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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE PHUONG THAO AN INVESTIGATION INTO ESP NEEDS OF STUDENTS OF AUTOMOBILE AT QUY NHON VOCATIONAL TRAINING COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Language HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE PHUONG THAO AN INVESTIGATION INTO ESP NEEDS OF STUDENTS OF AUTOMOBILE AT QUY NHON VOCATIONAL TRAINING COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof TRUONG VIEN, Ph.D HUE, 2015 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - LE PHUONG THAO ĐIỀU TRA VỀ NHU CẦU HỌC TIẾNG ANH CHUYÊN NGÀNH CỦA SINH VIÊN NGÀNH Ô TÔ TẠI TRƯỜNG CAO ĐẲNG NGHỀ QUY NHƠN LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HOC: PGS.TS TRƯƠNG VIÊN HUẾ, 2015 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 8/11/2015 Signature i ABSTRACT As English has become the accepted international language of technology and commerce, a new generation of learners who knew specially why they were learning a language was created This study is intended to deal with one of the problems in teaching English for students of Automobile at QuyNhon Vocational Training College (QVTC) That’s the shortage of an appropriate ESP syllabus for the students of Automobile when they take the ESP course In fact, the teachers and the students at QVTC have not had a real ESP syllabus so far In order to meet the students’ needs for English for Automobile, this study aims at investigating into ESP needs of students of Automobile in order to design an appropriate syllabus for the students of the Faculty of Automobile at QVTC First this thesis begins with the introduction discusses the rationale, the problems about the current situation of teaching and learning English for Specific Purposes at this college as well as expectation of students of faculty of Automobile Second, it deals with the overview of ESP, the development of ESP in the world and in Vietnam as well, following is the overview of course design and syllabus design with different approaches to course design, needs analysis Moreover, it includes methods and procedures which presents research methods with the subjects and procedures of the study in which questionnaires and interviews are used as the instruments to collect data about the needs The subjects for the study included 15 English teachers who are teaching ESP, 15 content teachers of faculty of Automobile and 150 students of classes of the Faculty of Automobile at QVTC This part presents the analysis of the survey questionnaires and interviews and the statistic results of the target needs and the learning needs as well It also proposes an ESP syllabus for the second- year students at Faculty of Automobile at QVTC basing on the results of target needs and learning needs identified It is hoped that this thesis will make some contribution to the teaching and learning ESP at QVTC ii ACKNOWLEDGEMENTS Above all, I wish to express my deep gratitude to my supervisor, Assoc Pro.Truong Vien, Ph.D, who gave me valuable suggestions, insightful discussion and immeasurable support and encouragements in the development and completion of this study My special thanks go to all the English teachers from Foreign Language Department, the content teachers from the Department of Automobile as well as the second year students of Automobile at Quy Nhon Vocational Traning College for completing the questionnaires, which contributes an essential part to the achievement of the research Besides, I am deeply grateful to all my teachers for their useful comments and enthusiastic help for two years in the MA TESOL programme Lastly, I am very much indebted to my family, my husband and friends for their encouragement and assistance during the time I conducted the study iii LIST OF ABBREVIATIONS EBE English for Business and Economics EFL English as a Foreign Language ESL English as a second Language EAP English for Academic Purposes EOP English for Occupational Purposes EST English for Science and Technology ESS English for the Social Science ESP English for Specific Purposes ELT English Language Teaching EVP English for Vocational Purposes GE General English QVTC Quy Nhon Vocational Training College iv LIST OF FIGURES AND CHARTS Page Figure 2.1:Types of ESP 10 Figure 2.3: A language - centered approach to course design 22 Figure 2.4: A skills-centered approach to course design 23 Figure 2.5: Learning- centered approach to course design 24 Chart 4.1: Teachers and students’s opinions about