INTRODUCTION
Statement of the problem
English has nowadays become the language of international communication As Phillipson points out,
English is the leading language in various fields, including science, technology, medicine, and computing It plays a crucial role in research, publications, and software development, as well as in global business, trade, shipping, and aviation Additionally, English is essential in diplomacy, international organizations, and mass media, influencing entertainment, news, and journalism It also permeates youth culture and sports, and is recognized as the most widely learned foreign language in education systems worldwide.
Students can enhance their knowledge by engaging with diverse English materials, which also opens up opportunities for qualified work abroad To succeed in these endeavors, it is essential for students to acquire English for Specific Purposes (ESP) vocabulary relevant to their fields Mastering this specialized vocabulary enables them to adapt to their work environment and fulfill the demands of their future careers.
Vocabulary is an inseparable part of any teaching syllabus However, “Teaching vocabulary especially in ESP course is becoming a challenge for English Language
As ESP teachers at Hanoi College of Economics and Technology (HCET), we encounter significant challenges in teaching specialized vocabulary, particularly due to our students' limited knowledge of English grammar and vocabulary Second-year Accounting students struggle to actively learn new words, which adversely affects their vocabulary development and ultimately leads to poor academic performance each term.
Recognizing the challenges in vocabulary teaching and learning, the English teachers at HCET are committed to transforming their instructional methods to enhance students' learning effectiveness, ultimately preparing them for success in their future careers.
I am conducting research to identify the primary challenges faced in teaching and learning English vocabulary related to accounting at HCET Additionally, I aim to propose effective solutions to address these challenges.
Aims of the study
This study explores the challenges encountered by ESP teachers and learners at HCET in the teaching and learning of ESP vocabulary, while also proposing effective solutions to enhance the educational experience in this area.
Research questions
1 What difficulties do HCET’s teachers have in teaching ESP vocabulary?
2 What major difficulties do accounting students face in learning ESP vocabulary at HCET?
3 What are solutions to improving Accounting English vocabulary teaching and learning at HCET?
Scope of the study
This study focuses on the challenges faced in teaching and learning English for Specific Purposes (ESP) vocabulary, specifically within the "English for Finance" course book, targeting Accounting students at Hanoi College of Economics and Technology (HCET) Additionally, it offers proposed solutions aimed at enhancing the effectiveness of ESP vocabulary instruction and learning at HCET.
Methods of the study
The research employs both qualitative and quantitative methods, utilizing survey questionnaires and informal interviews for data collection Questionnaires are specifically crafted for teachers and students to identify challenges faced in teaching and learning English for Specific Purposes (ESP) vocabulary Additionally, informal interviews with teachers aim to gather further insights and potential solutions to these challenges.
Design of the study
The study includes three parts:
Part one is the Introduction of the study, which states the problem, the research questions, aims, scope, methods and the design of the whole paper
The Development section is divided into three chapters: the first chapter outlines the theoretical framework relevant to the topic, the second chapter provides a comprehensive overview of the study's context and methodology, and the third chapter presents data analysis, findings, and proposed solutions to enhance the teaching and learning of English for Specific Purposes (ESP) vocabulary at HCET.
Part three is the Conclusion, which summarizes major findings of the investigation, provides suggested solutions, limitations and suggestions for further studies.
DEVELOPMENT
LITERATURE REVIEW
This chapter explores key theoretical concepts related to English for Specific Purposes (ESP), including an overview of ESP, the significance of ESP vocabulary, effective strategies for teaching and learning this specialized vocabulary, the essential roles of ESP teachers, and the challenges faced in teaching ESP vocabulary.
ESP, which stands for “English for Specific Purposes”, has become an essential part in “the Teaching of English as a Foreign or Second Language movement” (Howatt,
1984 cited in Dudley-Evans and St John, 1998: 1) To understand the term ESP correctly, we will ponder on certain following clarifications There have been a lot of attempts to define ESP
According to Hutchinson and Waters (1987:19), English for Specific Purposes (ESP) is defined as an approach to language teaching where all content and methods are tailored to the learners' reasons for learning They emphasize that ESP should be viewed as an approach rather than a product, distinguishing it from a specific language type, methodology, or teaching material Teaching ESP focuses on addressing the specific needs and interests of learners, rather than imparting a unique form of the language.
