Aims and objectives of the study
The study aims to develop a supplementary reading syllabus for first-year English majors at HPU to enhance their reading skills To accomplish this goal, several key objectives will be explored throughout the research.
To identify the needs perceived by both the first-year English major students and the teachers towards the supplementary reading syllabus for English freshmen at HPU
To propose a supplementary reading syllabus based on needs analysis
Research questions
To achieve the aforementioned aim and objectives, the following research questions are set out to be answered:
What objectives do the learners expect to gain through the supplementary reading syllabus from the perspectives of the teachers and students?
What knowledge do the learners expect to achieve in terms of vocabulary, grammar and skill through the supplementary reading syllabus from the perspectives of the teachers and students?
Scope of the study
This study was initiated to address the urgent need for a supplementary reading syllabus for the "Tapestry Reading 1" textbook used by first-year English majors at HPU Conducted within the Faculty of Language Development (FLD) at HPU, it prioritized enhancing reading skills for pre-intermediate level freshmen and their instructors The focus of this minor thesis was on the syllabus design process, presenting fundamental theories related to syllabus design and reading.
Significance of the study
This study holds significant value for first-year English major students and their reading skill instructors, as it contributes to ESL teaching and learning For students, it highlights the importance of supplementary reading materials, serving as a useful reference to enhance their reading abilities and facilitate self-study at home For teachers, the study provides a valuable resource that streamlines the teaching of reading skills, minimizing effort and time Ultimately, the findings are expected to foster a more enjoyable reading experience for both teachers and learners.
Methods of the study
This study leverages survey research through the use of questionnaires, recognized as an effective and cost-efficient method for gathering diverse opinions (Holmes, 2006: 143) The questionnaires will target two primary groups: first-year English majors and teachers at the Foreign Language Department (FLD) The main objective is to assess the needs of both teachers and students regarding the supplementary reading syllabus, focusing on essential topics, grammar structures, and reading skills/exercises Additionally, document analysis will be utilized to aid in the selection of materials for the syllabus.
Structure of the study
The study contains three main parts:
Part A: Introduction presents the rationale, aims and objectives, research questions, scope, significance, methods and structure of the study
Part B: Development, which is the core of the study, consists of three chapters:
Chapter I reviews the literature regarding syllabus design, supplementary reading syllabus, and reading theories
Chapter II gives a detailed description of the study including its background, subjects, instruments and procedures for collecting data as well as the findings of the study
Chapter III proposes a supplementary reading syllabus for the first-year
English majors at HPU basing on the findings of the study
Part C: Conclusion includes a summary of the study, limitations and suggestions for further research
Part B: Development Chapter I: theoretical background 1.1 Syllabus design
The syllabus is a well-known concept in language education, often viewed by teachers as a standard guide outlining the essential content to be taught Various authors, including Allen (1984), Dubin and Olshtain (1986), and Nunan, offer differing perspectives on the role and significance of the syllabus in the teaching and learning process.
In the realm of syllabus definition, it is crucial to differentiate between the narrow and broad approaches The narrow perspective suggests that syllabus and methodology are distinct concepts, while the broader viewpoint contends that distinguishing between content and tasks is not a simple matter.
Nunan (1988) emphasizes a clear distinction between syllabus design and methodology, stating that syllabus design focuses on the selection and grading of content, whereas methodology is centered on choosing appropriate learning tasks and activities.
According to Nunan, Allen (1984: 49) emphasizes that a syllabus focuses on specifying the units to be taught, distinguishing this from the methodology of teaching Similarly, Hutchinson and Water (1987: 80) define a syllabus as a document outlining what is to be learned, or at least what should be learned.
In contrast with these authors, Yalden (1987: 14) looks at syllabus from a broader view and emphasizes that:
The syllabus has evolved from being merely a method to a vital instrument that enables teachers, in collaboration with syllabus designers, to align the needs and goals of learners—both as individuals and social beings—with classroom activities.
Other advocators for the broad view on syllabus are Dubin and Olshtain These two scholars (1986: 28) point out that:
Whatever it is called, it is a document, which ideally describes:
Literature Review 1.1 Syllabus design 1.1.1 Definition of syllabus
The role of the syllabus
Throughout the history, syllabus plays a crucial part in the teaching and learning process Hutchinson and Water (1987: 83-84) states the following roles of a syllabus:
The syllabus serves as a foundational guide for organizing assessments, textbooks, and learning time To enhance the effectiveness of teaching and learning, it is recommended that educators divide the syllabus into manageable units.
