INTRODUCTION
Rationale for the thesis
With the development of economy in 21 st century, there are lots of international companies investing and opening subsidiaries in Viet Nam They need a huge of Vietnamese workforces to play a role as technical workers and managers of individual departments This is actually a good sign for Vietnamese workforce in generally and newly graduated vocational training students of Hanoi university of Industry (HaUI) in particular However, in order to be employable in these trans- national companies, applicants are required to possess not only solid specialized knowledge and skills but also satisfactory communication skills in English as an international language That is the reason why this study was aimed at investigating on communicative needs of industrial and business employees Normally, graduates from mechanical engineering and electronic department at HaUI were taught English with popular textbooks such as new headway, objective KET or lifeline for
6 terms as a general English (GE) course and only one term with oriented ESP course These GE syllabuses mainly offer students with general communicative functions such as greetings, invitation making…etc and sets of grammar rules before they were taught for only one semester technical English However, during technological and business tasks, graduates from mechanical engineering and electronic department admitted that they had to face up with difficulties in reading instructions, socializing with co-worker, writing formals email or reports, giving presentations or negotiating Therefore, it is necessary to conduct “an exploratory study on communicative needs at trans-national corporations” for understanding about graduates‟ challenges in using English at their workplaces and for having an effective syllabus design.
Aims of the study
The study was aimed to find out the common communicative needs at the workplace as reported by graduates from mechanical engineering and electronic department who are holding different positions at transnational companies This information will be used to informed syllabus design for the students at HaUI
The study was carried out to obtain information for answering the following questions:
1 What are common communicative needs of technical workers at trans-national corporations?
2 What are the common challenges in using English for communication at work that they encounter?
Methods of the study
Given the purpose of the study, a survey method using the questionnaire to collect data was used One hundred graduates from mechanical engineering and electronic departments at HaUI who are working as technical workers of individual departments at trans- national corporations) answered the questionnaire
The data obtained from the questionnaire was analysized quantitatively to identify the common pattern of responses regarding the communicative needs and communicative challenges at work that these ex-students of HaUI often encountered.
Significance of the study
The findings of the thesis may serve as useful information for changes in curriculum design and teaching approaches at HaUI.
Scope of the study
The study only focused on the communicative functions or needs and the problems the HaUI ex-students had in communicating in English at work as reported by these students Also, the participants are the ex-students from two departments (Mechanical Engineering and Electronic) of HaUI rather than all graduates from various departments of the university
Part I: Introduction presents the rationale, aims, methodology, significance and scope of the study
Part II: Development - consists of three chapters:
Chapter 1: Literature review – The first part provides some theoretical background about needs analysis including definition of needs, classification of needs as well as definition of “analysis” in NA and the importance of needs analysis The next one is definition of the term ESP, different types of “ESP” and characteristics of ESP
Definition of syllabus, syllabus design and steps in designing syllabus are mentioned to The last one is a brief summary of some existing relevant studies
Chapter 2: Methodology - in this chapter, the introduction of research method including research questions, data collection instruments are presented
Chapter 3: The study - shows the procedure of carrying on the research and presents the data analysis result from questionnaires
Part III: Conclusion, which is the last chapter, followed by references is the summary of the whole study The limitation of the study and suggestion for further study are also recommended.
DEVELOPMENT
LITERATURE REVIEW
Needs analysis plays as the most important and crucial step in designing any curriculums Nunan (1988) considers that needs analysis is the very first stage of the design of a syllabus More importantly, it attempts to meet the needs of different shareholders, consist of learners, language teaching institutions, and employers
Various authors give various definitions and perspectives of that term Needs refers to the present or future requirement of learners, and what they expect to learn when they finish the language course Richterich (1972, cited in Johnson, 1982, p.40) reflected his viewpoint on language needs: “the requirements which arises from the use of a language in the multitude of situations which may arise in the social lives of individuals and groups” By doing an analysis about language needs of specific group of learners, we may have accurate decisions for what we are going to teach and learn
According to Long (2005), needs analysis is kind of the diagnosis in foreign language teaching Richards and Rodger (1986, p.156) give a clearer definition, according to which needs analysis is “concerned with identifying general and specific language needs that can be addressed in developing goals, objective and content in a language program”
For Brown (1995, p.36) , needs analysis is “ the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation.”
