Khảo sát nhu cầu của sinh viên điều dưỡng để thiết kế chương trình tiếng anh chuyên ngành tại trường cao đẳng y tế quảng trị

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES BUI THI THANH LOAN EXPLORING THE NEEDS OF NURSING STUDENTS AT QUANG TRI MEDICAL COLLEGE TO DESIGN A SUGGESTED ESP SYLLABUS 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 Languages HUE, 2017 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES BUI THI THANH LOAN EXPLORING THE NEEDS OF NURSING STUDENTS AT QUANG TRI MEDICAL COLLEGE TO DESIGN A SUGGESTED ESP SYLLABUS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof Dr TRUONG VIEN In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ BÙI THỊ THANH LOAN KHẢO SÁT NHU CẦU CỦA SINH VIÊN ĐIỀU DƢỠNG ĐỂ THIẾT KẾ CHƢƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH TẠI TRƢỜNG CAO ĐẲNG Y TẾ QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: PGS TS TRƢƠNG VIÊN HUE, 2017 ii 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: 09/11/2017 Bui Thi Thanh Loan iii ABSTRACT Exploring learners‟ needs to design a teaching material is a necessary step in the process of material development In the context of Quang Tri Medical College, an English for Specific Purposes (ESP) course for nursing students(NSs) has not been developed to facilitate the teaching and learning of English in nursing Therefore, the main purpose of this study is to explore the needs of the NSs at Quang Tri Medical College to have a comprehensive understanding of learners‟ purposes to design a suggested ESP syllabus for the first college nursing ESP course In an ESP approach, learners‟ English needs were identified and addressed because their English learning is directly related to their profession Questionnaires were delivered to 88 NSs, 35 former nursing students who are now serving in health services in Quang Tri province, 10 teachers of nursing subjects, and teachers of English In addition to the questionnaires, interview questions were addressed to nursing teachers and ESP teachers who have experiences in ESP teaching All responses were coded and analysed both quantitatively and qualitatively with SPSS The results from the questionnaires showed that majority of the NSs found English proficiency helpful for their work and academic study Building up nursing vocabulary mastery and medical terminologies is the main objective of NSs to join an ESP course Regarding language skills, the learners consider reading skill as the most important skill in learning an ESP course Preferred learning activities and testing forms were also examined Based on the findings of the study, an ESP syllabus was suggested, which was composed of 10 topics arranged in a logic order of the subject content which was suggested by QTMC teachers of nursing A sample unit was shown to prove the feasibility of the ESP syllabus Key words: ESP, Nursing English, needs analysis, syllabus design iv ACKNOWLEDGEMENTS I would like to express my deeply sincere thanks to many people for supporting and helping me in every phase of my thesis fulfillment Above all, I am most grateful for my advisor, Assoc.Prof Dr Truong Vien, who has helped me explore and expand my idea with creative comments, constant encouragement and steady support I also truly appreciate open-minded attitude that all the professors in Hue University of Foreign Languages showed me Particularly, Assoc.Prof Dr Truong Vien always contributed his precious time for my unscheduled discussions about my thesis In addition, I highly appreciate the cooperation and participation of teachers, nursing students, and nurses who participated in the survey or helped me to conduct the survey Special thanks should go to my husband, Nguyen Anh Linh and my beloved children, who ceaselessly encouraged me to complete my studies and shared all my difficulties during studying at HUCFL I also would like to extend my special thanks to my colleagues from QTMC, all of whom have shared QTMC‟s ups and downs and helped me through all of them v TABLE OF CONTENTS SUB COVER PAGES STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS viii LIST OF TABLES AND FIGURES ix APPENDICES x CHAPTER INTRODUCTION .1 1.1 Rationale 1 Aims and Objectives of the Research 1.3 Research Questions 1.4 Scope of the Research 1.5 Significance of the Research 1.6 Organization of the Research CHAPTER LITERATURE REVIEW 2.1 Previous Studies .6 2.2 An overview of English for Specific Purposes (ESP) 10 2.2.1 Definitions and characteristics of ESP .10 2.2.2 ESP teacher‟s role in course design 13 2.3 Current views on ESP syllabus design 14 2.3.1 Definition of Syllabus 14 2.3.2 Types of Syllabus 15 2.3.3 Theme-based Syllabuses 16 2.3.4 Steps to Design a Syllabus 18 2.3.5 Needs Analysis in syllabus design 19 2.3.6 Goals and Objectives