A syllabus also gives both teachers and learners a moral support in which it makes the language learning become manageable
Learning can be likened to a journey, with the syllabus serving as a roadmap that outlines the intended routes This framework helps both teachers and learners understand their destination and the various paths they can take to reach it.
A syllabus is an implicit statement of views on the nature of language and learning
It will show the most important aspect of language learning and tell the teacher and students what is to be learnt and why it is to be learnt
A syllabus provides a visible basis for testing, an inevitable part in the process of language learning and teaching
Beside its advantages above, a syllabus also exposes some dangers:
A syllabus serves as a guideline for teaching ideals, outlining the content to be covered; however, it offers limited insight into the actual learning outcomes for students.
A syllabus can not show intangible factors which are vital for learning like emotions, personalities, subjective views and motivation
A syllabus can not take individual differences into consideration
The syllabus plays a crucial role in language teaching and learning, and understanding its significance enables both teachers and students to utilize it effectively.
Types of syllabus
In recent years, the classification of syllabus types has garnered significant attention, with various authors proposing different approaches Dublin and Olshtain (1986) identified four primary syllabus types: structural-grammatical, semantico-notional, functional, and situational Nunan (1988) further categorized syllabuses into product-oriented (including grammatical, functional-notional, and analytic syllabuses) and process-oriented types (such as procedural, task-based, and content syllabuses) This study adopts Richards' (2001) comprehensive classification, which includes ten subtypes: grammatical or structural, lexical, functional, situational, topical or content-based, competency-based, skill-based, task-based, text-based, and integrated syllabuses Each of these syllabus types plays a distinct role in language education.
A grammar-based syllabus prioritizes the structural aspects of language, focusing on the selection of grammatical elements such as tenses and sentence patterns This approach offers the advantage of continuity, as each lesson builds on the previous one, facilitating a cohesive learning experience (McDonough, 1981) However, a significant drawback is its exclusive emphasis on formal grammar, which can make it challenging to present discrete items in context, leading to weak connections between grammatical structures (Nunan, 1988).
This type of syllabus identifies a target vocabulary which should be taught to learners based on their levels The range of vocabulary is normally from 500, 1000,
1500 to 2000 depending on students‟ competence “Typical targets of a general English course are: Elementary level: 1000 words; Intermediate level: an additional
Vocabulary acquisition is a crucial component of language learning, with studies indicating that upper intermediate learners require an additional 2000 words, while advanced learners need an extra 2000 words or more (Hindmarsh, 1980; Nation, 1990, cited by Richards, 2001: 154) This highlights the importance of integrating vocabulary within language content Consequently, a lexical syllabus should be viewed as just one part of a broader, more comprehensive curriculum (Richards, 2001: 154).
The functional syllabus emphasizes the ability to recognize and use communicative functions of language, such as requesting and apologizing, while also fostering communicative competence alongside grammatical accuracy However, it often limits itself to brief interactions and faces challenges related to the complexity of graded content input.
This syllabus is crafted to reflect authentic scenarios where language is utilized, such as visiting a doctor, shopping for clothes, or meeting a client Its primary goal is to teach language that is applicable in real-life situations, aligning closely with the needs and interests of learners, despite the presence of some unpredictable circumstances.
1.1.3.5 Topical or content-based syllabus
A topic-based syllabus is structured around specific themes or topics, which enhances student motivation by providing a foundation for the essential language forms and functions that course designers aim to emphasize (Robinson, 1991) This approach is particularly vital in English for Specific Purposes (ESP), as it allows for a tailored focus on the specialized content relevant to students' fields of study One of the key objectives of an ESP course is to effectively teach this specialized content, ensuring that learners are well-prepared for their professional or academic pursuits (Robinson, 1991).
A competency-based syllabus focuses on defining the skills, knowledge, and attitudes that learners must acquire to effectively perform specific tasks in various contexts This approach emphasizes the importance of mastering competencies essential for successful outcomes in targeted activities, as noted by Richards (2001: 159).
“widely used in social survival and work – oriented language programs”
A skill-based syllabus offers learners the opportunity to cultivate essential study skills and strategies Typically, such a syllabus focuses on one of the four fundamental language skills, while the course content may revolve around specific language forms or functions (Robinson, 1991: 37) For example, the macro-skill of reading can be broken down into various micro-skills, including skimming, scanning, and summarizing.