language elements 40 v LISTS OF TABLES Page Table 3.1: Clustering the questionnaires for teachers and students 29 Table 4.1: The reliability of the questionnaires 32 Table 4.2: The mean score of cluster for teachers 33 Table 4.3: The mean score of cluster for students 33 Table 4.4: One sample T- Test for cluster (teachers) 33 Table 4.5: One sample T- Test for cluster (students) 34 Table 4.6: Mean score of the statements in the cluster from teachers 34 Table 4.7: Mean score of the statements in the cluster from students 36 Table 4.8: The mean score of cluster for teachers 38 Table 4.9: The mean score of cluster for students 38 Table 4.10: One sample T- Test for cluster (teachers) 39 Table 4.11: One sample T- Test for cluster (students) 39 Table 4.12:The mean score of the statements in the cluster (Teachers ) 40 Table 4.13: The mean score of the statements in the cluster (students ) 40 Table 4.14: The mean score of cluster for teachers 42 Table 4.15: The mean score of cluster for students 42 Table 4.16: One sample T- Test for cluster (teachers) 42 Table 4.17: One sample T- Test for cluster (students) 42 Table 4.18: The mean score of the statements in the cluster (Teachers) 43 Table 4.19: The mean score of the statements in the cluster (Students) 43 Table 4.20: The mean score of cluster for teachers 45 Table 21: The mean score of cluster for teachers 45 Table 4.22: One sample T- Test for cluster 4(teachers) 45 Table 4.23: One sample T- Test for cluster 4(students) 46 Table 4.24: The mean score of the statements in the cluster (Teachers) 46 Table 4.25: The mean score of the statements in the cluster (Students) 47 vi LIST OF APPENDICES Appendix 1: Questionnaire A ( for Students) Appendix 2: Questionnaire B ( for Teachers) Appendix 3: Interview Questions ( For English Teacher) Appendix 4: Interview Questions ( For Employers) Appendix 5: Designing syllabus of Automobile Appendix 6: Raw Calculation 1( Questionnaire for Teachers) Appendix 7: Raw Calculation 2( Questionnaire for Students) Appendix 8: Scientific Paper vii Units Topics Objectives Structures/ Grammar Lexis Tasks Skills listen to specific information in the descriptions of engine - develop the ability to write the reports -provide general vocabulary of engine construction - develop group discussion and presentation skills about Engine the engine construction Construction - develop the ability to comprehend main ideas - Relative clauses with relative pronouns: that -Specialized technical words (text-based): crankshaft, engine block, cylinder, connecting rod, framework, sleeve, sprocket, carburetor etc - Compound nouns in the text - develop the ability to listen to specific information in the descriptions of different car parts 90 Task 1: List the main parts used for combining an automobile engine Task 2: Matching factors with definitions Task 3: Listen and spot the description of an engine block Task 4: Reading the technical articles about the cylinder and the piston , note the key points in the task sheet provided and complete the table Task 5: Write a description about crankshaft Task 6: Discuss the questions Speaking: -Participating in discussions Listening: - Listening to the descriptions Reading: -Reading technical articles Writing: describing a product Units Topics Objectives Structures/ Grammar Lexis Tasks Skills Test Emission Control Systems - build vocabulary of Emission Control Systems - develop group discussion and presentation skills about Emission Control Systems - develop the ability to - Reduced adverb clause -Technical words (text-based): emission, sulfur, evaporative, charcoal, carbon monoxide, nitrogen oxide, combustion process, etc - Pronunciation comprehend texts related to Emission Control Systems - develop the ability to listen to specific information in the descriptions of Emission Control Systems 91 Task 1: List he places that the automobile can give off pollutants Task 2: Complete the sentences Task 3: Listen to mini- presentation about the descriptions of Emission Control Systems and identify the purpose of the presentation and its main ideas Task 4: Read the text about Emission Control Systems and match the main ideas to paragraph Task 5: Write a description of Emission Control Systems Task 6: Discuss in groups to describe of Emission Control Systems Speaking: -Describing the process Listening: - Listening to identify key information: Reading: -Reading textbooks Writing: describing a process Units Topics Objectives - understand vocabulary of the main factors in car design - develop