determining .23 2.3.7 Selecting and Grading Themes 24 2.3.8 Testing and Evaluation Forming 26 2.3.9 Syllabus organization 26 2.4 Summary 27 CHAPTER METHODOLOGY 29 3.1 Research Purposes and Questions 29 vi 3.2 Research Orientation .29 3.3 Research scope 30 3.4 Research Participants 32 3.5 Instruments for Data Collections 33 3.6 Data analysis 36 3.7 Procedures 37 3.8 Summary 37 CHAPTER FINDINGS AND DISCUSSIONS 38 4.1 The findings from the questionnaire 38 4.2 The findings from Interviews 55 4.3 Major findings 58 4.4 Designing an ESP syllabus for nursing students at QTMC 59 4.4.1 Aims and Objectives of the syllabus 60 4.4.2 Syllabus design approach 60 4.4.3 Topics in the syllabus 61 4.4.4 Language skills 61 4.4.5 Timing of the syllabus 62 4.4.6 Syllabus organization 63 4.4.7 Testing Forms: 63 4.4.8 Recommended materials and websites .63 4.4.9 Summary .65 CHAPTER CONCLUSION AND RECOMMENDATIONS 66 5.1 Summary of the study and its key findings 66 5.2 Implications 67 5.3 Limitations and suggestions for further study .69 5.4 Recommendations for further studies 69 5.5 Reflections on the researcher .69 REFERENCES 71 APPENDIX .77 vii LIST OF ABBREVIATIONS QTMC : Quang Tri Medical College GE : General English ESP : English for Specific Purposes ENP :English for nursing purposes NA : Needs Analysis NSs : Nursing Students FNSs : Former Nursing Students (Hospital Nurses) MOET : Ministry of Education and Training viii LIST OF TABLES AND FIGURES Figure 3.1: Research Participants 31 Table 2.1: Strevens‟ list of ESP characteristics 10 Table 2.2: Dudley-Evans‟ and St John‟s list of ESP characteristics 11 Table 2.3: Needs Analysis Framework 20 Table 3.1: Components of the Questionnaire 34 Table 4.1: Mean Performance of The Necessity of Exploring Needs of ESP for Nursing Students (Cluster A) 38 Table 4.2: One-sample Test Statistics for Cluster A 39 Table 4.3: Mean Score of each item in Cluster A 39 Table 4.4: Mean Performance of The Specific Objectives to learn in an ESP course for NSs (Cluster B) 41 Table 4.5: One-sample Test Statistics for Cluster B 41 Table 4.6: Mean Score of each item in Cluster B 42 Table 4.7: Mean Performance of Languges Skills and Areas Necessary to Develop in an ESP course (Cluster C) 43 Table 4.8: One-sample Test Statistics for Cluster C 43 Table 4.9: Mean Score of each item in Cluster C 44 Table 4.10: Mean Performance of Major themes to be built up in an ESP course for Nursing Students (Cluster D) 46 Table 4.11: One-sample Test Statistics for Cluster D 46 Table 4.12: Mean Score of each item in Cluster D 46 Table 4.13: Mean Performance of The Expected Learning Activities (Cluster E) 48 Table 4.14: One-sample Test Statistics for Cluster E 49 Table 4.15: Mean Score of each item in Cluster E 51 Table 4.16: Mean Performance of The Preference of Test Forms (Cluster F) 52 Table 4.17: One-sample Test Statistics for Cluster F 52 Table 4.18: Mean Score of each item in Cluster F 53 Table 4.19: The Comparison of Mean Performance of each cluster 54 ix = …… /ˈskrʌb nɜːs/ / nɜːs rɪˈsepʃənɪst/ = …… = …… /ˌɒbstəˈtrɪʃn/ /ˈsɜːdʒən/ = …… /ˌfɪziəʊˈθerəpɪst/ = …… /ˌreɪdiˈɒlədʒɪst/ 10 /ˌpiːdiəˈtrɪʃn/ d obstetrician l lab technician e midwife m radiologist f paediatrician n nurse receptionist g paramedic o sister h surgeon p scrub nurse = …… = …… 102 Task 2/ Gap-filling: Choose the correct words in the box above to complete the sentences Surgeons / receptionists/ paediatricians perform operations I‟m a midwife/ scrub nurse/ physiotherapist, I deliver babies A paediatrician / obstetrician / anaesthetist is a doctor who studies and treats the diseases of children A sister/ scrub nurse/ consultant is a nurse with special training, who helps during operations Dentists/ radiologists/ physiotherapists take care of people‟s teeth A sister/ scrub nurse/ consultant is a senior female nurse who is in charge of a hospital ward Task 3/ Who says this? Work with a partner and match each quote with a job above: I‟m arranging an appointment now … Bend your knees ten times then rest Clamp…Suction…Forceps …Needle… …………………… …………………… …………………… Today I delivered two sets Open wide! …………………… of twins … This machine will give a picture of your lung …………………… …………………… SECTION B / Intensive Reading Task 4: Read the following statements without reading the text Guess if they are TRUE or FALSE in comparison with the information provided in the text then compare the result with your friends People work separately in the hospital T-F In the hospitals, doctors always make decisions and gave nurses orders T-F A doctor is always in charge of a patient‟s treatment T-F Only doctors and nurses deliver treatment and care to patients 103 T-F There are many different working team essential for the delivery of treatment and care in the hospital