A task-based syllabus is essential for effective language learning, as it encompasses a range of complex and purposeful tasks that students are eager to undertake These tasks can include practical activities such as applying for a job, answering phone calls, or conducting interviews with celebrities This approach is particularly significant for English for Specific Purposes (ESP) students, whose primary requirement is to utilize the language in real-world contexts.
English, they should successfully perform a work or study task” (Robinson, 1991:
Designing a task-based syllabus can be a challenging and time-intensive process, as it requires careful consideration of various factors, including subject matter, materials, activities, goals, learners' needs and interests, and their overall competence (Shavelson & Stern, 1981).
A text-based syllabus, akin to an integrated syllabus, combines elements from various syllabus types, offering a multifaceted approach to language learning According to Feez (1998, cited by Richards, 2001), this type of syllabus presents several advantages, enhancing the educational experience.
It teaches explicitly about the structures and grammatical features of spoken and written texts
It links spoken and written texts to the social and cultural contexts of their use
It allows for the design of units of work that focus on developing skills in relation to whole texts
It provides students with guided practice as they develop language skills for meaningful communication through texts
While a text-based syllabus offers several benefits, it also has notable drawbacks It tends to focus on specific skills rather than fostering overall language proficiency Furthermore, its application can be impractical in various contexts.
An integrated syllabus, also referred to as a "mixed/layered syllabus" by Brown (1995) or a "multi-dimensional syllabus" by Wilkins (1981), focuses on the combination of various language types This approach encompasses diverse syllabus strands in English courses, such as linking grammar with skills and texts, connecting tasks to topics and functions, or associating skills with topics and texts (Richards, 2001).
In conclusion, various types of syllabi exist, each with unique strengths and weaknesses, making it challenging to determine which is superior Planners must choose between macro-level and micro-level planning units, as highlighted by Richards (2001) Additionally, White (1988) emphasizes that syllabus selection is influenced by the values and objectives of the educational system Robinson (1991) further notes that selecting the appropriate syllabus type requires careful consideration of students' needs, course objectives, and the teaching context.
Approaches to syllabus design 1 The language-centered approach
According to Hutchinson and Waters (1987), there are three main approaches to syllabus design, namely, language-centered, skill-centered, and learning- centered
This approach seeks to establish a direct link between target situation analysis and the content of the English for Specific Purposes (ESP) course, as highlighted by Hutchinson and Waters (1987) However, it has notable weaknesses: it is not learner-centered, failing to prioritize learners' needs; it is static and inflexible, overlooking the inherent conflicts in human endeavors; it neglects essential factors necessary for course creation; and it often limits its analysis of target situation data to a superficial level, disregarding the underlying competencies that inform performance.
Hutchinson and Waters (1987) propose that language behavior is driven by specific skills and strategies employed by learners to produce and understand discourse This approach emphasizes the learner's role more than traditional methods, focusing on the underlying competence rather than just surface performance data However, it treats the learner primarily as a language user instead of a language learner, concentrating on the process of language use rather than the learning process itself, which is viewed as a limitation of this approach.
The core of this approach is to maximize the potential of the learning situation
Hutchinson and Water (1987) advocate for a learning-centered approach, emphasizing the importance of maximizing learning rather than merely focusing on the learner This approach addresses the limitations of previous methods by prioritizing the learner's role throughout the educational process By considering the learner at every stage, their needs and preferences significantly influence the course content, ensuring a more effective and personalized learning experience.
In this study, the learning-centered approach is chosen as the basis for designing the supplementary reading syllabus for the first-year English majors at HPU.
Steps in syllabus design 1 Needs analysis 1.1 Definition of needs analysis
Designing a language syllabus is a complex process, with researchers offering varying perspectives on its essential steps Hughes (1983) emphasizes the importance of defining aims and objectives as the initial phase, while Crookes and Long (1993) advocate for starting with tasks Additionally, several scholars, including Yalden (1987), Nunan (1988), and Brown (1995), argue that conducting a needs analysis should be the first step Nunan (1988) further elaborates on a comprehensive model of syllabus design that outlines specific steps to follow.
Figure 1: Model of syllabus design (Nunan, 1988)
In this study, the supplementary reading syllabus for the first-year English majors at HPU will be designed basing on four steps suggested by Nunan (1988):
Selecting & grading content Goal setting needs analysis, goal setting, selecting and grading content, selecting and grading tasks or activities
Needs analysis is an essential initial step in syllabus design, as highlighted by Howard & Brown (1997) Ritchterich (1983) emphasizes the challenges in defining needs analysis, noting its inherent ambiguity Despite this, numerous scholars have sought to clarify the concept Brown (1995) describes needs analysis, or needs assessment, as the process of gathering information to develop a curriculum that addresses the specific learning needs of students, particularly in language programs Dudley-Evans and St John (1998) provide a comprehensive definition that encompasses various components: target situation analysis, wants and subjective needs, present situation analysis, learners' lacks, learning needs, and linguistic and discourse analysis, all aimed at determining what is desired from the course.
