Rationale
English is increasingly recognized as one of the most widely spoken languages globally, and in Vietnam, it plays a crucial role in shaping international relations Its significance is further highlighted by its status as a mandatory subject in the education curriculum, reflecting its growing importance in the country's development.
English for Specific Purposes (ESP) has emerged as a distinct field separate from general English, gaining traction globally, particularly in higher education with diverse majors Recognizing the significance of English language education, BUAF has integrated ESP courses into four undergraduate programs: Accounting, Animal Science and Veterinary Medicine, Crop Science, and Land Management and Use Students in these four-year programs first complete a compulsory General English course worth 7 credits, followed by a 2-credit ESP course in their fourth semester Currently, students majoring in Land Management and Use are nearing the end of their second semester, and ESP instructors are encountering challenges due to the absence of a suitable teaching syllabus Unlike other institutions that offer the same major, where English teachers curate materials from various sources for their ESP syllabus, BUAF lacks a dedicated syllabus for Land Management and Use As an English teacher tasked with creating this syllabus and teaching materials, I recognize that an effective syllabus is crucial for achieving the objectives of an ESP course Thus, developing a tailored ESP syllabus for Land Management and Use students at BUAF is an urgent priority.
The ability to read and comprehend written documents is crucial for success in tertiary education Recognizing the significance of reading skills for all students, ESP teachers are increasingly focusing on enhancing these skills, as they are vital for the academic careers of ESP students.
Seeing the point, the author is encouraged to undertake this study entitled
“Designing an ESP Reading Syllabus for the students of Land Management and
Use at Bac Giang University of Agriculture and Forestry”.
Aims and objectives
The study focuses on developing a tailored English for Specific Purposes (ESP) reading syllabus for second-year students specializing in Land Management and Use at the Land Resources and Environment Department of BUAF To accomplish this goal, three specific objectives have been established.
- To get an overview of the theories related to ESP reading and syllabus design;
A needs analysis is essential to assess the learning situation of second-year students in Land Management and Use, focusing on the perceived learning needs identified by both the teachers responsible for the English for Specific Purposes (ESP) course and the subject teachers.
- To propose an appropriate ESP syllabus for the target students based on the relevant theories and the needs analysis
The findings of this study aim to enhance the teaching of English for Specific Purposes (ESP) to second-year students in Land Management and Use at BUAF.
Scope of the study
This study focuses on designing an English for Specific Purposes (ESP) reading syllabus specifically for second-year students in Land Management and Use at BUAF It involves collaboration with these students, subject teachers, and English instructors within the BUAF framework As part of a minor thesis, the research presents fundamental theories related to ESP reading and syllabus design, while excluding other syllabus design approaches for different subjects or English proficiency levels.
Methods of the study
This study employed a comprehensive methodology that included a thorough review of relevant literature and existing studies to gather in-depth information Additionally, data was collected through surveys using questionnaires, which were then analyzed and cross-verified with findings from the literature and other sources.
Design of the study
The thesis is organized into:
Part A, introduction, presents the rationale, aims and objectives, scope, methods and the design of the study
Part B, development, includes three chapters:
Chapter 1 reviews theoretical backgrounds relevant to the research topic including the overview of ESP, syllabus design, needs analysis and reading theories;
Chapter 2 deals with the methodology describing situational analysis, subject of the study and instruments for collecting data;
In chapter 3 the findings and analysis of the results collected from the survey are presented;
Chapter 4 proposes a reading syllabus for the second-year students of Land Management and Use basing on the findings of the study
Part C, conclusion, presents conclusion of the study, points out some limitations and proposes some further suggestions for research on the topic.
LITERATURE REVIEW
An overview of ESP
1.1.1 Definitions and characteristics of ESP
English for Specific Purposes (ESP) is a widely recognized concept in English Language Teaching, yet it lacks a universally accepted definition Various researchers and scholars have approached ESP from diverse perspectives, leading to multiple interpretations of its meaning.
Hutchinson and Walter argue that ESP should be seen as an approach to language learning, which is based on learner need, not as a product They mean
English for Specific Purposes (ESP) is not defined by a specific language type, teaching material, or methodology Instead, its foundation lies in understanding the learners, the language they require, and the context in which they learn, all centered around their needs Hutchinson and Walter (1987) emphasize that the core question guiding ESP is, "Why does this learner need to learn a foreign language?" This inquiry leads to various considerations regarding the learners, the language they need, and the learning environment Ultimately, they assert that ESP is an approach to language teaching where all content and method decisions are driven by the learner's motivations for learning.
Needs analysis is a crucial component in defining English for Specific Purposes (ESP), as highlighted by Robinson (1991:3) She emphasizes that ESP courses are designed based on a thorough needs analysis that aims to clearly identify the specific tasks students must perform using English This focus on students' needs is essential for developing effective ESP programs (Dudley-Evans and St John, 1998: 3).
Richards et al (1992) define the primary focus of English for Specific Purposes (ESP) as the integration of English language instruction tailored to meet the unique needs and objectives of a specific group of learners.
Dudley-Evans agrees with the above authors and scholars when he theorizes
“English for specific purposes (ESP) has tended to be a practical affair, most interested in investigating needs, preparing teaching materials, and devising appropriate teaching methodologies ” (2001:ix)
Various authors have proposed definitions of English for Specific Purposes (ESP), but Strevens' definition stands out for its comprehensive nature He differentiates between the absolute and variable characteristics of an ESP course, providing a detailed framework for understanding its unique features.
1- designed to meet specified needs of the learner;
2- related in content (that is in its themes and topics) to particular disciplines, occupations and activities;
3- centered on language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;
4- in contrast with „General English‟
1- may be restricted as to the learning skills to be learned (for example reading only);
2- may not be taught according to any pre-ordained methodology
(Strevens: 1988:1-2 cited in Dudley-Evans and St John, 1998:3)
Dudley-Evans and St John (1998) define English for Specific Purposes (ESP) as primarily aimed at adult learners in tertiary education or professional environments, although it can also be adapted for young adults in secondary schools They emphasize that ESP courses are typically tailored for intermediate to advanced students, presupposing some foundational understanding of the language, but they can also accommodate beginners.
In summary, English for Specific Purposes (ESP) is fundamentally a learner-centered approach that prioritizes the unique needs of students The success of an ESP course hinges on the ability of teachers to tailor the curriculum to meet these specific demands Therefore, it is essential for ESP instructors to focus on learners' needs when designing syllabi for their courses.
