Phân tích nhu cầu biên soạn giáo trình cho khoá học giao tiếp tiếng anh dành cho nhân viên lể tân tại các khách sạn huế

TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS LISTS OF ABBREVIATIONS LIST OF TABLES, FIGURES ABTRACT CHAPTER 1: INTRODUCTION 1.1 Rationale of the study .7 1.2 Research aims and Objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Research significance .9 1.4 Research questions 1.5 Research scope 1.6 The organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of key terms 11 2.1.1 Communication and communicative competence 11 2.1.2 Speaking 12 2.1.3 What is ESP? .13 2.2 ESP Syllabus 13 2.2.1 Definition of syllabus 13 2.2.2 Types of Syllabus 14 2.2.3 Approaches to syllabus design 15 2.3 The situation of English speaking in Viet Nam .17 2.3.1 Difficulties in teaching and learning speaking English in Viet Nam 17 2.3.2 English syllabus for Hotel reception 19 2.3.3 English used at hotels in Hue 20 2.4 Needs and needs Analysis .21 2.4.1 The meaning of needs and needs analysis 21 2.4.3 Needs analysis‘ models .27 2.5 Goals and Objectives Determining 28 2.6 Content Selecting and Grading 29 2.6.1 Content Selecting 29 2.6.2 Grading 30 2.7 Summary 31 CHAPTER 3: METHODOLOGY 3.1 Introduction 32 3.2 Methodology 32 3.3 Subjects 33 3.4 Instruments for Data Collection .34 3.4.1 The questionnaires .34 3.4.2 The Interviews 35 3.4.3 Authentic Materials Decision and Analysis 36 3.5 Pilot study 36 3.6 Data Analysis 37 3.7 Chapter summary 38 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Findings 39 4.1.1 Learners‘ analysis .39 4.1.2.Result of Analysis of Teachers‘ Responses 53 4.1.3 Result of Analysis of Managers‘ Responses 55 4.1.4 Hotel guests‘ analysis .56 4.1.5 Topic selection 56 4.2 Discussion .58 4.3 Suggestions for the ESP Syllabus for reception staffs at hotels in Hue 66 4.3.1 Overview 66 4.3.2 Goals 66 4.3.3 Objectives 67 4.3.4 Type of the syllabus 67 4.3.5 Topic selection 68 4.3.6 Language skills 68 4.3.7 Word study .69 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 Overview 70 5.2 Conclusion .70 5.3 Implications .71 5.4 Limitations of the study 72 5.5 Suggestion for Further Research .73 5.6 Summary 73 REFERENCES 74 LIST OF TABLES, FIGURES, DIAGRAMS TABLES Page Table 4.1 The language skills/areas the learners use most 40 Table 4.2: Students‘ year of learning English 41 Table 4.3: Learners‘ expressions comprehensible 42 Table 4.4: Learners‘ self- assessment of language proficiency of speaking skill .42 Table 4.5 Learners‘ difficulties in learning speaking process 43 Table 4.6 Learners‘ purposes of learning English 44 Table 4.7 Learners‘ expectations after speaking course 45 Table 4.8 The learning modes students favor 45 Table 4.9 The teaching modes students favor 46 Table 4.10: Learners‘ preference about type of texts in the textbook 47 Table 4.11 The interests of learners in speaking activities 48 Table 4.12: The interests of learners in listening activities .48 Table 4.13: The interests of learners in grammar activities 49 Table 4.14 The interests of the learners in vocabulary activities .50 Table 4.15: Misunderstanding because of lack of knowledge of culture 51 Table 4.16: Learners‘ current materials 51 Table 4.17: Learners‘ opinion about a suggested syllabus .52 Table 4.18 Teachers‘ suggestions for a better ESP syllabus 54 Table 4.19 Topics in the speaking course 56 Table 4.20 New topics to be added to the speaking course .57 FIGURES Page Figure 2.1: Language- centered approach 15 Figure 2.2: Skills- centered approach 16 Figure 2.3: Learning- centered approach 17 Figure 2.4: The Need Assessment Cycle (Grave 2000: 100) 22 Figure 2.5: Basis Purpose of Need Assessment (Grave, 2000: 101) .23 Figure 2.6: Necessities, Lacks and Wants (Hutchinson & Water, 1987: 58) 24 Figure 2.7 Need Analysis within the Curriculum Development Process .26 Figure 2.8: Cause & Effect Relationship between Goals and Objectives (Grave 2000: 77) 28 Figure 2.9: How goals become instructional objectives (Dubin & Olshtain 1986 :p 43 29 Figure 4.1: The frequency of using English in real situations of learners .39 Figure 4.2: The frequency of four skills in reality of learners (question 7) 40 Figure 4.3: The importance of English in real work of learners in Hotels .40 Figure 4.4: Misunderstanding between learners and hotel guests 41 Figure 4.5: The necessity of learning cultural factors of learners 50 Figure 4.6: Learners‘ using of authentic materials 51 Figure 4.7: Learners‘ opinions about their satisfaction with their current material 52 ABSTRACT This study attempted to explore the needs of reception staffs at hotels in Hue The aims of the study are to focus on: (i) exploring the needs of the learners who are receptionists at hotels in Hue in their ESP course, (ii) selecting appropriate topics in a ESP syllabus, (iii) finding out some elements for a suggested syllabus that meet the learners‘ needs and purposes of learning ESP The subjects for this study consist of 50 hotel receptionists in Hue, English teachers and reception managers at hotels The data were mainly