(Luận văn) an evaluation of the textbook “advanced business interpretation translation” for the fourth year students of english at a university in ho chi minh city

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Hồ Như Minh Nghi lu an n va p ie gh tn to AN EVALUATION OF THE TEXTBOOK “ADVANCED BUSINESS INTERPRETATION & TRANSLATION” FOR THE FOURTH YEAR STUDENTS OF ENGLISH AT A UNIVERSITY IN HO CHI MINH CITY d oa nl w u nf va an lu ll MA THESIS IN ENGLISH LANGUAGE oi m z at nh z m co l gm @ an Lu HO CHI MINH CITY, 2021 n va ac th si VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Hồ Như Minh Nghi lu an n va p ie gh tn to AN EVALUATION OF THE TEXTBOOK “ADVANCED BUSINESS INTERPRETATION & TRANSLATION” FOR THE FOURTH YEAR STUDENTS OF ENGLISH AT A UNIVERSITY IN HO CHI MINH CITY d oa nl w ll u nf va an lu oi m z at nh Field: English Language Code: 8.22.02.01 Supervisor: Phạm Lan Anh, Ph.D z m co l gm @ an Lu HO CHI MINH CITY, 2021 n va ac th si DECLARATION BY AUTHOR I, the undersigned, hereby certify that the thesis entitled “An evaluation of the textbook Advanced Business Interpretation & Translation for the fourthyear students of English at a university in Ho Chi Minh City” is the result of my own research for the Degree of Master of Arts in English Language The substance of the thesis has not, wholly or in part, been submitted for any other degree to any other universities or institutions lu Except where reference has been made in the text, this thesis contains no an material previously published or written by another person va n The study reported in this thesis was approved by the Graduate Academy ie gh tn to of Social Sciences p Author’s Signature d oa nl w an lu Hồ Như Minh Nghi ll u nf va Approved by SUPERVISOR oi m z at nh z gm @ Phạm Lan Anh, Ph.D Date:…………………… m co l an Lu n va ac th ii si ACKNOWLEDGEMENTS In order to complete the thesis “An evaluation of the textbook Advanced Business Interpretation & Translation for the fourth-year students of English at a university in Ho Chi Minh City”, the author has been supported by many people Through this opportunity, I would like to express my gratitude to these people for helping me finish this thesis First of all, I would like to express my genuine appreciation to Ms Phạm lu Lan Anh, Ph.D, my supervisor, for her considerate guidance and her passionate an inspiration as well as her thorough explanation on my research paper va n Secondly, I would like to thank Mr Nguyễn Đức Châu, my teacher at gh tn to HUFLIT University - Department of Foreign Language for supporting me p ie during my research Thirdly, I am very thankful for all the participants of this study, who have oa nl w cooperatively taken part in taking questionnaires as well as contributed their opinions on the textbook and the course d an lu In addition, I would like to thank all of the lecturers who gave me u nf va interesting lessons, dedication and advice during my study at Graduate Academy of Social Sciences ll oi m Last but not least, I must express my appreciation to my superior at my z at nh workplace who has encouraged me to continue my learning path and has always believed in my ability to complete this thesis and to have a brighter future z m co l gm @ an Lu n va ac th iii si TABLE OF CONTENTS DECLARATION BY AUTHOR ii ACKNOWLEDGEMENTS iii ABSTRACT iv LIST OF TABLES v LIST OF CHARTS vi TABLE OF ABBREVIATIONS vii Chapter INTRODUCTION lu an 1.1 Rationale va 1.2 Aims of the study n 1.3 Research questions gh tn to 1.4 Scope of the study .3 p ie 1.5 Significance of the study .4 1.6 Research methods nl w 1.7 Structure of the study d oa Chapter LITERATURE REVIEW an lu 2.1 The role of textbooks in ELT classroom .6 2.1.1 Definition of textbook va u nf 2.1.2 The role of textbooks in ELT ll 2.2 Materials evaluation 10 m oi 2.2.1 Definition of materials evaluation 10 z at nh 2.2.2 Reasons for materials evaluation 11 2.2.3 Types of materials evaluation 12 z gm @ 2.2.4 Approaches and Criteria for materials evaluation 14 2.2.5 Popular models of materials evaluation 17 l m co 2.3 Previous studies on ELT textbook evaluation 21 2.4 Review of the textbook “Advanced Business Interpretation & Translation” 25 an Lu 2.4.1 Review of the textbook 25 n va ac th si 2.4.2 Overview of students' needs 27 2.5 Summary of Chapter .27 Chapter METHODOLOGY 29 3.1 Research question 29 3.2 Research participants 29 3.3 Research method .29 