Luận văn thạc sĩ VNU ULIS teaching ESP vocabulary to students majoring in heat and refrigeration engineering at industry university of ho chi minh city difficulties and suggestions for solutions

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* NGUYỄN THỊ THÚY HẰNG TEACHING ESP VOCABULARY TO STUDENTS MAJORING IN HEAT AND REFRIGERATION ENGINEERING AT INDUSTRY UNIVERSITY OF HO CHI MINH CITY: DIFFICULTIES AND SOLUTIONS (NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP TRONG VIỆC DẠY TỪ VỰNG CHO SINH VIÊN CHUYÊN NGÀNH NHIỆT LẠNH TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Hanoi – 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* NGUYỄN THỊ THÚY HẰNG TEACHING ESP VOCABULARY TO STUDENTS MAJORING IN HEAT AND REFRIGERATION ENGINEERING AT INDUSTRY UNIVERSITY OF HO CHI MINH CITY: DIFFICULTIES AND SOLUTIONS (NHỮNG KHÓ KHĂN VÀ GIẢI PHÁP TRONG VIỆC DẠY TỪ VỰNG CHO SINH VIÊN CHUYÊN NGÀNH NHIỆT LẠNH TẠI TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: MA Phan Thị Vân Quyên Hanoi – 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS ESP: English for Specific Purposes HRE: Heat and Refrigeration Engineer HREE: Heat and Refrigeration Engineering English IUH: Industry University of Ho Chi Minh City L2: Second language GE: General English T: Teacher T1: Teacher T2: Teacher T3: Teacher iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF CHARTS & TABLES Chart 1: Teachers’ opinion about teaching ESP vocabulary Chart 2: Teachers’ evaluation about students’ learning ESP vocabulary Table 1: Teachers’ comment on the course-book Chart 3: Teachers’ difficulties in teaching ESP vocabulary Chart 4: Teachers’ techniques in presenting new words Table 2: Teachers’ ways to ask students to practice vocabulary Chart 5: Teachers’ recommendations to overcome difficulties in teaching ESP vocabulary Chart 6: Students’ difficulties in learning ESP vocabulary Chart 7: Problems influenced on students’ motivation and interest Chart 8: Students’ solutions to a new word Chart 9: Ways of presenting vocabulary students are interested in Table 3: Ways of learning English vocabulary of HRE v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENT Declaration……………………………………………………………………… i Acknowledgement……………………………………………………………… ii Abstract………………………………………………………………………… iii List of abbreviations…………………………………………………………… iv List of figures and tables……………………………………………………… v Table of content………………………………………………………………… vi PART A: INTRODUCTION………………………………………………… 1 Rationale……………………………………………………………………… Aims of the study………………………………………………… Research questions…………………………………………………………… Scope of the study…………………………………………………………… Method of the study………………………………………………………… Design of the study………………………………………………………… Part B: Development ………………………………………………… Chapter 1: The Theoretical Background…………………………………… 1.1 English for Specific Purposes……………………………………………… 1.1.1 Definition of ESP………………………………………………………… 1.1.2 Classification of ESP…………………………………………………… 1.1.3 Teachers‟ roles and challenges in teaching ESP ……………………… 1.1.3.1 The roles of ESP teachers……………………………………………… 1.1.3.2 Challenges for the ESP Teacher……………………………………… 1.2 ESP vocabulary…………………………………………………………… 1.2.1 What is ESP vocabulary? 1.2.2 Terminology……………………………………………………………… 1.2.2.1 Definition of terminology……………………………………………… 1.2.2.2 Characteristics of terminology………………………………………… 1.2.3 General vocabulary and ESP vocabulary teaching and learning………… vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1.2.3.1 Vocabulary and its role in language teaching and learning………… 1.2.3.2 What need to be taught? 1.2.3.3 Techniques in presenting new vocabulary……………………………… 10 1.2.3.4 ESP vocabulary teaching……………………………………………… 1.3 Heat and Refrigeration Engineering English (HREE)…………………… 10 11 1.3.1 Introduction …………………………………………………………… 11 1.3.2 Vocabulary in Heat and Refrigeration Engineering English …………… 12 1.3.3 HREE vocabulary teaching and learning ………………………………… 12 1.4 Previous Research on teaching ESP vocabulary…………………………… 13 1.5 Conclusion………………………………………………………………… 14 Chapter 2: Methodology……………………………………………………… 15 2.1 Context of the study……………………………………………………… 15 2.1.1 Textbook………………………………………………………………… 15 2.1.2 Students and their background…………………………………………… 15 2.1.3 Teaching staff and teaching methods…………………………………… 16 2.2 Method of study…………………………………………………………… 17 18 2.2.1 Research questions………………………………………………………… 2.2.2 The participants……………………………………………………………… 18 18 2.2.3 Data collection instruments…………………………………………………… 18 2.2.4 Data collection procedure…………………………………………………… 19 19 2.2.5 Data analysis………………………………………………………………… 20 Chapter 3: Findings and discussion……………………………………………… 21 3.1 Findings…………………………………………………………………… 21 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3.1.1 