As the foundation of any language course, needs analysis is undoubtedly of great importance in designing any syllabus as Richards (2001: 5) stresses that
Needs analysis plays a crucial role in language program development by facilitating broader input for content, design, and implementation It aids in establishing clear goals and objectives, while also offering valuable data for the review and evaluation of existing programs.
Key methods for conducting needs analysis include questionnaires, discussions, interviews, observation, and assessment, as outlined by Dudley-Evans and St John (1988) Additionally, Jordan (as cited by Howard & Brown, 1997) presents a range of other methods for needs analysis, which are detailed in the accompanying table.
1 Pre-course placement/ diagnostic tests 6 Structured interviews
2 Entry tests on arrival 7 Learner diaries
3 Self-placement/ self-diagnostic tests 8 Case studies
4 Observation of classes 9 Final evaluation and feedback
Table 1: Methods of needs analysis, Jordan (cited by Howard & Brown, 1997:73)
In this study, the questionnaire is chosen as the main method to analyze the needs of both teachers and students at HPU
Different authors classify needs in various ways Brindley (1984) distinguishes between objective needs, which can be assessed by teachers through the analysis of learners' personal data and language proficiency, and subjective needs, which encompass learners' wants and expectations and are more challenging to identify Additionally, Hutchinson and Waters (1987) categorize needs into target needs and learning needs, further refining the understanding of learners' requirements in educational contexts.
Hutchinson and Water (1987: 54) define "target needs" as the specific requirements learners must fulfill in a particular situation They categorize these needs into three distinct types: necessities, which are essential skills or knowledge; lacks, which refer to the gaps in the learner's current abilities; and wants, which are the learner's personal desires or preferences regarding their learning experience.
Necessities: this type of need is determined by the demands of the target situation and the learner
Lacks: the gap between the target proficiency and the existing proficiency of the learner
Wants: what the learners perceive to be important for their language development
Hutchinson and Waters (1987) define learning needs as essential requirements for effective learning, likening an English for Specific Purposes (ESP) course to a journey In this analogy, "lacks" represent the starting point, "necessity" signifies the destination, and "learning needs" outline the path to reach that destination Thus, learning needs serve as a crucial framework for designing a syllabus, although various constraints may arise along the way.
In the study, both target and learning needs are taken into account to determine the aims and objectives of the syllabus
Goal setting is a crucial aspect of developing a language program, as it outlines the desirable and attainable objectives based on the learners' needs and situational context According to Brown (1995), these goals focus on the future achievements of the program and the skills learners will acquire by its conclusion Essentially, well-defined goals serve as a foundation for creating specific program objectives, guiding the overall direction of the language learning experience.
Goals in education can take various forms, including language-focused, situation-centered, functional, or structural objectives (Brown, 1995) Nunan (1988) supports this view, noting that goals encompass both cognitive and affective aspects of learner development, as well as the aspirations of teachers for their students' achievements in the classroom While goals serve as broad statements outlining a program's purpose, objectives are more specific, detailing the knowledge, behaviors, and skills learners are expected to acquire by the end of a course or program (Brown, 1995).
73) In fact, any curriculum is created and organized around its goals and objectives
In short, it is crucial for syllabus designers to develop clear goals and objectives for their syllabus in the process of designing syllabus
After establishing course goals, it is crucial to define how these objectives will be met, a process that remains contentious due to the challenge of selecting engaging and relevant content for diverse learners Nunan (1988: 23) highlights the issue of varying interests within a learner group, indicating that what captivates one student may not resonate with another However, this challenge can be addressed through thorough needs analysis and goal setting Despite this, many course and material writers often rely on their intuition when determining syllabus content due to the complexities involved in choosing appropriate material for learners.
Grading content for a language program is a complex task influenced by various teaching and learning factors According to Gibbon (in Read, 1983: 141), these factors can be categorized into two primary types: learner needs and pedagogical considerations.
What is needed by the learner most immediately?
What is the most useful if the learner “suddenly has to stop his studies before the full course is finished” (Hill 1961)?
Whose absence would be more likely to lead to communication breakdown?
Which can be used most widely, i.e flexible language, moving to more specific and subtle language later?