3.4 Data collection instruments .31 3.4.1 Document analyses .32 3.4.2 Questionnaires 33 lu an 3.5 Summary of Chapter 35 n va Chapter FINDINGS AND DISCUSSION 36 4.1.1 The suitability of the textbook to the aims of the course .36 gh tn to 4.1 Data analysis .36 ie 4.1.2 The suitability of the textbook to the course contents 46 p 4.1.3 Students’ recommendations 58 nl w 4.2 Summary of findings and discussion 60 d oa 4.2.1 General conclusion 60 an lu 4.2.2 Strengths and weaknesses of the textbook .61 va 4.3 Summary of Chapter 63 u nf Chapter RECOMMENDATIONS AND CONCLUSION 64 ll 5.1 Recapitulation 64 m oi 5.2 Concluding remarks 65 z at nh 5.3 Implications .66 5.4 Limitations and suggestions for further studies 68 z gm @ REFERENCES 69 APPENDIX 1: Questionnaires by David Litz (2005) I l m co APPENDIX 2: Questionnaires by David Litz (2005) - Vietnamese version II APPENDIX 3: The questionnaire for students .III an Lu APPENDIX 4: The questionnaire for students - Vietnamese version IV n va ac th si ABSTRACT The aim of the study is to evaluate the textbook Advanced Business Interpretation & Translation currently being used by the th year students and teachers of Department of Foreign Language - Interpretation and Translation major at HUFLIT to investigate whether this textbook suitably meets the requirements of the curriculum in terms of aims and contents In order to achieve enough data for the study, selected 20 of 4th year students of the lu Department of Foreign Language - Translation and Interpretation were given an questionnaires The researcher also used document analysis to conduct the va n evaluation of the content of Advanced Business Interpretation and Translation gh tn to and the subject content in the university’s curriculum plan The result of the survey showed that the textbook Advanced Business Interpretation and ie p Translation has highly met the course’s requirements in terms of aims On the nl w other hand, the students had some feedback on the textbook’s content’s lack of d oa excitement or shortage of complicated terms and structures However, in ll u nf va English level an lu general, most of the students stated that the textbook is suitable with their oi m z at nh z m co l gm @ an Lu n va ac th iv si LIST OF TABLES Table 4.1: Output standard of English - Vietnamese Professional Translation 38 Table 4.2 Output standard of English - Vietnamese Professional Interpretation 39 Table 4.3 4th year English major students’ opinion on the aims of the textbook Advanced Business Interpretation & Translation 43 Table 4.4 Plans and curriculum of Business Interpretation 45 lu Table 4.5 Plans and curriculum of Business Translation 48 an Table 4.6 Units of lesson in the textbook 51 n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th v si LIST OF CHARTS Chart 4.1 Students’ opinions on proficient vocabulary and special terms for each field 41 Chart 4.2 Students’ opinions on their translation skill improvement after the course 42 Chart 4.3 Students’ opinions on their interpretation skill improvement after the course 42 Chart 4.4 Students’ opinions on the skills 52 lu Chart 4.5 Students’ opinions on the language type of the textbook 54 an Chart 4.6 Students’ opinions on the Subject and Content of the textbook 56 n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th vi si TABLE OF ABBREVIATIONS ELT English Language Teaching Ho Chi Minh City University of Foreign Languages - Information Technology English as a Second Language English as a Foreign Language Course Learning Output HUFLIT ESL EFL CLO lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th vii si accents which are difficult to hear Secondly, in terms of content of the material, most of the students confirmed that the textbook provides an appropriate balance of language skills from basic main skills to other sub-skills such as sentence analyzing skill, note-taking skill, listening skill, flexible using authentic terms in translation, etc They also said that the language of the textbook was appropriate to their English level Nevertheless, few students still found it too advanced in comparison with their English ability It also offered students various text types including articles, emails, contracts, news, legal lu documents, etc., but they are not intriguing enough to motivate students to an learn From all of these findings, this study was able to answer the research va n