Traditionally; ESP is usually divided into two main areas according to when they take place: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)
Pre-experience EOP Simultaneous/ In-service
Post-experience Pre-study ESP For study in a specific discipline In-study
Figure 1 ESP Classification by experience (Robinson, 1991:3-4, taken from Dudley-Evans and St John, 1998: 6)
Hutchinson (1987) emphasizes that the distinction between studying and working is not always clear, as individuals often learn language for immediate academic use that can later be applied in their professional lives He categorizes English for Specific Purposes (ESP) into three main areas: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS) Each of these categories is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
Altogether, it is generally accepted that ESP can be divided into EAP and EOP
On the divisions mentioned above, English for Land Management and Use belongs to EOP
In conclusion, exploring various types of English for Specific Purposes (ESP) is crucial for educators, as it equips them with a comprehensive understanding of their students' needs This knowledge enables teachers to perform an effective needs analysis, leading to the development of a tailored ESP syllabus that meets the specific requirements of their target audience.
An overview of syllabus design
The notion of “syllabus” has been defined by different writers In the existing literature on language education, the terms “curriculum” and “syllabus” and
“methodology” are still causing confusion among both researchers and practitioners Krahnke (1987:2) says that there is “a confusing discussion of „method‟ versus
„approach‟ versus „syllabus‟, and so on” In order to define “syllabus” and avoid chaotic use of these terms, many writers have provided attempts to clarify them
Some writers advocate for a narrow perspective that distinctly separates "syllabus design" from "methodology," while others embrace a broader interpretation, suggesting that the terms "syllabus" and "method" can be used interchangeably.
Yalden (1984, cited in Nunan, 1988) argues for a broader perspective on syllabi, suggesting that they replace the traditional concept of "method." He views the syllabus as a crucial tool that enables teachers, in collaboration with syllabus designers, to align the needs and goals of learners—both as individuals and social beings—with the classroom activities.
Breen (1984) aligns with Yalden's perspective, emphasizing that any syllabus inherently reflects assumptions about language, learning psychology, and classroom dynamics Advocates of a more integrated approach argue that syllabi and teaching methods should be interconnected, noting that with the rise of communicative language teaching, the separation between content and tasks has become increasingly challenging to maintain.
Allen (1984:61) emphasizes the difference between "syllabus" and "methodology," stating that a syllabus focuses on specifying the content to be taught, while methodology pertains to the teaching methods employed This distinction is crucial for understanding the roles each component plays in education (Nunan, 1988:6).
Nunan (1988:5) emphasizes that syllabus design focuses on the selection and organization of content, whereas methodology is primarily concerned with choosing appropriate learning tasks and activities.
Secondly, many authors give a distinction between “syllabus” and
Krahnke (1987) distinguishes between curriculum and syllabus, noting that a syllabus is more specific and concrete, while a curriculum encompasses multiple syllabuses He emphasizes that a curriculum may outline only the educational goals, whereas a syllabus details the lesson contents designed to help learners achieve those goals Nunan (1988) supports this distinction, further clarifying the roles of each in the educational framework.
“„Curriculum‟ is concerned with the planning, implementation, evaluation management, and administration of education programmes „Syllabus‟, on the other hand, focuses more narrowly on the selection and grading of content”
Dubin and Olshtain (1986) share the same view with Krahnke and Nunan in stating that “A curriculum provides a statement of policy, while a syllabus specifies details of course content” (Dubin and Olshtain, 1986:40)
In summary, a syllabus can be defined in both narrow and broad terms It serves as a foundational document outlining the content for various courses, with the syllabus designer responsible for selecting and organizing this material (Nunan, 1988) For a reading syllabus tailored to students in Land Management and Use at BUAF, the approach is to view syllabuses as structured specifications of language teaching content aimed at enhancing the effectiveness of teaching and learning (Wilkins, 1981) The proposed syllabus encompasses course aims, expected outcomes, major topics and activities, time allocation, and recommended teaching and learning methods and materials.
Syllabus design involves defining the necessary content for instruction and structuring it into a coherent teaching syllabus with suitable learning units, as articulated by Munby (1984).
Nunan (1988:5) defines that “Syllabus design is seen as being concern with the selection and grading of the content”
Syllabus design, as defined by Brown (1995), involves the selection and organization of instructional content, along with recommended strategies for content presentation and evaluation (Kaur, 1990).
Syllabus design involves the careful selection, sequencing, and justification of curriculum content, determining what is taught and the order in which it is presented.
1.2.3 Approaches to ESP syllabus design
According to Hutchinson and Waters (1987:65), there are three main types of approaches to ESP syllabus design: language-centred approach, skill-centred approach and learning-centred approach
Hutchinson and Waters (1987) highlight that the language-centered approach is the most straightforward and familiar method for English teachers Its primary objective is to establish a direct link between the analysis of the target situation and the content of the English for Specific Purposes (ESP) course This approach follows a logical sequence, beginning with the learner and progressing through stages of analysis, syllabus development, classroom materials, and ultimately evaluating the mastery of syllabus components.
Despite its advantages, the language-centered approach has several notable weaknesses Firstly, while it is often viewed as learner-centered, it primarily uses learners to identify the target situation, limiting their role in the learning process Secondly, the approach tends to be static and inflexible, lacking adaptability to different learning contexts Additionally, it overlooks other critical factors that contribute to effective course design Lastly, the analysis of target situation data is superficial, providing minimal insight into the underlying competencies that drive language performance.
This approach shifts the focus from superficial performance data to the underlying competencies that drive performance, emphasizing the development of learners' skills and strategies (Hutchinson & Waters, 1987:69) While it prioritizes learners over a purely language-centered approach, it still perceives them as users of language rather than learners of language Consequently, this approach centers on the processes of language use rather than the processes involved in language learning (Hutchinson & Waters, 1987:70).
The learning-centered approach, as highlighted by Hutchinson and Water (1987), aims to "maximize learning" by recognizing the complexity of the learning process Unlike traditional methods, this approach prioritizes the learner, taking into account their needs at every stage of the design process It not only focuses on identifying the target situation and analyzing the learning context but also ensures that the learner's perspective is integral throughout the entire learning experience.
To create an effective English for Specific Purposes (ESP) syllabus, it is essential to consider various approaches to syllabus design The learner-centered approach will be utilized in developing the ESP reading syllabus tailored for students specializing in Land Management and Use at BUAF.