Questionnaire for teachers……………………………………………… 21 3.1.2 Questionnaire for students……………………………………………… 30 3.2 Discussion of findings………………………………………………………… 35 3.3.Conclusion…………………………………………………………………… Chapter 4: Suggested Solutions…………………………………………………… 37 4.1 Towards contextual problems……………………………………………… 37 4.2 Towards the students……………………………………………………… 37 4.3 Towards the teachers……………………………………………………… 38 4.3.1 Improve teachers‟ ESP knowledge …………………………………………… 38 4.3.2 Making use of visual aids ……………………………………………… 39 4.3.3 Improving teacher's activities in teaching vocabulary…………………… 39 Part C: Conclusion…………………………………………………………… 41 Conclusions…………………………………………………………………… 41 Limitations of the study…………………………………………………… 42 Suggestions for further research …………………………………………… 42 References…………………………………………………………………… i Appendices………………………………………………………………… ii viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Part A: Introduction Rationale Nowadays English has become an international language of various industrial and trade fields Therefore, there are more opportunities for our students to make use of not just their ´general´ English knowledge but they also can study their specialized subjects in English or to perform qualified work abroad Obviously, the students should also have certain knowledge of specialized English (ESP) vocabulary related to their field Their knowledge of ESP vocabulary will help them to adapt easily to changing working environment and meet the requirements of the present day world “ESP must be seen as an approach not as a product ESP, then, is an approach to language teaching in which all decisions as to content and method are based on the learner‟s reason for learning”(Hutchinson and Waters 1987:19) However, teaching and learning vocabulary in general, ESP (English for specific purposes) vocabulary in particular is a difficult task for the teachers and students Besides vocational knowledge, teachers need to carry out researches in teaching vocabulary so as to open their views and instruct students later In my opinion, ESP vocabulary in Heat and Refrigeration Engineering (HRE) is very interesting but teaching and learning it successfully are extremely hard Factually, both teachers and learners have faced many difficulties in teaching and learning ESP vocabulary Facing such problems, the teachers of English of Industrial University of Ho Chi Minh City (IUH) want to something to change the ways of teaching and learning vocabulary in order to improve the students' learning effectiveness to help them succeed in their future job Therefore, I have conducted a research to find out the main difficulties in teaching HRE vocabulary at IUH and then to offer some solutions to these problems Aims of the study The study aims at: - Finding out difficulties that ESP teachers and learners at IUH are facing in teaching and learning English for HRE vocabulary LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com - Suggesting some solutions to teaching HREE vocabulary effectively Research questions The research is carried out with an attempt to find out the answer to the following research questions: What are the difficulties experienced by English teachers in their teaching HREE vocabulary at IUH? What major problems are HRE students facing in learning ESP vocabulary at IUH? What are solutions to improving HRE vocabulary teaching at IUH? Scope of the study The study limited itself to the investigation of difficulties in teaching and learning ESP vocabulary to students of HRE at IUH The solutions are also provided to help to improve teaching and learning English in general, teaching and learning HREE vocabulary in particular at IUH Methods of the study The research is carried out using both qualitative and quantitative methods The main data collection instruments are survey questionnaires and informal interviews The informants are students at HRE Department and English teachers at IUH The questionnaire was designed in such a way that both closed and openended questions to ensure deep data One questionnaire is designed for the students and the other is designed for the teachers The informal interview to teachers is to get more information to support the study Design of the study This study is organized into main parts: Part A: Introduction: in this part the rationale, the aims, the research questions, the scope, the method, and the design of the study is presented Part B: Development: It consists of four chapters Chapter provides the theoretical background, which is relevant to the purposes of the study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Chapter presents an introduction on the context of learning and teaching vocabulary of HRE at IUH, the context of the