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(LUẬN văn THẠC sĩ) a study on teaching and learning ESP vocabulary to 2nd year students in accounting faculty at hanoi college of economics and technology

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  • PART I: INTRODUCTION (13)
    • 1. Statement of the problem (13)
    • 2. Aims of the study (14)
    • 3. Research questions (14)
    • 4. Scope of the study (14)
    • 5. Methods of the study (14)
    • 6. Design of the study (14)
  • PART II: DEVELOPMENT (16)
    • CHAPTER 1: LITERATURE REVIEW (16)
      • 1.1. Overview of ESP (16)
        • 1.1.1. Definition of ESP (16)
        • 1.1.2. Classification of ESP (17)
        • 1.1.3. Characteristics of ESP (19)
      • 1.2. ESP Vocabulary (21)
        • 1.2.1. Definition of ESP vocabulary (21)
        • 1.2.2. Terminology (21)
          • 1.2.2.1. Definition of terminology (21)
          • 1.2.2.2. Features of terminology (22)
      • 1.3. Teaching and learning ESP vocabulary (22)
        • 1.3.1. Teaching ESP vocabulary (22)
          • 1.3.1.1. Dudley-Evans and St John’s viewpoint (22)
          • 1.3.1.2. Hutchinson and Waters’s viewpoint (23)
        • 1.3.2. Learning ESP vocabulary (24)
      • 1.4. Roles of ESP teachers (26)
        • 1.4.1. ESP practitioners as teachers (26)
        • 1.4.2. ESP practitioners as course designers and material providers (27)
        • 1.4.3. ESP practitioners as researchers (27)
        • 1.4.4. ESP practitioners as collaborators (27)
        • 1.4.5. ESP practitioners as evaluators (27)
      • 1.5. Difficulties in teaching and learning ESP vocabulary (28)
        • 1.5.1. Students at different levels (28)
        • 1.5.2. Teachers’ lack of basic specialized knowledge (0)
        • 1.5.3. Teaching and learning materials and conditions (29)
      • 1.6. Previous studies on teaching and learning ESP vocabulary (29)
      • 1.7. Summary (30)
    • CHAPTER 2: METHODOLOGY (31)
      • 2.1. Context of the study (31)
        • 2.1.1. Course book (31)
        • 2.1.2. Students and their background (32)
        • 2.1.3. Teachers and teaching methods (33)
      • 2.2. Subjects of the study (34)
      • 2.3. Data collection instruments (34)
        • 2.3.1. Questionnaires (34)
        • 2.3.2. Informal interviews for teachers (35)
      • 2.4. Data collection procedure (35)
    • CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTED (37)
      • 3.1. Data analysis (37)
        • 3.1.1. Questionnaire for teachers (37)
        • 3.1.2. Questionnaire for students (0)
      • 3.2. Major findings (53)
        • 3.2.1. Teachers’ difficulties in teaching ESP vocabulary (53)
          • 3.2.1.1. Lack of specialized knowledge (53)
          • 3.2.1.2. Lack of various teaching techniques (53)
        • 3.2.2. Students’ difficulties in learning ESP vocabulary (53)
          • 3.2.2.1. Lack of effective strategies for learning ESP vocabulary (53)
          • 3.2.2.2. Lack of GE vocabulary (54)
        • 3.2.3. The contextual problem (55)
      • 3.3. Suggested solutions (55)
        • 3.3.1. Solutions to teaching ESP vocabulary (55)
          • 3.3.1.1. Improving the teachers’ ESP knowledge (0)
          • 3.3.1.2. Improving teacher's methodology and techniques in teaching (56)
        • 3.3.2. Solutions to learning ESP vocabulary (57)
          • 3.3.2.1. Enhancing the necessary GE knowledge (57)
          • 3.3.2.2. Developing effective strategies of vocabulary learning (57)
        • 3.3.3. Solutions to the contextual problem (58)
  • PART III: CONCLUSION (0)
    • 1. Summary of the findings and solutions (0)
    • 2. Limitations of the study (0)
    • 3. Suggestions for further research (0)

Nội dung

INTRODUCTION

Statement of the problem

English has nowadays become the language of international communication As Phillipson points out,

English holds a pivotal role across various fields, including science, technology, medicine, and computing It is the primary language used in research publications, books, and software, as well as in international business, trade, shipping, and aviation Additionally, English is essential in diplomacy, international organizations, and mass media, influencing entertainment, journalism, and youth culture Furthermore, it is the most widely taught foreign language in education systems worldwide.

Students can enhance their knowledge by engaging with diverse English materials, which also opens up opportunities for qualified work abroad To fully capitalize on these opportunities, it is essential for students to acquire English for Specific Purposes (ESP) vocabulary pertinent to their fields This specialized vocabulary equips them to adapt to their work environments and fulfill the demands of their future careers.