Some different ways of classifying syllabuses are employed by different researchers In this study the author would like to discuss some main types of syllabus
Reading in ESP
Reading can be defined in various ways, but Williams (1984:3) offers a straightforward definition: it is a process of looking at and comprehending written material He emphasizes that reading involves active engagement with the text, allowing readers to achieve understanding without needing to focus on every single letter and word.
According to Nuttall (1982:3), reading is “concerned with meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader”
According to Aebersold and Field (1997:15), reading involves the process of interpreting written symbols within a text, where both the text and the reader are essential components The true essence of reading emerges from the dynamic interaction between these two entities, highlighting that meaning is created through their engagement.
Reading is an active process of comprehending text, where readers leverage their background knowledge and employ effective strategies to understand messages conveyed by authors This process involves three key elements: the text itself, the reader's prior knowledge, and the contextual factors that aid in interpreting the content.
According to Johns and Davies (1983), for English for Specific Purposes (ESP) learners, the ability to extract information accurately and swiftly is more crucial than focusing on language intricacies They emphasize that grasping the overall structure of the text should take precedence over language study, highlighting the importance of applying the information obtained from the text.
Jo St John,1998:96) The authors also emphasized that ESP learners process the language before linking the ideas to what is already known
Dudley Evans and Jo St John (1998:96) emphasize that inadequate reading skills in a learner's first language (L1), combined with limited knowledge of a foreign language, can lead to difficulties in reading comprehension in that foreign language Therefore, they advocate that English for Specific Purposes (ESP) learners should focus on developing and applying essential reading skills to enhance their understanding and proficiency.
- Selecting what is relevant for the current purpose;
- Using all the features of the text such as heading, layout, typeface;
- Skimming for content and meaning;
- Understanding relations within a sentence and between sentences;
- Using cohesive and discourse makers;
- Identifying main ideas, supporting ideas and examples;
- Processing and evaluating the information during reading;
- Transferring or using the information while or after reading
(Dudley Evans & Jo St John, 1998:96-98)
An effective English for Specific Purposes (ESP) course should strike a balance between skill enhancement and language development ESP instructors must equip students with essential reading skills tailored to their specific academic needs, enabling them to effectively engage with texts relevant to their field of study This study aims to identify key reading skills for the ESP reading course tailored to Land Management and Use students at BUAF, facilitating a comprehensive needs analysis.
Summary
This chapter provides a comprehensive literature review on English for Specific Purposes (ESP), focusing on syllabus design and reading skills, which serves as the theoretical foundation for the study Key definitions of ESP are examined, drawing on the work of Hutchinson and Waters (1987), Streven (1988), and Dudley-Evans and St John (1998) Additionally, it explores various perspectives on syllabus design from notable linguists, including Yalden (1987), Breen (1984), and Hutchinson and Waters, highlighting the diversity of approaches within the field.
The article references key contributions from Nunan (1988), Richards (2001), and Krahnke (1987), alongside the concepts of reading skills in English for Specific Purposes (ESP) by Dudley-Evans and St John It emphasizes a learning-centered approach to syllabus design, outlining four essential steps: needs analysis, goal and objective setting, content specification, and syllabus organization Ultimately, the intended syllabus will be developed with an integrated structure, prioritizing a topic-based syllabus as its main organizing principle.
NEEDS ANALYSIS AT BUAF AND THE RESEARCH
The target students
This study focuses on second-year academic course 1 students of Land Management and Use at BUAF, aged 18 to 22, who exhibit varying levels of English proficiency due to diverse backgrounds Despite having at least three years of English education prior to university, many students, primarily from rural and remote areas, demonstrate low proficiency in the language and possess a lackluster attitude towards learning English.
At BUAF, students engage in General English (GE) during their first three semesters using the New Headway series by John and Liz Soars, aiming to achieve a foundational intermediate level However, despite not completing their GE courses, their language proficiency varies significantly compared to peers from other faculties In the second semester of their second academic year, these mixed-level students are required to take English for Specific Purposes (ESP), posing challenges for teachers who struggle to meet diverse student needs Furthermore, students often enter ESP classes without a solid grasp of their major subjects, leading to additional difficulties in understanding Land Management and Use concepts.
The English staff at BUAF
The English section at BUAF consists of five teachers, all of whom are well-trained in Vietnam and have not studied abroad Among them, two hold a Master's Degree in TESOL, while two others are currently pursuing an MA in English, and one has a Bachelor's degree in English Each teacher is responsible for both General English (GE) and English for Specific Purposes (ESP), with two teachers specifically assigned to teach ESP for Land Management and Use, despite lacking specialized training in this field, which presents various challenges.
The materials
Currently, there is no official course book specifically designed for teaching English for Specific Purposes (ESP) to students majoring in Land Management and Use at BUAF While neighboring institutions like Ho Chi Minh University of Agriculture and Forestry, Hue University of Agriculture and Forestry, and Thai Nguyen University of Agriculture and Forestry have developed their own materials, these resources do not fully address the unique needs of teachers and learners at BUAF.
Ho Chi Minh University of Agriculture and Forestry primarily offers reading texts relevant to specialized fields, but lacks comprehension questions or exercises to enhance understanding Additionally, many of these texts are excessively long and contain numerous unfamiliar words Similarly, the reading materials in the course book from Thai Nguyen University of Agriculture and Forestry are also lengthy, with a limited number of tasks for students to engage with.
To address the limitations of existing course books, we will modify the materials to better align with the proficiency and requirements of BUAF students The proposed course book will consist of a curated selection of reading texts sourced from these course books and additional resources.
The study
Eighty out of 150 second-year students majoring in Land Management and Use participated in a study conducted at the beginning of their second academic year, shortly after completing stage 2 of General Education The research involved collaboration with five English Department teachers and eight subject teachers from the Land Resources and Environment Department at BUAF.
The research method utilized in this study is the survey, employing questionnaires as the primary data collection instrument Questionnaires are recognized as the most effective means for gathering data on less observable phenomena, including attitudes, motivation, and self-concept.
The study utilized three questionnaires to gather insights from English teachers, target students, and subject teachers Questionnaire 1 and Questionnaire 2 focused on understanding the importance and objectives of the English for Specific Purposes (ESP) course, exploring topics of interest, necessary grammatical items, and suggested activities for the ESP syllabus, as well as time allocation for the course Questionnaire 3 aimed to complement this data collection process.
