Needs analysis for improving esp teaching and learning at hcmc university of technical education

CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: NEEDS-ANALYSIS FOR IMPROVING ESP TEACHING AND LEARNING AT HCMC UNIVERSITY OF TECHNICAL EDUCATION In terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee HoChiMinh City, November 25th, 2005 PHẠM THỊ NGỌC ÁNH I RETENTION AND USE OF THE THESIS I hereby state that I, Phạm Thị Ngọc Ánh, being the 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 In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan and reproduction of theses HoChiMinh City, November 25th, 2005 PHẠM THỊ NGỌC ÁNH II ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr Đoàn Huệ Dung, who provided valuable comments, criticisms and support in the preparation and completion of this thesis My special thanks to the organizers of this thesis, Mr Nguyễn Huỳnh Đạt, Head of the Department of English Linguistics and Literature, HoChiMinh City University of Social Sciences and Humanities, Ms Nguyễn thị Hồng Thắm, who gave me useful guidelines in the thesis Last but not least, I would like to thank my husband, who helped me with designing the thesis and always encouraged and supported me during the time I did my thesis; and my colleagues, who were dedicated to support me so that I could devote my time to complete the thesis III ABSTRACT ESP learning at universities in general and at HoChiMinh City University of Technical Education in particular today is considered not very effective and attracting to students In reality, ESP competence of technical workers who were graduated from technical universities or vocational training centers is not adequate for their jobs As parts of the effort to look for possible solutions for improving ESP learning and teaching, this study focused on identifying and analyzing ESP learning needs of technical students with the aim of making some suggestions for upgrading ESP learning quality at the UTE Two hundreds and sixty four present students, ninety former students, twenty eight subject teachers and ten ESP teachers of the UTE participated in the study A questionnaire with 16 questions was delivered to each teacher and collected after three days; another questionnaire with 20 questions was also handed to the former and the present students with an explanation about the purpose of the study to encourage them to voice their opinions about their ESP learning needs The informal pocket interviews to those ten ESP teachers was conducted at the UTE for gathering qualitative data to assist the interpretation of the data obtained from the questionnaires and to look for some solutions for better ESP teaching and learning The results of the study showed that ESP learning needs of the students should be taken into consideration in ESP course design, and needs analysis should be the starting point of ESP learning process for maximizing ESP learning effectiveness The analysis of the questionnaires proved that the two factors affecting students’ ESP learning needs the most were the ineffectiveness of the traditional method of teaching applied in ESP classes and the inappropriate curriculum at universities nowadays Besides, the analysis of the interviews suggested that needs analysis should be taken not only at the beginning of ESP courses but also during the whole process of ESP learning for the most practical benefit of the students From this viewpoint, needs analysis for enhancing ESP learning is recommended to improve the effectiveness of ESP learning and teaching at the UTE IV LIST OF ABBREVIATIONS ESP : English for Specific Purposes EGP : English for General Purposes EG : General English EAP : English for Academic Purposes EST : English for Science and Technology EFL : English as a Foreign Language EOP : English for Occupational Purposes EBE : English for Business and Economics ESS : English for Social Studies EVP : English for Vocational Purposes ELT : English Language Teaching EMT : English as a Mother Tongue ESL : English as a Second Language TSA : Target Situation Analysis PSA : Present Situation Analysis UTE : University of Technical Education CLT : Communicative Language Teaching V LIST OF FIGURES Figure 2.1 : Needs analysis: summary (Jordan, 