Nghiên cứu các kỹ thuật dạy từ vựng chuyên ngành cho sinh viên ngành du lịch thuộc trường trung cấp âu lạc huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HA THI HANG AN INVESTIGATION INTO ESP VOCABULARY TECHNIQUES FOR TEACHING IN TOURISM CLASSES AT AU LAC VOCATIONAL TRAINING COLLEGE IN HUE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: NGU THIEN HUNG, PhD HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -HÀ THỊ HẰNG NGHIÊN CỨU CÁC KĨ THUẬT DẠY TỪ VỰNG CHUYÊN NGÀNH CHO SINH VIÊN NGÀNH DU LỊCH THUỘC TRƯỜNG TRUNG CẤP ÂU LẠC - HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: TIẾN SĨ NGŨ THIỆN HÙNG HUẾ, 2012 STATEMENTS OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Ha Thi Hang ii ACKNOWLEDGEMENTS Foremost, I would like to express my sincere gratitude to my supervisor, Dr Ngu Thien Hung, for the continuous support of my M.A research, for his patience, motivation, enthusiasm, and immense knowledge His guidance helped me in all the time of research and writing of this thesis I could not have imagined having a better advisor and mentor for my M.A study A very special thanks goes out to my teachers at The M A in the Theory and Methodology of English Language Teaching course in the academic year 20102012 for their devotion in teaching, which inspired all the students in the class to better their teaching profession The data collection for my research paper was supported by Tourism students at Au Lac Vocational Training College in Hue I could not well with my research paper without their valuable contributions with real and truthful ideas I would like to thank the students who were willing to spend their time participating in the questionnaire and interview Last but not the least, I wish to send my expression of deep gratitude to my family and my friends whose great affection, considerate care, both spiritual and material support, and in time encouragement in moments of difficulty have meant a very big mobilization to me during the process of doing this thesis iii TABLE OF CONTENTS SUB COVER PAGE i STATEMENTS OF AUTHORSHIP .ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF FIGURES AND TABLES ABSTRACT CHAPTER INTRODUCTION 1.1 Rationale 1.2 Research Purposes 1.3 Research Questions 10 1.4 Research Significance 10 1.5 Research Scope 11 1.6 Organization of the Research 11 CHAPTER 12 LITERATURE REVIEW 12 2.1 Previous Studies Related to the Research 12 2.2 Theoretical Background 13 2.2.1 Vocabulary 13 2.2.1.1 Definition of Vocabulary 13 2.2.1.2 The status of vocabulary in language teaching and learning 14 2.2.1.3 Types of vocabulary 14 2.2.2 English for Specific Purposes (ESP) and English for Tourism classes 15 2.2.2.1 English for Specific Purposes (ESP) 15 2.2.2.2 ESP vocabulary 18 2.2.2.3 English for Students of Tourism 19 2.2.3 Teaching Vocabulary 19 2.2.3.1 What is teaching vocabulary? 19 2.2.3.2 The importance of Teaching Vocabulary 20 2.2.4 Selecting Vocabulary to Teach 20 2.2.5 Techniques for Presenting Vocabulary 21 2.2.5.1 Visual techniques 21 2.2.5.2 Verbal techniques 23 2.2.5.3 Audio Presentation 26 2.2.5.4 Discovery techniques 26 2.2.6 Techniques for Checking Vocabulary 27 2.2.6.1 Conceptual questions 27 2.2.6.2 In “BA Upper Practice Skills Methodology Course” (2001, pp 8-13), many techniques for checking vocabulary are demonstrated 28 2.2.7 Summary 28 CHAPTER 29 METHODOLOGY 29 3.1 The Research Approach 29 3.2 Participants of the study 29 3.2.1 Students 29 3.2.2 Teachers 30 3.3 Research Instruments 30 3.3.1 The Questionnaires 30 3.3.3 Class Observation 31 3.4 Data collection procedures 32 3.4.1 Questionnaire 32 3.4.2 Interview 33 3.4.3 Class Observation 33 3.5 Data analysis 34 3.6 Summary 34 CHAPTER 35 FINDINGS AND DISCUSSION 35 4.1 English Proficiency of Tourism Students 35 4.2 Findings and discussion 36 4.2.1 Students’ Perception on Learning ESP Vocabulary 36 4.2.1.1 The Importance of ESP Course for Tourism Students’ Current Study and ESP Vocabulary for Tourism Students’ Future Job 36 4.2.1.2 Factors Affecting Students’ Success in Learning ESP Course 38 4.2.1.3 Students’ Preference on Learning ESP Vocabulary 40 4.2.1.4 Students’ Understanding of Word Knowledge Aspects 40 4.2.2 Teachers’ Attitudes 43 4.2.2.1 Teachers’ Attitudes towards the Necessity of ESP Vocabulary toStudents’ Career 43 4.2.2.2 Teachers’ Opinions on Teaching ESP Vocabulary 44 4.2.2.3 The Benefits from Presenting ESP Vocabulary 45 4.2.3 The Reality of Using the Techniques of Presenting ESP Vocabulary 46 4.2.3.1 Frequency of Implementing of Presenting ESP Vocabulary 46 4.2.3.2 Techniques Used by the Teachers in English Lessons 47 4.2.3.3 Frequency of Using these Techniques 49 4.2.3.4 Reasons for Teachers’ Preference to Using the Techniques 51 4.2.3.5 Factors Influence Teachers’ Choice of Techniques 52 4.2.4 Students’ Attitudes towards the Techniques Used by the Teachers 53 4.2.4.1 Effects of Teachers’ Techniques on Students’ Study 53 4.2.4.2 Students’ Preference on Techniques Used by the Teachers 55 4.2.4.3 Degrees of Students’ Understanding on the Techniques Used by the Teachers 56 4.2.4.4 Teachers’ Understanding on Students’ Attitudes 57 4.2.5 Summary 58 CHAPTER 59 CONCLUSIONS AND IMPLICATIONS 59 5.1 Summary of the key Findings 59 5.1.1 Teachers and Students’ Perception on Teaching and Learning ESP Vocabulary 59 5.1.2 Teachers’ Techniques of Presenting ESP Vocabulary 60 5.1.3 Students’ Attitudes towards the Techniques Used by the Teachers 62 5.1.4 Effective Techniques in Presenting ESP Vocabulary 63 5.2 Implications and suggestions 64 5.2.1 Implications for teachers 65 5.2.2 Implications for students 66 5.3 Limitations and suggestions for further study 67 5.4 Summary 68 REFERENCES 69 APPENDICES LIST OF ABBREVIATIONS EFL : English as a Foreign Language ESP : English for Specific Purposes L1 : First language L2 : Second language N : Number % : Percentage LIST OF FIGURES AND TABLES LIST OF FIGURES Figure 4.1 (a) View on the students‟ evaluation about ESP course 37 Figure 4.1 (b) View on the Importance of ESP Course for their Future Job 37 Figure 4.1 (c) View on the Importance of ESP Vocabulary for their Future Job 37 Figure 4.2 View on the Factors Affecting Tourism Students‟ Success in Learning 39 Figure 4.3 Students‟ Preference on Learning ESP Vocabulary 40 Figure 4.4 (a) Students‟ Views on Knowing a Word 41 Figure 4.4 (b) Students‟ Views on Understanding “New Vocabulary 42 Figure 4.4 (c) Students‟ Views on Learning a New Vocabulary 42 Figure 4.5 Teachers‟ Attitudes towards the Necessity of ESP Vocabulary Students‟ Career 43 Figure 4.6 Teachers‟ Opinions on Teaching ESP Vocabulary 44 LIST OF TABLES Table 4.1 Tourism students‟ Self-Assessment on Their proficiency 35 Table 4.2 The Benefits from Presenting ESP Vocabulary 45 Table4.3 Frequency of Implementing of Presenting ESP Vocabulary 47 Table 4.4 (a) Techniques Used by Teachers in English Lessons 48 Table 4.4 (b) Students‟ Opinions on What Techiques Used by the Teachers 48 Table 4.5 Frequency of Using these Techniques 49 Table 4.6 Reasons for Teachers‟ Preference to Using the Techniques 51 Table 4.7 Factors Influence Teachers‟ Choice of Techniques 52 Table 4.8 Effects of Teachers‟ Techniques on Students‟ Study 54 Table 4.9 Students‟ Preference on Techniques Used by the Teachers 55 Table 4.10 Degrees of students‟ understanding on the techniques used by the teachers 56 Table 4.11 Teachers‟ Understanding on Students‟ Attitudes 58 REFERENCES English authors: Administrator (November 20, 2009) Types of vocabulary Retrieved April 20, 2011, from http://www.testvocabulary.com/blog/index.php?entry=entry091120-100557 Anderson, R C., & Freebody, P (1981) Vocabulary knowledge In J Guthrie (Ed.), Comprehension and teaching: Research reviews (pp 77-117) Newark, DE: International Reading Association Anthony, L (1997) English for Specific Purposes: What does it mean? Why is it different? Retrieved September 20, 2011, from http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html A Focus on Vocabulary Retrieved April 12, 2011 from http://www.prel.org/products/re_/ES0419.htm Baumann, J F., Kame‟enui, E J., & Ash, G E (2003) Research on vocabulary instruction: Voltaire redux In J Flood, D Lapp, J R Squire, & J M Jensen (Eds.), Handbook on research on teaching the English language arts (2nd ed., pp 752-785) Mahwah, NJ: Erlbaum Becker, W C (1977) Teaching reading and language to the disadvantaged – What we have learned from field research Harvard Educational Review, 47, 518-543 Bell, J (1993) Doing your research project Buckingham: Open University Press Carver, D (1983) Some propositions