group discussion and presentation skills about the characteristics of car design - develop the ability to Car design Structures/ Grammar Lexis Tasks -Technical words Adverbs of sequence (text-based): drag coefficient, sleek, striking, Shape -Pronunciation: sentences stress Task 1: List the main factors in car design Task 2: Match the descriptions to three of the cars Task3: Listen to the presentation by a car designer and put the six extracts in the correct order Task 4: Read the report about process of designing car and notes the key points in the task sheet provided comprehend texts related Skills Speaking: - Giving spoken presentations Listening: -Listening to identify key information - Reading: -Reading technical articles Writing: describing process to car design Task 5: Write a description s teps of - develop the ability to designing car listen to specific Task 6: Discuss the questions information in the descriptions of process of designing car - develop the ability to write the process Types of Automobile - understand vocabulary of types of Automobile - develop group discussion and -Revision of Passive - Connectors -Technical words (text-based): components, transmission, 92 Task 1: List the main advantages in the Automobile industry Task 2: Matching factors with definitions Task 3: Listen and spot the general three main classifications of the types of Speaking: - Participating in discussions Listening: - Listening to instructions Units Topics Objectives presentation skills about types of Automobile - develop the ability to comprehend texts related to Automobile - develop the ability to Structures/ Grammar Lexis suspension, cabin, scooter, accumulator, etc - Pronunciation: sentences stress Tasks Skills automobiles Task 4: Read the text and complete the table with detail about the classifications of the types of automobiles with different purposes Task 5:Write a summary about engine, chassis and body Task 6: Discuss the questions Reading: Reading technical articles Writing: Writing short paragraphs Task 1: List the basic components of Automobile Task 2: Match the expressions with the definitions Task 3: Listen to the report about the basis components of automobile and identify which of the problems have been chosen Task 4: Read the text and complete the table with detail about the basic components of Automobile Task 5: Write a report comparing and contrasting about the types of well- known cars Speaking: - Describing the components listen to specific information - develop the ability to write the short paragraph Test 10 The basic components of Automobile - understand vocabulary of the basic components of Automobile - develop group discussion and presentation skills about the basic components of Automobile - develop the ability to comprehend texts related to the basic components of Automobile -Technical words (text-based): skidding, scuffing, brake, recirculation, - Sentences pattern: consist of/ is composed of radiator etc / combine/ - Pronunciation convert…into (to) 93 Listening: - Listening to identify key information Reading: - Reading technical articles Writing: writing reports Units Topics Objectives Structures/ Grammar Lexis Tasks Skills Task 6: Role play: describe about the basic components of Automobile - develop the ability to listen to specific information in the descriptions of engine - develop the ability to write the reports 11 Automobile transmission - understand vocabulary of Automobile transmission - develop group discussion and presentation skills about Automobile transmission - develop the ability to comprehend texts related to Automobile transmission - develop the ability to Conditional sentence with If- clause -Technical words (text-based): accelerate, strain, installation, retainer, etc - Pronunciation Task 1: List the main advantages of the Automobile transmission Task 2: Matching factors with definitions Task 3: Listen and spot the descriptions of Automobile transmission Task 4: Read the articles about the descriptions about Automobile transmission and decide True- False- Not given Task 5: Write a summary about main advantages in the Automobile transmission Task 6: Discuss the questions listen to specific information - develop the ability to write the short paragraph 94 Speaking: - Participating in discussions Listening: - Listening to the descriptions Reading: - Reading technical manuals Writing: Writing short paragraphs Units 12 Topics Connecting Rods and Crankshaft Objectives - understand vocabulary of the Connecting Rods and