T-F The Hospital Team A big hospital is like a small town; it needs thousands of people to make it work All these people are organized into teams and each person in each team has a rank and often a specialism In the past, the health care team‟s chain of command was simple: doctors made decisions and gave senior nurses orders Senior nurses then instructed junior nurses, and so on Things are changing In many countries nurses have much more responsibility than they once had One thing is not changing; it is still a doctor who is in charge of a patient‟s treatment In Britain, that doctor is called a consultant Next in line to the consultant is the registrar Consultants and registrars train the junior doctors who are called house officers or interns Junior doctors work the same long, unsocial hours that nurses on the wards The most senior nurses are nursing officers; they are administrators Then come ward managers or sisters who supervise staff nurses and students How many teams work in the hospital? Do all of them get paid? It is not only doctors and nurses who deliver treatment and care; there are many other specialists too For example, there are physiotherapists who specialize in exercises to treat injury or dysfunction and occupational therapists who help patients manage every-day living There are also many people the patient does not meet like lab technicians doing the tests and pharmacists dispensing medicines Like any town, a hospital has teams of office staff and ancillary workers such as porters, orderlies, technicians, drivers, cleaners, receptionists and cooks Every team is essential for the delivery of treatment and care This includes the volunteers 104 who, without pay, raise money for the hospital and run shops, cinemas, libraries and restaurants Vocabulary: - rank /ræŋk/(n): the position that somebody has in a particular organization, society, etc (vị trí, địa vị) - specialism /ˈspeʃəlɪzəm/(n): an area of study or work that somebody specializes in (chuyên môn, chuyên ngành) Eg: Dr Crane's specialism is tropical diseases - senior /ˈsiːniə(r)/ (a) higher in rank or status than others (cấp trên, đàn anh/chị) Senior nurse = sister (n): điều dưỡng trưởng khoa (nữ) Charge nurse = điều dưỡng trưởng khoa Eg: Junior nurses usually work alongside more senior nurses - to treat /triːt/ (v) treatment(n) to give medical care or attention to a person, an illness, an injury, etc (điều trị) Eg: The hospital treated forty cases of malaria last year - consultant /kənˈsʌltənt/(n) a hospital doctor of the highest rank who is a specialist in a particular area of medicine (bác sỹ chuyên khoa) - registrar /ˌredʒɪˈstrɑː(r)/(n) a doctor working in a British hospital who is training to become a specialist in a particular area of medicine (bác sỹ thực tập chuyên khoa) - intern/ɪnˈtɜːn/(n) a student or new graduate who spends a period of time to get practical experience in a job, for example during the summer holiday/vacation (bác sỹ thực tập nội trú) - nursing officer /ˈnɜːsɪŋ ɒfɪsə(r)/(n) a person in charge of nurses in a hospital ( điều dưỡng trưởng bệnh viện) - occupational therapist /ˌɒkjuˌpeɪʃənl ˈθerəpɪst/(n) a person whose job is to help people get better after illness or injury by giving them special activities to (chuyên gia trị liệu hoạt động) 105 - orderly /ˈɔːdəli/(n) a person who keeps things arranged or organized in a neat, careful and logical way (nhân viên đặt) - volunteer /ˌvɒlənˈtɪə(r)/ (n) a person who does a job without being paid for it (tình nguyện viên) Eg: Schools need volunteers to help children to read Task 5: What words can you think of when you read the title of the text? The Hospital Team …………………… ……………………… Task 6: Guessing meaning from the context Choose the correct meaning: treatment (line 6) a a way of dealing with or discussing a subject, work of art b a way of behaving towards or dealing with a person or thing c something that is done to cure an illness or injury, or to make somebody look and feel good sister (line 10) a a girl or woman who has the same mother and father as another person b a senior female nurse who is in charge of a hospital ward c a female member of a religious group, especially a nun exercise (line 13) a physical or mental activity that you to stay healthy or become stronger b a set of questions in a book that tests your knowledge or practises a skill c a set of movements or activities that you to stay healthy or develop a skill 106 patient (line 15) a a person who is receiving medical treatment, especially in a hospital b a person who is working in a hospital c a person who is training in a hospital Task 7: Comprehension - Use the information in the text to complete the sentences with a, b or c A hospital is like a small town because … a it‟s busy b it‟s full