall communication abilities in English.
In her 2017 Ph.D dissertation, "Aligning English for Specific Purposes (ESP) Curriculum with Industry Needs: Language Practices for Vietnam’s Globalized Workplaces," Nguyen investigated the language resources essential for communication within a large multinational import/export company and a customs office at an international airport in Vietnam The study aimed to assess the English language demands of these workplaces and their alignment with relevant ESP courses To analyze the communicative practices employed, Nguyen utilized observations, semi-structured interviews, and document collection The findings revealed that the workers' mobile language repertoire prioritized achieving meanings and functions over strict linguistic accuracy.
To address the growing need for English for Specific Purposes (ESP) materials in customs services, various English handbooks have been created for border guards globally A notable example is "ESP - English for Customs Officers," authored by Arčnik.
The article emphasizes the importance of tailored English courses for customs officers, highlighting the unique needs for developing specialized materials It presents a curriculum that incorporates authentic texts, specialized terminology, and structured exercises, ensuring that the content is relevant and effective for the specific demands of customs professionals.
In 2007, the British government's Peacekeeping English Project published "Professional English for Border Officials" by Vaik and Buckmaster, designed to enhance the English communication skills of police and armed forces in 24 countries across Central and Eastern Europe and Central Asia The book promotes self-learning through authentic texts, exercises, a mini-dictionary, and assessment sheets However, its exclusive use of English may pose challenges for individuals with limited English proficiency.
In 2011, Stepanovienė designed a comprehensive English handbook titled "English for Border Guards" as supplementary material for Law and State Border Guard students, law enforcement officers, and other professionals This 66-page resource is suitable for both classroom activities and individual or distance learning The handbook consists of five units covering various topics, featuring original texts and tailored tasks to enhance students' reading, writing, and speaking skills It includes outlines for spoken practice, additional materials for individual study, and a bibliography The primary aim of this supplementary material is to improve students' understanding of law enforcement language, familiarize them with different types of border law, and develop their overall communicative abilities in the target language.
Lobachevsky's English book for Customs (2016) is designed for students at the Institute of Economics and Entrepreneurship, specifically those specializing in Customs This resource features topic-oriented lessons covering the five most common subjects in Russian Customs, aiming to provide practical support for learners of vocational-oriented English The manual emphasizes systematic vocabulary repetition and the active use of various communicative techniques Additionally, it focuses on teaching English through key texts related to customs, complemented by lexical and grammatical exercises with Russian translations.
The development of English for Specific Purposes (ESP) materials for Customs officers is crucial, as highlighted by Mo (2013), who notes that many ESP material writers in China are experienced teachers but lack training in material development These writers often come from specialty fields with limited understanding of ESP theories or from English majors without sufficient knowledge of specific subject areas, leading to materials that may not meet learners' actual needs Additionally, many ESP materials are created based on the writers' assumptions rather than thorough analyses of learners' real expectations Consequently, the focus tends to be more on language usage rather than practical language application (Chen, 2004; Liang, Chen & Lu, 2006; Wang, 2004).
In 2006, Cai identified significant issues in the development of English for Specific Purposes (ESP) materials in Chinese universities, attributing these problems to a lack of theoretical guidance among ESP material writers After evaluating 268 nationally published Business English course books, Cai concluded that most of these resources do not adequately demonstrate the theoretical principles underlying their content.
The General Department of Vietnam Customs developed an English training material specifically for Customs officers, resulting in a course book for students at the Vietnam Customs School (Tran et al., 2017) This book is structured into 18 units across three main sections: Trade Related Documents, Customs Procedures and Facilitation, and Enforcement and Compliance Each unit features in-depth readings on various Customs topics, accompanied by a glossary with Vietnamese translations and problem-solving tasks Designed for English-specialized students within the department, the book's instructions and tasks are entirely in English, necessitating instructor guidance for effective use.