In the context of English for Specific Purposes (ESP), Evan and John (1988, p.125) note that needs analysis in ESP encompasses the following types of information:
Professional information about the learners: the tasks and activities learners are/will be using English for- target situation analysis and objective needs
Personal information about the learners: factors which may affect the way they learn such as previous learning experience, cultural information, reasons for attending the course and expectations of it, attitude to English – wants, means, subjective needs
English language information about the learners: what their current skills and language use are- present situation analysis- which allow us to assess (D)
The learners’ lacks: the gap between “C” and (A) – lacks Language learning information: effective ways of learning the skills and language in (D) – learning needs
Professional communication information about (A): knowledge of how language and skills are used in the target situation – linguistic analysis, discourse analysis, genre analysis
What is wanted from the course
Information about the environment in which the course will be run – mean analysis
This definition is adopted in this study because it fits both the purpose and the method of the study
1.1.2 Classification of “needs” in need analysis
It is an awareness of learner‟s needs to learn English that separate the definition of ESP from GE and also influences the choice of content in an English course In GE course, needs are often considered by tradition and no attempt has been made on needs while in ESP course, needs analysis is associated with syllabus
Needs can be understood in different ways and the word needs also means to different people in different context as: wants, desires, necessities, lacks, gaps, expectations, motivations, deficiencies, requirements, requests, prerequisities, essentials , the next step, and x+1 ( James Dean Brown, 2016, p.13)
Hutchinson and Waters‟(1987) two concepts of needs: “target needs” and “learning needs”
We can see that point clearly by paying a look on the following figures
Necessities Lacks Wants Psychological Attitudinal/ Material Motivational
Hutchinson and Waters (1987) categorize two types of needs
“Target needs” refers to the learner‟s “necessities”, “lacks” and “wants” for functioning effectively in the target situation
- It is “the type of need determined by the demands of the target situation, that is, what the learner has to know in order to function effectively in the target situation”
(Hutchinson &Waters (1987: 55) For instance, a worker needs to understand manual instructions, diagrams or to communicate with other people who have the same profession He or she needs to know linguistic features such as discourse, functional, structural, lexical which are commonly used in the situation identified
Necessities are considered to be “what the learner has to know in order to function effectively in the target situation” (p.55) (For example they consider whether the learners have to write answers to exam question or not.)
- According to what the learner already knows, we decide what necessities are missing There is a gap between the existing proficiency and the target proficiency as Hutchinson & Waters (1987:55) state: “the target needs to be matched against the existing proficiency of the learners The gap between the two can be referred to as the learners‟ lacks” One of useful methods to know the learners‟ lacks is interview teachers and the learners should be tested before an ESP course Lacks are assessed whether
• Teaching and learning styles with which the learners are familiar
• Appropriate or ineffective teaching and learning methods
• Knowledge of specialized contents that teachers should have
• Suitable instructional materials and study location
• Time of study and status of English for specific purpose (ESP) courses
• Expectations about what learners should achieve in the courses
- In practice, different learners have different wants Their wants consist of their goal, their objectives and what they want to learn “Learners may well have a clear idea of the necessities of the target situation: they will certainly have a view as to their lacks But it is quite possible that the learners‟ views will conflict with the perceptions of other interested parties: course designers, sponsors and teachers”
(Hutchinson & Waters (1987:56) Robinson (1991:12) suggest of using questionnaires to get information from a large group of learners about their wants Wants mean learners‟ needs based on their data relating themselves and their environment In other words, it is exactly what the learners wish to learn
In short, target needs is like the umbrella term, which in practice hides a number of important distinctions The analysis of target needs involves far more than simply identifying the linguistics features of the target situation As Hutchinson & Waters (1987:59) comment: the analysis of target situation needs is in essence a matter of asking questions about the target situation and the attitudes towards that situation of the various participants in the learning process” There are different ways in which information can be gathered about needs such as questionnaires, interviews, observations, data collection and informal consultations The choice will depend on the time and resources available And needs analysis is not a once-for-all- activity
It should be a continuing process
“Learning needs” refer to the learner‟s motivation and attitudes, interests, personal reasons for learning, learning styles, resources and time available
Learning needs concerns about the route between the starting point (lacks) and the destination (necessities) For examples, learners may be greatly motivated in the subject or work, but may completely lose interests with the long, dull, and old teaching material The learning process should be enjoyable, fulfilling, manageable, and generative It is not concerned with knowing, but with the learning The concept of “learning needs” put forward by Hutchinson & Waters and their analysis of
“learning needs” have been proved to be fairly useful in practice As a result, in the process of leaning, learner‟s needs should always be taken into consideration
Course designers need to analyze the learners‟ learning needs according to their motivation, the conditions of the learning situation, and their existing knowledge and skills
METHODOLOGY
In this chapter, the introduction of research method including research questions, participants, data collection instruments and procedures are presented
Two questions will be answered as a research finding
- What are common communicative needs of workers at trans-national corporations?