questions: “To what extent are the contents of the textbook Advanced Business gh tn to Interpretation & Translation suitable for senior students with different level of p ie English and their major knowledge?”; “To what extent the aims of textbook Advanced Business Interpretation & Translation meet the requirements of the nl w curriculum?” It can be easily seen that the textbook Advanced Business d oa Interpretation and Translation has highly met the course’s requirements in an lu terms of aims Moreover, although there were some complaints about the u nf va textbook’s content’s lack of excitement or shortage of complicated terms and structures, most of the students stated that the textbook in general is suitable ll oi z at nh 5.2 Concluding remarks m with their English level z This research paper was conducted to answer the research questions: @ l gm “To what extent are the contents of the textbook Advanced Business Interpretation & Translation suitable for senior students with different level of m co English and their major knowledge?”; “To what extent the aims of textbook an Lu n va ac th 65 si Advanced Business Interpretation & Translation meet the requirements of the curriculum?” The researcher has evaluated the textbook Advanced Business Interpretation & Translation using research methods: document analysis and questionnaires Through document analysis method, the researcher evaluated the textbook based on the model of Hutchinson and Waters (1987) including subjective and objective analysis For the questionnaires, the researcher invited 20 of 4th year students of English to take part in the survey lu After all of the evaluation and survey, the researcher was able to confirm an that the textbook has completely met the course’s demand on aims and content va n The textbook provides students with a variety of business topics, a sufficient gh tn to source of business vocabulary, lots of practical samples of translated written ie forms and intonation practice according to the course’s requirements to help p improve students’ translation skill in both oral and written forms as well as oa nl w improve their other soft skills Furthermore, the content of the textbook was considered appropriate to their English level in terms of language, skills of d an lu translation and interpretation u nf va On the other hand, there are also some drawbacks about the textbook Some students said that few complicated new words are not mentioned in the ll oi m list of vocabulary in the textbook Some lessons have difficult accents which z at nh make it hard for students to note down the main idea during interpretation Some topics are not intriguing enough for students to actively take part in the z gm @ class practice m co l 5.3 Implications According to the data analysis results of the textbook Advanced Business an Lu Interpretation and Translation, the textbook has met the curriculum’s n va ac th 66 si requirements Moreover, the content of the textbook is also considered suitable with student’s knowledge However, in order to improve the quality and the use of the textbook in teaching and learning, the researcher has some implications for teachers and 4th year students of English at HUFLIT as follows: Firstly, there are some complaints that there is too little time to practice many skills at a time or the textbook only focuses on some skills that other skills are ignored To fix this problem, teachers should arrange the lessons logically so that each unit can focus on at least different skills For example, lu when learning unit of translation, students will learn how to analyze complex an sentences, skim the text for the main ideas, rewrite the sentence in target va n language and read aloud for the whole class to share their work Teachers can gh tn to save some time to fix the students’ pronunciation and intonation On the other p ie hand, when learning unit of interpretation, students can practice their listening skill, note-taking skill, and try to translate orally as naturally as they speak, not oa nl w reading their translation Teachers can have students sit in pairs and take turns to practice translating a whole speech sentence by sentence, and after that, have d va an lu the whole class listen to one group to recommend some better translation u nf Secondly, the textbook is said to be too advanced and contains lots of ll difficult vocabulary In this