1997:29) 11 Figure 2.2 : The tree chart of ELT (Hutchinson, 1987: 17) 13 Figure 2.3 : Factors affecting ESP course design (Hutchinson, 1987: 22) 14 Figure 5.1 : Students’ assessment of ESP learning 32 Figure 5.2 : Students’ expectations of ESP learning 33 Figure 5.3 : Factors that have the strongest influence on ESP learning needs 33 Figure 5.4 : Students’ opinions about current ESP teaching methodology 34 Figure 5.5 : Students’ opinions about ESP effective teaching methodology 35 Figure 5.6 : Students’ opinions about useful classroom activities in ESP learning .35 Figure 5.7 : Suggested studying style in ESP classes 36 Figure 5.8 : Suggested learning style in ESP classes Figure 5.9 : Students’ opinions about current ESP syllabus 37 37 Figure 5.10 : Students’ opinions about the tasks given in ESP textbooks 38 Figure 5.11 : The materials students liked to study 38 Figure 5.12 : Teaching aids needed for enhancing ESP learning 39 Figure 5.13 : Logical time for ESP training in the curriculum 39 Figure 5.14 : Suitable point of time to register for ESP .40 Figure 5.15 : Suitable class size for ESP learning 40 Figure 5.16 : Students’ opinions for ESP orientation 41 Figure 5.17 : Students’ opinions about the grades 42 Figure 5.18 : Students’ assessment about their ESP proficiency 42 Figure 5.19 : Students’ opinions for improving ESP learning .43 Figure 5.20 : Students’ opinions about the role of needs-analysis in ESP learning .43 Figure 5.21 : The role of needs analysis in ESP teaching and learning 46 Figure 5.22 : Factors causing students’ unsuccessfulness in ESP learning 47 Figure 5.23 : Factors affecting students’ attitudes of ESP learning 47 Figure 5.24 : Factors that have the strongest influence on ESP learning needs 48 VI Figure 5.25 : Suggested teaching approach for ESP teaching .48 Figure 5.26 : Teachers’ assessment of classroom activities 49 Figure 5.27 : Teachers’ assessment of current ESP syllabus .49 Figure 5.28 : Students’ assessment of ESP textbooks 50 Figure 5.29 : Teachers’ assessment of teaching aids for improving ESP learning .50 Figure 5.30 : Logical time for ESP training in the curriculum 51 Figure 5.31 : Suitable point of time to register for ESP .51 Figure 5.32 : Suitable class size for applying new teaching method 52 Figure 5.33 : Teachers’ opinions for ESP orientation 52 Figure 5.34 : Teachers’ opinions about testing system 53 Figure 5.35 : Suggested solutions for improving ESP teaching and learning 53 Figure 5.36 : Teachers’ training of the issue of needs analysis 54 Figure 5.37 : A positive learning cycle (Hutchinson, 1987: 47) .62 Figure 6.1 : The pre-plan (Harmer, 1991:265) 66 Figure 6.2 : A learning-center approach to course design (Hutchinson, 1987: 74) 72 Figure 6.3 : Teacher roles 73 VII LIST OF TABLES Table 1.1: The failing rate of the ESP exam of the students of different faculties at the UTE in the academic year of 2004 - 2005 Table 1.2: The failing rate of the final exams of some specialized subjects of the students at the UTE in the academic year of 2004 -2005 Table 5.1: The number and percentage of the students participating in the survey 31 Table 5.2: The results of the responses to the questionnaires collected from the present and the former students 31 Table 5.3: The number and percentage of the teachers participating in the survey 45 Table 5.4: The results obtained from the questionnaires’ responses of the teachers 45 Table 5.5: The gap between ESP learning needs of the teachers and the students in terms of the factors that could mostly affect ESP learning 55 VIII TABLE OF CONTENTS Certificate of Originality I Retention and Use of the Thesis II Acknowledgements III Abstract IV List of Abbreviations V List of Figures VI List of Table VIII Table of Contents IX CHAPTER 1: INTRODUCTION 1.1 Background 1.2 The problem 1.3 Statement of purpose 1.4 Research questions 1.5 Significance of the study 1.6 Assumptions 1.7 Delimitations 1.8 Limitations 1.9 Methodology 1.10 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Language learning needs 2.1.1 Classification of language needs 2.1.2 Needs analysis in language learning 2.1.3 Approaches and terms used in needs analysis 10 IX 2.2 ESP learning needs 12 2.2.1 What is ESP? 12 2.2.2 The categorization of ESP 13 