- What are the common challenges in using English for communication at work that they encounter?
This study was carried out with the participation of 100 graduates in which 50 graduates came from department of mechanical engineering and 50 ones came from department of electronics The participants were selected purposively Their age ranged from 22-31 years old, so that their experience and frequency in using English was also different at work Also, they were technicians of 2 trans-national corporations including Samsung and Canon However, only 21 graduates were working for Samsung and 79 graduates for Canon Among 21 technical workers at Samsung enterprise (5 people came from department of mechanical engineering and
16 ones from department of electronics), 79 technician at Canon enterprise (45 graduates were from department of mechanical engineering and 34 ones were from department of electronics)
Every year, there were thousands of students graduated from HaUI working for Samsung and Canon Their positions were ranked from workers to managers but I did not select workers or managers because the formers had no contact with English and the latter were limited in number Finally, I selected technical workers as participants for my research because they were both adequate in number to make a research and also have opportunity to work with English
The duties of these technicians which relating to English were firstly using the email and fax to inform to their bosses about machine problem, raised the proposals or exchanged private information Secondly, writing a report and a plan at the end of the week, of the month even of a day, depending on each individual position
However, they found some troubles and challenges during using English to interact with business partners
In research, there are various ways to collect data such as interviews, questionnaires, observations, document analysis…ect However, it is obvious that questionnaires can be the most common tool to collect data because of certain advantages As Seilinger and Shohany (1989) pointed out, questionnaires do not take much time to administer as other procedures Also, since the same questionnaire is given to all the subjects at the same time, the data are more uniform, standard and accurate Lastly, questionnaires can be easily quantified because multiple-choice questions or form of Likert-type items are used
More specifically, my population was 100 technicians which were too big in quantity to apply interview here Also, they were working in different companies with different job positions, therefore it was impossible for only me to observe them to use English during their working tasks Document analysis seems to be unfeasible to apply because I were doing a research concerning directly to practical data rather than theoretical one
Due to these advantages and analysis I mentioned above, questionnaires were used as a main data collection method in this study
In this study, two sets of questionnaires were used to get information about the graduates‟ common communicative needs and their common challenges in using means of communication at workplaces I constructed the questionnaire in 2 types
„close-ended‟ and „open-ended‟ items
The 1 st form of questionnaire was „close-ended‟ question which I attached at the part of appendices This was a set of „close- ended‟ questions mainly about kinds of communication at workplace which I offered and asked respondents just to number their frequency of using communicative needs and found which means of communication are popular I used it to measure frequency of using means of communication at workplaces From this result, it helped me to answer the first research question
The 2 nd form of questionnaire was „open-ended‟ question which I also attached at the part of appendices These questions raised possible difficulties they were facing in using English to interact during their working tasks and their duties were to explain or gave examples to demonstrate those difficulties clearly I used it to know about their challenges by reading their sharing and facts that they wrote in my
„open-ended‟ questions In the second questionnaire, I used open- ended questions because it allowed my respondents to feel that they could contribute more individual points of view and more detailed information than were elicited in closed questions
I used 6 open-ended questions to ask respondents to write their challenges in more detail From this result, it helped me to answer the second research question
The steps of constructing the questionnaires were performed as follows: (1) Constructing and piloting the questionnaires; (2) Revising the questionnaires; (3) Delivering the questionnaires, (4) Collecting questionnaires back, (5) Making an analysis from questionnaires, (6) Giving meaningful interpretation
My research procedure happened in the chronological order It will be presented more clearly as follow:
Firstly, I had to choose 100 graduates from 2 departments of mechanical engineering and electronics with 50 graduates come from each department and they are working at 2 trans-national companies at present
Data collection was conducted via the questionnaires for all graduates at HaUI who are working at 2 trans-national corporations I am very lucky to borrow a full set of questions from (Huh, 2006, pp.62-64) which is used on business English needs analysis questionnaires as my research instrument However, it is a questionnaire in English so that I translated it into Vietnamese for easier understanding And then, the Vietnamese questionnaires were sent to the 100 graduates via email and I gave them within 5 days for sending me these questionnaires back because I know that these questionnaires need time to do for more reliable result