Crankshaft - develop group discussion and presentation skills about Connecting Rods and Crankshaft - develop the ability to comprehend texts related to Connecting Rods and Crankshaft - develop the ability to Structures/ Grammar Purposes clauses Lexis Tasks -Technical words (text-based): bronze, torque, setscrew, dowel , crank webs Task 1: List the main advantages of the Connecting Rods and Crankshaft Task 2: Match the expressions with the definitions Task 3: Listen and spot the description of the Connecting Rods and Crankshaft Task 4: Read the text and fill the diagram with detail about the Connecting Rods and Crankshaft Task 5: Write a summary about characteristics of Connecting Rods and Crankshaft Task 6: Role play: describe about the characteristics of Connecting Rods and Crankshaft Speaking: - Asking questions and responding to questions Task 1: List several ways that the engines can be classified Speaking: etc - Pronunciation listen to specific Skills - Listening: -Listening to the descriptions - Reading: -Reading instructions Writing: Writing short paragraphs information in the descriptions of Connecting Rods and Crankshaft - develop the ability to write the process Test 13 Engine - understand vocabulary -Technical words 95 Units Topics Objectives Classification of engines - develop group discussion and presentation skills about engines - develop the ability to comprehend texts related to engines - develop the ability to Structures/ Grammar Passive voice of modal verbs Lexis (text-based): operating cycle, motorship, fuel injection,crankpin, piston stroke etc - Pronunciation Tasks Skills Task 2: Matching factors with definitions Task 3: Listen and spot the description of the piston action Task 4: Read the articles about the method of fuel injection and notes the key points in the table provided Task 5: Write description about cylinder arrangement Task 6: Discuss the questions - Participating in discussions Task 1: List the main advantages of the Automobile Brakes Task 2: Matching factors with definitions Task 3: Listen to mini- presentation about the descriptions of Automobile Brakes and identify the purpose of the presentation and its main ideas Task 4: Read the articles about the brake system of the truck and notes the key points in the task sheet provided Task 5: Write a report comparing and contrasting about the two types of wheel Speaking: - Describing products Listening: - Listening to identify key information Reading: - Reading technical articles Writing: Writing short paragraphs listen to specific information - develop the ability to write the short paragraph 14 Automobile Brakes - understand vocabulary of Automobile Brakes - develop group discussion and presentation skills about Automobile Brakes -Technical words Connectors (text-based): back (Moreover , therefore ) plate, leverage, brake band, flange etc - Pronunciation - develop the ability to comprehend texts related to Automobile Brakes - develop the ability to 96 Listening: -Listening to the descriptions Reading: - Reading technical articles Writing: Writing reports Units Topics Objectives Structures/ Grammar Lexis Tasks brakes and drive shaft brakes that the modern automobiles use Task 6: Discuss in groups to describe two types of wheel brakes and drive shaft brake listen to specific information - develop the ability to write the reports 97 Skills APPDENDIX RAW CALCULATION (QUESTIONNAIRE FOR TEACHERS) RELIABILITY ANALYSIS - SCALE (ALPHA) Case Processing Summary N Cases Valid a Excluded Total % 30 100.0 0 30 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 920 42 Item-Total Statistics Scale Mean if Item Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Deleted Deleted Correlation Item Deleted Q1 161.13 294.257 118 921 Q2 162.03 271.620 706 915 Q3 162.10 256.093 787 913 Q4 161.67 271.057 750 914 Q5 161.90 271.541 581 917 Q6 161.37 283.275 541 917 Q7 161.53 274.257 734 915 Q8 162.03 258.654 854 912 Q9 161.07 292.064 258 920 Q10 161.50 291.638 243 920 Q11 161.30 285.390 435 918 Q12 161.40 286.041 361 919 Q13 161.67 278.368 623 916 Q14 161.60 278.455 634 916 Q15 161.67 274.230 634 916 Q16 161.83 266.420 874 913 Q17 161.50 294.259 150 921 Q18 161.03 292.930 197 920 98 Q19 162.17 280.695 461 918 Q20 161.20 295.821 102 921 Q21 161.20 284.993 587 917 Q22 161.33 285.747 460 918 Q23 161.27 285.375 479 918 Q24 161.40 280.179 730 916 Q25 161.63 291.482 322 919 Q26 161.73 289.926 319 919 Q27 161.73 279.030 620 916 Q28 161.60 281.972 644 916 Q29 161.00 282.483 681 916 Q30 161.00 290.759 433 