collected through questionnaires and interviews The data collected were analyzed quantitatively according to statistical frequency and percentage The research findings pointed out the learners‘ needs in the ESP course, such as purposes of learning, expectation of the course, language skill, learning activities, preference of cultural factors, learners‘ favorite topics They were found to be interested in successful communication with English speaking hotel guests at hotels in the role of receptionists In addition, the results from the study revealed the sources of materials and common topics needed to teach in the ESP course and language functions and language forms to be included in the syllabus From the findings, some pedagogical implications for designing an ESP syllabus were proposed Limitations of the study were pointed out and further research was suggested CHAPTER INTRODUCTION 1.1 Rationale of the study Today, English has become the language for communication in over the world and in most fields, such as in science, technology, tourism, and so on Especially, in the hospitality industry English is widely for inbound and outbound travel As a tourist city, yearly, Hue has been attracting a number of tourists coming from all over the world This requires that the reception staffs at hotels need to have communicative competence in general and English speaking skill in particular to satisfy foreign tourists Moreover, according to my observation, experience and regarding learners‘ needs, I realize that both teachers and learners as receptionists at hotels have a lot of difficulties in achieving an expectable result because of many factors, and one of these factors is lack of a good and suitable ESP syllabus The teachers have to spend a lot of time as well as energy to collect materials for their teaching English speaking for hotel reception staffs However, these materials are presently available, not the one which learners themselves want This is why exploring learners‘ needs as the first stage to design a good and suitable syllabus for hotel reception staffs is really crucial for me In addition, I hope to become one of the teachers of English at these hotels in the future In order to help learners improve their English speaking skill effectively, a good textbook designed based on learners‘ needs is appreciated For the above mentioned reasons, I boldly chose the topic for study “Needs analysis to help designing a syllabus for an extensive speaking course for reception staffs at hotels in Hue” with a hope to contribute to the improvement of teaching speaking skills for the hotel staffs to be more successfully communicate with the guests who speak English In response to the fore mentioned obstacles in the teaching of speaking this research aimed to make small change to the situation In short, this study has been done to document the reality of teaching and learning of speaking English in the hope of finding some possible solutions to help improving English of the reception staffs at hotels in Hue It is hopeful that students as well as the researcher would get benefits from this study In response to the fore mentioned obstacles in the teaching of speaking this research aimed to make small change to the situation It is hopeful that students as well as the researcher would get benefits from this study The goals of this study are to investigate and analyze learners‘ needs, background of English and challenges they faced in learning speaking English process in order to understand the learners more and then give a source of inspiration for an appropriate and effective syllabus Furthermore, the experiences and professional skills gained from years‘ working with speaking learners at hotels will enable the researcher to conduct this research Some other aims of the study are to present some sample units for teaching and to give some suggestions for teaching speaking English at hotels in Hue to improve the quality of teaching and learning speaking English 1.2 Research aims and Objectives 1.2.1 Aims This study aims to investigate and analyze the needs to help designing a syllabus for an extensive speaking course for reception staffs at hotels in Hue and provide the teachers and hotel staff as learners with practical knowledge to successfully fulfill their respective tasks 1.2.2 Objectives To achieve the aim of study, I attempt to fulfill the following objectives: To investigate and analyze learners‘ needs, background of English and challenges they faced in learning speaking English process in order to understand the learners more and then give a source of inspiration for an appropriate and effective syllabus To present some sample units for teaching and to give some suggestions for teaching speaking English at hotels in Hue to improve the quality of teaching and learning speaking English To find out some possible solutions to help improving English speaking skills for the reception staffs at hotels in Hue 1.3 Research significance This is probably the first research in designing a syllabus