Esp syllabus at the university of law ho chi minh use, evaluation, and suggestions m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES  TẠ THỊ NGUYỆT ESP SYLLABUS AT THE UNIVERSITY OF LAW, HO CHI MINH CITY: USE, EVALUATION, AND SUGGESTIONS submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Supervisor: Senior Lecturer NGÔ THỊ PHƯƠNG THIỆN, M.A Ho Chi Minh City, December 2009 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: ESP SYLLABUS AT THE UNIVERSITY OF LAW, HO CHI MINH CITY: USE, EVALUATION AND SUGGESTIONS In terms of the statement of Requirements for the Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City 17 November 2009 TA THI NGUYET i RETENTION AND USE OF THE THESIS I hereby state that I, TA THI NGUYET, being a candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library of the school In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City 17 November 2009 TA THI NGUYET ii ACKNOWLEDGEMENTS I am extremely grateful to my thesis supervisor, Ngo Thi Phuong Thien, who has guided, discussed, read, commented on, corrected my drafts of manuscript and significantly contributed to its final articulation Without her constant guidance and help, my thesis could not have been completed I am particularly grateful to all my teachers who participated in teaching course TESOL 2005-2008, at the USSH for their very interesting and useful classes Thanks to them, I have gathered enough knowledge to complete my thesis I would like to acknowledge and thank all my classmates in TESOL course 2005 for their care and encouragement that makes me feel shared and confident In addition, a special word of thanks goes to Mr Nguyen Thanh Binh, one of my classmates, who helped me so much with typing and formatting my thesis I am also cognizant of the contribution by my colleagues in both teaching English and law Thanks to their discussion, advice and ideas I could think more carefully about the practicalities of teaching English for law at the Ho Chi Minh City University of Law (HCMUL) and could have practical suggestions for my thesis I not forget to thank all the members of the Board of Directors, leaders of all departments, faculties, centers who gave support and good conditions to me to complete the thesis Finally, I would like to thank all the students at the HCMUL for their willingness to have answered the questionnaires for the research project and for trying out many of the activities presented here iii ABSTRACT The HCMUL has overcome many changes in order to improve the quality of teaching and learning English for Specific Purposes (ESP) for law From her own observation, the researcher of this thesis recognized some problems in using and changing ESP syllabuses of the school When the last ESP syllabus was designed and implemented, the researcher had the intent to evaluate the syllabus to find out its real value Based on the findings the author would like to give some possible suggestions to improve the quality of the syllabus as well as the effectiveness of ESP for law The research participants were the students who used the syllabus to learn ESP, teachers who designed and used the syllabus in teaching, ten administrators who are also teachers of Law, and many former students and employers The instruments used in the research were classroom observations, questionnaires, informal interviews, and in-put, out-put test result assessments This research has uncovered that the course book is, in most respects, appropriate for the students and valuable for the training program of law students at the school Both teachers and students still met with difficulties and challenges using the syllabus, in particular, teaching and learning ESP subject in general Some suggestions relating to the new syllabus, possible requirements for both teachers and students, and power of the authorities have been given This thesis has been undertaken in the hope that its findings, implications, requirements and recommendations will contribute to the improvement of the syllabus, the effectiveness of ESP for law subject as well as meeting the training needs of the school iv TABLE OF CONTENTS Page INTRODUCTION 01 0.1 The rationale for the thesis 01 0.2 The purpose of the thesis 02 0.3 The research questions 03 0.4 The significance of the thesis 03 0.5 The delimitations and limitations 04 0.6 An overview of the thesis 05 0.7 Definition of terms 06 CHAPTER 1: BACKGROUND TO THE STUDY 08 1.1 Description of the school 08 1.2 The problems in ESP materials at the HCMUL 11 1.3 The birth of the new syllabus and its necessity to be evaluated 13 1.4 Description and comments of the syllabus 15 1.5 Summary 21 CHAPTER 2: THE REVIEW OF LITERATURE 22 2.1 Relationships between GE, ESP and ESP for Law 22 2.2 Factors affecting English course design 26 2.3 Syllabus evaluation 41 2.4 Existing literature concerning evaluation of the current syllabus 46 2.5 Summary 48 CHAPTER 3: METHODOLOGY 49 3.1 Research questions 49 3.2 Research approaches 50 3.3 Subjects and setting of the study 51 3.4 Instruments and data collection 59 3.5 Summary 67 v CHAPTER 4: DATA ANALYSIS, FINDINGS AND DISCUSSION 68 4.1 Data analysis 68 4.2 The findings 102 4.3 Summary 110 CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS 111 5.1 Recommendations 111 5.2 Conclusions 115 BIBLIOGRAPHY 119 APPENDIX 125 APPENDIX 133 APPENDIX 134 APPENDIX 141 APPENDIX 148 APPENDIX 150 APPENDIX 156 vi LIST OF CHARTS Chart 3.1: The good marks in placement tests .55 Chart 3.2: Teachers’ qualification and ESP