of different kinds of people c there are so many buildings The difference between now and the past is that … a nursing is easier b nurses make more decisions c nurses work harder Consultants and nursing officers are both… a senior staff b house officers c in charge of a patient‟s treatment Ward managers are … a nurses b office workers c senior doctors Lab technicians and pharmacists … a deliver treatment and care b work in the background c help the specialists Hospital volunteers are … a sometimes needed 107 b paid well c essential Section C/ Grammar: The Simple Present Tense vs The Present Continuous A The Simple Present Tense Task 8: Read the text about the hospital team again and underline the verbs used in Simple Present Tense, then write the subject that goes with those verbs in the tables below: Singular Subject “To Be” ………………………………… ………………………… … ………………………… ………………………………… … ………………………… ………………………………… … Plural ………………………………… … ………………………… ………………………… ………………………………… … ………………………… ………………………………… … Singular Subject Ordinary verbs ………………………………… ………………………… … ………………………… ………………………………… … ………………………… ………………………………… … Plural ………………………………… … ………………………… ………………………… ………………………………… … ………………………………… … 108 ………………………… Task 9: Now work in pairs Compare your answer with your partners Then discuss and write the form and usage of the Simple Present Tense in the tables below: FORM: The verb “TO BE” Affirmative Negative Interrogative ORDINARY VERBS Affirmative Negative Interrogative USAGE OF THE SIMPLE PRESENT TENSE ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………… …………………………………………………………… Task 10 Task 10.1/ Complete the descriptions of jobs with the verbs below: respond take support examine treat deliver perform specialize prepare A paediatrician treats children A midwife attends births and …….…… babies A cardiologist …….…… in the illnesses of the heart and blood vessels Radiologists ………… X-rays and other images A scrub nurse …… … surgeons in the operation theatre Pharmacists ………… medicines to give to medical staff or patients A paramedic ………… to emergencies and gives first aids 109 Surgeons …………… operations A lab technician ……………… saamples and tissues under a microscope Task 10.2/ Write the proper form of the verbs in the Simple Present Tense to complete the Profile of a student nurse: Rossitza Bontcheva 1.(be) ……… nineteen years old At present, she‟s studying for a diploma in nursing at Vazov Nursing College She is having exams next month, so at the moment she‟s studying hard and her classmates are preparing for the exams as well She 2.(want) ……….… to be a nurse because she (like)………… working with people and she 4.(be) ………… interested in science, but she really (not like)……… doing paperwork She would like to be a paediatric nurse because she really 6.(enjoy)………… working with children She has worked on a children‟s ward for three month as a work placement One day, she 7.(hope)………… to work in a children‟s hospital in India, which she saw on television She 8.(be) ………… good at talking to people and making them feel comfortable, and she 9.(be) ………… organized In her free time, she 10.(play)………… the guitar and 11.(go) ……………out dancing most weekends Task 10.3/ Write a similar profile of yourself (Homework) B The Present Continous Tense Task 11: Read the text above about the Profile of a student nurse again then complete the missing parts in the following sentences and the tables below: - At present, she …………… for a diploma in nursing at Vazov Nursing College now - At the moment her classmates …………… hard for the exams as well Affirmative Negative Interrogative 110 USAGE OF THE PRESENT CONTINUOUS TENSE ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Task 12: Read this student nurse‟s email home to her friend Choose correct verb forms (THE SIMPLE PRESENT TENSE or THE PRESENT CONTINUOUS TENSE) to complete the email: Hi Ivana, I write/am writing1 to say thank you for the birthday card, and to tell you how I get on/ „m getting on2 The course is hard work, but I‟m enjoying/ enjoy3 it so far We usually have/ are having4 classes every morning, but this week I‟m working/ work5 in Geriatrics all day It‟s interesting, although of course I want/‟m wanting6 to work as a scrub nurse In the geriatric ward I‟m making/ make7 beds and checking/check8 patient‟s blood pressure and temperature I‟m learning/ learn9 a lot, and the experience is very useful I‟m going out/ go out10 most Saturday nights, but stay in and study on other days Tomorrow I go/‟m going11 to a restaurant for my birthday! I make/‟m making12 a lot of friends, but I wish you were here too Write to me soon! Love, Maria Carmen Section D/ Extensive Reading Task 13: Read the article and decide these sentences are true (T) or false (F)? The more responsibility you have, the