of speaking course for hotel staff It is hopeful that this research will be a source of inspiration for designing a syllabus to help teaching and learning speaking English effectively Because this study has been constructed based on the learners‘ needs, it will be developed to be a good course book which makes it easier for the learners to study They find the research useful since it addresses some ESP (English for Specific Purposes) teaching and learning issues with solutions Additionally, doing this study is likely to bring benefits to the hotels, the reception staffs at hotels as well as the researcher To hotels and their reception staffs: this suggested ESP syllabus will meet urgent need of the hotels To the researcher: It is useful and practical for the researcher to analyze learners‘ needs and design a suggested syllabus The researcher can have more opportunities to gain some valuable experiences and knowledge 1.4 Research questions To fulfill the objectives of the study I have tried to seek the information for the following questions: What are the needs of the reception staffs at hotels in Hue in this extensive speaking course? What sources of materials should be selected for a syllabus for reception staffs at hotels in Hue? What should a suggested ESP syllabus for the reception staffs at hotels be like? 1.5 Research scope This study focuses on exploring the needs of the reception staffs at hotels Learners‘ needs analysis will be the basis for evaluation of the current materials and suggestion for another ESP syllabus for improving speaking skill of English of the reception staffs at hotels in Hue 1.6 The organization of the thesis The thesis report is presented in five chapters as follows Chapter Introduction provides some reasons why the researcher chooses this research topic and states thepurposes, scope, significance, research questions and the structure of the study Chapter Literature Review briefly introduces some concepts and key terms used in this study: Communication and communicative competence, Speaking, What ESP is, ESP Syllabus and the prior research related to the issues under investigation Chapter Methodology presents the methods used to conduct this thesis such as the research design, techniques of sampling and collecting data, and methods of data analysis Chapter Finding and Discussion presents the results of data analysis and discusses the findings of the report Chapter Conclusion and implications provides the main mark of the study and gives some limitations, implication and suggestions for future research 10 In conclusion, the results from the questionnaire for learners and the interviews for the managers, the teachers and the hotel guests showed that the learners realized English was very crucial for their jobs as hotel receptionists They spent most of the time speaking in English with hotel guests Although they used to take up an ESP course and most of them said that their speaking skill was rather good, they still had some difficulties in communicating in English with English speaking hotel guests They were aware of improving their English speaking and listening skills by expressing their interests in learning vocabulary, grammar, cultural factors and so on They were more active to join in speaking and listening activities Besides, in order to successfully communicate with English speaking hotel guests, learners have to get knowledge of culture Many people can speak in English very fluently, but they feel confused to get start to communicate with English speaking tourists because they don‘t know how to start in order not to be impolite or rude to tourists When being asked if cultural factors played an important role in their communication, a number of learners 37% stated that it was very necessary and 56% of learners thought that it was necessary to them It can be seen that most of learners realized the importance of cultural factors in communication As for the degree of misunderstanding which happened at work, the majority of the learners, 50%, admitted that they did sometimes and 43.3% of them told that they often misunderstood in communicating with foreigners This proves that less cultural factors were paid attention in previous speaking courses as well as in syllabus Although many dialogues and conversations were introduced in syllabus also contained cultural factors, they were not very clear enough for learners Therefore, more cultural factors should be embedded in units with different tasks when designing a syllabus for speaking courses Regarding the materials, the majority of the learners were satisfied with textbooks which they were using In this aspect, most of the materials meet learners‘ needs to a considerable extent Additionally, the learners showed their interest in the topics and content of the textbooks because they realized that the topics were really 63 realistic and suitable for their levels of English However, a large number of learners said that they had to spend a lot of time combining various sources of materials As