teaching experience 57 Chart 4.1: The necessity of ESP for Law students 75 Chart 4.2: The three most difficulties students meet in learning ESP 76 Chart 4.3: Students’ percentage on program similarity level 77 Chart 4.4: Satisfaction on ESP design and organization 80 Chart 4.5: Percentages on difficulty, interest, effectiveness of vocabulary tasks 84 Chart 4.6: The most difficult, interesting, or effective language skills 86 Chart 4.7: Three best sections in the current syllabus 87 Chart 4.8: Three least relevant sections in the current syllabus 88 Chart 4.9: Teachers’ and students’ satisfaction on the syllabus in details 93 vii LIST OF TABLES Table 1.1: The contents of the ESP course at the HCMUL 15 Table 2.1: Types of syllabi 30 Table 2.2: Characteristics of a good text book 35 Table 3.1: Student subjects’ background information 54 Table 3.2: English teachers’ background information 55 Table 4.1: The necessity of ESP for Law students 74 Table 4.2: The course package and need to design a workbook 78 Table 4.3: Evaluation on form, arrangement of topics and time allocation 79 Table 4.4: Difficulty level of vocabulary, grammar and pronunciation 82 Table 4.5: Effectiveness of vocabulary, grammar and pronunciation tasks 84 Table 4.6: Teachers’ and students’ opinions on content and quality of topics 89 Table 4.7: Teachers’ methods and students’ attitude 90 Table 4.8: Difficulty level, students’ attitude and the effect of further tasks 92 Table 4.9: The quality of tape and CD 93 Table 4.10: Results of placement tests 99 Table 4.11: Results of achievement tests 100 viii ABBREVIATIONS ASEAN Association of South East Asian Nations CLT Communicative Language Teaching EFL English as a Foreign Language EGP English for General Purposes ELT English Language Teaching ESL English as a Second Language ESP English for Specific Purposes ESPL ESP for Law GE General English HCMC Ho Chi Minh City HCMUL Ho Chi Minh City University of Law TESOL Teaching English to Speakers of Other Languages TOEIC Test of English International Communication WTO World Trade Organization ix Chapter RECOMMENDATIONS AND CONCLUSIONS In this chapter, the researcher will present the possible recommendations inferred from the findings found in the previous chapter and the general conclusions of the study as well 5.1 Recommendations Because the ultimate purpose of the researcher in evaluating the new syllabus is not only to find out solutions to make the syllabus better but also to help in improving the quality of teaching and learning the ESP classes in the HCMUL, the ‘Recommendations’ part includes three portions concerning the factors that would help to get the researcher’s purpose They will be presented as below 5.1.1 Implications for adaptation/adjustment of the syllabus From the findings in chapter 4, we recognize that the new syllabus still has a number of weaknesses In order to make it more useful and apt to both teachers and students the following concerning issues could be resolved The lay out and presentation of student’s textbook could be improved with pictures and photos, maps, graphs or diagrams to attract and strengthen the motivation of the students The contents of law in some lessons could be replaced by more abundant, upto-date and topics more familiar to the students The texts chosen could provide students with the standardized English background on the narrower fields of law, such as, civil or criminal violations; relations of marriage, property or inheritance; procedures happening in courts, notaries or counsels’ offices…which students are very interested in and know very well through major subjects in Vietnamese Besides, the common legal topics, such as, ‘Public, 111 Private, Constitutional, Administrative, or International law’… could be included in the program Although the components that make up the total course package are very useful, they are still not enough to use Both teachers and students thought that it is necessary to compile a separate workbook for students The separate workbook needs to be compiled to help students with practicing further tasks or activities on new legal terms, grammar structures, pronunciation, or skills The Teacher’s book could be redesigned with adding adequate guidance for teachers on all sides of teaching a language Some language item sections could be revised to include a grammar section with presenting particular exercises, tasks or activities Pronunciation section could be widened with other kinds of tasks to meet the students’ needs in speaking English correctly In order to integrate all main language skills in teaching and learning ESP classes as a continuous process, the writing section could be redesigned to contain the legal content of the lesson possibly together with other skills that support one another It is necessary to put the section ‘writing’ together with other sections in a lesson to support and integrate with other skills It would be useful to include more pre- listening activities to make listening tasks less difficult It is particularly useful to adopt new methods in teaching and learning ESP classes for law It is suggested that integration of different methods could be employed with utilizing modern technology and equipment 5.1.2 Requirements for teachers and students According to Tony Wright (1988), the process of learning a language in the classroom is underpinned by the roles of the teacher, learners and the 112 relationship between them Therefore, the success of the process heavily depends