Vocabulary is an inseparable part of any teaching syllabus However, “Teaching vocabulary especially in ESP course is becoming a challenge for English Language

ESP teachers at Hanoi College of Economics and Technology (HCET) encounter significant challenges in teaching specialized vocabulary, particularly due to students' limited knowledge of English terminology Second-year Accounting students struggle with vocabulary acquisition and grammar, leading to a lack of initiative in learning new words This deficiency in vocabulary directly impacts their academic performance, resulting in poor term results.

Recognizing these challenges, the English teachers at HCET are committed to transforming their vocabulary teaching methods to enhance student learning effectiveness and better prepare them for future career success.

I am conducting research to identify the key challenges in teaching and learning English vocabulary related to accounting at HCET Additionally, I aim to propose effective solutions to address these difficulties.

Aims of the study

to teaching and learning ESP vocabulary.

Research questions

1 What difficulties do HCET’s teachers have in teaching ESP vocabulary?

2 What major difficulties do accounting students face in learning ESP vocabulary at HCET?

3 What are solutions to improving Accounting English vocabulary teaching and learning at HCET?

Scope of the study

This study focuses on the challenges of teaching and learning English for Specific Purposes (ESP) vocabulary, specifically within the course book "English for Finance," aimed at Accounting students at Hanoi College of Economics and Technology It also offers proposed solutions to enhance the teaching and learning process of ESP vocabulary at HCET.

Design of the study

Part one is the Introduction of the study, which states the problem, the research questions, aims, scope, methods and the design of the whole paper

The Development section is divided into three chapters: the first chapter provides the theoretical framework relevant to the study, the second chapter outlines the context and methodology in detail, and the third chapter presents data analysis, findings, and proposed solutions for enhancing the teaching and learning of English for Specific Purposes (ESP) vocabulary at HCET.

Part three is the Conclusion, which summarizes major findings of the investigation, provides suggested solutions, limitations and suggestions for further studies.

DEVELOPMENT

LITERATURE REVIEW

In this chapter, the author explores key theoretical aspects of English for Specific Purposes (ESP), including an overview of ESP, the significance of ESP vocabulary, effective strategies for teaching and learning this specialized vocabulary, the crucial roles of ESP teachers, and the challenges encountered in teaching ESP vocabulary.

1.1 Overview of ESP 1.1.1 Definition of ESP

ESP, which stands for “English for Specific Purposes”, has become an essential part in “the Teaching of English as a Foreign or Second Language movement” (Howatt,

1984 cited in Dudley-Evans and St John, 1998: 1) To understand the term ESP correctly, we will ponder on certain following clarifications There have been a lot of attempts to define ESP

Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as a language teaching approach that prioritizes learners' reasons for learning They emphasize that ESP should be viewed as an approach rather than a product, distinguishing it from specific language types, methodologies, or teaching materials Instead of teaching a unique form of the language, ESP focuses on addressing the specific needs and interests of learners.

English for Specific Purposes (ESP) is defined as a specialized area within language teaching, focusing on specific goals and needs According to Robinson (1991), ESP is characterized by its goal-directed nature and is developed through a thorough needs analysis This analysis identifies the specific tasks students must perform in English, highlighting that ESP courses are typically time-constrained and designed for adult learners.

“homogenous classes” in terms of the work or specialist studies that students are involved in (cited in Dudley-Evans and St John, 1998: 3)

According to Munby (1978: 2), English for Specific Purposes (ESP) courses should be tailored based on a thorough analysis of learners' communication needs Recognizing that learners have diverse needs and interests is crucial, as these factors significantly impact their motivation and attitude towards learning.

The evolution of English for Specific Purposes (ESP) reflects a growing demand for English tailored to specific needs, influenced by advancements in linguistics and educational psychology Consequently, any ESP course should prioritize the needs of the learners.

English for Specific Purposes (ESP) encompasses various types, typically categorized into two primary groups: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) According to Robinson (1991), these two areas are distinctly represented in a tree diagram, highlighting their differences and applications.

Figure 1: ESP Classification by experience

(Robinson, 1991, cited in Dudley-Evans and St John, 1998:6)

Pre-experience Simultaneous/ in-service Post-experience

As a school subject For study in a specific discipline

Kennedy and Bolitho define the two types of ESP:

English for Occupational Purposes (EOP) focuses on teaching English skills necessary for specific jobs or professions, while English for Academic Purposes (EAP) is designed for students in educational settings who require English for their academic studies.

The classification of English for Specific Purposes (ESP) into English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) is crucial, as it influences the appropriate level of specificity for the course (Dudley-Evans and St John, 1998) However, Hutchinson and Waters (1987) argue that this distinction is not always clear-cut, as individuals often balance work and study Consequently, language learned in an academic setting is frequently applied in professional contexts later on.