seen from table 4.19, 53.3% of the learners used web- based sources Internet is really popular and convenient nowadays It plays an important role in helping learners promote their knowledge of English Besides, books for speaking of foreign language centers were also favored by a number of learners, taking up 46.7% such as New Interchange, Know How, Let’s talk These books were also interesting for learners to use Moreover, their own ESP materials given by their hotels were used by 40% of the learners A small number of learners, accounting for 26.7%,used books for receptionists available in the market Mainly, however, most of them were combined in the teaching and learning English speaking course for reception staffs at hotels Therefore, they were excited about a new syllabus which would be designed based on their needs In the interview, the teachers were asked to reveal their viewpoint on the role of an ESP syllabus in ESP course, all of them said that ESP syllabus played a crucial role in an ESP course because it helped teachers as well as learners feel easier to teach and learn thanks to a clear and good framework The teachers showed their satisfaction with the materials they were using The content of the current ESP textbook was practical enough for both teachers and learners However, they stated that they had to combine their own materials and the ones which each hotel provided for different courses at different hotels in Hue On being asked if they liked to have a new textbook which was more suitable and interesting for reception staffs at hotels in Hue, all of them were interested in talking about it They told that they hoped to find out something strange and the new syllabus When being asked about the learners‘ needs and the necessity of learners‘ needs analysis, the teachers thought that in order to be successful in teaching learners to speaking in English, it was really necessary for teachers to understand their learners such as what the learners need or want, their proficiency of English as well as their different learning styles Therefore, learners‘ need analysis was extremely crucial for teacher to before starting teaching 64 Teachers were also told to give suggestions for a better ESP syllabus As indicated from table 1.16, all of the teachers (100%) asserted that teachers as well as designer should carry out learners‘ needs analysis carefully before designing a syllabus Additionally, adding more cultural factors to a new syllabus was really crucial so that learners‘ knowledge of culture could be promoted considerably Organizing a lot of interesting activities to attract as well as to motivate learners to join in speaking activities in class was appreciated by 70% of the learners Pronunciation is very important in communication because we pronounce words wrongly, which leads to misunderstanding or difficulty in catching each other between communicators However, adding more pronunciation activities in syllabus was paid attention by out of teachers who were interviewed, taking up 30% As far as the topic selection in ESP course is also concerned according to teachers and most of the learners, these are main topics that the students should be taught in an ESP course Fourteen topics from table 4.19 were put in the preference order suggested by learners and teachers This order may be explained by taking a look at the learners‘ jobs in their hotels Hence, according to the result from Table 4.19, the topics may be ranked in the priority order as follows: Complaints (86.7%) Listening to the telephone and types of messages ( 56.7%) Answering requires about services (40%) Some hotel types and locations (33.3%) Hotel jobs and department (33.3%) Front office (30%) Reservations (30%) Check in (26.7%) Check out (26.7%) 10 Occupancy (23.3%) 11 Food and Beverage (16.7%) 12 Room items and housekeeping (16.7%) 13 Room types (10%) 65 As seen from table 4.20, some more topics were added in an ESP syllabus for ESP course: Tourist information in Hue (60%) Hue‘s culture (60%) Good manners (53.3%) Special food in Hue (40%) Special food in Hue (40%) In short, the results from the questionnaires for 30 learners and interviews for teachers, managers and 13 English speaking hotel guests indicated that speaking and listening skills were the most necessary for learners because if learners were good at two skills in English, they would communicate successfully with English speaking hotel guests Additionally, the fundamental content of the ESP syllabus such as the purposes of learning ESP of reception staffs; the specialized topics; types of learning activities for learners at hotels in Hue has been formed and will be used as the basis for designing a real ESP syllabus for them 4.3 Suggestions for the ESP Syllabus for reception staffs at hotels in Hue 4.3.1 Overview This suggested ESP syllabus is designed for reception staffs at hotels in Hue, who have from to years working experience as receptionists at hotels Some of them used to take up an ESP speaking course which was held by their hotels