2.2.3 Factors affecting ESP learning needs 14 2.2.3.1 Syllabus design 15 2.2.3.2 Methodology 16 2.2.3.3 Evaluation .17 2.3 Summary 17 CHAPTER 3: OVERVIEW OF THE ESP TEACHING AND LEARNING AT THE UTE 3.1 Description of physical setting 18 3.2 Description of the English courses 18 3.2.1 The descriptions of English syllabus 18 3.2.2 The descriptions of the course books 19 3.2.3 The descriptions of classroom activities 19 3.3 Characteristics of the students 20 3.3.1 General English level at entry 3.3.2 ESP learning needs 20 20 3.4 Characteristics of the teaching staff 21 3.4.1 General information 21 3.4.2 ESP teaching competence 21 3.5 Summary 21 CHAPTER 4: DESIGN AND METHODOLOGY 4.1 Research setting 23 4.2 Research design 24 4.2.1 The questionnaires 24 4.2.1.1 Selection of samples 24 4.2.1.2 Administration .25 X Appendix 2A 84 Nên dạy môn TACN theo phương pháp nào? a Phương pháp giao tiếp b Phương pháp đọc hiểu c Phương pháp đọc dịch d Phương pháp văn phạm – dịch Hoạt động học tập có sức hút với sinh viên không? a Rất thu hút b Khá thu hút c Tạm d Chưa thu hút Thiết kế chương trình giảng dạy TACN có đáp ứng nhu cầu học tập sinh viên không? a Đáp ứng nhiều b Đáp ứng tương đối c Tạm d Không đáp ứng Giáo trình áp dụng có lý thú với sinh viên không? a Rất lý thú b Khá lý thú c Tạm d Không lý thú Giáo cụ sử dụng hiệu chưa? a Rất hiệu b Khá hiệu c Tạm d Chưa hiệu 10 Phân bố tiết TACN chương trình đào tạo hợp lý? a 45 tiết b 60 tiết c 90 tiết d 120 tiết 11 Sinh viên nên đăng ký học môn TACN vào học kỳ mấy? a Học kỳ IV b Học kỳ V c Học kỳ VI d Học kỳ VII 12 Só số lớp thích hợp để triển khai phương pháp giảng dạy bao nhiêu? a 30 sinh viên b 45 sinh vieân Appendix 2A c 60 sinh vieân d 90 sinh viên 13 Chương trình TACN nên triển khai theo định hướng nào? a Tiếng Anh Hướng nghiệp b Tiếng Anh Học thuật c Tiếng Anh Khoa học Công nghệ d Tiếng Anh Khoa học Xã hội 14 Phương thức kiểm tra đánh giá có phản ánh lực TACN sinh viên? a Rất xác b Chính xác c Không xác d Chưa xác 15 Cần làm để nâng cao hiệu học tập môn TACN? a Đổi phương pháp giảng dạy b Cải tiến chương trình giảng dạy c Đổi công tác thi cử d Cả ba 16 Thầy cô nghiên cứu Phân tích nhu cầu học tập sinh viên…? a chương trình đại học b hội thảo c qua sách d nguồn khác 85 86 Appendix 2B APPENDIX 2B QUESTIONNAIRE TO TEACHERS Survey on “ESP Teaching and Learning Needs” at the UTE Part 1: General Background Information Name: Faculty: How long have you been teaching? Current English proficiency level: Do you think your students’ ESP competence can satisfy labour users? _ Part 2: ESP Learning Needs Do you think that student- needs should be discussed in ESP teaching and learning? a very necessary b rather necessary c necessary d not necessary In your view, why are a lot of students who are not good at ESP? a students not know how to learn it effectively b students not set good goal c student-needs are not be counted d others In your opinion, which of the following reasons has the most influence on the students’ attitudes to ESP learning? a learning it for their end-term tests b learning it for technical report writing c learning it for technical reading d learning it for technical oral communication What factors have the most influence on the students’ ESP learning needs? a teaching method b textbooks and teaching aids c testing method d syllabus design Which teaching approach should be focused in ESP teaching? a Communicative approach b Reading comprehension c Reading-Translation d Grammar-translation method 87 Appendix 2B Are classroom activities attracting to students? a very attracting b rather attracting c attracting d not attracting Is the current ESP syllabus satisfying to students needs? a very satisfying b rather satisfying c satisfying d not satisfying Are the current textbooks interesting to students? a very interesting b rather interesting c interesting d not interesting Are teaching aids used effectively to enhance ESP learning? a very effectively b rather effectively c effectively d not very effectively 10 What is logical time for ESP learning in the structure of the curriculum? a 45 periods b 60 periods c 90 periods d 120 periods 11 When should students make register for ESP subject? a 4th semester b 5th semester c 6th semester d 7th semester 