919 Q31 161.13 298.051 000 921 Q32 161.03 290.102 293 920 Q33 160.70 298.217 -.015 922 Q34 160.63 297.826 014 921 Q35 161.27 292.754 189 921 Q36 161.73 288.754 222 921 Q37 161.10 288.369 543 918 Q38 160.87 292.051 341 919 Q39 161.80 299.959 -.081 924 Q40 161.53 290.809 270 920 Q41 161.27 281.237 645 916 Q42 161.37 292.861 226 920 Scale Statistics Mean 165.37 Variance Std Deviation 298.240 N of Items 17.270 42 Descriptives Descriptive Statistics N Minimum Maximum Mean Std Deviation Q1 30 4.23 817 Q2 30 3.33 1.093 Q3 30 3.27 1.574 Q4 30 3.70 1.055 Q5 30 3.47 1.306 Q6 30 4.00 788 Q7 30 3.83 950 Q8 30 3.33 1.373 99 Q9 30 4.30 651 Q10 30 3.87 730 Q11 30 4.07 828 Q12 30 3.97 928 Q13 30 3.70 915 Q14 30 3.77 898 Q15 30 3.70 1.088 Q16 30 3.53 1.074 Q17 30 3.87 681 Q18 30 4.33 711 Q19 30 3.20 1.064 Q20 30 4.17 592 Q21 30 4.17 648 Q22 30 4.03 765 Q23 30 4.10 759 Q24 30 3.97 718 Q25 30 3.73 583 Q26 30 3.63 718 Q27 30 3.63 890 Q28 30 3.77 728 Q29 30 4.37 669 Q30 30 4.37 490 Q31 30 4.23 430 Q32 30 4.33 758 Q33 30 4.67 547 Q34 30 4.73 450 Q35 30 4.10 759 Q36 30 3.63 1.098 Q37 30 4.27 521 Q38 30 4.50 509 Q39 30 3.57 898 Q40 30 3.83 747 Q41 30 4.10 759 Q42 30 4.00 643 Valid N (listwise) 30 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Cluster_1 30 3.7926 64722 11816 Cluster_2 30 3.8444 55179 10074 100 Cluster_3 30 3.8381 53153 09704 Cluster_4 30 4.1929 32281 05894 One-Sample Test Test Value = 95% Confidence Interval of the t df Sig (2-tailed) Difference Mean Difference Lower Upper Cluster_1 6.708 29 000 79259 5509 1.0343 Cluster_2 8.382 29 000 84444 6384 1.0505 Cluster_3 8.636 29 000 83810 6396 1.0366 Cluster_4 20.240 29 000 1.19286 1.0723 1.3134 APPDENDIX RAW CALCULATION (QUESTIONNAIRE FOR STUDENTS) RELIABILITY ANALYSIS - SCALE (ALPHA) Case Processing Summary N Cases Valid a Excluded Total % 150 100.0 0 150 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 842 42 Item-Total Statistics Scale Mean if Item Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item Deleted Deleted Correlation Deleted Q1 164.16 125.249 278 840 Q2 164.66 126.226 130 845 Q3 164.59 124.553 206 843 101 Q4 164.47 126.922 150 843 Q5 164.18 124.296 328 838 Q6 164.07 124.927 271 840 Q7 164.15 122.314 421 836 Q8 164.37 124.690 256 840 Q9 164.12 124.428 274 840 Q10 164.20 125.893 256 840 Q11 164.21 125.994 205 841 Q12 164.29 123.924 321 839 Q13 164.31 123.691 326 838 Q14 164.15 123.522 436 836 Q15 164.45 125.431 179 843 Q16 164.19 123.285 383 837 Q17 164.23 123.559 270 840 Q18 163.81 125.016 342 838 Q19 164.17 126.399 256 840 Q20 164.05 125.527 305 839 Q21 163.95 125.817 268 840 Q22 164.09 121.642 445 835 Q23 164.09 124.160 342 838 Q24 164.08 126.195 225 841 Q25 164.22 122.804 398 837 Q26 164.23 125.845 214 841 Q27 163.90 123.017 415 836 Q28 163.85 123.294 441 836 Q29 163.79 125.015 346 838 Q30 163.77 123.321 491 836 Q31 163.83 123.522 428 836 Q32 163.85 125.106 312 839 Q33 163.78 124.039 448 837 Q34 163.91 124.622 340 838 Q35 163.89 125.443 274 840 Q36 163.93 124.001 331 838 Q37 164.01 125.369 210 842 Q38 164.05 125.393 275 840 Q39 164.31 122.966 351 838 Q40 164.37 121.965 378 837 Q41 164.27 121.931 390 837 Q42 164.20 122.510 372 837 102 Scale Statistics Mean 168.13 Variance Std Deviation 130.017 N of Items 11.403 42 Descriptives Descriptive Statistics N Minimum Maximum Mean Std Deviation Q1 150 3.97 689 Q2 150 3.47 974 Q3 150 3.54 981 Q4 150 3.66 749 Q5 150 3.95 712 Q6 150 4.05 749 Q7 150 3.98 764 Q8 150 3.76 817 Q9 150 4.01 807 Q10 150 3.93 646 Q11 150 3.91 750 Q12 150 3.84 769 Q13 150 3.82 786 Q14 150 3.98 629 Q15 150 3.67 930 Q16 150 3.93 730 Q17 150 3.90 932 Q18 150 4.32 606 Q19 150 3.95 572 Q20 150 4.07 603 Q21 150 4.17 632 Q22 150 4.03 789 Q23 150 4.04 704 Q24 150 4.05 669 Q25 150 3.91 754 Q26 150 3.89 752 Q27 150 4.23 706 Q28 150 4.27 644 Q29 150 4.34 600 Q30 150 4.36 583 103 Q31 150 4.29 640 Q32 150 4.27 644 Q33 150 4.35 567 Q34 150 4.22 654 Q35 150 4.24 672 Q36 150 4.20 742 Q37 150 4.11 840 Q38 150 4.07 677 Q39 150 3.82 820 Q40 150 3.76 872 Q41 150 3.85 854 Q42 150 3.93 828 Valid N (listwise) 150 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Cluster_1 150 3.8715 37020 03023 Cluster_2 150 4.0667 41053 03352 Cluster_3 150 4.0600 43358 03540 Cluster_4 150 4.1300 42165 03443 One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference Lower Upper Cluster_1 28.831 149 000 87148 8118 9312 Cluster_2 31.823 149 000 1.06667 1.0004 1.1329 Cluster_3 29.942 149 000 1.06000 9900 1.1300 Cluster_4 32.823 149 000 1.13000 1.0620 1.1980 104
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