on both subjects – teachers and students In order to obtain the training purpose of the school in the new era as well as to raise the quality of teaching and learning ESP for law subject, the following requirements for the teachers and students must be mentioned All the teachers in charge with teaching ESP classes could be qualified at least with Master degrees of English plus Bachelor of law or Bachelor degrees of English plus Master of law They must be good at English as well as law It would be preferable to raise the knowledge of General English of the students before they start ESP classes Accordingly, the students should obtain at least 450 TOEIC marks or equivalent level of other tests before starting ESP course Both teachers and students could promote their awareness of the technology application in their teaching and learning They could actively and continually study how to use, and use modern technology and equipment for their teaching and learning both inside and outside the classroom The last but very important and subtle requirement is that both teachers and students could continually improve their sense of self-study everywhere and everyday If teachers and students not self-study everyday, they cannot update their knowledge on both English and law Especially, for law provisions and governmental policies which are frequently changeable 5.1.3 Proposals to the leaders of the school In order to improve the quality and to make ESP for law teaching and learning successful, besides being a good and suitable syllabus, a group of wellqualified teachers and students, we also need a comfortable teaching and learning facility and appropriate studying, time and program The ‘comfortable 113 teaching and learning facility and suitable studying time and program’ sometimes depends on managers and leaders of the school The last ‘recommendation’ part will state the proposals the researcher of the thesis would like to send to the leaders of the school The proposals can be as following ESP for law subject is very necessary and considered as ‘the image of the law school’ Therefore, it must be nurtured and developed by not only the Foreign Language Division, but also other departments and organizations of the school Because the time length and allocation for the ESP for law subject is insufficient, it is not long enough to complete the program as provided, most teachers and students suggested to raise the length of time at least to 300 periods in total The managers could ask the teachers of law, especially those who know English well to participate in designing and teaching ESP classes If possible, teachers of law and teachers of English could work together to revise the ESP syllabus with a set structure but concrete exercises and tasks therein that are flexible and changeable If necessary, teachers of law and teachers of English would organize co-teaching teams in which they can help each other to overcome the difficulties in teaching both content of law and content of languages Many teachers of English would like the leaders of the school to create better conditions for them to improve their knowledge of English and law They suggest that they need to be qualified on both English and law abroad or work with foreign specialists to practise their English Some teachers have suggested that ESP subject should not be a compulsory one If possible, it could be organized as a short-term or long-term course with particular special subjects It may be instructed not only to regular students but 114 also to in-service training students or any people who need to study Moreover, it is not necessary to enforce all the teachers of English to have taught ESP classes as recently Some teachers suggest that the leaders of the school should provide some sufficient standards for teachers in charge with teaching ESP so that they could fulfill their task 5.2 CONCLUSIONS Before increasing needs of using English as an international communication tool in the new era, in many recent years, the HCMUL has overcome many changes in order to improve the quality of teaching and learning GE as well as ESP for law From her own observation, the researcher of this thesis recognized some problems in using and changing ESP syllabuses of the school When the last ESP syllabus was designed and implemented, the researcher had intent to evaluate the syllabus to find out its real value, such as, what advantages and disadvantages it has, whether it is suitable to and accepted by both the teachers and students, whether it is valuable for the training program of law students of the school Based on the findings the author would like to give some possible suggestions to improve the quality of the syllabus as well as the effectiveness of ESP for law subject After considering the situation, choosing the population and methods, planning the main steps, etc, the researcher carried out an investigation to evaluate the syllabus The participants of the research were the students who used the syllabus to learn ESP, teachers who designed and used the syllabus to teach ESP, and ten administrators who are also teachers of Law in the school Many former students and employers who had joined in two surveys and a project are also indirect participants of the thesis The instruments used in the research were classroom observations and feedback, questionnaires, and 115 informal interviews In addition, the researcher also used some information from the mentioned surveys and project together with