What is the learner likely to need most frequently?
Pedagogical factors: the content must ensure the following factors
Can be taught most effectively and efficiently given the classroom situation
Can be used in teaching other language
Is needed for classroom purposes
Is simpler in form of meaning, assuming that a progression from simple to more complicated is good pedagogy
1.1.5.4 Selecting and grading tasks and activities
In this study, we adopt Candlin's criteria for selecting tasks and activities, as adapted from Nunan (1988) According to Candlin, effective tasks should focus on meaning and purpose, encourage learner engagement and emotional investment, present challenges without being overwhelming, define problems for learners to solve, center on the learner while being guided by the teacher, offer chances for language practice, and facilitate the sharing of information and expertise.
According to Nunan (1988), tasks will be graded as follows:
Figure 2: Model of grading tasks and activities (Nunan, 1988)
In brief, there are many factors affecting tasks and activities grading Hence, it is very difficult to determine whether a given task or activity is easier or more difficult.
Supplementary reading syllabus 1 Rationale for using supplementary reading syllabus in FLT
1.2.1 The rationale for using supplementary reading syllabus in FLT
A supplementary syllabus refers to additional materials, such as books, that enhance the primary coursebook used in language teaching (Spratt et al., 2005) These resources serve to complement the teacher's efforts, highlighting their crucial role in the language learning process (Robinson, 1991; Nunan).
- Listen/ read, non-verbal response
- Listen/ read and repeat/ copy
- Listen/ read, carry out drill
- Listen/ read, solve problem/ come to conclusion
Teachers rely on methodological approaches and coursebooks to create effective learning environments, but these resources often fall short of fully addressing their syllabi According to Allwright (1991), textbooks can implicitly dictate classroom practices, potentially leading to a loss of teaching skills Additionally, since many textbooks are designed for global markets, they may not cater to the specific needs of every classroom, necessitating adaptations to better serve students (Richards).
Textbooks often present a one-size-fits-all approach to reading materials and comprehension exercises, which may not adequately address the diverse needs of learners To enhance the learning experience, teachers are encouraged to seek supplementary texts and create tailored exercises Experts advocate for the use of authentic materials in the classroom, as they provide current knowledge and expose students to real-world language use This exposure to supplementary authentic texts not only improves reading skills but also boosts learners' confidence in navigating real-life reading situations Consequently, incorporating a supplementary reading syllabus is essential for effective teaching and learning interactions.
1.2.2 The guidelines for selecting a supplementary reading text for the syllabus
Nuttal (1996: 25) points out three important criteria for selecting supplementary reading texts
Readability refers to the appropriateness of a text's structural and lexical difficulty for its intended audience It's essential to consider that students may struggle with texts that are too complex, making it crucial to select materials that match their comprehension levels.
Suitability of content: the text should be interesting and informative for learners It is necessary to take notice of learners‟ preferences
Exploitability: the text should facilitate the development of reading skills in order that students can become competent and independent readers
Incorporating authentic texts alongside traditional textbooks is crucial for preparing learners for real-life reading experiences These texts enhance reading skills and boost students' confidence in their abilities By engaging with authentic materials, students develop autonomy in their reading habits, taking responsibility for their learning This approach effectively equips them for their future careers.
Reading 1 The role of reading in second language acquisition
1.3.1 The role of reading in second language acquisition
Reading is crucial in both General English (GE) and English for Specific Purposes (ESP), as highlighted by Carrel (1988), who emphasizes its importance as a key skill for students learning English as a second language It serves as a powerful tool for familiarizing students with specialized terminology and concepts essential for their careers Additionally, reading motivates learners more than other skills due to its accessibility and the abundance of materials available The primary goal of reading programs is to help students enjoy reading in a foreign language and comprehend authentic texts independently and efficiently (Nuttal, 1996) Wilkins (1976) supports this by noting that reading exposes students to lexical items in context, enhancing their understanding akin to that of native speakers Furthermore, Nagy, as cited by Krashen (1989), asserts that reading deepens learners' vocabulary knowledge Thus, teaching reading skills is vital in second language acquisition, especially in non-English environments like Vietnam, as it broadens students' vocabulary and grammar knowledge, supports their academic and professional pursuits, and fosters independent comprehension of diverse texts.
Reading purposes are closely linked to reading skills, as highlighted by Kenedy and Bolitho (1991: 70), who emphasize that understanding a reader's purpose influences the skills and strategies employed, as well as their level of comprehension Therefore, it is essential for any course's reading component to maintain a balance between skill enhancement and language development.