A recent investigation into English for Specific Purposes (ESP) materials for Customs officers revealed a significant gap in resources, as there are no English books designed for self-study tailored to their needs Existing studies primarily focus on classroom-based tasks or cater to different countries, lacking Vietnamese equivalents and requiring high English proficiency Furthermore, the available literature fails to address the specific needs of Customs officers in Vietnam, leading to unreliable research findings To address this gap, a targeted needs analysis is essential to gather practical and reliable information about the English language requirements of Customs officers, particularly in the mountainous border areas of Vietnam The insights gained from this analysis will inform the selection of relevant vocabulary and situations, ultimately aiding in the creation of an effective English handbook for self-study tailored to Customs officers in the Northwest region of Vietnam.
METHODOLOGY
Research questions
1 What are the process and the principles of choosing best-suited situation-based vocabulary in composing an English handbook for Customs Officers in Northwest region of Vietnam?
2 What is the need of Customs officers in Nortwest regions of Vietnam?
3 What are the opinions of the Linguistics experts and the Customs experts towards the vocabulary used in the handbook?
Research Design
In developing the research design for this study, we focused on the five key research purposes identified by Johnson and Christense (2004): exploration, description, explanation, prediction, and influence Given the study's objectives, exploration and description emerged as the primary focus This dual approach necessitates the use of mixed data collection methods to thoroughly examine both the breadth and depth of strategies and procedures involved in situation-based vocabulary selection for creating an English handbook tailored for Customs officers in Vietnam's Northwest region.
Exploration: using primarily inductive methods to explore a concept, construct, phenomenon or situation in order to develop tentative hypotheses or generalization;
Description: identifying and describing the antecedents, nature and aetiology of a phenomenon;
To effectively address the three research questions and meet the study's objectives, a mixed methods approach was utilized, incorporating both quantitative and qualitative data collection techniques.
Quantitative research is a structured strategy that prioritizes quantification, employing a deductive approach to test theories In contrast, qualitative research focuses on words rather than numbers, allowing for in-depth exploration of a limited number of cases While quantitative methods enable comparison and statistical analysis of data, qualitative approaches yield rich, detailed insights into specific individuals and situations, enhancing the depth of the research findings.
This study aimed to develop an English handbook for Customs officers by analyzing their needs, creating simulated situations, and selecting appropriate vocabulary Employing a descriptive and exploratory approach, the research utilized both qualitative and quantitative methods To achieve data triangulation, four data collection instruments were implemented, enhancing the comprehensiveness of the findings and addressing various aspects of the phenomena under investigation.
Following is the description of the research context, sample or subjects or participants, instrumentation, data collection process or procedure, and data analysis of the study.
Research Context
The Northwest region of Vietnam, comprising the provinces of Điện Biên, Lai Châu, Sơn La, Hòa Bình, Lào Cai, and Yên Bái, is situated in the mountainous northern part of the country and shares borders with Laos and China Known for its challenging terrain, the Northwest is characterized by its mountainous landscapes, highlands, and strategic border locations This region plays a vital role in Vietnam’s economy, as it boasts significant agricultural, forestry, hydropower, mineral, tourism, and border trade potential, making it an area of considerable importance for economic development.
The study was carried out at the Customs Branch of the Ma Thu Lang Border Gate in Lai Chau Province, a key area under the Tay Bac Program This mountainous province shares a border with Yunnan, China, and covers an area of 9,068 square kilometers, featuring a border length of 265.095 kilometers Ma Thu Lang serves as one of the main border crossings between Vietnam and China, highlighting its strategic significance in regional trade and cooperation.