English for Specific Purposes (ESP) is a specialized area within language teaching, as defined by Strevens (1988) According to Robinson (1991), ESP is characterized by its goal-oriented nature and is developed through a needs analysis that identifies the specific tasks students must perform in English Additionally, ESP courses are typically time-constrained and tailored for adult learners, emphasizing the practical application of language skills in specific contexts.
“homogenous classes” in terms of the work or specialist studies that students are involved in (cited in Dudley-Evans and St John, 1998: 3)
According to Munby (1978: 2), English for Specific Purposes (ESP) courses should be tailored based on a thorough analysis of learners' communication needs Recognizing that learners possess diverse needs and interests is crucial, as these factors significantly impact their motivation and attitude towards learning.
The evolution of English for Specific Purposes (ESP) reflects the increasing demand for English tailored to specific needs, alongside advancements in linguistics and educational psychology As highlighted by Hutchinson and Waters (1987:19), it is essential that any ESP course is designed with a focus on the learners' needs.
English for Specific Purposes (ESP) encompasses various types that can be categorized in multiple ways Traditionally, ESP is divided into two primary groups based on their timing: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) According to Robinson (1991), this distinction is illustrated in a tree diagram, highlighting the differences between these two areas of focus.
Figure 1: ESP Classification by experience
(Robinson, 1991, cited in Dudley-Evans and St John, 1998:6)
Pre-experience Simultaneous/ in- service Post-experience
As a school subject For study in a specific discipline
Kennedy and Bolitho define the two types of ESP:
English for Occupational Purposes (EOP) focuses on teaching learners the English language skills necessary for their specific jobs or professions In contrast, English for Academic Purposes (EAP) is primarily offered in educational settings, catering to students who require English proficiency for their academic studies.
The classification of English for Specific Purposes (ESP) into English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) is crucial, as it influences the level of specificity suitable for the course (Dudley-Evans and St John, 1998) However, Hutchinson and Waters (1987) emphasize that this distinction is not always clear-cut, as individuals often balance work and study simultaneously Consequently, language acquired for immediate academic use may later be applied in professional settings.
In "The Tree of ELT" by Hutchinson and Waters (1987), English for Specific Purposes (ESP) is categorized into three main branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each branch is further divided into two sub-branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) For instance, "English for Secretaries" serves as an example of EOP within the EBE branch, while "English for Economics" exemplifies EAP in the same category.
Figure 2: Types of ESP (Hutchinson and Waters, 1987: 16)
Another division of ESP divides EAP and EOP according to “discipline or professional area” in the following way:
Figure 3: ESP Classification by professional area (Dudley-Evans and St John, 1998:6)
The English for Specific Purposes (ESP) curriculum for Accounting students at Hanoi College of Economics and Technology focuses on English for Management, Finance, and Economics, categorizing it as a form of English for Academic Purposes.
Different types of English for Specific Purposes (ESP) serve as a comprehensive guide for ESP teachers, enabling them to select suitable teaching materials and classroom activities This framework assists educators in designing or adapting an effective ESP course tailored to the needs of their specific student audience.
Strevens (1988) makes a distinction between four “absolute characteristics” and two “variable characteristics” of ESP He distinguishes two kinds of characteristics
English for Occupational Purposes English for Academic Purposes
English For (Academic) Legal Purposes
English For Management Finance and Economics
- ESP is designed to meet specified needs of the learners;
- ESP is related in content (that is in its themes and topics) to particular disciplines, semantics, occupations and activities;
- ESP is centred on the language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;
- ESP is in contrast with “General English”
- ESP may be restricted as to the learning skills to be learned (for example reading only);
- ESP may not be taught according to any pre-ordained methodology
(cited in Dudley-Evans and St John, 1998: 3)
Then, ten years later, Dudley-Evans and St John (1998: 4-5) identified ESP with three absolute characteristics and four variable characteristics
- ESP is designed to meet specific needs of learners;
- ESP makes use of the underlying methodology and activities of the disciplines it serves;
- ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology from that of general English;
ESP is primarily tailored for adult learners in tertiary education or professional environments, although it can also be adapted for secondary school students.
- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners
The defining characteristics of English for Specific Purposes (ESP) clarify its essence and boundaries ESP is best understood as an approach to teaching that focuses on analyzing learners' needs and leveraging their existing knowledge of English for effective real-world communication.
Vocabulary encompasses the words we teach when learning a foreign language, but it extends beyond single words to include compounds of two or three words, as well as multi-word idioms.
Vocabulary encompasses all the words within a language, including both individual terms and multi-word idioms, whose meanings can be inferred from their usage in sentences or specific contexts.
METHODOLOGY
This chapter provides a comprehensive overview of the study's context and methodology It outlines the course book, the students' backgrounds, and the teachers' instructional methods Additionally, the study's methodology includes the research questions, participant details, data collection instruments, procedures, and analysis techniques employed throughout the research.
At HCET, English is a mandatory subject for all students, encompassing two key components: General English (GE) and English for Specific Purposes (ESP) The GE course, conducted over the first two terms, utilizes the textbook "New Headway" by Liz and John Soars, published by Oxford University Press in 2011 This segment focuses on enhancing essential communicative skills, including speaking, listening, reading, and writing, serving as a foundational step for students to advance to the ESP course.
The ESP course, introduced in the third term, aims to enhance students' reading comprehension and translation skills by familiarizing them with essential technical terms, enabling them to utilize English effectively in their studies and future careers For second-year non-English-major students at the Accounting Faculty of HCET, the selected course book is “English for Finance,” authored by English Faculty instructors at the Academy of Finance (AOF) and published by the Finance Publishing House This comprehensive resource comprises 42 units and is integrated into AOF's English curriculum.
This course book covers a variety of topics, including economics, money and banking, finance, accounting and auditing, financial analysis, marketing, and international business Each unit is structured into five parts: a reading text, comprehension questions, language focus, word study, and vocabulary The reading texts, ranging from 300 to 500 words, delve into specific financial subjects, providing foundational concepts For instance, the first unit introduces economics by defining the discipline and exploring its various fields and subfields.
The article outlines a structured approach to enhancing students' reading comprehension and language skills It includes a section with 5 to 10 questions aimed at deepening understanding of the reading text Additionally, a Language Focus section addresses grammar concepts through theoretical and practical applications Vocabulary development is emphasized in two parts: Part IV features a variety of practice exercises, such as fill-in-the-blank, matching, antonyms, and word formation, to reinforce vocabulary retention Finally, Part V provides a comprehensive list of vocabulary items with English explanations and Vietnamese translations, facilitating effective learning.
The syllabus includes 60 periods of 45 minutes each, delivered over 10 weeks in the third term, covering 20 units Teachers and students meet twice a week for three 45-minute sessions Based on my experience and feedback from other educators, the topics in the course book are engaging and practical However, the course book has a limited number of exercises and does not adequately address essential language skills such as listening, speaking, and writing, focusing primarily on reading comprehension.
The second-year Accounting program at HCET consists of five classes, with students ranging in age from 19 to 23 Most of these students have completed either a three-year or seven-year English curriculum during their secondary and high school education prior to their enrollment at HCET.
In terms of English proficiency, there is little variation among students in each class, with most operating at an elementary level The learning styles at HCET heavily rely on the teachers, resulting in a predominantly passive approach to education Many students have been exposed to traditional English teaching methods, particularly the Grammar-Translation Method, which focuses more on grammar rules than on developing practical language skills Their vocabulary acquisition techniques remain conventional, often involving repetitive writing or the use of word lists.
The English Faculty at HCET employs a diverse group of teachers aged 28 to 55, all of whom are graduates from prestigious universities specializing in foreign languages, including the University of Languages and International Studies and Hanoi University While most hold Master's degrees obtained in Vietnam, two teachers are currently pursuing their MA at the University of Languages and International Studies They teach General English (GE) and English for Specific Purposes (ESP) classes; however, none have received formal training in ESP instruction This lack of specialized training presents significant challenges, including insufficient knowledge, difficulties in selecting suitable teaching materials, and concerns regarding effective teaching methodologies.