3) was given to all of the subject teachers of the Land Resources and Environment Department to ask for their ranking in order the importance of the ESP reading syllabus and to search their suggestions of the appropriate topics for the proposed syllabus
Prior to distributing the questionnaire, English teachers, target students, and subject teachers were thoroughly briefed on its pedagogical objectives The researcher emphasized that the study aimed to develop an effective English for Specific Purposes (ESP) course and assured participants that their responses would be used solely for research purposes Most participants expressed genuine interest in the study and were eager to provide valuable insights The questionnaire was distributed and collected after a few days, allowing ample time for thoughtful responses Subsequently, the gathered data was analyzed and served as the foundation for proposing a tailored ESP syllabus for Land Management and Use students at BUAF.
Summary
After analyzing the present situation of the ESP teaching and learning at BUAF,
Designing a syllabus that meets the specific needs of learners is a crucial and urgent task This necessity reinforces my decision to develop an English for Specific Purposes (ESP) syllabus tailored for the second-year students of Land Management and Use at BUAF.
DATA ANALYSIS AND DISCUSSION
Opinions on the objectives of the ESP reading course
Question 2 (in appendix 1) and question 4 (in appendix 2) asked the participants to rank the objectives in order of importance from the most important to the least importance The results are detailed in table 1 (see table 1- appendix 4)
The results indicate that the ability to read and understand written materials related to Land Management and Use is the top priority for English teachers, receiving 80%, and the second priority for students at 52.5% Consequently, this skill is deemed the most crucial objective in the ESP reading course.
Achieving a 100% approval rating from English teachers and an 88.7% approval from students highlights the critical importance of incorporating basic vocabulary related to Land Management and Use into the English for Specific Purposes (ESP) reading syllabus.
When designing the reading ESP syllabus for students in this study, it is crucial to focus on the review and consolidation of fundamental grammatical structures found in specialized texts related to Land Management and Use This aspect garnered significant attention, receiving 80% priority from English teachers and 71.2% from student feedback.
The findings suggest that items 1, 2, and 4 are crucial for developing the ESP reading syllabus tailored to the target students Conversely, items 2, 5, and 6, which received low percentages across the top three priorities, should not be prioritized in the syllabus design.
Opinions on needed topics in the ESP reading syllabus
Question 3 (in appendix 1), question 5 (in appendix 2) and question 2 (in appendix 3) are designed to find out the most relevant topics to be included in the ESP reading syllabus of the target students Seventeen topics relating to Land Management and Use were listed for the participants to rate basing on their level of relevance to the ESP reading course The results are shown in Table 2 (see table 2 - appendix 4)
Table 2 reveals that participants identified items 1, 5, 7, 8, 9, and 14 as the most relevant, receiving the highest percentage of positive responses Conversely, topics 10, 11, 13, 15, 16, and 17 garnered significant negative feedback, indicating they are not relevant Consequently, it is recommended that the syllabus incorporates the topics with higher positive response rates.
Opinions on needed grammar items in the ESP reading syllabus
Question 4 (in appendix 1) aims to identify the important grammatical structures for the syllabus from the English teachers‟ perspective Table 3 (Appendix 4) presents the results of the questionnaire
The analysis reveals that nearly all items received high positive response rates, with the exception of items 1, 2, 6, 9, 12, and 14, which garnered negative feedback ranging from 60% to 100% Consequently, these specific items should be excluded from syllabus design In contrast, the remaining items, which received significant positive responses, should be prioritized for inclusion in the syllabus.
Opinions on needed reading skills and reading exercises in the ESP
Question 5 (in appendix 1) and question 6 (in appendix 2) asked the English teachers and the target students to get information concerning the reading skills and reading exercises needed to be in the syllabus The results are in table 4 (see table 4- appendix 4)
The data indicates that both English teachers and target students consider most syllabus items essential, with the exception of items 1e, 3b, 4a, 6c, 6d, 8d, and 8e, which received positive feedback below 35% Notably, items of particular concern for English teachers, including 1b, 2a, 3c, 5a, 5b, 6b, 7b, 7c, 7d, 7e, and 8b, were favored by over half of the target students This highlights the need for syllabus designers to focus more on these items, as both ESP teachers and students express a desire to enhance their reading comprehension through a diverse range of reading skills and exercises.
3.1.6 Opinions on types of reading skills and reading exercises in each unit
Questions 6 (in appendix 1) and question 7 (in appendix 2) are intended to find out the English teachers and the target students‟ opinions on the types of reading skills and reading exercises in each unit Their responses are presented in chart 2 as follow:
Chart 2: The English teachers‟ and the target students‟ opinions on types of reading skills and reading exercises in each unit
The chart clearly indicates that a significant majority of English teachers (80%) and over half of the students (53.8%) recognize the importance of incorporating various reading skills and exercises for each reading unit Notably, no English teachers or students preferred a single type of reading skill or exercise Additionally, 20% of the teachers and 46.2% of the students expressed alternative suggestions, highlighting a shared belief in the effectiveness of utilizing a diverse range of reading skills and exercises in English for Specific Purposes (ESP).
3.1.7 Opinions on the number of units in the ESP reading syllabus
The ESP course at BUAF is constrained to just 2 credits, necessitating that English teachers carefully select a suitable number of units for the reading syllabus Chart 3 illustrates the teachers' perspectives on this issue.
Chart 3: The English teachers‟ opinions about the appropriate number of lessons for the syllabus
Based on the data collected, most teachers believe that six units are ideal for a 2-credit course, while only one teacher suggested five units Given the variety of topics and reading exercises selected by English teachers for their target students, five lessons are inadequate for an ESP reading course However, covering seven units in a limited timeframe is also challenging Therefore, six lessons emerge as the most suitable number for syllabus design.
Summary
This chapter presents the findings from a needs analysis conducted among ESP teachers, target students, and subject teachers, revealing a consensus on the key elements of the ESP reading syllabus The insights gained from the survey questionnaires will serve as a foundational basis for developing a tailored ESP reading syllabus for second-year students specializing in Land Management and Use, which will be detailed in the following chapter.
THE PROPOSED SYLLABUS FOR THE STUDENTS OF
Aims and objectives of the ESP reading syllabus
Based on students' backgrounds, the current state of English for Specific Purposes (ESP) learning and teaching at BUAF, and the findings from the needs analysis, the objectives of the ESP reading course have been clearly defined.