in-put and out-put assessment test results Through the results collected from the analysis of necessary information of all the subjects and manners, this research has uncovered that the course book is, in most respects, appropriate for the students at the school Namely, the syllabus satisfies the needs of the learners to study ESP for law The course book covers most of what is needed to be taught and learned, for instance, it covers most main language items and language skills students need for their prospective jobs and is a good and reliable resource for both students and teachers The arrangement of each detail language item and language skill in a lesson is suitable and reasonable The arrangement of topics in the syllabus is suitable and scientific Most of the topics in the textbook are interesting and relevant to the students’ needs and focus on their communicative competence and the performance at their future workplace The content of the current syllabus is in accordance with the legal knowledge and the syllabus provides necessary legal terms, develops all language skills, and meets the training needs of the school Because of these strong points, it is recommended that the new syllabus ‘Introduction to law in English’ is worth using and could be brought into continuous use for the subsequent school years Beside its strengths, the syllabus has some aspects in which the course book neither is still unsuitable for nor accepted by many teachers and students The weaknesses the course book needs to overcome are i) there should be a separate workbook for students’ reference; ii) the content of some units is not relevant or suitable; iii) the presentation is unattractive; iv) writing and grammar sections are not appropriate for the program; and finally v) the teachers’ book does not include adequate guidance 116 for the teachers The research also found that both teachers and students still met with difficulties and challenges using the syllabus in particular, and teaching and learning ESP subject in general The greatest difficulties and challenges that should be mentioned in this part are: 1) some teachers’ and students’ knowledge of law and English is not adequate to meet training requirements; 2) some design sections in the course book are not suitable or relevant; 3) the time available for the syllabus is insufficient; and 4) many students are not familiar with using modern technology and equipment and the new methods in teaching employed at the school In order to tackle the problems mentioned above and to improve the quality of the syllabus as well as the effectiveness of ESP for law subject, the researcher has given some suggestions mainly relating to the adaptation of the new syllabus, possible requirements for both teachers and students, and power of the authorities These were stated in parts titled ‘Implications for adaptation/adjustment of the syllabus’, ‘Requirements for teachers and students’, and ‘Proposals to the leaders of the school’ above in this chapter To sum up, in relation to evaluation of ‘Introduction to law in English’ as the course book for ESP subject after it has been designed and brought into use at the HCMUL, the researcher has found many interesting things concerning not only the syllabus but also all the teachers of English, many teachers of law, students, and leaders of many faculties, departments and the school This thesis has been undertaken in the hope that its findings, implications, requirements and recommendations will contribute to the process of improving the quality of the syllabus, the effectiveness of ESP for law subject as well as meeting the training needs of the school 117 The results and findings in the thesis would also help to make some suggestions for further research relating to the adaptation of the syllabus, cooperation with teachers of law, or using modern technology equipments in teaching ESP for law The researcher of the thesis also hopes that ESP for law at the HCMUL will have great attention and 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Nguyễn Như Anh Loan (2000) Enhancing the legal English classroom teaching techniques at Ho Chi Minh city Law College-Việtnam National University Trần Thị My (2002) Evaluation of the new textbook “Tieng anh 6” and suggestions on how to put it in effective use 123 Hà Thị Thanh (2006) A critical look into the ESP syllabus at the University of Communication and Transport Nguyễn Trương Anh Trâm (2006) An evaluation of lifelines elementary as the English course-book at the Central Professional School of Archives and Records Management No.II Cao Thị Hoàng Yến (2005) An evaluation and recommendation of the English syllabus for the finance and accouting students at Van Lang University in Ho Chi Minh City WEBSITES Article encyclopedia center: http://encarta.msn.com; on March 23, 2009 Daily News and summary: http://www.NPR.org; on July 2, 2009 Electronic library: http://www.Questia.com; on January 4, 2008 International news: http://www.BBC.co.uk; http://www.CNN.com; http://www.Reusters.com; on May 12, 2009 Internet TESL Journal: http://iteslj.org; on January 7, 2008 Law School web: http://www.hcmulaw.edu.vn; on March 22, 2008 Legal English Features: http://www.wikipedia.org/; on September, 2009 TEFL skills: http://www.onestopenglish.com/lessonshare/; on May 27, 2008 9.VietnamLaws:http://www.coombs.anu.edu;http://vietlaw.com; http://www.Lawnews.com.vn; on June 14, 2008 10 Vietnamese news: http://vovnews.vn; on January 23, 2009 124 125