case, teachers should have students prepare the m oi lessons before the class, so they can look up the unknown words or terms Each z at nh book is provided with a DVD/CD, so students can totally learn at home before z school if they want to improve themselves faster @ l gm Finally, some units are considered monotonous It is not compulsory to teach all the lessons within the textbook Teachers could use other m co supplementary materials relating to all kinds of fields in daily life However, an Lu teachers have to assure that the knowledge is equivalent to the lessons within n va ac th 67 si the book Teachers can choose to teach the main lesson first and finish it fast by having students prepared at home, so in the remaining time, teachers can have the students translate other kinds of texts or conversations, for example, a song, a fashion article, a short clip from a famous movie, etc 5.4 Limitations and suggestions for further studies Doing this research paper, the researcher cannot avoid the limitation due to lack of time and ability Although the researcher assured that all the lu questionnaires have been done honestly and seriously, this study was limited to an only 20 students, so the results were not very subjective For that reason, further va n research about Interpretation and Translation textbook evaluation can be done gh tn to more precisely with a larger number of participants Another limitation about this study was the research methods There were only research methods which ie p are document analysis and questionnaire because there was too little time to nl w conduct the study The study would be more trustworthy if there were d oa interviews with teachers Some professional teachers might propose better an lu recommendations For that reason, it would be better if the future researchers u nf va of the same study can conduct survey on both students and teachers The last limitation is that the textbook is evaluated only in terms of aims and content ll oi m Although aims and content are the main factors to evaluate a textbook, other z at nh aspects should be considered for further research and for more reliable findings such as time allocation, activities, methodology of the material Hopefully, this z study provides a strong foundation for future researchers of the same subject to @ m co l gm help improve the major of Translation and Interpretation an Lu n va ac th 68 si REFERENCES Foreign authors Allison, D (1999) Language Testing and Evaluation: An Introductory Course Singapore: Singapore University Press Awasthi, R J (2006) Textbook and its evaluation Journal of NELTA 11(1-2): 1-10 Byrd, P (2001) Textbooks: Evaluation for selection and analysis for lu implementation In M Celce-Murcia (Ed.), Teaching English as a second or an n va foreign language (3rd ed.), 415-427 Boston, US: Heinle & Heinle tn to Cunningsworth, A (1995) Choosing your Textbook London, UK: Dudley-Evans, T., & St John, M (1998) Developments in English for p ie gh Longman nl w Specific Purposes A Multi-Disciplinary Approach Cambridge, UK: d oa Cambridge University Press an lu Ellis, R (1997) Second language acquisition research and language u nf va teaching Oxford, UK: Oxford University Press ll Gelfman, E., A Podstrigich, and R Losinskaya (2004) On the problem m oi of typology and functions of school texts, Discussion Group 14, Focus on the z at nh Development and Research of Mathematics Textbooks ICME X, Copenhagen, Denmark, July z @ Grant, N (1987) Making the most of your textbook London, UK: gm m co l Longman Inc Harmer, J (1991/2001) The practice of English Language Teaching an Lu Harlow, Essex: Longman n va ac th 69 si Hashemi, S., & Borhani, A., (2015) Textbook Evaluation: An Investigation into “American English File” Series IJSELL 3(5), 47-55 Horsley, K and M Laws (1992) Education equality? Textbooks in New South Wales government and non-government secondary schools Curriculum perspectives, 12 (3), 7-17 Hutchinson, T., & Waters, A (1987) English for Specific Purposes A learning-centred approach Cambridge, UK: Cambridge University Press Hutchinson, T & Torres, E (1994) The textbook as agent of change lu an ELT Journal, 48(4), 315–328 va n Hycroft (1998) An introduction to English Language Teaching Littlejohn, A (1998) The analysis of language teaching materials: Inside p ie gh tn to Longman w the Trojan horse In B Tomlinson (Ed.), Materials development