In recent years, scholars have focused on classifying reading skills, with Nuttal (1996) identifying two primary types: word-attack skills and text-attack skills Word-attack skills encompass the use of morphological information, structural clues, and the ability to infer meanings of unfamiliar words from context, as well as managing vocabulary effectively and utilizing dictionaries Conversely, text-attack skills involve understanding sentence syntax, recognizing references and substitutions, interpreting discourse markers, making inferences, and predicting outcomes.
According to Munby (1994: 179), essential reading skills include deducing meanings of unfamiliar words, recognizing discourse indicators, summarizing key points, employing basic reference skills, skimming for general information, scanning for specific details, and converting information into diagrammatic displays.
According to Dubley, Evans, and St John (1998), essential reading skills for learners include the ability to select relevant information for specific purposes, utilize text features like headings and layouts, skim for overall content and meaning, scan for specific details, identify organizational patterns, comprehend relationships within and between sentences, and effectively use cohesive and discourse markers.
Effective reading requires the application of appropriate skills tailored to specific texts and reading purposes To equip students for diverse reading challenges, educators must introduce essential reading skills This study will also identify key reading skills to be included in the supplementary reading syllabus.
Methodology
Needs perceived by the learners 1 Students‟ expectations for the supplementary reading syllabus …
2.5.3.2.1 Students’ expectations for the supplementary reading syllabus
This section aims to explore students' expectations regarding the objectives of the supplementary reading syllabus Participants were asked to rank five objectives based on their importance, with the findings summarized in Table 4 (refer to Appendix 5).
The data indicates that the fifth objective holds the highest priority at 69%, followed by the second objective at 57%, and the third objective at 71% This alignment suggests that students share similar expectations with teachers regarding the supplementary syllabus, particularly in enhancing reading skills, reviewing grammatical structures, and expanding knowledge through diverse reading materials Conversely, the first and fourth objectives, which received lower priority ratings of 77%, should not be emphasized in the syllabus.
2.5.3.2.2 Necessary topics perceived by the students
To identify key subjects for the supplementary reading syllabus, students were asked to rank various topics based on their necessity, ranging from "not at all necessary" to "extremely necessary." The responses from the students provide valuable insights into their preferences.
Nearly all 35 students, like their teachers, acknowledge the importance of the listed topics, with the exception of items 3, 6, and 9, which received low positive response rates (Means of 2.6, 2.77, and 2.4, respectively) In contrast, topics 1, 2, 4, 5, 7, 10, 11, and 12 garnered significantly higher positive responses and should be prioritized for inclusion in the syllabus, as indicated by their higher means ranging from 3.57 to 5.
2.5.3.2.3 Necessary grammar and structures perceived by the students
This section aims to identify the essential grammar and structures for the supplementary reading syllabus Students were tasked with ranking 15 grammar items based on their necessity, from "not at all necessary" to "extremely necessary," and the results are presented accordingly.
Table 8 indicates that students recognize the importance of revising nearly all grammar structures, with the exception of two items (1 and 5), which received mean scores of 1.29 and 1.17 This suggests that students perceive their grammatical knowledge as unstable Consequently, reinforcing grammar structures is crucial in the supplementary reading syllabus to align with students' needs.
2.5.3.2.4 Necessary reading skills/ exercises perceived by the students
The analysis of students' preferences for supplementary reading skills reveals that nearly all proposed items are deemed necessary for inclusion in the syllabus, with the exception of a few, specifically items 1c, 2a, 2b, 3b, 4a, 4c, and 8a, which received very low approval ratings ranging from 0% to 14% Additionally, certain items like 4e, 6b, 8b, 9a, 10c, and 10d, with approval rates below 40%, may be considered for optional inclusion However, items that are particularly significant to students, such as 1b, 2c, 3a, 4f, 7a, 7c, and 9d, which garnered over 80% support, should be prioritized in the development of the supplementary reading syllabus.
This chapter outlines the findings from a needs analysis conducted with teachers and students, highlighting their expectations regarding essential topics, grammatical structures, and reading skills necessary for effective English learning at FLD, HPU Additionally, it identifies constraints impacting the teaching and learning process These insights serve as the foundation for developing a tailored supplementary reading syllabus for first-year English majors at HPU, which will be detailed in Chapter 3.