After collecting 100 questionnaires back, I sorted it and found that which communicative needs are the most and the least popular at 2 workplaces I was investigating It means that my first research question was solved
My main purpose of this study is not curious about common communicative needs itself, actually, it is looking for challenges in using those common means of communication to interact to others of technical staffs at workplaces That is why my second research question is closely related to my first one Exactly, in the second research question, I used open-ended questions to find deeply about their challenges in using specific common means of communication
Each technical staff has a different frequency and means of communication in using English so that their challenges of using English are not the same That is why I sent the open-ended questionnaires with the different content to them based on their answer at my first research question For example, report is the common communicative needs of A so that I sent A the open-ended questionnaires with the content “describe your difficulties of writing and reading report” I also gave them within 5 days to collect the 2 nd questionnaire back and after that I applied qualitative analysis to make a conclusion about this result
2.5 Methods of data analysis 2.5.1 Quantitative method
Data from Likert-type items were analyzed by means of descriptive statistics to identify the common trend and pattern of response
Participants‟ responses to the open-ended questionnaire items were analyzed qualitatively according to the common themes.
FINDINGS AND DISCUSSIONS
This chapter presents the data results, analysis and the discussions of these findings from the study
3.1 The findings for the first research question 3.1.1 Technical workers’ general common communicative needs
In business questionnaires from (Huh, 2006, pp.62-64), there are 5 main purposes of using English at workplaces including correspondence, writing a document, order/customer satisfaction, business meeting and business trip It seems that there is no chance for technical staff to use English for their meeting and trip They mainly use English to deal with daily working tasks For more details, a set of figures below will tell
Communicative needs correspondence writing a document order/customer satisfaction business meeting business trip
3.1.2 Technical workers’ communicative needs in terms of correspondence
Using email, phone call, fax and writing a business letter are involved in correspondence in which email and fax are the most popular ways accounting for 40% frequency to communicate at work It seems that these ways are more secure as well as convenient than the others They said that using phone call is making noise and some specific jobs are not allowed to use mobile phone during working
They have to leave their mobile phone outside working zone At work, they have to use computer, email and fax machine of a company It is the rule for all of them not to log out the email account of company for any reasons Everything send to and receive from anyone must use computer, email account and fax machine of company Writing a business letter is also used but really seldom only if there is a sudden problem happening at work and the boss need to collect each individual staffs‟ view point Therefore, it is clear that they are using it for only 3% to interact at work
Correspondence email phone call fax writing a business letter
3.1.3 Technical workers’ communicative needs in terms of writing a document
At first, I supposed that writing a memorandum and contract will count the biggest percent but it is just a guessing In fact, writing a proposal including project and plan as well as writing a report about machine problems, content of the meeting are mainly used Maybe, I am investigating the jobs of technical workers so that their duties have little link to make a contract Also, as I mention earlier, email and fax are used very frequently and even daily so that there is no need to use a memorandum anymore
Writing a proposal (e.g., project, plan, etc.)
Writing a report (e.g., sales, meeting, etc.)Writing a contract/agreement
3.1.4 Technical workers’ communicative needs in terms of order/customer satisfaction
Ordering/customer satisfaction is the thing which does account really a little percent to contribute in 5 main purposes of using English at workplaces as Huh mentioned
However, there is a distinctive percent within its elements Although it is equal with the thing they place an order and the thing they receive However, they shared that majority of their communication in English to order/ customer satisfaction is to place an order to the big suppliers Because of big suppliers, everything seems to be satisfied, therefore only a signature for confirming is needed It is seldom to use English during receiving an order process At their company, they primarily provide products wholesale to big consumers or agencies They are quite familiar with minor errors of machines and devices If the errors actually happened, they will have negotiation directly with superior mangers Therefore, they have only little chance to deal with claims except with consumers buy in retail
Placing an order/Purchasing Receiving an order
3.1.5 Technical workers’ communicative needs in terms of business meeting
Technical staffs rarely use English for briefing, presentation, negotiation and conference at business meeting Because, at the business meeting, there always has an interpreter to interpret what is going on in the meeting However, at seminar sometimes they do not have interpreter, so that there is still a little English needed in this case
After any business meeting, they will have a small party together, it is the time for technical staffs and foreign guests to use English for social etiquette
Social meeting (e.g., party, dining, ect.)