study, the subjects, and the data collection methods and data collection procedure Chapter is the main part of the study In this chapter, the data will be analyzed and the finding will reveal teachers' difficulties in teaching vocabulary to students of HRE at IUH Chapter includes some solutions in teaching and learning based on the findings Part C: Conclusion: This part offers conclusions, limitations of the study and some suggestions for further study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com learn the new words In addition, pair work, group work and games should be applied in a large class Many experts of language teaching and methodology agree that playing games has many advantages For example: * Using pair work - Word - arrangement Source: designed by the researcher to check the taught words in unit Procedure: - The teacher can divide the class into pairs After that, each pair will be given a list of words with the jumbled orders Both of them have to work together to find out the original words For example: in order to check words such as Compressor/ Condenser/ Evaporator/ Refrigerant/ Control unit, the teacher gives each pair a list of words which the letters of each word are in the wrong order REOMSRCPOS -> COMPRESSOR RDOCNENEN -> CONDENSER VORERPAOAT -> EVAPORATOR TREIFRGENRA -> REFRIGERANT T L O C O R N ITUN -> CONTROL UNIT All pairs are expected to give the original words * Using group work - Words bingo Source: revising words in unit designed by the researcher Procedure: - The teacher can divide the class into four groups, then the teacher draw a table with squares on the board and write down taught words like “air-conditioner”, “metering devices”, “operate ”, “installation”, “wiring”, “functions”, “ thermostat”, “ direct expansion method”, " thermal expansion valve" The table was as the one illustrated below Then the teacher asks all groups to make the same tables on their pieces of draft paper Next, they choose themselves one word to write in each square Then they have to make up a sentence using a word from their table They circle words 39 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com in a line, either horizontally or vertically or diagonally, call “Bingo!” and win the game For example: - Group 1: Choose themselves words on the board If three words are in diagonally, they call "Bingo!” They are winners (An illustrate is below) Air-conditioner Metering devices Installation Wiring Operate Direct expansion method thermostat Thermal expansion valve Function - Then make in turn sentences Air-conditioner is installed on the wall (Air-conditioner) This machine is operated regularly (Operate) Evaporator‟s function is to cool air-conditioner‟s parts (Function) However, these three words are not vertically, horizontally, diagonally so this group can not call “Bingo” They are not winners Air-conditioner Metering devices Installation operate Wiring Direct expansion method thermostat Thermal expansion valve Function * Making up sentences (in practice stage) Source: designed by the researcher to practice words in Part of Chapter The teachers want their students to practice the words “Compressor”, “semi-hermetic”, “open”; they give a model sentence as follow: “Compressor is consider as a heart of an air-conditioner” After giving the model sentence, the teacher is prompting the students to encourage them to make a new sentence as the modal one Teachers (T): Now, I will say a word, and you say the sentence OK? Semi-hermetic 40 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Students (S): Reciprocating has two kinds of compression like semi-hermetic and hermetic T: Open S: Open the book and check it Moreover, teachers can use vocabulary consolidation as warm up activities It is very important part of the teaching process * Guess the meaning - Teacher puts 10-12 objects or pictures where all the class can see them - T calls the learner to come to the front - T repeatedly says the name of the objects while learner guesses which object has that name by pointing at each object in turn If the learner points to the correct object, say Yes and repeat the name of the object - T says the name of another of the object While the learner points When the learner eventually points to the correct item, quickly revise the previous items by saying their name and getting the learner to point - T continues until all the objects have bee named 41 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Part C: Conclusion In this last part of the paper, an overall of the study is viewed with a brief description of the study together with the findings and conclusion Also, there are conclusions drawn from the results In addition, the overall research is summarized in summary