about ESP The ESP Journal, 2, 131-137 Celce-Murcia, M (2001) Teaching English as a second or foreign language, (3rd ed.) Boston, MA: Heinle and Heinle Journal of Language and Learning ISSN 1475 – 8989 10 Coady, J., & Huckin, T (Eds.) (1997) Second language vocabulary acquisition Cambridge: Cambridge University Press 69 11 Coxhead, A.J (1998) An Academic Word List English Language Institute Occasional Publication Number 18 Wellington: Victoria University of Wellington 12 Cross, D (1992) A Practice Handbook of Language Teaching Prentice Hall International Limited 13 Davis, F B (1942) Two new measures of reading ability Journal of Educational Psychology, 33, 365-372 14 Dudley-Evans, T., & St John, M (1998) Developments in ESP: A multidisciplinary approach Cambridge: Cambridge University Press 15 Fiorito, L (2005) How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English? Retrieved September 20, 2011, from http://www.usingenglish.com/articles/teaching-english-special-purposes.html 16 Gairns, Ruth; Redman, Stuart (1986) Working with Words Cambridge: Cambridge University Press 17 Gower, R., Philips, D & Walters, S (1995), Teaching Practice Handbook, Macmillan Heinemann 18 Harmer, J (1991) The Practice of English Language Teaching Longman 19 Hatch, Evelyn; Brown, Cheryl Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press, 1995 20 Helena Fariska Putri (January 6, 2010) The Importance of Vocabulary in English Learning Retrieved April 11, 2011 from http://www.prel.org/products/re_/ES0419.htm 21 Hutchinson and Waters (1987) English for specific purposes New York: Cambridge University Press 22 Hutchinson, T & A Walters (1987) English for Specific Purposes: A learning–centered approach Cambridge: Cambridge University Press 23 Kamil, M L., & Hiebert E H (in press, 2005) The teaching and learning of vocabulary: Perspectives and persistent issues In E H Hiebert & M Kamil 70 (Eds.), Teaching and learning vocabulary: Bringing scientific research to practice Mahwah, NJ: Erlbaum 24 Kennedy, C & Bolitho, R (1984) English for specific purposes London: Macmillan 25 Kieran A File Teaching vocabulary – Six basic principles Retrieved April 18, 2011, from http://docs.google.com/viewer 26 Lorenzo Fiorito (2005, cited from http://www.usingenglish.com/articles/teaching-english-special-purposes.html) 27 Mackay, R., & Mountford, A (Eds.) (1978) English for Specific Purposes: A case study approach London: Longman 28 McCarthy, M (1992) Vocabulary Cambridge University Press 29 McMillan, J.H and Schumacher, S (1993), Research in Education a Conceptual Introduction, HarperCollins College Publishers, New York 30 National Reading Panel (2000) Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction Washington DC: National Institute of Child Health and Human Development 31 Nunan, D (1991) Language Teaching Methodology Hertfordshire: Prentice Hall International 32 Prabhu, N.S (1990), cited in McKay, 2002, p.116) McKay, S (2002) Teaching methods and English as an international language In teaching English as an international language NY: Oxford University Press 33 Robinson, P (1991) ESP today: A practitioner's guide London: Prentice Hall 34 Selinger, H.W., & Shohamy, E (1989) Second Language Research Methods Oxford: Oxford University Press 35 Trevens, P (1988) ESP after twenty years: A re-appraisal In M Tickoo (Ed.), ESP: State of the art (1-13) SEAMEO Regional Language Centre 36 Target the Problem! Vocabulary Retrieved April http://www.readingrockets.org/helping/target/vocabulary 71 6, 2011 from 37 Teaching English Vocabulary – 10 Fabulous Ways to Teach New Words Retrieved April 12, 2011 from http://busyteacher.org/2921-teaching-englishvocabulary-10-fabulous-ways-to.html 38 Teaching Vocabulary Methods Retrieved April 18, 2011, from http://www.tesol-ua.org/tesol-essentials/teaching-methods/teaching-vocabularymethods.htm 39 The Importance of Vocabulary Learning Retrieved April 10, 2011 from http://universityofibnkhaldunbogorindonesia.blogspot.com/2010/01/importance-of-vocabulary-in-english.html 40 Ur, P (1991) A Course in Language Teaching – Practice and Theory Cambridge University Press 41 Using ‘Conceptual questions’ to Quickly Assess Student Comprehension Retrieved April 20, 2011, from http://www.skylight.science.ubc.ca/concept_questions 