Designing a supplementary reading syllabus
Selecting a type of syllabus for the first-year English majors at FLD, HPU
Chapter 2 explores various types of syllabuses, highlighting their advantages and disadvantages, which presents syllabus designers with a challenging array of options Choosing the right syllabus type for specific learners can be a daunting task In English Language Teaching (ELT), it is uncommon to rely solely on one syllabus type; instead, the current trend favors the integration of multiple syllabus types to create a more effective learning framework Hutchinson (1987: 89) supports this multifaceted approach to syllabus design.
Effective teaching materials inherently incorporate multiple syllabuses simultaneously While one syllabus may serve as the primary framework for organizing the content, other syllabuses remain relevant, even if not explicitly acknowledged in the material's structure Based on syllabus theory and findings from needs analysis, an integrated syllabus—combining topical, skill-based, and grammatical approaches—emerges as the most suitable choice for a supplementary reading syllabus.
Indeed, the syllabus will be organized in an integrated manner including five main components, namely, topics, skills, grammatical structures, vocabulary and tasks or exercises
3.3 Sequencing the content and the tasks in the syllabus
Based on survey results from teachers and students, nine key topics were identified as the primary focus for the supplementary reading syllabus: education, environment, traffic, social problems, literature, science, technology, and culture.
3.3.1.2 Reading skills and reading exercises
Based on the survey results in chapter 2, the following reading skills and exercises should be included in the syllabus:
Choosing the topics that are dealt with in the text
Choosing one of the titles that fit the text best
Scanning the text for specific information presented by the teacher before reading
3 Identifying the topic sentence of a paragraph
Choosing the correct topic sentence
Fill in the table/ diagram/ chart with the information from the reading text
Matching the text with relevant diagrams
Completing a text using information from the diagram
5 Recognizing and interpreting cohesive devices
Markers that signal the writer‟s point of view
Markers that signal discourse organization
Markers that signal the sequence of event
Rewrite the sentences without changing the meaning
Find synonyms and antonyms of words or phrases used in the reading text
Match the words or phrases with their definitions
Based on the survey results from chapter 2, the supplementary reading syllabus should include essential grammar and structures such as nouns and articles, adjectives, adverbs, verbs, prepositions, conjunctions, comparisons, relative clauses, indirect speech, passive voice, conditional sentences, emphasis structures, and inversion.
3.3.2 Grading the items in the syllabus
Designing a syllabus involves a complex organization of content that goes beyond mere random sequencing It is more effective to structure the syllabus based on principles rather than arbitrary order Traditionally, syllabus items were arranged according to linguistic simplicity and complexity, with simpler concepts taught before more complicated ones However, as noted by Wilkins (1976) and cited by Nunan (1988), the grading of syllabus items should consider various factors beyond just their complexity.
Items will be graded based on grammatical complexity, frequency of occurrence, contrastive difficulty relative to the learner's first language, situational needs, and pedagogic convenience Nunan (1988) notes that grading functional items is particularly challenging due to the lack of objective measures to assess their complexity This highlights the intuitive nature of the criteria used for syllabus item grading Additionally, Gibbons (in Read, 1984) proposes two criteria for grading, further emphasizing the nuanced approach required in this process.
A steady increase in the number of elements in educational structures and the relationship between components are essential in syllabus design According to Graves (1996), two key principles for sequencing syllabus items are building and recycling Building involves organizing content from simple to complex, while recycling refers to revisiting previous items in new contexts Although various criteria exist for grading syllabus items, the responsibility lies with syllabus designers, who must intuitively determine the most suitable sequencing criteria Ultimately, the goal of this process is to enhance the teaching and learning experience.
This study adopts Graves' principle for an integrated syllabus, arranging grammatical structures from simple to complex to align with students' proficiency levels The syllabus also incorporates the principle of "recycling," allowing skills introduced in one unit to reappear in subsequent units, thereby enhancing learners' reading abilities Additionally, the supplementary reading topics are organized to correspond with the broader themes of the current textbook "Tapestry Reading 1," such as aligning the topic of "education" with chapter 1, "college life: difficult dreams." This structured approach facilitates self-study and effectively improves reading skills for learners.
3.3.3 The organization of the syllabus
The supplementary reading syllabus offers flexible usage, serving as an enhancement to the current classroom textbook or as a valuable resource for self-study at home Students have the opportunity to integrate this syllabus with their existing materials throughout the 15-week reading course, maximizing their learning experience.
3.3.3.2 Quantity and structure of the syllabus
The supplementary reading syllabus includes 9 units based on topics identified through a needs analysis, plus an additional unit for revision and a sample final test Each unit features a reading passage sourced from reliable materials, accompanied by relevant vocabulary to aid comprehension and facilitate related exercises Key grammatical structures present in the text are also explained for reinforcement To enhance learning, each unit concludes with a “test yourself” section, offering a mini-test that allows students to review their knowledge and assess their progress.