of the study part Finally, the limitations of the study are notified and some suggestions for further study are made Conclusions The study set out to investigate the common problems of HRE vocabulary teaching and learning faced by teachers and third-year students at IUH It was conducted using a combination of qualitative method and quantitative methods, using different data collection instruments, namely questionnaire and interview Subjects of the study are the third-year students and the teachers working with these students at IUH It has been clearly proved in this study that both teachers and students face a lot of difficulties in teaching and learning ESP vocabulary Therefore, all of teachers, students as well as the university‟s leaders try their best and make best contributions to deal with these problems First, to the teachers, ESP teachers should pay more attention to student‟s needs and student‟s abilities to look for more interesting and effective vocabulary teaching methods or techniques with a range tasks in their vocabulary learning Also recommendations are made by the teachers on what vocabulary teaching methods to be further used to improve students‟ word-memory, with a focus on diversifying teachers‟ presenting, practicing and consolidating vocabulary, designing exercises, activities which aim to increase student‟ motivation in their learning process Second, with respect to students, it is necessary for them to be more aware of the importance of their self-learning, time distributed for their English lessons Moreover, students should find out learning vocabulary ways more effectively by themselves They also should set up their ESP learning aims such as a good chance to 42 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com find a good job in the future, or pass the final exam with high mark so that they can be more determined, active, and energetic in learning HREE vocabulary In the final words, the author would like to mean that the university‟s leaders should also give best conditions to both teachers and students Firstly, they should take notice of supplying good facilities, sources of relevant HREE materials in the library or allocating more time for HREE subject, i.e from 45 periods to 60 or 75 periods/a course Specially, all HRE classes should be reduced in size, from 20-30 ones in a class The aim is that both teachers and students feel more comfortable, interactive Students can understand or perceive the lesson more effectively while teachers can be easier and more enthusiastic to control the class and carry out some interesting activities in teaching ESP vocabulary like games If every effort is fulfilled by teachers, students as well as the university, solutions to the above difficulties will be more efficient and meaningful Limitations of the study It is important to note that the present study was not without its limitation First, on account of limited time and scope of the minor thesis, I have just investigated on 100 students Therefore, the findings have not covered with all problems of the rest students Second, this study only reflects the challenges that facing teachers and third-year students at IUH in teaching and learning vocabulary Meanwhile, a lot of other relevant aspects of HREE subject have not been investigated such as testing and assessment of HREE Suggestions for further research Teaching and learning HREE subject are quite interesting and useful If any researchers are interested in it, I have some following recommendations: - Investigate students‟ needs for learning HREE subject in order to apply suitable teaching materials and teaching methods - Design a better syllabus for HREE subject - Design tests for assessing learners‟ progress in learning HREE - Design complementary exercises for teaching HREE 43 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com REFERENCES English Cabré, M T (1999) Terminology Theory, methods and applications The Netherlands and the USA: John Benjamins Publishing House Canh, C.L (2000) Understanding foreign Language Teaching methodology NXB Đại Học Quốc Gia Hà Nội Celce-Murcia, M and C.H Prator (1979) An Outline of Language Teaching approaches in Teaching English as a Second or Foreign Language Ellis, M and Johnson, C (1994) Teaching business English, Oxford University Press Ellis, R.(1997) Second language acquisition Hongkong: OUP Gairns, R and Redman, S (1986), Working with Words: A guide to teaching and learning vocabulary, Cambridge University Press, Cambridge Harmer, J.