After 10 years of establishment, the province has the attention and support from the government, thus the infrastructure of the economic zone of Ma Lu Thang has been upgraded to meet the demand for export and import and trading of businesses and local people Besides, the manpower factor is now taken under consideration and Tay Bac Program was born to help improve the officers working along the border The subject of the study is Customs Branch in Ma Lu Thang border gate where five Customs officers are working in four fields: border guard station, customs office, quarantine board and border gate economic department that are divided into the following fields:
2 Customs sub-department: goods management and people on exit and entry
3 Quarantine board: quarantine goods, animals, food
4 The border-gate economic section: to collect means of transport
In four rooms: Registration, Tax, Inspection and Supervision
1 Registration: Receipt of applications to open the declaration
2 Taxes: tax on import and export goods
4 Supervision: supervision of the inspection and the lead
Description of the informants
The target users of the handbook were senior college students from Customs Schools in Vietnam, who had completed three to four years of study in Customs subjects in Vietnamese Throughout their studies, they also undertook a compulsory general English course, achieving an A2 level in the Common European Framework of Reference (CEFR), indicating a pre-intermediate proficiency This level of English allows them to understand basic sentences and common expressions related to personal information, shopping, local geography, and employment Additionally, they are capable of engaging in simple communication for routine tasks and can describe aspects of their background and immediate environment in straightforward terms.
Data collection instruments
Document review is a crucial qualitative research method often combined with other approaches for triangulation, as defined by Denzin (1970) This method is particularly useful in qualitative case studies, which offer in-depth insights into specific phenomena, events, organizations, or programs (Stake, 1995; Yin, 1994) Documents serve multiple purposes in research, such as providing contextual data about research participants, which aids in enriching interview findings Additionally, the information within these documents can help identify relevant questions and situations for further observation during the research process.
Document analysis plays a crucial role in generating new interview questions and enhancing participant observation at community events, facilitating the collection of relevant documents (Goldstein & Reiboldt, 2004) Additionally, documents serve as supplementary research data and enable researchers to track changes and developments over time By comparing various drafts of a document, researchers can identify significant alterations, as noted by Atkinson and Coffey (1997, 2004) Overall, documents offer valuable background and context, prompt additional inquiries, provide extra data, assist in monitoring changes, and help verify research findings.
This study utilized document reviews to explore the various topics and situations faced by Customs officers in the Northwest region during their daily duties The findings informed the development of interview questions and the selection of appropriate vocabulary for effective communication in each area Ultimately, this process served as a reflection for the author, allowing for necessary adjustments to the vocabulary list.
Observation serves as a vital tool for gathering factual information, allowing researchers to witness actions, interactions, and behaviors while also listening to conversations within their contextual environment (Bloor & Wood, 2006) In this study, I will assume the role of a privileged observer, gaining insight into the cultural scene and events being examined without actively participating (Jackson).
To capture a genuine representation of participants' behavior, non-controlled observation was employed, allowing officers to act naturally without interference from the researcher (Kothari, 2004) This unobtrusive method focused on five selected officers, enhancing the validity of the findings by generating objective data on their actions Prior to the observation, the Customs department was notified of the researcher's presence, and permission was obtained from the officers to take notes during the observation.
Mackey and Gass (2005) highlight the importance of qualitative research interviews for exploring non-observable phenomena, allowing participants to provide insightful answers to research questions Walliman (2011) notes that interviews offer the "flexibility of response" necessary for gathering adequate information In this study, semi-structured interviews were utilized to identify the English handbook needs of customs officers, allowing the researcher to follow a guided list of questions while still probing for deeper insights However, challenges may arise if interviewees are unfamiliar with this interview format, potentially leading to brief or unclear responses To mitigate this, efforts were made to create a comfortable environment by conducting interviews in convenient locations, initiating small talk to ease tension, encouraging open-ended discussions, and using the participants' mother tongue, Vietnamese, throughout the process.
The involvement of Customs officers is crucial for researchers as it aids in identifying their needs, selecting relevant topics, and determining the necessary vocabulary for the handbook Additionally, their feedback during the later stages of research significantly enhances the product through valuable modifications.
In this research, questionnaires are utilized as a key data collection tool for language experts and Vietnam Customs officers, streamlining the process for both researchers and participants The anonymity provided encourages respondents to share their honest opinions and experiences without pressure To enhance clarity and address any questions, the questionnaires will be distributed both via email and in person, allowing for immediate explanations to participants.