Meanwhile, some learners have just been employed to work at hotels in Hue The syllabus includes 62 periods and is divided into 15 units, with periods a week, and periods for revision 4.3.2 Goals These goals were presented in Chapter (Part 4.1.1.2.1) General goals  Professional development  Improve their speaking skill to communicate with English speaking hotel guests in real situations at hotels in Hue as a receptionist 66  To talk in English with all kinds of people from many different countries in the world  To improve listening and speaking skills  communicating with foreigners in English as an English speaking native speakers Specific goals  To develop interactive skills in communication in English  To gain confidence in expressing ideas and opinions in communication in English  To improve speaking and listening skills  To be more active in communication in English  To successfully communicate improve listening and speaking skills with English speaking guests at hotels 4.3.3 Objectives - After this course, the learners will be able to: + have better listening and speaking skill + develop their professional skill concerning using English + have basic background knowledge of these topics + be more confident and active in communication with English speaking hotel guests + well the duties of a good hotel receptionists (such as giving directions to guests in English, providing hotel information for guests and know how to answers about services in hotels in English, providing some advices, suggestions and information about local tourism for guest in English as well as introduce Hue‘s culture to guests in English and so on) 4.3.4 Type of the syllabus Topic- based syllabus was chosen As seen from table 4.20, the topics: Tourist information in Hue (60%), Hue‘s culture (60%), and Good manners (53.3%) were the ones that the learners liked to learner most Therefore, the 67 topic ―Good manners‖ was chosen to design the samples of the topic- based syllabus for the study 4.3.5 Topic selection There are all 15 topics selected by the learners and teachers They are ranked in the priority order as indicated above There are 15 units in this ESP course (Tables 4.19, 4.20) According to the order, 15 topics should be chosen in the ESP syllabus for reception staffs at hotels in Hue as follows: Complaints Listening to the telephone and types of messages Answering requires about services Some hotel types and locations Hotel jobs and department Front office Reservations Check in Check out 10 Occupancy 11 Tourist information in Hue 12 Hue‘s culture 13 Special food in Hue 14 Good manners 15 Special food in Hue The grading of these above topics is based on the preference of learners and the frequency of using of learners 4.3.6 Language skills The reason why speaking and listening skills were focused on this syllabus is that the needs analysis of the learners (hotel reception staffs) in the study helps designing a syllabus for an extensive speaking course Most of the learners really like to improve their speaking and listening skills 68 4.3.7 Word study There is no doubt that vocabulary plays an important role in communication Moreover, the receptionists at hotels in Hue expect to learn more vocabulary Therefore, this section should be more focused in every lesson to help students deal with unfamiliar words in the English reception materials and improve specialist vocabulary 69 CHAPTER CONCLUSION AND IMPLICATIONS 5.1 Overview In this chapter, a brief summary of main points of the study is presented Mainly, the chapter also points out several pedagogical implications for designing a topic-based syllabus for reception staffs at hotels in Hue based on the learners‘ needs In addition, limitations of the study and suggestions for further research are also mentioned 5.2 Conclusion This study aims at exploring the real needs for ESP of learners who are receptionists at hotels in Hue towards a suggested ESP syllabus This research has been conducted mainly based on the investigation into the three following issues: The needs of the reception staffs at hotels in Hue in this extensive speaking course The topics that should be selected for a syllabus for Reception staffs at hotels in Hue The suggested ESP syllabus for the reception staffs at hotels should be like As mentioned in Chapter 4, the first finding of this study was the needs of learners in an ESP speaking course for reception staffs at hotels in Hue It showed clearly that purposes of the learning of hotel receptionists were for developing professional skill, improving their speaking skill to communicate with English speaking hotel guests in real situations at hotels in Hue as a receptionist Especially, the most common goal was talking in English with all kinds of people from many different countries in the world The information about the need in this part of the study was used as chief goals of the research to help designing a syllabus for an extensive speaking course for reception staffs at hotels in Hue The second finding was exploring the appropriate