3.1.6 Technical workers’ communicative needs in terms of business trip
It is not the duties of technical staffs to do business trip abroad, it really rare for them to have an abroad business trip and sightseeing as well as attendance to foreign guests However, when business partners come to their company or vice versa for a visit, they need to use English to interact by themselves Most of the time, there is an interpreter to go with them to help but the interpreter never can interfere in any aspects of their conversation Although, they do not have chance for business trip abroad, the percent of making a reservation for hotel or flight still count 31% They shared that they booked flight and hotel rooms for their business partners quite often
In my first research question, I found that using email, fax and writing a plan or report is the most common written form and using English for social meeting and conference is the most common spoken form at workplaces
Business trip to foreign countries
Making a reservation (e.g., hotel, flight, etc.)
Visiting other companies/ factories Sightseeing
3.2 The findings for the second research question
After collecting the first questionnaires back, I classified answers into several categories with similar content and then continuously delivered the open-ended questions via email to 100 participants Group of participants with similar answers in my first research question will receive the same open-ended questions for the second research question
After collecting the second questionnaire back, I found that there were 2 types of main challenges faced by technical workers called challenges with English written form and English spoken form
3.2.1 Their challenges in writing email, fax, report and plan
Firstly, most respondents said that they did not know how to write the tittle for email, fax, report and plan They could write the content of the email, fax, report and plan but could not name a tittle or made a summary about the email, fax they wrote Also, they found it is hard for them to distinguish which kind of words they should use to write for different receivers such as their managers, colleagues and friends Moreover, they wrote that they were so poor at vocabulary so that when they wrote email, fax, report and plan, a tool called Google translation was needed for them Nevertheless, that tool translated words for words and mechanically so that sometimes the meaning of sentence was extremely ridiculous Besides, using appropriate punctuations and quotation marks was quite challenging to them For example, they did not know when the sentence needed a „dot‟, a „commas‟ or an
„exclamation mark‟…ect Especially, they admitted that they often used run-on sentence such as they wrote some long sentences and joined them together without the correct grammar Even there was no punctuation and quotation mark throughout their email, fax, report and plan For writing plan only, they felt hard when using connective words which describe time order At the present, most of them just use common connectors such as before, after, next Finally, they shared that the meaning of a sentence they wanted to express was very simple and short, but when they typed it down, they could not make it short and simple as they thought before
3.2.2 Their challenges in reading email, fax, report and plan
When asking them this question, I just predicted that they had troubles in reading email, fax, report and plan is their amount of vocabulary is inadequate However, that was not a serious problem because the meaning of single new word can be checked by „Google Translation‟ quite effectively They shared that even all new words were helped by a tool called „Google Translation‟ but they could not join all meaning of each individual words in a sentence to make the sentence meaningful
Furthermore, it seems to be quite funny but true when they mentioned that they did not recognize words which were abbreviated such as smpl (sample), b/4 (before), asap (as soon as possible), adv (advise), px (price)…ect They are just familiar with pls (please), tks (thanks), u (you)
3.2.3 Their challenges in listening and speaking for business trip and social meeting
As I mentioned earlier, they just used English for a visit to business partners‟ company or making a reservation for hotel and flight when they had a business trip