This research involves a questionnaire aimed at Customs officers and language experts to gather insights on their perspectives regarding a handbook and the specific vocabulary used in Customs situations Participants are also encouraged to propose solutions for identified issues The study includes two concurrent research efforts, with the questionnaire beginning with a brief greeting, an introduction to the research topic, and a request for personal information, ensuring confidentiality Composed in Vietnamese, the questionnaire features four open-ended questions focusing on participants’ views of the handbook.
20 Likert-type scale questions (section 2) from 1 to 5 equivalent to “Strongly disagree”, “Disagree”, “Neither/nor agree”, “Agree” to “Strongly disagree”
Participants were asked five questions to gauge their preferences regarding the handbook's format, focusing on logicality, consistency, clarity, and user-friendliness Their responses informed modifications to the handbook's format, addressing a key aspect of research question 3.
The subsequent seven questions focused on evaluating the relevance and practicality of the handbook, specifically assessing whether language experts and Customs officers believe it adequately addresses the vocabulary and related topics needed by Customs officers These inquiries are designed to provide insights into all three research questions.
The following three questions concerning the attitude of the language reviewers on the convenience of the product in use, which helps answer the second research questions
The ensuing five questions belongs to the other research that was mentioned above.
Data collection procedures
Phase 1: Preparation for the observations and interviews
During this phase, researchers sought authentic documents related to customs, prompting group members to gather communication scenarios pertinent to border customs They initiated their efforts by reviewing common customs processes from Vietnamese customs literature and counseling websites Over 20 typical border-gate customs situations were compiled, alongside various procedures for customs clearance at border gates Additionally, an officer from the Northwest region contributed a comprehensive list to the research.
The article outlines 300 commonly used questions in Customs, serving as a foundation for subsequent interviews and observations The authors held two meetings to finalize the topics and compile the list of interview questions Additionally, one author reached out to border gate customs to inquire about the necessary paperwork.
Following discussions with the officers, the researchers visited the Lai Chau Customs Department to observe real-life scenarios within the Customs office They focused on analyzing the language used by the officers based on six specific criteria.
- Why is the language needed?
- How will the language be used?
- What will the content areas be?
- Who will the learner use the language with?
- Where will the language be used?
- When will the language be used?
To avoid influencing officers’ reactions during their working time, the observer sat at the back simply to take notes of the activities conducted during the work day
After conducting observations, interviews were arranged with officers who accepted the invitations, allowing them to choose a convenient time for participation A total of five face-to-face interviews were held, each starting with a brief informal conversation about the field To encourage more detailed responses, additional questions were posed during the discussions Interviewees were presented with a list of 300 questions to help them identify which were commonly used and which were less frequent Each interview lasted between 30 and 90 minutes, with an average duration of 45 to 60 minutes, and there were no restrictions on the content or manner of the officers' responses.
Guided open-ended interview questions offer flexibility, enabling interviewers to delve deeper into topics or clarify misunderstandings, thereby fostering cooperation and building rapport (Cohen, Manion, & Morrison, 2005) The sequence and quantity of these questions can be adjusted based on each interviewee's responses.
1 Is English used in your daily working time?
2 What are the most common topics between Customs officers and people passing by at the border gate?
3 Which of those questions are frequently used and which are not?
4 Can you recall any conversation in which the questions are used?
5 Can you add more common questions that you use every day or every week at work?
The result of the interviews is summarized and shown in Appendix 1
In this phase, questionnaires are distributed to Customs officers and experts via email and at a conference following the completion of the handbook Researchers provide a brief explanation of the purpose and terms to the participants, encouraging them to respond freely to ensure the reliability of the data collected Participants are invited to ask any clarifying questions, and researchers maintain communication through email, phone, or in-person interactions with the authors and officers.
The data from this phase serves as the evaluation for further modifications of the handbook to enhance the quality of the products
Each component of a lesson has a format that is consistent with the content, consistent across the material
The selected vocabulary in the document are clear, standardized and easy to follow.
Data analysis procedure
Data collection began with a thorough document review, where information was categorized by topic to formulate interview questions Observations and interviews were then transcribed to bolster the findings Following this, the data were synthesized from the document review, leading to the creation of various scenarios and the organization of vocabulary lists specific to Customs Once the handbook was completed, it was distributed to Customs officers and language experts for feedback and comments via questionnaires.