The aims of the syllabus are:
- to provide the students with a basic knowledge of English for Land Management and Use;
- to broaden students‟ knowledge of vocabulary and terms in the field of Land Management and Use;
- to improve ESP reading skills for the students
The four main objectives of the ESP course, therefore, are:
By the end of the course, students will be able to:
- read and understand written materials related to Land Management and Use;
- accumulate basic vocabulary of Land Management and Use;
- review and consolidate basic grammatical structures used in specialized texts for Land Management and Use;
- translate materials relating to Land Management and Use into Vietnamese and vice versa.
Type of the ESP reading syllabus
The principal organizing syllabus will be a topic-based syllabus, supplemented by skills-based and grammatical/structural syllabi This approach is chosen because the topic-based syllabus aligns closely with the specialized subject areas of the students, addressing their needs Given that students require proficiency in reading and a review of grammar, the inclusion of skills-based and grammatical syllabi will effectively enhance the overall curriculum.
Content in the ESP reading syllabus
Based on the questionnaires gathered from English teachers, subject teachers, and target students, six key topics have been identified as the primary focus of the syllabus, as selected by the majority of participants.
- Land Law The texts relating to these topics are selected from different suggested sources below:
1 Nguyễn Thị Minh Nguyệt, Tiếng anh chuyên ngành Thổ nhưỡng và Môi trường đất, NXB Đại học Quốc gia Hà Nội, 2007
2 Võ Văn Việt, Anh văn chuyên ngành quản lý đất đai và bất động sản, 2008
3 Bài giảng Tiếng Anh chuyên ngành English for profession of natural resources and environment, Đại học Nông - Lâm Thái Nguyên, 2011
3 Võ Chí Mỹ, Tiếng Anh chuyên ngành trắc địa mỏ, NXB Xây Dựng, 2002
http://www.setupcompanyvietnam.com/setup-company/76/law-302009qh12- 17062009-.html
http://en.wikipedia.org/wiki/Geographic_information_system
http://www.gisdevelopment.net/application/lis/overview/lisrp0004.htm
http://www.dailytrust.com.ng/index.php/news/5832-relevance-of-gis-in-land- administration?device=xhtml
4.3.2 Reading skills and reading exercises in the syllabus
Basing on the results collected from the English teachers‟ and the students‟ questionnaires, the following reading skills and reading exercises should be included in the ESP syllabus:
1 Skimming a Choosing the main idea of the reading text b Choosing the most appropriate title for the reading text c Choosing the heading that best fits each paragraph d Choosing summarizing sentence or topic sentence that best fits each paragraph
2 Scanning a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
4 Interpreting discourse markers c Guessing the meaning of unknown words basing on logical connectives: Express relations between clauses/sentences (however, so, hence, therefore, ect.)
5 Types of questions a True/False questions b Open-ended questions c Multiple choice questions
6 Grammar exercises b Sentence building e Rewrite the sentences without changing the meaning
7 Vocabulary exercises a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions
8 Other exercises b Translation: English-Vietnamese c Translation: Vietnamese-English
4.3.3 Grammar and structures in the syllabus
The suggested grammar and structures gathered from the needs analysis in chapter 3 include:
- The infinitive and the “ing” form
Time allocation of the ESP reading syllabus
The course is tailored for second-year Land Management and Use students at BUAF, following the completion of their GE course It carries a total of 2 credits and is structured into 6 units, each designed to span approximately 4 fifty-minute sessions The syllabus includes two stop-and-check assessments, two achievement tests, a mid-term test, and a final exam The weekly teaching schedule is organized by college administrators according to the established timetable.
Organization of the ESP reading syllabus
The syllabus for the ESP reading course is primarily topic-based and skill-based, integrating essential components such as topics, skills, grammar structures, language tasks, and specialized terminology It is organized according to the specialized subjects outlined in the BUAF curriculum, ensuring that each unit aligns with relevant skills and grammatical structures Each unit starts with a reading passage, followed by key terms from the text, specific grammatical structures, and practice activities The detailed proposed syllabus for second-year students in Land Management and Use will be provided in the following section.
The proposed ESP reading syllabus for the second-year students of
Based on an analysis of survey results gathered from English teachers and target students regarding their expectations for the ESP reading course, along with insights from subject teachers, the researcher has developed a proposed ESP syllabus (refer to Table 5).
For the model procedure of teaching and the material used in the session, please see Appendix 5.
Summary
This chapter presents a syllabus developed based on the needs analysis from Chapter 2 and tailored for second-year students in Land Management and Use at BUAF The syllabus encompasses five key components: topics, language focus, vocabulary, skills, and tasks, with topics and tasks being the primary elements Additionally, it details the specification and organization of content within the teaching syllabus for relevant learning units To illustrate the syllabus, a sample unit is provided in Appendix 5.
Conclusions
With this study, an attempt has been done to propose a suitable ESP reading syllabus that suits the second-year students of Land Management and Use at BUAF
To achieve the thesis objectives, the author conducted a thorough literature review on ESP reading syllabus design, establishing a solid theoretical foundation for the study Based on insights gained, the author selected a combination of topic-based and skill-based syllabus as the optimal approach The syllabus design process was structured around four key steps: needs analysis, setting goals and objectives, content specification, and syllabus organization.
To enhance the practicality and relevance of the syllabus, a survey was conducted to assess the target needs and learning requirements of English teachers, target students, and subject teachers at BUAF.
The analysis of the collected data reveals that students anticipate the English for Specific Purposes (ESP) course to equip them with essential vocabulary related to Land Management and Use, as well as reading skills necessary for understanding relevant materials in their field Additionally, they seek to reinforce their grasp of grammatical structures commonly found in texts pertinent to their major.
The author has compiled reading texts from various sources focused on specialized topics to analyze key language features of English for Specific Purposes (ESP) in Land Management and Use A proposed ESP syllabus for second-year students at BUAF is outlined, including its aims, objectives, content specifications, time allocation, and organizational structure To enhance usability, a sample unit is also provided within the syllabus.
Limitations
This study acknowledges several limitations that may impact its findings Firstly, due to time constraints, limited resources, and the researcher's capabilities, not all relevant areas could be explored The sample size was restricted to 80 students out of 150 in the Land Management and Use program at BUAF, which may affect the generalizability of the needs analysis results Additionally, the researcher relied solely on survey questionnaires for data collection, potentially compromising the accuracy and reliability of the perceptions gathered Furthermore, there was insufficient time to develop a comprehensive syllabus or to implement it in a real teaching and learning environment at BUAF, hindering the evaluation of its suitability and effectiveness These limitations highlight the need for further research in this area.