They felt that English for making a reservation for hotel and flight was not a real problem because they used fixed phrases to interact However, it was a drawback for them when they had a visit to other companies without interpreters There were many unexpected situations happened, so that they had to deal with by themselves
At that time, non-verbal communication was also used to convey their messages
Also, when listening to business partners talking, technical workers sometimes could not recognize words even familiar words because technical ones was get used to pronounce those works wrongly For example, Business partners said “we need some smaller new screws” They pronounced screw /skruː/ correctly but our technical workers could not recognize that word because they get used to with the pronunciation of screw is /skrjuː/
Social meeting was an occasion when their spoken language was needed to use
CONCLUSION
Conclusion of the study
In my study, through using questionnaires, I collected data from one hundred graduates from mechanical engineering and electronic departments at HaUI, who were working at 2 trans-national corporations at the time I did that survey And I found what kind of communicative needs at workplace were common by borrowing a full set of close-ended questions from (Huh, 2006, pp.62-64) and also found technical workers‟ common challenges in using means of communication to interact with others at work by asking them open-ended questions Specifically, firstly, common communicative needs at 2 trans-national corporations were using written form such as email, fax, report and plan and spoken form for business trip or social meeting Secondly, graduates had troubles in using common means of communication such as lacking of technical vocabularies, structures or failing in naming tittle for texts and recognizing abbreviations Moreover, they also were bad at pronunciation and using appropriate intonation in different situations
Understanding about common challenges facing by graduates, I suggested some possible recommendations for students, teachers as well as syllabus and course designers for improvement in English learning, teaching and managing
In my study, I reviewed related literature to lay theoretical background, especially I focused on the theories of needs analysis including target needs and learning needs
The definition of target needs was really helpful for teacher of ESP courses, it helped them to align knowledge to final aims and definition of learning needs helped them to create an exciting learning environment during learning process
Definition of ESP as well as syllabus design and steps to design syllabus were also mentioned Moreover, I visited previous relevant studies for consultant
From the research result, current content of ESP courses at my university and the number of GE courses and ESP courses have adjusted a little for appropriateness If
I had chance to take this research in bigger scale, I would choose my respondents not only as graduates but also employers, teachers even students with different research instruments such as questionnaires, interviews, document analysis and would carry out my research at various companies for a comprehensive assessment.
Limitations
Although efforts have been made, some limitations are unavoidable during the process of doing the research Firstly, this study just only find common communicative needs from the perspectives of the technical workers at trans- national corporations, but the ones from employers as well as teachers and syllabus designers for a more objective result If I had a survey to ask employers about communicative needs at workplaces, maybe they would provide me a comprehensive view about target needs Besides, this study just carried out at 2 trans-national corporations, but numerous ones At HaUI, there are around 10 departments of technical training for students, however; I had just chosen graduates from 2 departments of mechanical engineering and electronics to play a role as participants for my study Moreover, only survey questionnaires have been used as an instrument to collect data For close-ended questions, I am afraid that they were not interested to answer or with open-ended ones, they might copy his friends‟ answers.
Suggestions for further studies
From limitations I listed above, there are some following suggestions for the next researchers:
Firstly, the research instruments should be varied for further studies such as interviews or analysis of authentic materials…ect For example, interviews support researchers to get a deep answer and they can directly test the reliability of respondents‟ answers by still asking respondents those questions but in other ways