The prevalent method of teaching English for Specific Purposes (ESP) at HCET is predominantly teacher-centered, where instructors dominate the classroom dialogue Teachers typically introduce new vocabulary and grammatical structures through direct explanations, often translating content into Vietnamese This traditional approach includes writing new words on the board, providing their meanings, and facilitating repetitive practice among students Consequently, students remain passive listeners, only engaging by asking questions when they encounter unfamiliar terms As a result, the student-centered approach has not gained traction in ESP instruction at HCET.
The current vocabulary activities lack engagement and motivation, leading to inadequate improvement in students' vocabulary competence To enhance the teaching of English for Specific Purposes (ESP) vocabulary at HCET, it is essential to implement more effective teaching techniques.
This study involves the participation of six English teachers, including three specializing in Accounting English, and 50 second-year students from the Faculty of Accounting at HCET All selected teachers have a minimum of three years of experience in teaching English for Specific Purposes (ESP), with a demographic of five females and one male The 50 students, aged 19 to 23 and predominantly female, were randomly selected from five accounting classes, as only second-year students are eligible to study ESP after completing their General English course in the first year.
While the number of participants is limited, it remains significant compared to the total of seven English teachers at HCET Additionally, 50 students serve as representatives for their peers, as the skill levels across the five classes are relatively uniform.
In order to collect information for the study, the researcher uses survey questionnaires for both teachers and students and informal interviews for the teachers
Questionnaires are a valuable tool for collecting information directly from individuals, as highlighted by Wisker (2001), and are particularly effective for analyzing attitudes, behaviors, and responses to events Their ease of construction and versatility allows researchers to gather substantial data efficiently (Dornyei, 2003) In this study, two distinct questionnaires were administered—one for teachers and another for students—featuring both close-ended and open-ended questions to elicit comprehensive responses The primary objective was to identify the challenges faced by teachers and students in learning and teaching English for Specific Purposes (ESP) vocabulary, as well as to gather suggestions for overcoming these obstacles.
The teacher questionnaire comprises seven questions focused on exploring educators' attitudes and perceptions regarding the teaching of English for Specific Purposes (ESP) vocabulary It seeks to identify the challenges faced by second-year students, as well as the methods and techniques employed by teachers in this context Additionally, the questionnaire invites suggestions for enhancing ESP vocabulary instruction The complete questionnaire is available in Appendix 1.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTED
This section presents the findings from questionnaires administered to teachers and students, along with insights gathered from informal interviews with educators The results will inform proposed solutions aimed at enhancing the teaching and learning of English for Specific Purposes (ESP) vocabulary.
The analysis of questionnaire data utilized both quantitative and qualitative statistics, transforming raw data into easily understandable tables and charts for effective comparison.
Question 1: What are your purposes of teaching ESP vocabulary?
To help students read specialized materials 2 33.3
To help students enrich their vocabulary with technical terms
To help students communicate with foreigners about specialized matters
To help students pass the exam 5 83.3
Table 1: The purposes of teaching ESP vocabulary
A significant majority of teachers, 83.3%, prioritize teaching ESP vocabulary to assist their students in passing exams, while 60% recognize the critical importance of vocabulary development However, only a minority focus on vocabulary instruction to enhance students' communication skills with foreigners on specialized topics Consequently, the primary goal of these educators is exam success, which may lead to students forgetting much of the vocabulary they have learned shortly after the exam.
Question 2: What do you think about teaching ESP vocabulary in the course book “English for Finance”?
Chart 1: Teachers’ attitudes towards teaching ESP
From the findings in chart
Teaching English for Specific Purposes (ESP) vocabulary is often viewed as a challenging task by educators Despite this common perception, evidence suggests that teaching ESP vocabulary can be manageable Nevertheless, there remains a lack of consensus among teachers regarding the overall difficulty of this specialized vocabulary instruction.
16.7% topics and read specialized materials (16.6% and 33.3%
Teachers often focus solely on helping students pass exams, which can lead to a rapid loss of vocabulary retention shortly after the test.
What do you think about teaching ESP vocabulary in the course for Finance”?