in Language oa nl teaching, 190-216 Cambridge, UK: Cambridge University Press d Litz, D R A (2005) Textbook Evaluation and ELT Management: A Case Study Asian EFL Journal Retrieved from va an Korean lu South ll u nf http://www.asian-efljournal.com/Litz_thesis.pdf oi m Mackey, A., & Gass, S (2005) Second language research: Methodology z at nh and design Mahwah, NJ: Lawrence Erlbaum McDonough, J., & Shaw, C (2003) Materials and Methods in ELT z gm @ Oxford, UK: Blackwell l McGrath, I (2002) Materials Evaluation and Design for Language m co Teaching Edinburgh, UK: Edinburgh University Press an Lu Mikk, J., (2000), Textbook: Research and Writing Oxford: Lang n va ac th 70 si Mukundan, J (2009) ESL textbook evaluation A composite framework Köln, Germany: Lambert Academic Publishing Nunan, D (1992) Learner-Centered curriculum The UK: Cambridge University Press O’Neill, R (1982) Why use textbooks? ELT Journal, 36/2, 104–111 Richards, J C (2001) Approaches and Methods in Language Teaching The UK: Cambridge University Press lu Robinson, P C (1991) ESP Today: A Practitioner’s Guide Hemel an Hempstead: Phoenix n va tn to Sewall, G T (1992) Textbook organisation and writing: today and tomorrow In J G Herlihy (Ed.), The Textbook Controversy: Issues, Aspects gh p ie and Perspectives New Jersey: Ablex Publishing Corporation, 27-32 Sheldon, L E (1988) Evaluating ELT textbooks and materials ELT nl w d oa Journal, 42 (4), 237-246 an lu Tomlinson, B (1998) Materials Development in Language Teaching u nf va Cambridge, UK: Cambridge University Press Tomlinson, B (2003) Developing Materials for Language Teaching ll oi m London, UK: Continuum z at nh Ur, P (1996) A course in language teaching: Practice and theory Cambridge, UK: Cambridge University Press z @ m co l education Issues in Science and Technology gm Valverde, G and W Schmidt (1998) Refocusing U.S math and science Vasiljevic, Z (2011) ‘The Predictive Evaluation of Language Learning an Lu Tasks’ English language teaching Vol 4, No 1; March 2011 n va ac th 71 si Vietnamese authors Nguyễn Đức Châu (2017) Advanced Business Interpretation & Translation Thành phố Hồ Chí Minh: Nxb Thanh niên Phạm Vũ Hổ (2017) Evaluation of the course-book “Steps to conduct your research” designed and employed at the Faculty of Foreign Languages of Ho Chi Minh City Open University Journal of Science Ho Chi Minh City Open University, 1(9), 39-53 Đỗ Thanh Loan (2016) An evaluation of the textbook "Mechanical lu an Engineering" used for the third-year students of Engineering at Hanoi va n University of Industry Hanoi, Vietnam, Hanoi University MA: 82 to gh tn Đào Thị Sang (2014) An evaluation of the textbook New English File p ie Pre-intermediate for the first- year non-English majored students at University of Social Sciences and Humanities suggestions for book use and adaptation, d oa nl w 11(229), 24–28 ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th 72 si Appendix 1: Questionnaires for materials evaluation by David Litz (2005) STUDENT TEXTBOOK EVALUATION FORM ***PLEASE NOTE: A/ =HIGHLY DISAGREE 10 = HIGHLY AGREE Skills: The materials include and focus on the skills that I need to practice 2 10 10 The materials provide an appropriate balance of the four language skills 3 The textbook pays attention to sub-skills - i.e listening, note-taking, skimming for information, etc lu an B/ Language Type: The language used in the textbook is authentic - i.e like real-life English va 5 n 10 10 10 10 10 10 10 The progression of grammar points and vocabulary items is appropriate tn to The language used is at the right level for my current English ability 1 gh p nl oa d lu va an 10 ll u nf 10 10 10 10 oi m The subject and content of the materials is interesting, challenging and motivating z at nh There is sufficient variety in the subject and content of the textbook 14 The subject and content of the textbook is generally realistic 13 The subject and content of the textbook is relevant to my needs as an English language learner 12 Subject and Content: 11 w 10 The language represents a diverse range of registers and accents C/ The language functions exemplify English that I will be likely to use in the future The grammar points were presented with brief and easy examples and explanations ie 7 The materials are not culturally biased and they not portray any negative stereotypes m co l gm @ z an Lu n va ac th I si Appendix 2: Questionnaires for materials evaluation by David Litz (2005) - Vietnamese version Bảng câu hỏi để đánh giá tài liệu David Litz (2005) MẪU ĐÁNH GIÁ TEXTBOOK CỦA SINH VIÊN ***LƯU Ý: = Hồn tồn khơng đồng ý 10 = Hoàn toàn đồng ý A/ Kỹ năng: Tài liệu bao gồm tập trung vào kỹ mà cần rèn luyện 10 10 lu an Tài liệu cung cấp bốn kỹ ngôn ngữ cách cân đối va n tn to Tài liệu ý đến kỹ phụ nghe, viết ghi chú, đọc lướt lấy thông tin chính, v.v gh 10 10 p ie w B/ Loại ngôn ngữ: oa nl Ngôn ngữ sử dụng tài liệu giống tiếng Anh đời thực d an lu 10 10 ll u nf va Ngơn ngữ sử dụng trình độ phù hợp với khả tiếng Anh m oi Việc tăng dần điểm ngữ pháp từ vựng phù hợp z at nh z Các điểm ngữ pháp trình bày với ví dụ giải thích ngắn gọn, dễ hiểu 10 l gm @ Các chức ngôn ngữ thể tiếng Anh mà tơi sử dụng tương lai m co 10 an Lu Ngôn ngữ dùng tài liệu có nhiều ngữ điệu quãng âm n va ac th II si 10 C/ Chủ đề Nội dung: 10 Chủ đề nội dung tài liệu phù hợp với nhu cầu với tư cách người học tiếng Anh 10 10 11 Chủ đề nội dung tài liệu nói chung thực tế lu an va n 12 Chủ đề nội dung tài liệu thú vị, đầy thử thách có tính thúc đẩy 9 10 gh tn to p ie 13 Chủ đề nội dung tài liệu đa dạng 10 oa nl w 14 Tài liệu không thiên vị văn hóa khơng mơ tả định kiến tiêu cực d 10 ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th III si Appendix 3: The questionnaire for students Textbook “Advanced Business Interpretation & Translation 4” Evaluation Form The purpose of this questionnaire is to collect your opinions on the textbook “Advanced Business Interpretation & Translation 4’’ that you have learned Your opinions and recommendations for the following questions is indispensable to my research Thank you for your cooperation! To respond to this questionnaire, please check (✔) in the appropriate choice as follows: 1(strongly disagree) 2(disagree) 3(undecided) 4(agree) 5(strongly agree) Statements Choice No lu an I Aims of the material va The material provides students with necessary vocabulary, special n terms suitable with each field to The material helps improve students’ translation skill in both oral and tn written forms p ie gh The material helps improve students’ interpretation skill with proper pronunciation, intonation and fluency d oa nl w Other comments: Content of the material A Skills va an lu II The material includes and focuses on the translation and interpretation u nf skills: sentence analyzing skill, note-taking skill, listening skill, flexible ll using authentic terms in translation oi m Other comments: z at nh An adequate vocabulary list or glossary is included l gm Language and text type @ z B Text types are various including articles, emails, contracts, news, legal m co documents, etc an Lu n va ac th IV si Other comments: C Subject and content The subject and content is relevant to students’ needs The subject and content of the material is contextualized as in Vietnam Other comments: lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th V si Appendix 4: The questionnaire for students - Vietnamese version Bảng câu hỏi dành cho sinh viên Đánh giá tài liệu “Phiên dịch & Biên dịch Kinh doanh Nâng cao 4” Mục đích bảng câu hỏi thu thập ý kiến bạn tài liệu “Phiên dịch & Biên dịch Kinh doanh Nâng cao 4” mà bạn học Ý kiến đề xuất bạn cho câu hỏi sau thiếu nghiên cứu Cảm ơn bạn hợp tác! Để trả lời bảng câu hỏi này, vui lịng đánh dấu (✔) vào lựa chọn thích hợp sau: (hồn tồn khơng đồng ý) (khơng đồng ý) (bình thường) (đồng ý) (hoàn toàn đồng ý) lu Câu trả lời an STT Lựa chọn va n gh tn to Mục đích tài liệu I p ie Tài liệu giúp cải thiện kỹ dịch sinh viên dạng nói viết Tài liệu giúp cải thiện kỹ diễn giải học sinh với cách phát âm chuẩn, có ngữ điệu trôi chảy d oa nl w Tài liệu cung cấp cho sinh viên vốn từ vựng cần thiết, thuật ngữ đặc biệt phù hợp với lĩnh vực ll u nf va an lu Ý kiến khác: z at nh Kỹ oi Nội dung tài liệu A m II z Tài liệu bao gồm tập trung vào kỹ biên dịch phiên dịch: kỹ phân tích câu, kỹ ghi chú, kỹ nghe, sử dụng linh hoạt thuật ngữ xác thực dịch gm @ m co B l Ý kiến khác: Ngôn ngữ kiểu văn an Lu n va ac th VI si Một danh sách từ vựng bảng giải thích hợp Các loại văn đa dạng bao gồm báo, email, hợp đồng, tin tức, văn pháp lý, v.v Ý kiến khác: Chủ đề nội dung C Chủ đề nội dung phù hợp với nhu cầu học sinh Chủ đề nội dung tài liệu biên soạn theo ngữ cảnh Việt Nam lu an n va Ý kiến khác: p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th VII si