higher the grade _ Nursing officers are the same as auxiliary nurses _ Students are paid less than auxiliary nurses _ A charge nurse is a man _ There are not many opportunities for British nurses to specialize _ 111 Many nurses say that the job is rewarding, but the pay is low. _ Task 14: Number these jobs from the highest grade (1) to the lowest (4) Two of them are equal a charge nurse b nursing officer c auxiliary nurse d sister e staff nurse THE NURSING PROFESSION One hundred and fifty years ago, nurses were unpaid, untrained, and unpopular, but then Florence Nightingale made nursing into a profession The methods she introduced in the 1850s were copied all over the world, and now nursing is a career with a three- or four-year training, qualification, grades, unions and pensions In Britain, every nurse in on a grade The grade depends on experience and skills, and each grade has different responsibilities and pay On the bottom grades are unqualified auxiliary nurses who the routine work on hospital wards On the top grades are nursing officiers, who are usually administrators Auxiliary nurses are on the bottom grades, but student nurses get the lowest pay Howerver, students don‟t stay at the bottom of the pay scale forever When they qualify, they start working on a middle grade As they get experience, they can get promotion and move up the ranksto become staff nurse, then sister (or charge nurse if a man), and perhaps eventually nursing officer Many nurses work shifts, and often they work overtime to earn money After basic training, many nurses choose to further study and become specialists Nurses 112 can specialize in many different field – there are triage nurses working in Casualty, and psychiatric nurses who treat the mentally ill There are health visitors who visit patients in their own homes, practice nurses working in GPs‟ surgeries, and midwives who deliver babies Many of them say they not get enough pay and respect for the work they They say that the work is physically and mentally hard, that they work long hours and get very tired But they also say that there are many great rewards which has nothing to with money VOCABULARY: Qualification /ˌkwɒlɪfɪˈkeɪʃn/ (n) : Eg: In this job, experience counts for more than paper qualifications Grade /ɡreɪd/(n) Union /ˈjuːniən/(n) Pension /ˈpenʃn/(n) auxiliary nurse (n) Triage nurse /ˈtriːɑːʒ/ (n) GP – the abbreviation for „general practitioner‟ (a doctor who is trained in general medicine and who works in the local community, not in a hospital) Task 15: Find words in the article with these meanings: exams and courses that you have taken = q _ money that you will receive when you are old = p _ similar work that you have done before = e special abilities = e levels of pay = p s extra hours you can work to earn money = o study and practice to learn how to a job = b _ t more advanced learning = f _ s 113 Section E/ Speaking: Talking about roles and daily routines of a hospital team Task 16 Work in groups of five Suppose you all are in a team of a hospital that includes doctors, nurses, technicians and cleaners Talk to the whole class about roles and daily activities of each member in your team Take turn to choose one of the sentence head in the box for your partners to talk about Ask questions to make them talk as much as possible, and note down the main information Try to make converstions with your groups This is… Our daily activities include … Everyday I have to … Sometimes I need to … In my free time, I I really don‟t like … I‟m good at… I‟m very … I want to be a nurse because… 114 Answer Key of Unit SECTION A: Vocabulary and pronunciation Task 1 /ˈmɪdwaɪf/ =e / nɜːs rɪˈsepʃənɪst/ = n /ˌfɪziəʊˈθerəpɪst/ = b ˈsɪstə(r) =o /ˌɒbstəˈtrɪʃn/ /ˌreɪdiˈɒlədʒɪst/ =m /kənˈsʌltənt/ =k /ˈsɜːdʒən/ 10 /ˌpiːdiəˈtrɪʃn/ =f /ˈskrʌb nɜːs/ =p =d =b Task Surgeons; Midwife; Paediatrician ; scrub nurse; Dentists; Siste Task Nurse receptionist; Physiotherapist; Surgeon; Dentist; Midwife; Radiologist; SECTION B / Intensive Reading: The Hospital Team Task F; F; T; F; T Task 5: Possible answers: - multidisciplinary, cooperation; responsibility; Task 6: C; B; C; A; Task 7: B; B; A; A; B; C; SECTION C/ A The Simple Present Tense Task 10: 10.1 delivers; specializes; take; supports; prepare; Responds; perform; examines; 10.2 is; wants; likes; doesn‟t like; enjoys; hopes; is; is; plays; 10 goes, B The Present Continous Tense Task 11: is studying are studying Task 12: „m getting on; „m enjoying; have; „m working; want; make; check; „m learning; 10 go out; 11 „m going; 12 „m making 115 Section D/ Extensive Reading Task 13: T; 2.F; 3.T; 4.T; F; T Task 14: a 2; b 1; c 4; d 2; e Task 15: qualifications; pension; experience; skills; pay scale; overtime; basic training; further studies 116