12 What is suitable class size for applying new teaching method? a 30 students b 45 students c 60 students d 90 students 13 What should ESP be oriented? a English for Vocational Purposes b English for Academic Purposes c English for Science and Technology d English for Social Studies 14 Does current testing reflect exactly ESP competence of students? a exactly b not very exactly c just a little d absolutely no 88 Appendix 2B 15 What can be done to improve ESP learning and teaching? a Updated with new teaching method b Updated with needs-based syllabus c Updated with testing method d All of the above 16 Have you ever studied the issue of needs analysis…? a b c d at university at workshop from books Other resources 89 Appendix APPENDIX INTERVIEW LIST Lê phương Anh, BA – teacher of English at the HCMC University of Technical Education, May 14th, 2005 Sử thị i Mỹ, BA – teacher of English at the HCMC University of Technical Education, May 17th, 2005 Nguyễn Văn Lợi, BA – teacher of English at the HCMC University of Technical Education, May 26th, 2005 Trần thị Mỹ Dung, MA – teacher of English at the HCMC University of Technical Education, May 21th, 2005 Lê thị Thanh Hà, BA – teacher of English at the HCMC University of Technical Education, May 14th, 2005 Trần Hoàng Linh, MA – teacher of English at the HCMC University of Technical Education, May 28th, 2005 Traàn Höng Vinh, MA – teacher of English at the HCMC University of Technical Education, May 19th, 2005 Trần Hưng Vieät, MA – teacher of English at the HCMC University of Technical Education, May 23th, 2005 Hồ Lê Th Khanh, BA – teacher of English at the HCMC University of Technical Education, March 5th, 2005 Nguyễn thị Minh Taâm, BA – teacher of English at the HCMC University of Technical Education, May 4th, 2005 Appendix 90 TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT TP.HCM PHÒNG ĐÀO TẠO THỐNG KÊ TÌNH HÌNH HỌC TẬP MÔN ANH VĂN CHUYÊN NGÀNH ĐỐI CHIẾU VỚI MÔN HỌC KHÁC CÙNG HỌC KỲ VỚI KHỐI LỚP TƯƠNG ỨNG ĐỐI TƯNG KHẢO SÁT: SV HỆ ĐHCQ KHOÁ 2002, 2003 CỦA KHOA: CNTT, ĐIỆN TỬ, CNM&CBTP, CKĐ, CKM Stt Khoa Khối lớp Học kỳ học Mã môn học Tên môn học SL SV đăng ký SL SV đạt SL SV không đạt Tỷ lệ đạt Tỷ lệ không đạt 01 CNTT 03110 042 0104044 Anh văn chuyên ngành tin học 169 132 37 78,1% 21,9% 02 CNTT 03110 042 0101070 Toán rời rạc 169 141 28 83,4% 16,6% 03 Điện tử 03101 042 0104111 Anh văn chuyên ngành (Điện tử) 223 145 78 65,0% 35,0% 04 Điện tử 03101 042 0141031 Mạch ñieän 213 195 18 91,5% 8,5% 05 CNM & CBTP 03109 042 0104119 Anh văn chuyên ngành (May) 122 108 14 88,5% 11,5% 06 CNM & CBTP 03109 042 0151040 Vẽ mỹ thuật trang phục 122 122 100,0% 0,0% 07 CKĐ 03105 042 0104115 Anh văn chuyên ngành (K.CKÑ) 191 131 60 68,6% 34,4% 08 CKÑ 03105 042 0126040 Kỹ thuật nhiệt 197 170 27 86,3% 13,7% 09 CKM 02103 041 0104113 Anh văn chuyên ngành (CKM) 156 116 40 74,4% 25,6% Appendix 10 91 CKM 02103 041 0123020 Chi tiết máy 175 147 28 84,0% 16,0% Appendix ĐẠI HỌC SƯ PHẠM KỸ THUẬT Tp.HCM KHOA: KHOA HỌC CƠ BẢN BỘ MÔN: NGOẠI NGỮ 90 ĐỀ THI MÔN: ANH VĂN CN ĐIỆN Mã môn học: _ Đề số 01: Đề thi có trang Thời gian: 90 phút Không phép sử dụng tài liệu A VOCABULARY & GRAMMAR Choose the Best answer (30 marks) Conventional current flows from ……… In fact, electrons flows from ……… a negative to positive / negative to positive b positive to negative / positive to negative c negative to positive / positive to negative d positive to negative / negative to positive An electric current, running through a wire, produces a ……… field around the wire a sonic b dynamic c magnetic d kinetic Alternating current, generally used as a source of electric power, may be changed to almost any value desired by means of a device called a ……… a transformer b transfuser c transducer d transistor A transformer ……… two coils, a primary and a secondary a consists b is made c is composed of d comprises of ……… there is current flowing in the primary coil of a trans former, there will be no current in the secondary a If b Unless c If not d When The rotor is magnetized and as it spins round, electricity is generated in the stator windings through the process of electromagnetic ……… a interference b interaction c induction d radiation In a wave power station, as the water moves up, it ……… the air