Secondly, the population should be bigger than 100 participants involving graduates from various departments at HaUI such as graduates from departments of electrical engineering, automobile technology, thermal engineering technology…ect
Thirdly, it is advisable to take an investigation into communicative needs at various companies for the whole picture Because, each individual company has different requirements in using English and technical workers working at those companies also get different common challenges in using English to interact with others
Finally, investigating into communicative needs at workplaces should be examined through the eyes of not only technical workers, but also potential labor users We are looking to forward to training labor sources with the full of necessary solid specialized knowledge and skills but also satisfactory communication skills in English as an international language
Hopefully, further researches in the future will reach particular success in above fields
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Appendices QUESTIONNAIRE 1 Business English Tasks
How often do you perform the following tasks in English at work? (Please, write down the number on the right column)
A: Correspondence 0 1 2 3 4 a Email 0 1 2 3 4 b Phone call 0 1 2 3 4 c Fax 0 1 2 3 4 d Writing a business letter 0 1 2 3 4
B: Writing a document 0 1 2 3 4 a Writing a memorandum 0 1 2 3 4 b Writing a proposal (e.g., project, plan, etc.) 0 1 2 3 4 c Writing a report (e.g., sales, meeting, etc.) 0 1 2 3 4 d Writing a contract/agreement 0 1 2 3 4
C: Order/Customer satisfaction 0 1 2 3 4 a Placing an order/Purchasing 0 1 2 3 4 b Receiving an order 0 1 2 3 4 c Dealing with claims 0 1 2 3 4 d Others: 0 1 2 3 4
D: Business meeting 0 1 2 3 4 a Briefing 0 1 2 3 4 b Presentation 0 1 2 3 4 c Negotiation 0 1 2 3 4 d Conference 0 1 2 3 4 e Seminar 0 1 2 3 4 f Social meeting (e.g., party, dining, ect.) 0 1 2 3 4 g Others: 0 1 2 3 4
E: Business trip 0 1 2 3 4 a Business trip to foreign countries 0 1 2 3 4 b Making a reservation (e.g., hotel, flight, etc.) 0 1 2 3 4 c Visiting other companies/ factories 0 1 2 3 4 d Sightseeing 0 1 2 3 4 e Others: 0 1 2 3 4 f Attending to foreign guests 0 1 2 3 4 g Interpretation (e.g., meeting, conference, etc.) 0 1 2 3 4 h Translation (e.g., document, booklet, etc.) 0 1 2 3 4 i Gathering information on the market or other companies
0 1 2 3 4 j Reading articles, magazines, and books related to your job
Questions used on business English NA questionnaire (from Huh, 2006, pp.62-64)
Tần suất bạn dùng tiếng anh để thực hiện các công việc sau ở nơi làm việc như thế nào? ( vui lòng viết số thích hợp vào cột “Câu trả lời” ở bên phải)
TẦN SUẤT DÙNG : 0= KHÔNG BAO GIỜ DÙNG 1= ÍT KHI DÙNG
2= THỈNH THOẢNG DÙNG 3= THƯỜNG XUYÊN DÙNG 4= DÙNG HÀNG NGÀY Câu trả lời
Ví dụ: Dùng viết lý lịch cá nhân 0 1 2 3 4 4
A: Dạng thư tín 0 1 2 3 4 e Đọc và viết email 0 1 2 3 4 f Gọi và nghe điện thoại 0 1 2 3 4 g Gửi và nhận fax 0 1 2 3 4 h Viết thư công việc trang trọng 0 1 2 3 4
B: Dạng viết tài liệu 0 1 2 3 4 e Viết thư báo 0 1 2 3 4 f Viết bản đề nghị (ví dụ., bản dự án, bản kế hoạch, )
0 1 2 3 4 g Viết báo cáo (ví dụ.,bán hàng, buổi họp, ) 0 1 2 3 4 h Viết hợp đồng/thỏa thuận 0 1 2 3 4
C: Đặt hàng/Chăm sóc khách hàng 0 1 2 3 4 e Đặt hàng/Mua hàng 0 1 2 3 4 f Nhận đơn đăt hàng 0 1 2 3 4 g Giải quyết yêu câu khách hàng 0 1 2 3 4 h Các mục đích khác: 0 1 2 3 4
D: Cuộc họp trong kinh doanh 0 1 2 3 4 h Cuộc họp 0 1 2 3 4 i Thuyết trình 0 1 2 3 4 j Thương lượng 0 1 2 3 4 k Hội thảo 0 1 2 3 4 l Hội nghị chuyên đề 0 1 2 3 4 m Buổi giao lưu (ví dụ, bữa tiệc, ăn tối, ) 0 1 2 3 4 n Các loại khác: 0 1 2 3 4
E: Chuyến đi công tác 0 1 2 3 4 l Chuyến đi công tác ở nước ngoài 0 1 2 3 4 m Đặt chỗ (ví dụ, đặt phòng khách sạn, đặt chuyến bay, )
0 1 2 3 4 n Thăm các công ty/nhà máy khác 0 1 2 3 4 o Tham quan 0 1 2 3 4 p Các mục đích khác: 0 1 2 3 4 q Tham gia với người nước ngoài 0 1 2 3 4 r Phiên dịch (ví dụ, tại cuộc họp, tại hội nghị, ) 0 1 2 3 4 s Biên dịch (ví dụ, tài liệu, cuốn sách nhỏ, ) 0 1 2 3 4 t Thu thập thông tin về thị trường hoặc về những công ty khác
0 1 2 3 4 u Đọc các bài báo, tạp chí, sách liên quan đến công việc của mình
0 1 2 3 4 v Các mục đích khác(nói rõ): 0 1 2 3 4
Bạn gặp khó khăn gì khi viết email và fax bằng tiếng anh? Cho ví dụ minh họa cụ thể
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