( 1994) The practice of English language teaching Harlow: Longman Hutchinson, T and Waters, A (1987) English for Specific Purpose- A Learning-centred Approach Cambridge: Cambridge University Press Kenedy, C., & Bolitho, R (1984) English for Specific Purpose London and Basingstoke: Macmillan Press Ltd 10 McGrath, I (2002) Materials Evaluation and Design for Language Teaching Edinburgh: Edinburgh University Press 11 Macaro, E (2003) Teaching and Learning a Second Language New York: continuum 12 Martin I (1992) An Invitation to explore ESP, SEAMEO Regional Language Centre, Singapore 13 Meare, P (2009) “Vocabulary acquisition research Group Archve: VARGA Search Engine v0.3”: Accessed 13th February 2009: http://www.lognostics.co.uk/varga/vargaXX/search.cgi : Pergamon Press 44 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 14 Meara, P (1908) Vocabulary acquisition: A neglected aspect of language learning 15 Language Teaching and Linguistics: Abstracts: 221-246 16 Murcia, C (1991) Teaching English as a Second or foreign Language Boston: Heinle & Heinle Publishers 17 Nguyen, T G (1998) Vietnamese Lexicology Hanoi: Educational Publishing House 18 Nunan, D (1999), Second Language Teaching and Learning, Heinle and Heinle Publishers, Boston 19 Quyên, (2005), difficulties in teaching vocabulary to students of information technology at Thanh Hoa teachers‟ training school and some solutions, MA Thesis, College of Foreign Languages, Hanoi 20 Richard, J and T Rogers (2001) Approaches and Methods in Language Teaching: A description and analysis Cambridge: CUP 21 Thanh, T.B (2005) Heat and Refrigeration Engineering English NXB Đại Học Công Nghiệp Thành Phố Hồ Chí Minh 22 Trimble, L (1985), English for Science and Technology: A Discourse Approach Cambridge University Press, Cambridge 23 Ur, P (1996), A course in Language teaching – Practice and Theory, Cambridge University Press 24 Ur, Penny (1996) A course in Language Teaching Cambridge: Cambridge University Press 25 Zheng, Shigao Studies and Suggestions on ESP Vocabulary Teaching and Learning Foreign Languages School, China University of Petroleum, Beijing Vietnamese Châu, H.D (1985) Cơ sở ngữ nghĩa học từ vựng, nxb ĐH&THCN 45 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Nụ, D.T (2004) Một vài suy nghĩ dạy từ vựng ngoại ngữ chuyên ngành Kỷ yếu hội nghị Trường Đại học Ngoại Ngữ- ĐHQG Hà Nội 46 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDICES APPENDIX 1: QUESTIONNAIRE FOR TEACHERS AT IUH The following questionnaire is designed for my study on “Teaching ESP Vocabulary to Students Majoring in Heat and Refrigeration Engineering at Industry University of Ho Chi Minh City: Difficulties and Suggestions for Solutions” Your answer to these questions will be highly appreciated and will be valuable help in identifying some problems in teaching ESP vocabulary and suggesting some solutions to improve teaching ESP vocabulary to Second – Year Students at IUH You can be confident that you will not be identified in any discussion of the data Please circle your choice Thank you very much for your help! What you think about teaching ESP vocabulary? A very difficult B no very difficult C difficult D easy What you think of students’ learning HREE vocabulary? A They are too lazy to learn vocabulary B They not have enough HRE knowledge to understand terminologies C They must remember too much vocabulary in one class D Other opinions (Please specify) …………………………………………………………………………………… ……………………………………………………………………………… How you evaluate the HREE textbook? A Organization: good/logical not very good bad/illogical I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com B Visual illustrations: unclear ( not of good quality) poor/ not enough enough too many C Content: too much knowledge is presented too little knowledge is presented sufficient knowledge is presented D Level of difficulty of vocabulary: too difficult difficult not very difficult easy E Number of new words presented in each chapter too many too few enough F Exercises for practice: no exercises too few exercises too many exercises too difficult too easy suitable What are your difficulties in teaching ESP vocabulary? (Circle all possible answers) A Large-sized classes (> 45 students) B Lack of time (45 class hours/course) II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com C Teaching some ESP subjects at the same time D Lack of HRE general knowledge E No proper training in teaching ESP F Other opinions (Please specify) ……………………………………………………………………………………… ………………………………………………………………………………………5 What techniques you often use to present new words? A Using visual aids (picture, video, real objects…) B Saying the words clearly one by one and writing them on the board C Translating new words into Vietnamese E Using mimes, gestures and facial expressions F Using target language to define the new word G Introducing new words in context and giving examples H Other opinions (Please