3.3.3.3 Designing tests for the supplementary reading syllabus
Testing is crucial in education as it enables learners to identify their strengths and weaknesses (Brown, 1995) According to Brown (1995), there are four primary types of tests in English Language Teaching (ELT): proficiency tests, placement tests, diagnostic tests, and achievement tests.
The "test yourself" diagnostic test offers students a valuable opportunity to challenge themselves and assess their progress after each unit This tool helps identify individual strengths and weaknesses, enabling timely corrections of any deficiencies before they become problematic (Brown, 1995).
Mini-tests allow students to enhance their skills effectively Additionally, a sample final test will be provided at the end of the syllabus to help students become familiar with the exam format and prepare thoroughly for their final assessments.
To sum up, designing tests is very necessary and must be carefully and purposefully designed
3.4 The proposed supplementary reading syllabus for the first-year English majors at HPU
The supplementary reading syllabus for first-year English majors at FLD, HPU has been established based on survey results, with a summary provided in Table 2 on the following page.
Table 2: The proposed supplementary reading syllabus
Us Topics Vocabulary Skills Grammar Tasks Test yourself
1 Education Education terms (text-based)
Skimming to get the main idea of the text
- choose the topics that are dealt with in the text
- choose one of the titles that fit the text
- match the words with their definitions
- make sentences with given words
- read a text and answer the questions (5)
- choose one of the titles suitable for the text
- match the words with their definitions (5)
- fill in the blank with the word from the text (5)
2 Nature Nature terms (text-based)
Scanning to get specific information from the text
- scan the text for specific information presented by the teacher before reading
- write the correct form of given words
- find synonym of words or phrases used in the text
- read a text and catch the specific information from the text to answer given questions (5)
- choose the best answer for the given questions (10)
- fill in the blank with the correct form of the given words
3 Culture Culture terms (text-based)
Identifying the topic of a paragraph
Verbs - choose the correct topic sentence
- find antonyms of words or phrases used in the text
- rewrite the sentences without changing the meaning
- read the text and choose the correct topic sentence for each paragraph in the text (5)
- choose the best answer for the given questions (10)
4 Environment Environmen t terms (text-based)
Prepositions - fill in the table/ diagram/ chart with the information from the
- read the text and answer the questions (5)
- match the text with relevant diagram
- match the words with their definitions
- select the best answer words with their definitions (5)
5 Traffic Traffic terms (text-based)
Recognizing and interpreting cohesive devices
- rewrite the sentences without changing their meaning
- read the text and fill in the blank with the words from the text (5)
- explain the reference and substitution (10)
Terms related to social problems (text-based)
- identify markers that signal the writer‟s point of view
- identify markers that signal discourse organization
- identify markers that signal the sequence of event
- rewrite the sentences without changing their meaning
- match clauses using relative pronouns
- read the text and write True (T) or False (F) next to the given statements about the text
- match 2 parts of sentences using relative pronouns (5)
7 Literature Literature terms (text-based)
- choose the topics that are dealt with in the text
- choose one of the titles that fit the text best
- scan the text for specific information presented by the teacher before reading
- read the text and choose the topics that are dealt with in the text (5)
- look for specific information from the text and fill in the blank with only one word (5)
- rewrite sentence without changing their meanings (5)
8 Technology Technology terms (text-based)
Identifying the topic of a paragraph
- choose the correct topic sentence
- match the text with relevant diagrams
- make sentences with given words
- read the text and choose the correct topic sentence for each paragraph
- fill the diagram with information from the text (5)
- answer the given questions related to the text (5)
- make sentences with given words (5)
9 Science Science terms (text- based)
Recognizing and interpreting cohesive devices & interpreting discourse markers
- underline and interpret discourse markers
- read the text and identify reference/ substitution/ ellipsis (5)
- interpret discourse markers in the text (5)
Revision: Unit 1-Unit 9 Sample final test: (45‟)
- Choose the best answer (20 sentences)
- Fill words or phrases in the blank (10 blanks)
- Read the text and answer the given questions (5 questions)
- Decide True/ False statements (10 statements)
Materials are crucial for effective language learning, as highlighted by Robinson (1991) and Nunan (1991) Consequently, it is essential to create appropriate materials tailored to the needs and preferences of learners at HPU to enhance their reading efficiency.