Questionnaires with errors or unclear responses will be excluded from the analysis The resulting statistics and findings will guide researchers in addressing the questions posed.
The detail procedure of composing the handbook was illustrated in the following table:
1 Examine the collected real- life content
Most common topics and situations at the border gate
2 Build up the practical situations that include as many useful expressions and vocabulary as possible
50 situations categorized into 12 topics and presented bilingually in Vietnamese and in English Each situation consists of from 10 to 15 turn-taking
3 Build up glossary for each situation and a mini
Vietnamese-English dictionary for the handbook
750 common words or phrases used at Nortwest region border gates
4 Get feedback from reviews for the first time
5 Adjust the handbook according to the feedback
Revise the handbook for the first time
6 Get feedback from reviews for the second time
Revise the handbook for the first time
7 Finalize the handbook The final version of the handbook
8 Complete and accept the handbook
The handbook gets the acceptance after the feedback of the council
9 Release the handbook An English handbook for the Customs officers in
Table 1: Procedure of composing the English handbook for Customs Officers
Statement on how results were presented
The research comprises four chapters, beginning with an introduction that outlines the rationale, scope, objectives, and overview of the study The second chapter defines key terms and reviews relevant literature Chapter three details the participants, data collection methods, analysis instruments, and procedures, followed by an analysis and discussion of the findings Finally, chapter four summarizes the key issues and offers recommendations and suggestions for future research.
RESULTS
Pre-development: The needs of Customs Officers in the Northwest region
Having adapted the framework of Hutchinson and Waters (1987), the author group attempted to answer the list of target situation analysis framework questions
1 Why is the language needed?
As part of the Tay Bac program, a handbook project was initiated to address the English language needs of Customs officers in their daily activities Prior to the decision to create this handbook, the Tay Bac group conducted surveys in several Northwestern provinces, including Dien Bien, Ha Giang, Lang Son, and Lao Cai The surveys highlighted the necessity for foreign language skills among officials in Customs, Foreign Affairs, Tourism, and Border Protection, with participating officers confirming the importance of using English in their everyday work conversations.
2 How will the language be used?
Every day, thousands of foreigners cross the China-Vietnam border at the Northwest border gates, where English serves as a vital communication tool between Customs officers and international visitors Additionally, English is the official language used in documentation and administrative processes, facilitating smoother interactions and understanding.
3 What will the content areas be?
The analysis of document collection categorizes data into 14 essential fields, including import and export activities, temporary import for re-export, and temporary export for re-import It also encompasses imported and exported investments, whether taxable or tax-exempt, as well as freight forwarding services Additional categories include applications for certificates of origin, plant quarantine, and food safety, alongside logistics aspects such as storage, loading and unloading of goods, goods insurance, packing and shipping, and customs clearance Furthermore, it addresses various types of transit and communication with tourists, ensuring comprehensive coverage of the import-export process.
4 Who will the learner use the language with?
After observation and interviews at Ma Lu Thang border gate, Customs officers frequently communicate with enterpreneurs, transporters, tourists and Customs officers from other countries
5 Where will the language be used?
With the aims to manage human, goods, quarantine, and means of transport, the Customs Department is divided into four main rooms:
Registration: Receipt of applications to open the declaration
Taxes: tax on import and export goods
Supervision: supervision of the inspection and the lead
6 When will the language be used?
The Northwest region, while bordering China, primarily utilizes English translations for documents and technical terms This approach facilitates effective communication between Customs officers and individuals crossing the border.
While-development: The process of selecting situation-based vocabulary in
4.2.1 Choosing words: how many and which ones
The authors determined the optimal word count for the handbook by considering the amount of information it would contain, which is influenced by the book's size After reviewing various handbook formats, they aimed to create a compact design that is easy to carry and use, resulting in dimensions of 13 centimeters in width, 21 centimeters in height, and a thickness of approximately 2 centimeters.