42 Vocabulary Words Retrieved April 18, 2011, from http://www.abcread.com/vocabulary/words-3.html 43 West, M (1953) A General Service List of English Words Longman, London 44 Whipple, G (Ed.) (1925) The twenty-fourth yearbook of the National Society for the Study of Education: Report of the National Committee on Reading Bloomington, IL: Public School Publishing 72 Vietnamese authors: 45 BA Upgrade Practice Skills Methodology Course (2001) English Language Teaching Training Project, DHSP Hue 46 Đoàn Thị Thanh Trang (2011).An investigation into techniques of presenting ESP vocabulary for IT students at Hue Industrial College, MA thesis in education, Hue University, College of Foreign Languages, Faculty of English 47 Ngô Thị Thu Sương (1996).Teachers and students’ perception on teaching and learning English vocabulary and some effective techniques of vocabulary teaching at high schools in Hue Graduation research paper in education, Hue University, College of Foreign Languages, Faculty of English 48 Trần Thị Thi Thơ (1996).How new vocabulary is learned Graduation research paper in education Hue University, College of Foreign Languages, Faculty of English 49 Trương Viên (1999).Techniques of Teaching Language Skills of English, Hue University, College of Education, Faculty of English 50 Trương Viên & Bảo Khâm (1998).Learning and The Learner, Hue University, College of Education, Faculty of English 73 APPENDICES APPENDIX QUESTIONNAIRE FOR TEACHERS (Questionnaire A) This questionnaire is aimed at collecting data for the research into techniques of teaching ESP vocabulary in Tourism classes at Au Lac Vocational Training College in Hue Your assistance in completing the survey is appreciated All the information you provide solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Thank you very much for your participation Please read the questions carefully and tick (✔) the answers that you find most appropriate For some questions, you can choose more than one option -0o0 -1 According to you, teaching ESP vocabulary for Tourism students is necessary Quite agree Agree Not agree How useful you think ESP vocabulary is to the students‟ career in the future? Very useful Useful Not useful What benefits can the students get from teaching ESP vocabulary? Students understand the new vocabulary quickly Students are attracted to the lesson Students remember new vocabulary for a long time Nothing Other ideas: How often you teach vocabulary in English lessons? Always Often Sometimes Rarely Never Which of the following techniques you use in teaching new vocabulary? Techniques Answer Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation How often you perform these techniques? Techniques Always Often Sometimes Never Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation Why you like to use each of these techniques? Techniques Easy for Clear, Of your Others you to simple and habit teach easy for students to understand Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation What are the students‟ attitudes when you carry out those techniques? Students are attracted to what you teach Students can understand new vocabulary quickly It is not easy for students to understand They not care what you teach What factor influences your choice of techniques? Subjects‟ characteristics Students‟ level Your habit Material conditions 10 What are your purposes in teaching ESP vocabulary? Help students read textbooks in their special field in English Help students understand lectures in their special field of study in English Help students write answers to examination questions or reports Help students take part in oral tutorialsin English Other ideas: APPENDIX QUESTIONNAIRE FOR STUDENTS (Questionnaire B) This questionnaire is aimed at collecting data for the research into techniques of teaching ESP vocabulary for Tourism classes at Au Lac Vocational Training College in Hue Your assistance in completing the survey is appreciated All the information you provide solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Thank you very much for your participation Please read the questions carefully and tick (✔) the answers that you find most appropriate For some questions, you can choose more than one option -0o0 -1 Evaluate your abilities and knowledge