Suggestions for further study
Future research on syllabus design should explore additional aspects such as teaching methods and material development, particularly focusing on the Land Management and Use students at BUAF over an extended period To enhance the accuracy and reliability of results, employing various data collection instruments, including interviews with former students for needs analysis, is recommended Furthermore, it is anticipated that more comprehensive studies will be conducted to develop an ESP syllabus that incorporates essential skills like writing, listening, and speaking The author also expresses hope for the implementation of the proposed syllabus in the upcoming year, with plans for ongoing revisions based on course evaluations to ensure it meets the needs of Land Management and Use students and ESP teachers at BUAF and other higher education institutions.
1 Aebersold, J A & Field, L M (1997) From Reader To Reading Teacher
2 Allen, J P B (1984) General-purpose language teaching: a variable focus approach In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
3 Breen, M P (1984) Process Syllabuses for the Language Classroom In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
4 Brown, J D (1995) The Elements of Language Curriculum In Kaur, A
Considerations in Language Syllabus Design The English Teacher, XIX
Retrieved May, 2012, from http://www.melta.org.my/ET/1990/main1.html
5 Dubin, F & Olshtain, E (1986) Course design: Developing programs and materials for language learning Cambridge: Cambridge University Press
6 Dudley-Evans, T & St John, M (1998) Developments in ESP: A multi- disciplinary approach Cambridge: Cambridge University Press
7 Dudley-Evans, T (2001) Foreword In S Benesch, Critical English for Academic Purposes: Theory, Politics, and Practice (pp ix – xiii)
8 Finnochiaro, & Brumfit, C (1983) The functional-notional approach In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
9 Graves, K (1996) Teachers as course developers In Sysoyev, P Developing an English for Specific Purposes Course Using a Learner Centered Approach:
A Russian Experience The Internet TESL Journal, VI, 3 Retrieved May,
2012 from http://iteslj.org/Techniques/Sysoyev-ESP.html
10 Hutchinson, T & Waters, A (1987) English for Specific Purposes
11 Krahnke, K (1987) Approaches to syllabus design for foreign language teaching Englewood Cliff, NJ: Prentice-Hall Retrieved May, 2012 from http://www.eric.ed.gov/PDFS/ED283385.pdf
12 Munby, J (1984) Communicative Syllabus Design: Principles and Problems
In Read, J A S (ed.) Trends in Languages Syllabus Design Singapore:
13 Nunan, D 1988 Syllabus Design Oxford: Oxford University Press
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15 Richards, J C., Platt, H & Platt, J (1992) Longman dictionary of language teaching and applied linguistics (2 nd ed.) Harlow, Essex: Longman Group UK Limited
16 Richards, J C (2001) Curriculum Development in Language Teaching
17 Robinson, P (1991) ESP today: A practitioner‟s guide In Dudley-Evans, T.,
& St John Developments in ESP: A multi-disciplinary approach Cambridge:
18 Shaw, A M (1975) Approaches to a communicative syllabus in foreign language curriculum development In Kaur, A Considerations in Language Syllabus Design The English Teacher, XIX
Retrieved May, 2012, from http://www.melta.org.my/ET/1990/main1.html
19 Strevens, P (1988) ESP after twenty years: A re-appraisal In Dudley-Evans,
T & St John, M Developments in ESP: A multi-disciplinary approach
20 Williams, E 1984 Reading in the Language Classroom London: Macmillan
21 Wilkins, D.A (1976) Notional Syllabuses London: Oxford University Press Retrieved May, 2012, from http://www.scribd.com/doc/66790485/Notional- Syllabus-D-a-Wilkins
22 Wilkins, D A (1981) Notional syllabuses revisited Applied Linguistics II, 1: 83-89 In Read, J.A.S (ed.) Trends in Language Syllabus Design Singapore:
23 Yalden, J (1984) Syllabus design in general education In Nunan, D (Ed.)
Syllabus Design Oxford: Oxford University Press
APPENDICES APPENDIX 1: Survey questionnaire for teachers
This questionnaire seeks to gather valuable insights from ESP teachers to develop an effective ESP Reading Syllabus tailored for Land Management and Use students at Bac Giang University of Agriculture and Forestry Your participation in this survey is greatly valued, and rest assured that all information you provide will be used exclusively for research purposes, ensuring your anonymity in any data discussions.
Thank you very much for your cooperation
Please complete the following questions and requirements (You may tick more than one option)
1 In your view, an ESP reading syllabus for the second-year students of Land Management and Use at BUAF is ……… for the students’ future job
Very nescessary Nescessary Not nescessary
2 Please tick the objective(s) needed to be achieved at the end of the ESP course for the students of Land Management and Use in order of importance from the most important to the least important (from 1 to 6) and add other expectations of your own
To be able to accumulate basic vocabulary of Land Management and Use
To be able to read and understand written materials related to Land Management and Use
To be able to translate materials relating to Land Management and Use into Vietnamese and vice versa
To be able to review and consolidate basic grammatical structures used in specialized texts for Land Management and Use
To be able to communicate in English with foreigners on Land Management and Use
To be able to enrich knowledge of Land Management and Use through reading texts in the course
3 According to you, what are the topics needed to be included in the ESP reading syllabus students of Land Management and Use Add more topics of your own if you think they are necessary
4 According to you, what are the grammartical structures should be included in the ESP reading syllabus students of Land Management and Use? Add more topics of your own if you think they are necessary
Items Grammar- structures Very appropriate
3 Conjunctions (but, because, therefore, however…)
The infinitive and the “ing” form
5 According to you, what are the reading skills and reading exercises should be included in the ESP reading syllabus students of Land Management and Use? Add more ones of your own if you think they are necessary
a Choosing the main idea of the reading text
b Choosing the most appropriate title for the reading text
c Choosing the heading that best fits each paragraph
d Choosing summarizing sentence or topic sentence that best fits each paragraph
e Choosing pictures or graphics which illustrate what mentioned in reading text
a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices
a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
a Underlining the markers of sequence (first, next, then, ect.) in the paragraph
b Using additional markers (and, moreover, further, ect.) to connect the paragraphs
c Guessing the meaning of unknown words basing on logical connectives (however, so, hence, therefore, ect.)
a Fill in the blanks with the correct grammatical forms
c Find synonyms and antonyms of words or phrases used in the reading text
d Match the words or phrases with their definitions
6 What is your opinion about the types of reading skills and reading exercises in each unit?
(A) Only one kind of reading skill or reading exercise should be included in each unit
(B) Each unit should include different types of reading skills and reading exercises (C) The types of reading skills and reading exercises are the same in all the units
7 In your opinion, within 2 credits, how many units should be included in the ESP syllabus?
APPENDIX 2: Phiếu khảo sát Dành cho học sinh
Mục đích của việc thu thập ý kiến từ sinh viên năm thứ hai ngành Quản lý và Sử dụng Đất, trường Đại học Nông – Lâm Bắc Giang là nhằm hiểu rõ nhu cầu và nguyện vọng học tiếng Anh chuyên ngành Thông qua đó, chúng tôi sẽ xây dựng chương trình dạy đọc tiếng Anh phù hợp với mục tiêu đào tạo của nhà trường và đáp ứng mong muốn của sinh viên Ý kiến đóng góp của các bạn rất quan trọng và sẽ được sử dụng cho nghiên cứu, không nhằm vào mục đích khác.