The handbook will consist of 300 pages, structured around meaningful situations that include 10 to 15 turn-takings each Written in a bilingual format, it will feature up to 50 situations, with four pages dedicated to each, along with a 100-page glossary for vocabulary checking and easy reference To ensure clarity for Customs Officers at the A2 level of the CEFR, each situation will introduce one new word per turn-taking, culminating in a total of 750 targeted vocabulary words throughout the handbook.
This handbook is designed to equip Customs officers with the necessary English language skills for their specific job-related situations To achieve this, each English for Specific Purposes (ESP) material must be developed based on a thorough analysis of the officers' language needs and the specific language used in their work contexts.
The Customs officers' handbook should encompass essential English language skills for effective communication in various contexts, including verbal interactions with border-crossing individuals and Customs personnel, written correspondence such as application forms and inspection documents, and understanding legal texts It must also prepare officers for delivering presentations at international conferences To bridge the gap between their current language abilities and the required proficiency, officers need to learn specialist vocabulary relevant to their roles This vocabulary can be categorized into four types: High-Frequency words (e.g., government, goods), Academic words (e.g., policy, inspection), Technical words specific to Customs (e.g., customs clearance, tariff), and Low-Frequency words (e.g., quarantine, automated) Mastery of these terms is vital for their professional development and effective communication in an international setting.
4.2.2 Learning tools for new vocabulary
In this project, wordlists are chosen as the primary method for presenting vocabulary due to their feasibility and convenience for Customs officers While traditional wordlists may lead learners to focus solely on alphabetical order, potentially hindering contextual understanding and practical usage, this project addresses these issues by incorporating vocabulary within various real-life situations By offering frequent exposure to selected words, the handbook enhances learning outcomes, aiming to improve retention and practical application in speaking and writing Additionally, a concordance at the back of the handbook serves as a mini-dictionary, further supporting Customs officers in their vocabulary development.
4.2.3 Selection of vocabulary for developing ESP materials
Adapting the process for preparing new materials by Dudley-Evans & St John (2009, p 177), the authors developed the selection of vocabulary in two ways
Process for selecting vocabulary for the handbook
Customs vocabulary list collected from
World Customs Organization website and English course book for students in
Collect the Vietnamese documents that are currently applied in Customs fields
Find the vocabulary to translate the document into English Find the topics and real-life situations based on the collected vocabulary
Build up situations that match the real-life data with the vocabulary Build up situations that match the real-life data with the vocabulary
Figure 2: Process for selecting vocabulary for the handbook
When preparing vocabulary for the handbook, material designers must ensure that the word lists accurately represent the relevant fields, such as Customs, which includes key areas like registration, taxes, inspection, and supervision The selected vocabulary should be based on real data to demonstrate the representativeness of the words Furthermore, it is essential that these words appear in various contexts to benefit learners specializing in different areas Special attention should be given to vocabulary items with multiple meanings that cannot be inferred from their individual components A modular design allows Customs officers to study independently and effectively, even without direct teacher guidance, while also providing materials for self-study to help users address specific needs at their own pace.
Post-development: The modifications of the handbook after reviewed
The research aimed to complete the handbook by focusing on both positive and negative feedback, with an emphasis on the latter This approach allowed the authors to incorporate valuable suggestions and implement necessary modifications in a timely manner.
All language reviewers unanimously agree that the handbook effectively provides essential technical terms relevant to the Customs field They appreciate its compact design, making it user-friendly while ensuring the vocabulary selection is appropriate for the book's size The handbook is organized into two main sections: the first part features 50 common bilingual Vietnamese-English Customs situations tailored to specific business contexts, while the second part focuses on vocabulary Each vocabulary list follows the sequence of words as they appear in the situations, facilitating easy reference for officers Additionally, the alphabetical concordance at the end of the book enhances the ease of word lookup and dialogue creation Importantly, Vietnamese words are accompanied by their English equivalents and corresponding pronunciations, aiding Customs officers in accurate pronunciation.