of English in the following areas English skills and Good Satisfactory Unsatisfactory Areas Listening Speaking Reading Writing Grammar General vocabulary Tourism vocabulary How can you evaluate your ESP course? Very useful Useful Fairy useful Useless I have to take it as part of the course How useful you think the ESP course at the College to your career in the future? Very useful Useful Not useful According to you, which fields play an important role in your ESP learning? Grammar ESP vocabulary ESP knowledge Other ideas: Do you like learning ESP vocabulary? Like very much Like Not like How important you think ESP vocabulary is to your career in the future? Very important Important Not very important Not important at all How the teacher‟s techniques influence your study? Create students‟ motivation in learning English Make students feel confused and difficult Help students learn vocabulary better Not influence at all What techniques the teachers use to teach ESP vocabulary? Techniques Answer Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation How you like these techniques? Techniques Like very Like Not like Not like much too much Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation 10 Please assess the intelligibility of each of these techniques Techniques Easy to understand Difficult to understand Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation 11 What techniques should be used to teach ESP vocabulary? Techniques Answer Realia Visuals Body Word sets Synonyms Antonyms Collocations Stems and affixes Explanation Translation 12 According to you, knowing a word is Knowing its basic meaning Knowing some meanings of this word Understanding its meaning in context Remembering when it is necessary Knowing how to write it Knowing how to pronounce it Knowing its category Knowing the Vietnamese equivalent word 13 According to you, “new vocabulary” is that You have not known its meaning You have not understood it in a context You have not known how to write and pronounce it You have not known its category You have not known its Vietnamese equivalent word 14 When learning a new vocabulary, you often pay attention to Its meaning How to write rightly How to pronounce rightly Its category Its Vietnamese equivalent meaning APPENDIX INTERVIEW FOR TEACHERS These questions are designed to collect information for my research of “An Investigation into ESP vocabulary techniques of teaching in Tourism classes at Au Lac Vocational Training College in Hue” Your answers will be helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of current research Thank you very much for your kind cooperation -0o0 -1 How often you implement the vocabulary presentation? According to you, what are characteristics of Tourism vocabulary? How you use the vocabulary presenting techniques? How is ESP vocabulary useful to students‟ career? What benefit students get from ESP vocabulary? What techniques you use to present vocabulary? What are the impacts of vocabulary presenting techniques on the students? What are students‟ attitudes towards these techniques? According to you, what techniques are the most effective for presenting vocabulary? 10 Would you please suggest some other ESP vocabulary techniques for teaching Tourism classes? APPENDIX INTERVIEW FOR STUDENTS These questions are designed to collect information for my research of “An Investigation into ESP vocabulary techniques of teaching in Tourism classes at Au Lac Vocational Training College in Hue” Your answers will be helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of current research Thank you very much for your kind cooperation -0o0 -1 How important is learning ESP vocabulary? How you like learning ESP vocabulary? Which techniques you like? Which techniques you feel easy to understand? What vocabulary presenting techniques help you remember the word better? Do you meet any difficulties with learning words (such as pronunciation, stress, meaning, ) Do you feel anxious when teacher corrects your mistakes? How many words should you be taught each period? How does the level of basic English influence on learning ESP course? APPENDIX OBSERVATION SHEET LESSON: DATE/TIME: DEPARTMENT: TEACHER: CLASS: NO STUDENTS: AIMS: Vocabulary Technique Frequency Students‟ Attitudes Comment