specify) …………………………………………………………………………………… ……………………………………………………………………………… How you often ask your students to practice new words? A Making sentences with new words B Making dialogues with new words C Asking and answering questions related to new words D Learning new words by heart E Playing word games F Repeating new words G Doing vocabulary exercises H Read new words aloud I Write new words and Vietnamese equivalents into a notebook J Filling the gaps K Completing sentences L Reordering words III LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com M Other opinions (Please specify) ……………………………………………………………………………………… …………………………………………………………………………… What are your recommendations to overcome your difficulties in teaching ESP vocabulary and improve your students’ vocabulary? A Organize small classes (25 – 30 students) B Each teacher teaches only one ESP subject C Lengthen ESP course from 45 class hours to 60 class hours D Provide teachers with more teaching aids and reference books E Establish the co-operation between subject teachers and English teachers F Provide training course on specialized knowledge for ESP teachers G Organize regular Workshops on ESP teaching techniques for ESP teachers H ESP teachers should teach themselves specialized knowledge I Other opinions (Please specify) …………………………………………………………………………………… ……………………………………………………………………………… The end of the survey questionnaire Thank you very much for your time and co-operation IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX 2: QUESTIONNAIRE FOR STUDENTS The following questionnaire serves the study on third-year heat and refrigeration engineering students’ difficulties in learning ESP vocabulary at Industry University of Ho Chi Minh City Your provision answers are important and essential to fulfill this minor research Please circle your choice Sincerely thank you for your valuable support and cooperation! Which difficulties you have with learning ESP vocabulary in the course book ‘English for Heat and Refrigeration Engineering’? A Too many new words B Difficult terminologies C Word usage D Word memorization E Lack of vocabulary exercises F Difficult vocabulary exercises G Other opinions (Please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… What have influenced your motivation and interest in vocabulary learning at class? A Large-sized class (45 or more) B Learn too much vocabulary in one class C Students’ low background knowledge on HRE D Teachers’ teaching methods and techniques (uninteresting, unattractive, difficult to understand) E Other opinions (Please specify) V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ……………………………………………………………………………………… ……………………………………………………………………………………… What you often when you meet a new word? A Look it up in the bilingual dictionary B Try to guess the meaning from the context (activate knowledge or using language items) C Ask the teacher for its Vietnamese equivalent D Ask classmates for meaning E Other opinions (Please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… Which ways of presenting new words are you interested in? A Using visual aids (picture, video, real objects…) B Saying the words clearly one by one and writing them on the board C Translating new words into Vietnamese E Using mimes, gestures and facial expressions F Using target language to define the new word G Introducing new words in context and giving examples H Other opinions (Please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… How you learn English vocabulary for HRE? A Making sentences with new words B Making dialogues with new words C Asking and answering questions related to new words D Learning new words by heart E Playing word games F Repeating new words G Doing vocabulary exercises VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com H Read new words aloud I Write new words and Vietnamese equivalents into a notebook J Filling the gaps K Completing sentences L Reordering words M Other opinions (Please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… The end of the survey questionnaire Thank you very much for your time and co-operation VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... luanvanchat@agmail.com LIST OF ABBREVIATIONS ESP: English for Specific Purposes HRE: Heat and Refrigeration Engineer HREE: Heat and Refrigeration Engineering English IUH: Industry University of Ho Chi Minh City L2:... difficulties in teaching and learning ESP vocabulary to students of HRE at IUH The solutions are also provided to help to improve teaching and learning English in general, teaching and learning HREE vocabulary. .. teaching vocabulary so as to open their views and instruct students later In my opinion, ESP vocabulary in Heat and Refrigeration Engineering (HRE) is very interesting but teaching and learning it