topics for a suggested syllabus based on learners‘ favorite topics Consequently, fifteen topics were chosen through the questionnaire for students and the interviews for teachers and managers 70 Among them, the topic ―Complaint‖ received the most preference from the learners and the topic ―Listening the telephone and types of messages‖ received the second preference from the learners The next finding of the study was the topics to be added to the ESP course From the questionnaire, five topics were found to be added: Tourist information in Hue, Hue’s culture, Good manners, Special food in Hue, and Special food in Hue Regarding the order of the topics in a syllabus, the findings can show that the most favored topics should be learned first The lists of the topics with five topics added should be considered as the order of the units in the syllabus As far as learning modes are concerned, pair work and group work were preferred much, compared with individual work and learners‘ presentation in front of the whole class It indicated that learners had a tendency to collaborative learning by working with their partners Moreover, group work activities were found to be better than individual work because it could save much time and everyone could have a chance to express their opinions with their partners In addition, teaching modes like informal lectures were preferred by most of the learners This helps us to know that nowadays, learners tend to work in friendly atmosphere in class between learners and teachers so that the learners gain more confidence to express their opinion easily Being conscious of the important role of cultural factors in communication, the majority of learners as well as teachers shared the opinion that it would be likely for communicators to misunderstand each other if they were in lack of knowledge of culture Therefore, more cultural factors should be embeded in units with different tasks when designing a syllabus for speaking courses 5.3 Implications From the results of the research, I would like to put forward some pedagogical implications to designing an ESP topic-based syllabus on students‘ needs No one denies that learners‘ need analysis is the important first step before designing a good syllabus This means that needs analysis aims at setting up the content, the framework of a ESP speaking course This is reflected through learners‘ 71 favorite learning and teaching modes, their preference of joining in speaking activities in pairs or in groups Therefore, it is essential for designers to pay much attention to the learners‘ needs and it should be carried out at the beginning of the course The result of students‘ needs analysis should be used for determining the main components of the syllabus Moreover, a clear direction should be noticed for both teachers and students to easily follow in the course For instance, the goals and objectives of the course must be clear, well-formed and satisfy the students‘ needs As a result, the course will be effective and useful and it attracts more students to the course Besides, to have an exact result from the needs analysis, the questionnaire and interviews should be properly combined In short, the ESP syllabus based on the learners‘ needs is flexible The learners have opportunities to take part in the process of syllabus design Exploring the learners‘ needs will help them meet the demands in the ESP course 5.4 Limitations of the study The research also shows some limitations in scope, time, individual differences and researcher‘s experience that affect the quality of the research Regarding scope, this study was carried out on a small scale of hotels with 30 receptionists, teachers and managers If the questionnaire was carried out with more receptionists at more hotels, the interviews were carried out with more teachers and more manager as well as more hotel guests or there were some more sample units were designed and they were taught experimentally, the collected information for designing a syllabus would be better To completely process the information in every related factor may result in some difficulties The most difficulty in this study is that the research was carried out in short time Meanwhile, analyzing learners‘ needs to help designing an ESP syllabus is a time-consuming process If the researcher had more time for studying, the whole framework of a syllabus would be presented in this study and some units would be designed in order to measure the effectiveness as well as practicability of the syllabus Moreover, some other obstacles should be needed to overcome by the 72 researcher such as individual differences and researcher‘s experience Therefore, this research cannot avoid some shortcomings 5.5 Suggestion for Further Research The future research for this title can be more usefully and effectively developed if it is done in larger scope with the questionnaire for more receptionists and the interview for more teachers and managers at more hotels in 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