Xin hãy trả lời đầy đủ và chính xác các câu hỏi, hoặc đánh dấu () vào các ô mà bạn chọn Lưu ý rằng bạn có thể chọn nhiều hơn một lựa chọn cho mỗi câu hỏi.
Xin chân thành cảm ơn
Xin bạn vui lòng cho biết:
- Tuổi: - Giới tính: - Dân tộc:
- Nơi ở (tr-ớc khi vào tr-ờng ĐH Nông Lâm Bắc Giang): ………
1 Tr-ớc khi vào tr-ờng Đại Học Nông Lâm Bắc Giang , bạn: a Học ngoại ngữ gì?
Không học ngoại ngữ b Nếu học tiếng Anh, bạn học đ-ợc bao nhiêu năm? ………
2 Bạn có thích học tiếng Anh chuyờn ngành Quản lý và Sử dụng Đất không?
Không thích Không thích cũng không ghét
3 Theo bạn chương trỡnh dạy đọc tiếng Anh chuyờn ngành sẽ với cụng việc sau này của sinh viên chuyên ngành Quản lý và Sử dụng Đất
Rất cần thiết Cần thiết Không cần thiết
4 Bạn hãy sắp xếp những yêu cầu cần đạt được sau khi học chương tiếng anh chuyên ngành Quản lý và Sử dụng Đất theo thứ tự từ quan trọng nhất (số 1) đến ít quan trọng nhất (số 6) Bổ sung thêm những mong muốn khác của bạn (nếu có)
Có thể tích luỹ vốn từ vựng tiếng Anh cơ bản về lĩnh vực Quản lý và Sử dụng Đất
Có thể đọc hiểu những tài liệu, văn bản bằng tiếng Anh chuyên ngành Quản lý và
Có thể dịch sách, tài liệu, báo chí vể chuyên ngành Quản lý và Sử dụng Đất bằng Tiếng Anh sang tiếng Việt và ngược lại
Có thể củng cố những cấu trúc ngữ pháp dùng trong các văn bản, tài liệu liên quan đến lĩnh vực Quản lý và Sử dụng Đất
Có thể giao tiếp bằng tiếng Anh với người nước ngoài về lĩnh vực Quản lý và Sử dụng Đất
Có thêm kiến thức về lĩnh vực chuyên ngành Quản lý và Sử dụng Đất thông qua các bài học trong chương trình
Yêu cầu khác (nếu có)
5 Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất theo các mức độ phù hợp, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của bạn
TT Chủ đề Rất phù hợp
Phù hợp Không phù hợp
1 Thị trường Bất động sản
5 Lập kế hoạch sử dụng đất
6 Hệ thống quản lý đất
7 Hệ thống thông tin đất – LIS
8 Hệ thống thông tin địa lý - GIS
12 Đánh giá tác động của môi trường
15 Kinh tế tài nguyên đất
Các chủ đề khác (Nêu rõ)………
6 Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những dạng bài tập nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất
1 Bài tập đọc lướt để lấy ý chính (Skimming)
a Chọn ý chính của bài khóa
b Chọn tiêu đề thích hợp cho bài khóa
c Chọn tiêu đề thích hợp với từng đoạn
d Chọn các câu tóm tắt hay câu chủ đề thích hợp với từng đoạn
e Chọn các bức tranh hoặc sơ đồ mô phỏng nội dung đề cập trong bài khoá
2 Bài tập đọc lướt để lấy thông tin cụ thể (Scanning)
a Đọc lướt bài đọc để tìm thông tin cụ thể do giáo viên yêu cầu trước khi đọc hoặc do yêu cầu của bài tập
3 Bài tập về nhận biết và giải thích các phương thức liên kết văn bản
a Phép thế : tìm tham chiếu của các đại từ nhân xưng như (he, she, it, they…) hoặc các đại từ chỉ định (this, that, these, those) trong bài đọc
c Sắp xếp các đoạn dựa vào liên kết từ vựng (từ được lặp lại hoặc có liên quan với nhau về nghĩa)
4 Bài tập về phép nối của văn bản
a Gạch chân các từ nối thời gian liên quan giữa các sự kiện: first, next, then…
b Dùng kiểu nối thêm vào: and, moreover, further…để nối các đoạn
c Đoán nghĩa của từ dựa vào kiểu nối nguyên nhân, lý do, mục đích, điều kiện khác: however, so, hence, therefore…
5 Bài tập trả lời câu hỏi bao gồm các dạng:
c Câu hỏi đa lựa chọn
6 Các bài tập ngữ pháp
a Bài tập điền vào chỗ trống các dạng đúng của cấu trúc ngữ pháp
b Bài tập về xây dựng câu
c Bài tập luyện tập cách sử dụng các từ nối
d Bài tập luyện tập cách sử dụng giới từ
7 Các bài tập từ vựng
a Bài tập về cấu tạo từ
b Bài tập điền vào chỗ trống những từ thích hợp
c Bài tập tìm các từ đồng nghĩa và trái nghĩa
d Bài tập tìm các từ và cụm từ ứng với các định nghĩa
8 Các dạng bài tập khác
b Dịch từ Anh sang Việt; từ Việt sang Anh
c Tranh luận và thảo luận
Các dạng bài tập khác (hãy nêu rõ):
7 Theo bạn, số lượng hoạt động được giao cho sinh viên trong mỗi đơn vị bài học nên là:
(A) Chỉ nên có một loại bài tập trong mỗi đơn vị bài học
(B) Nhiều loại bài tập khác nhau trong mỗi đơn vị bài học
(C) Các loại bài tập trong tất cả các đơn vị bài học đều giống nhau
8 Theo bạn, số lượng đơn vị bài học của chương trình đọc tiếng Anh chuyên ngành nên là:
Cám ơn sự cộng tác của các bạn!