above and forces it through a wide tube at the back of the water column a compresses b heats c condenses d exhausts In areas where the power supply fluctuates, for sensitive equipment a device to make the voltage ……… is required a static b staple c stable d stabilized If a gas is allowed to expand, it ……… If a gas is compressed, it ……… a cool up / heats down b heats up / cools down c cools down / heats up d heats down / cools up 10 Coulomb’s law describes the electrical force between two stationary particles as proportional to the product of the particles’ charges ……… by the square of the distance that separates them a multiplied b divided c added d subtracted 11 A millivolt is a ……… of a volt a tenth b hundredth c thousandth d millionth 12 Current is described as direct current if it flows continuously in one direction, and as ……… current if it flows alternately in each direction a indirect b discontinuous c alternate d alternating 13 A ……… circuit is a closed circuit in which a direct connection is made between the terminals of the source of electromotive force Appendix 91 a short b series c parallel d closed 14 A battery, also called an electric cell, is a device that converts ……… energy into electricity a mechanical b chemical c kinetic d potential 15 The SI unit of electrical work is the ……… It represents the generation or use of electrical energy at the rate of joule per second a watt b ohm c ampere d oersted 16 If a motor makes 2,100 rpm, it makes ……… revolutions in 45 seconds a 2,000 b 1,575 c 1,500 d 945 17 ……… appears only below a certain critical temperature and magnetic field, both varying with the material a Conductivity b Semi conductivity c Superconductivity d Non-conductivity 18 ……… generators are usually operated at low voltages to avoid sparking between brushes and commutator a Synchronous b Induction c AC d DC 19 Portable generators are made up of two main parts: a(n) ………, which powers the equipment, and a(n) ………, which converts motion into electricity a rotor / stator b stator / rotor c engine / alternator d alternator / engine 20 A resistance of one ohm will pass ……… of current when a voltage of volt is applied a volt b coulomb c watt d ampere 21 A ……… is an appliance for storing food or other substances at a low temperature a cooler b washer c refrigerator d purifier 22 Power is equal to current ……… times resistance a divided b added c squared d multiplied 23 An ammeter is an instrument which measures ……… a frequency b output voltage c electric current d electrical resistance 24 In a typical four stroke engine, the strokes are called ……… a intake, compression, power and exhaust b engine, alternator, rotor and stator c intake, explosion, power and exhaust d take-in, compressive and power 25 When lasers ……… in 1960, people thought they could be used as ‘death rays.’ a invented b were invented c had invented d had been invented 26 In the 1980s the U.S.A ……… with lasers as a defense against nuclear missiles a expanded b experienced c expended d experimented 27 Laser light can carry many more information channels than microwaves because of its high ……… a frequency b resistance c capacitance d voltage 28 Lasers can travel long distances without ……… signal strength a lose b losing c lost d loss 29 In engineering, powerful laser beams can be focused on a small area These beams can ……… material in a very precise way a cool, freeze, condense, or boil b ventilate, refrigerate, or destroy c steam, dry, or spot d heat, melt, or vaporize 30 ……… military uses, lasers have many applications in engineering, communications, medicine and the arts a Because of b While c Apart to d Apart from Appendix 92 B Each of the following statements contains ONE mistake Find it and correct it (10marks) Ex Copper is an insulator* Insulator* conductor 31 Copper is used for electric wiring because it is highly plastic 32 Glass, rubber, and dry wood are examples of superconductors 33 It is important that all three phases are connected in a three-phase DC motor 34 As two charged particles get farther away, the force between them increases 35 A machine that converts mechanical energy into electrical energy is called a motor 36 Positively charged particles, such as the protons that are found in the