4.3.1.2 Weaknesses and modification of the handbook
While the handbook's utility and the authors' efforts are acknowledged, there are concerns regarding the accuracy of terminology, structural organization, and content layout The table below outlines the revisions made after review, as well as the rationale for any decisions not to implement changes.
No Reviewer’s comments The modification after reviewing the comments
1 About the Vietnamese language: should be more standardized (e.g “Đồng chí” and “Ông bà”)
The development team has reviewed the product and edited the language according to the expert review
2 Check the correspondence between the two languages
(eg “Tôi có thể kiểm tra lại giấy tờ và số hàng hóa trên xe được không? vs Can I recheck the documents and the quantity of the oranges ?)
The development team has rechecked the mistake and edited the language according to the expert suggestion
Vietnamese and English arrangement should be paralleled by (cell) gips for tracking or teaching
The whole book has been re-formatted inaccordance with the suggestion of the comment
4 Some conversations have no correspondence in terms of
The development team has reviewed the product and language The Vietnamese language is longer, and the
English language is missing edited the language according to the review
5 Check the consistency in the word table: English words differ from the phonetics given
The typing team has corrected typos in response to the comment
6 Some English language settings may not be appropriate in terms of style in communication
The authors reviewed all conversational situations and adjusted more appropriately to the feedback
7 Recheck the language more carefully: The same words are not synthesized plural and singular forms in the same context,
(e.g.“intellectual property right” and “intellectual property rights”
The development team has reviewed the words and edited the according to the review
The documentation must include a comprehensive manual that clearly defines its purpose and objectives, detailing how to effectively utilize it Each section should be explained, highlighting its significance and the role it plays in the overall functionality of the manual.
The editorial team added the Foreword to the handbook
9 Currently the fields are seamlessly aligned but the field naming errors (lack of
This is an error in the text alignment process The editorial team has amended field D) and supplemented the problem
10 Situations only offer one way English translation for a turn of Vietnamese words
Authors may consider not only one way of speaking
English but also several equivalent expressions for the user to choose
In various situations, we often employ different structures to address similar scenarios However, there are several recurring structures designed to assist customs officers in easily recalling specific frameworks for particular situations.
11 Additional illustrations should be provided so that documentation is not monotonous
To enhance the usability of the handbook in the work process, the team decided to limit the use of illustrations and pictures, focusing instead on concise conversations within the restricted space available.
12 Compilers should also note the choice of fonts to be transcribed, because when printing this font may be faulty, affecting the quality of the document
The compilation team has reviewed and used international standard translations to ensure the accuracy and reliability of the ESP material
Table 2: Feedback from language experts for modification
The English handbook, after thorough editing and review, received positive feedback from Customs experts across Vietnam, highlighting its practical approach to the needs of Customs officers Conference attendees at the Vietnam Customs School praised the handbook for its streamlined and scientific topics that address a wide range of real-life situations The vocabulary used is appropriate and comprehensive, while the complete appendix provides valuable information Rich in content, the handbook features 50 scenarios across 12 diverse fields, each presented with Vietnamese text, English translation, and a vocabulary section, enhancing usability Additionally, the alphabetically ordered wordlist in the appendix is easily accessible, making it a practical resource for Customs professionals.
4.3.2.2 Weaknesses and modification of the handbook
Customs experts recommended that the authors consider their feedback to enhance the handbook's content, layout, and vocabulary Upon reviewing the comments, the authors identified contradictions between the opinions of Customs officers during the pre-development and post-development phases This discrepancy provided justification for the authors' decision not to revise the handbook, as detailed in the table below.
Reviewer Reviewer’s comments The modification after reviewing the comments
- It is necessary to specify the situation that needs to use
- The handbook is not only an instantly used materials but also a reference
English so that the content is arranged appropriately material for all Customs officers to use in any appropriate situations
- You should expand the scope of the survey, not only in the Northwest region, but also in other areas
To address the constraints of time and human resources, we focused our efforts on meeting the specific needs of Customs officers in the Northwest region, aligning with the objectives of the Tay Bac program.