APPENDIX 3: PHIẾU KHẢO SÁT DÀNH CHO GIÁO VIÊN CHUYÊN
NGÀNH QUẢN LÝ VÀ SỬ DỤNG ĐẤT
Mục đích của nghiên cứu này là thu thập ý kiến về các chủ đề quan trọng trong chương trình tiếng Anh chuyên ngành Quản lý và Sử dụng đất Ý kiến của quý thầy cô là rất cần thiết và có giá trị đối với nghiên cứu của chúng tôi.
Quý thầy cô hãy vui lòng trả lời bằng cách đánh dấu cho sự lựa chọn của mình
Cảm ơn sự giúp đỡ nhiệt tình của quý thầy cô!
1 Theo thầy (cô), chương trình dạy đọc tiếng Anh chuyên ngành sẽ với công việc sau này của sinh viên chuyên ngành Quản lý và Sử dụng Đất
Rất cần thiết Cần thiết Không cần thiết
2 Thầy (Cô) hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất theo các mức độ phù hợp, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của thầy (cô)
TT Chủ đề Rất phù hợp
Phù hợp Không phù hợp
1 Thị trường Bất động sản
5 Lập kế hoạch sử dụng đất
6 Hệ thống quản lý đất
7 Hệ thống thông tin đất – LIS
8 Hệ thống thông tin địa lý - GIS
12 Đánh giá tác động của môi trường
15 Kinh tế tài nguyên đất
Các chủ đề khác (Nêu rõ)………
Table 1: The English teachers and the target students’ opinions on the objectives of the ESP reading course
Number and percentage (%) of respondents
Number and percentage (%) of respondents
Iterms Objectives 1 st 2 nd 3 rd 4 th 5 th 6 th 1 st 2 nd 3 rd 4 th 5 th 6 th
1 To be able to accumulate basic vocabulary of Land
2 To be able to read and understand written materials related to Land Management and Use
3 To be able to translate materials relating to Land Management and Use into Vietnamese and vice versa
4 To be able to review and consolidate basic grammatical structures used in specialized texts for Land Management and
5 To be able to communicate in
6 To be able to enrich knowledge of Land Management and Use through reading texts in the course
Table 2: The English teachers, the subject teachers and the target students’ choice of topics relating to
Land Management and Use English teachers’ ranking Target students’ ranking Subject teachers’ ranking
Table 3: The English teachers’ choice of the grammatical structures in the reading ESP syllabus
Items Grammar- structures Number and percentage (%) of respondents
3 Conjunctions (but, because, therefore, however…)
The infinitive and the “ing” form
Table 4: The English teachers and the target students’ choice of reading skills and reading exercises in the ESP reading syllabus
Items Reading skills and reading exercises Number and percentage (%) of respondents
1 Skimming a Choosing the main idea of the reading text
b Choosing the most appropriate title for the reading text
c Choosing the heading that best fits each paragraph
d Choosing summarizing sentence or topic sentence that best fits each paragraph
e Choosing pictures or graphics which illustrate what mentioned in reading text
2 Scanning a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices
a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
a Underlining the markers of sequence (first, next, then, ect.) in the paragraph
12 (15%) moreover, further, ect.) to connect the paragraphs
c Guessing the meaning of unknown words basing on logical connectives (however, so, hence, therefore, ect.) 4 (80%) 46 (57.5%)
a Fill in the blanks with the correct grammatical forms
e Rewrite the sentences without changing the meaning
c Find synonyms and antonyms of words or phrases used in the reading text
d Match the words or phrases with their definitions
Table 5: The proposed ESP reading syllabus for the second-year students of Land Management and Use at BUAF
Items Topics Skills Exercises/tasks Grammar/structures Vocabulary
Skimming: Choosing summarizing sentence or topic sentence that best fits each paragraph;
Scanning the text for specific information;
Translation: English-Vietnamese, Vietnamese - English
Modal verbs Terms relating to
Skimming: Choosing the main idea of the reading text;
Scanning the text for specific information;
Processing and evaluating the information during reading
Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
Guessing the meaning of unknown words basing on logical connectives
Complete sentences using correct conjunctions
Translation: English-Vietnamese, Vietnamese - English
Relative clauses Terms relating to
Progress Test 1 (1 credit hours) Unit 3
Choosing the most appropriate title for the reading text;
Terms relating to Geographic Information
Scanning the text for specific information;
Match the words or phrases with their definitions
Translation: English-Vietnamese, Vietnamese - English
Stop and check 1& Midterm-test (2 credit hours) Unit 4
Skimming: Choosing summarizing sentence or topic sentence that best fits each paragraph;
Scanning the text for specific information;
Identifying main ideas, supporting ideas and examples
Choose the correct words given
Find synonyms and antonyms of words or phrases used in the reading text
Translation: English-Vietnamese, Vietnamese - English
The infinitive and the “ing” form
Terms relating to land use planning
Land Law Skimming: Choosing the heading that best fits each paragraph;
Scanning the text for specific information;
Using cohesive and discourse makers
Put the adjectives or adverbs in comparison
Match the words or phrases with their definitions
Translation: English-Vietnamese, Vietnamese - English
Terms relating to land law
Choosing the most appropriate title for the reading text;
Understanding relations within a sentence and between sentences
Put the verbs in the correct forms
Translation: English-Vietnamese, Vietnamese - English
Terms relating to real estate market
Stop and check 2 & Midterm-test (2 credit hours)
APPENDIX 5: SAMPLE UNIT UNIT 3: GEOGRAPHICAL INFORMATION SYSTEM
Work in pairs and answer the following questions:
Land is essential for human habitation and plays a vital role in the economic, social, and environmental progress of nations While it is part of our natural heritage, access to land is often regulated by ownership structures Land is divided for administrative and economic reasons and is utilized in various ways Today, policymakers, resource planners, and administrators must consider factors such as population growth, technological challenges, and environmental degradation when making land-related decisions This necessitates more comprehensive land information than what has typically been accessible.
While printed maps remain beneficial, computerized systems significantly enhance the acquisition, storage, processing, and retrieval of land information Traditional manual record-keeping in land administration is increasingly inadequate due to the rapid urbanization and expansion of cities This inefficiency and susceptibility to errors highlight the urgent need for improved land administration and management practices.