In a recent survey, it was revealed that 66.6% of teachers consider teaching English for Specific Purposes (ESP) vocabulary to be a challenging task, while 16.7% find it very difficult Additionally, the same percentage of teachers indicated that they do not view teaching ESP vocabulary as very difficult Notably, no teachers reported that teaching ESP vocabulary is easy at all.
The difficulty levels of the exam can be categorized as very difficult, difficult, not very difficult, and not difficult at all A significant portion of students, specifically 16.6% and 33.3%, engage with specialized materials to prepare for the exam However, despite their efforts, many students may struggle to retain the information in the short term, leading to challenges in passing the exam.
Teaching English for Specific Purposes (ESP) vocabulary is a topic of evaluation in course books Interestingly, 16.7% of educators find it manageable to teach ESP vocabulary, yet there remains uncertainty about its overall effectiveness.
Not very difficultNot difficult at all
Question 3: What do you think of students’ learning ESP vocabulary?
Students often struggle to retain vocabulary during lessons, leading teachers to perceive a lack of effort Additionally, 83.3% of teachers express concerns about students' insufficient background knowledge, while students frequently fail to review their answers from class discussions.
At the start of my lessons, I frequently ask students to define the concepts we will cover, but I find that many struggle to articulate their understanding, despite being engaged in their majors.
Question 4: What are your difficulties in teaching ESP vocabulary?
A B do you think of students’ learning ESP vocabulary?
2: Teachers’ evaluation about students’ learning ESP vocabulary
A survey of teachers reveals that only 33.3% believe students need to memorize excessive vocabulary in a single lesson In contrast, 66.6% of educators observe that their students struggle to retain vocabulary effectively.
A significant majority of teachers, specifically 83.3%, express concerns that their students lack the necessary background knowledge to grasp key terms During interviews, three educators echoed this sentiment, emphasizing the importance of reviewing vocabulary at home and learning from classmates Teacher 2 (T2) further highlighted this need for additional vocabulary reinforcement.
At the start of my lessons, I frequently ask my students to define the concepts I will teach in Vietnamese to assess their understanding However, I have noticed that many struggle to respond, despite having studied their subjects in Vietnamese This indicates a lack of specialized knowledge necessary to grasp the terminology.
Question 4: What are your difficulties in teaching ESP vocabulary?
A They are too lazy to learn vocabulary
B They do not have enough knowledge to understand terminologies
C They must remember too much vocabulary in one class do you think of students’ learning ESP vocabulary? n about students’ learning ESP vocabulary only 33.3% of the teachers answer that their
Besides, 66.6% of the vocabulary because of their Meanwhile, most of the teachers (83.3%) complain that their students do
Regarding to this three teachers have the same idea that most of their their vocabulary at home and copy their classmates’
At the beginning of my lesson, I often ask my students to explain or give the with the aim of checking answer my questions clearly It is apparent that they
Question 4: What are your difficulties in teaching ESP vocabulary?
A They are too lazy to learn vocabulary
B They do not have enough background knowledge to understand terminologies
C They must remember too much vocabulary
Chart 3: Teachers’ difficulties in teaching ESP vocabulary
As we can see from the figure been officially trained knowledge of the subject they are responsible for teaching
I myself have to improve information on the Internet or discuss with the subject my deeply understanding
Accordingly, there exists a gap of content knowledge or in other words, it is a major concern of ESP teachers (83.3%).
A significant 66.6% of teachers reported challenges in locating Vietnamese equivalents for English for Specific Purposes (ESP) terminology, as many terms lack direct translations Additionally, overcrowded classrooms pose another obstacle, making it difficult for teachers to manage large groups and implement effective vocabulary activities Teacher 1 (T1) highlighted these issues, emphasizing the impact of class size on teaching effectiveness and student engagement.
There are so many students in one class Noise and competence make me confused to choose an appropriate method to teach
Teachers of English for Specific Purposes (ESP) at HCET face challenges due to a lack of formal training and specialized knowledge in their subject areas Many educators report needing to enhance their expertise by researching economic information online or engaging in discussions with subject matter experts during breaks to gain a deeper understanding of the content they are teaching.
Accordingly, there exists a gap of content knowledge or in other words, it is a major of ESP teachers (83.3%)