nucleus of atoms, attract one another 37 The SI unit of electrical quantity is the farad, the amount of electricity passing a point in 1second when a current of ampere is flowing 38 The individual components in a series circuit all receive the same voltage but share the current load 39 A thicker wire offers more resistance to current than a thinner one of the same material 40 Researchers are trying to speed up circuitry functions through the use of semi conductivity, the phenomenon of decreased electrical resistance observed in certain materials at very low temperatures C WORD FORMS Put the word in brackets in the correct forms (10 marks) 41 So common ……… (be) its uses that one cannot imagine today’s world without it 42 The development of electricity ……… (result) in the total transformation of civilization in most countries 43 Electricity companies have a variety of means of ……… (maintain) the voltage supplied to consumers within statutory limits 44 By ……… (use) X-ray machines, doctors and dentists can book inside their patients bodies and bones without doing surgery 45 If two equally and oppositely charged bodies ……… (connect) by a metallic conductor such as a wire, the charges neutralize each other 46 The action of the transformer ……… (make) possible the economical transmission of current over long distances in electric power systems 47 It brings power into homes ……… (operate) lights, kitchen appliances television sets, radios, furnaces, computers, garage doors, and more 48 The first scientific study of electrical and magnetic phenomena appeared in 1600, when the research of English physician William Gilbert ……… (publish) 49 The cheapest and ……… (reliable) protection device is the fuse, which “blows” if the current passing through the fuse to an appliance exceeds the fuse rating, thus protecting the wiring network 50 Washing machines that use ……… (significant) less water, houses that retain heat, increases in crop yield, and computer-based information systems that reduce the need for travel are all potential improvements Appendix 93 D CLOZE TEST Fill each of the numbered blanks in the following passage with an appropriate word(s) (10marks) The greater the potential difference across a circuit, the ………(51) ……… electric current is made to flow through it and the ………(52) ……… the heat effects produced as electrons force their way through the wire A wire in which a current generates ………(53) ……… substantial quantity of heat energy is called a ………(54) ……… In the filament of an incandescent light bulb and in the heating element ………(55) an electric toaster or clothes dryer, heat energy is generated ………(56) ……… electrons are forced through ………(57) ……… resistors If the current is large enough, the heat generated can be used ………(58) ……… welding metals or for smelting in electric furnaces Two or more resistor can be ………(59) ……… in a circuit in series or, more often, in ………(60) ……… E TRANSLATION Translate the following passage into Vietnamese (10marks) Conduction of electrons explains the relation between electricity and heat When the electric field in a circuit acts on an electron, the field imparts to the electron kinetic energy When the electron strikes an atom, it transfers most of the energy to the atom The atom then vibrates faster Faster vibration means more heat, since heat is energy of motion In turn, heat in metals reduces conductivity, or increases resistance, slightly More vibration makes atoms “get in the way” of the electrons more often The electrons the must spend extra time on deflected courses instead of going straight ahead This cuts down current slightly In modern theory, the atoms scatter the electron waves carried by the electrons Heat can also generate electricity by acting upon the joined ends of two different kinds of metal The unheated ends must also be joined in order to complete a circuit Voltage can be increased by joining several junctions is series to make a thermopile A pile made of antimony and bismuth, for example, with unheated ends kept at a constant temperature, can be used to detect temperature changes of a hundred-millionth of a degree Thermopiles are also used to measure high temperatures Ngày 14.07.2004 Gv đề Trần Hưng Việt Appendix 96 Appendix 97 Appendix 98