- You should condense situations and choose more specific situations to increase the number of Customs terms
- The selected words need to be put into context, which is suitable for officers at A2 level - CEFR so we wanted to set simple scenes for them to easily follow
- There are some situations as specialized as HS, value that should be edited to add more specialization in Customs
- The mentioned situations have been edited to add more specialized Customs terms
- If the focus is on North West Customs, there is a lack of use cases specific to this section such as border policy, etc
This product serves as an essential ESP material for Customs officers in Vietnam, designed for use in a variety of appropriate situations, ensuring flexibility and adaptability in its application.
- There is some - With given glossary knowledge that is too specialized such as HS code, Customs value
The authors aim to provide Customs officers with a written guide that enhances their vocabulary for effective documentation, rather than relying on spoken communication in various situations.
- The vocabulary does not have part of speech for each word
Part of speech has been added for each word
- It is important to add more specialized English terms than regular expressions
- The style needs to be adjusted (eg, calling
“the comrade is not appropriate because foreigners only call each other sir/ madam))
“comrade” (đồng chí) is used in Vietnamese part which is natural in Vietnamese
- Situation number 17 and 18 don’t follow the general process (The customers don’t need to come back after clearance) need more official consultation
This is contradicted to the opinions of pre- development interviewed Customs officers and consultation on online Customs websites
Table 3: Feedback from Customs experts for modification
The English handbook for Customs officers in Northwest region
The handbook covers 50 scenarios with exchanges between customs officers, border guards and tourists or businessmen who carry out daily tasks and are organized into 12 common customs areas include:
- Field B: Inspection and transportation charges
- Field C: Intellectual property and origin of goods
- Field E: Business related to value
Organizing scenarios into categorized lists will help customs officers quickly find relevant vocabulary for various situations Additionally, a glossary of terms is provided under each scenario, and all vocabulary is also listed in alphabetical order at the end of the handbook for easy reference and learning The complete English handbook can be found in Appendix 4.
Discussion
Vocabulary plays a crucial role in all types of English for Specific Purposes (ESP) materials As Wilkins (1976) emphasized, "Without grammar very little can be conveyed; without vocabulary, nothing can be conveyed," highlighting the essential nature of vocabulary acquisition in effective communication.
In the field of English for Specific Purposes (ESP), particularly within Customs, the acquisition of specialized vocabulary is vital for Customs officers' proficiency in their second language These professionals not only have a foundational understanding of English but also possess advanced knowledge of their subject matter Their motivation to enhance their specialist vocabulary stems from its significant impact on their careers Consequently, the effective presentation of vocabulary is a key focus of ESP materials.
To effectively learn new words, it's essential to provide ample opportunities for their use in diverse situations, ensuring their transfer to long-term memory Introducing a variety of lexical items can enhance users' interest and motivation Pair work is recommended for these activities, keeping them concise to maintain student engagement While Hutchinson and Waters (1987) suggest that ESP materials should not focus heavily on technical vocabulary, this research indicates that Customs officers have a significant need for such specialized terms.
When developing vocabulary for Customs officers, it is essential to include practical language forms that address both their immediate and future professional needs, ensuring that the handbook effectively supports them in real-life situations and their ongoing career development.
Creating materials for English for Specific Purposes (ESP) differs significantly from English for General Purposes (EGP) due to the specialized knowledge that ESP learners possess in their respective fields While ESP material designers typically have a more general understanding, they can leverage the expertise of learners by requesting clarifications or definitions of challenging technical terms.
Creating an English handbook for Customs officers poses significant challenges for developers lacking expertise in the field This often leads to difficulties in addressing the varied feedback received from Customs officers across different departments Additionally, inconsistencies in the translation of technical terms within the Customs domain further complicate the development process.
In conclusion, the selection of specialized vocabulary is crucial for English for Specific Purposes (ESP) materials Key methodological principles for presenting new words include: showcasing them in context to illustrate their usage, practicing and reinforcing them through diverse situations, employing context-based strategies for deducing meanings, ensuring that vocabulary is relevant and grounded in the users' existing knowledge of mainstream subjects, and creating engaging, practical scenarios that mirror real-life experiences.