In "The Tree of ELT" by Hutchinson and Waters (1987), English for Specific Purposes (ESP) is categorized into three main branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each branch is further divided into two sub-branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) For instance, within the EBE branch, "English for Secretaries" exemplifies EOP, while "English for Economics" serves as an example of EAP.

Figure 2: Types of ESP (Hutchinson and Waters, 1987: 16)

Another division of ESP divides EAP and EOP according to “discipline or professional area” in the following way:

Figure 3: ESP Classification by professional area (Dudley-Evans and St John, 1998:6)

Figure 3 clearly illustrates that the English for Specific Purposes (ESP) curriculum at Hanoi College of Economics and Technology, tailored for Accounting students, is categorized under English for Management, Finance, and Economics, representing a form of English for Academic Purposes.

Different types of English for Specific Purposes (ESP) provide a comprehensive framework that assists ESP teachers in selecting suitable teaching materials and classroom activities, as well as designing or adapting an effective ESP course tailored to the needs of their target students.

Strevens (1988) makes a distinction between four “absolute characteristics” and two “variable characteristics” of ESP He distinguishes two kinds of characteristics

English for Occupational Purposes English for Academic Purposes

English For (Academic) Medical Purposes

English For (Academic) Legal Purposes

English For Management Finance and Economics

- ESP is designed to meet specified needs of the learners;

- ESP is related in content (that is in its themes and topics) to particular disciplines, semantics, occupations and activities;

- ESP is centred on the language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;

- ESP is in contrast with “General English”

- ESP may be restricted as to the learning skills to be learned (for example reading only);

- ESP may not be taught according to any pre-ordained methodology

(cited in Dudley-Evans and St John, 1998: 3) Then, ten years later, Dudley-Evans and St John (1998: 4-5) identified ESP with three absolute characteristics and four variable characteristics

- ESP is designed to meet specific needs of learners;

- ESP makes use of the underlying methodology and activities of the disciplines it serves;

- ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities

- ESP may be related to or designed for specific disciplines;

- ESP may use, in specific teaching situations, a different methodology from that of general English;

ESP (English for Specific Purposes) is primarily tailored for adult learners, particularly in tertiary education or professional environments However, it can also be adapted for secondary school students.

- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners

The defining characteristics of English for Specific Purposes (ESP) distinguish it from other teaching methods, positioning it as a tailored approach focused on the specific needs of learners ESP emphasizes the importance of understanding learners' requirements and their existing knowledge to facilitate effective real-world communication in English.

1.2 ESP vocabulary 1.2.1 Definition of ESP vocabulary

Vocabulary encompasses the words we teach in a foreign language, which can include not only single words but also compounds of two or three words, as well as multi-word idioms.

Vocabulary encompasses the complete set of words in a language, including both single words and multi-word idioms whose meanings can be derived from the context of a sentence.

METHODOLOGY

This chapter outlines the study's context and methodology, detailing the course book, student backgrounds, and teaching methods employed by the educators It also presents the research questions, participant demographics, data collection instruments, procedures for gathering data, and the analysis techniques utilized in the study.

2.1 Context of the study 2.1.1 Course book

At HCET, English is a mandatory subject for all students, comprising two key components: General English (GE) and English for Specific Purposes (ESP) The GE course, conducted over the first two terms, utilizes the textbook “New Headway” by Liz and John Soars (Oxford University Press, 2011) and focuses on enhancing essential communicative skills, including speaking, listening, reading, and writing This foundational course serves as a crucial stepping-stone for students to advance to the ESP curriculum.

The ESP course, introduced in the third term, aims to equip students with essential technical vocabulary while enhancing their reading comprehension and translation skills for academic and professional use For second-year non-English majors at the Accounting Faculty of HCET, the selected course book is "English for Finance," authored by the English Faculty of the Academy of Finance (AOF) and published by the Finance Publishing House This comprehensive resource consists of 42 units and is integrated into the AOF English curriculum.

This course book covers a variety of essential topics, including economics, money and banking, finance, accounting and auditing, financial analysis, marketing, and international business Each unit is structured into five key parts: reading text, comprehension questions, language focus, word study, and vocabulary The reading texts, ranging from 300 to 500 words, delve into specific financial concepts, with the first unit focusing on economics and exploring its definition, fields, and subfields.

The article outlines a structured approach to enhancing students' comprehension and language skills It includes a section with 5 to 10 questions aimed at reinforcing understanding of the reading text The Language Focus section addresses grammar concepts through both theoretical and practical applications Additionally, vocabulary development is emphasized in two parts: Part IV offers diverse practice exercises such as fill-in-the-blanks, matching, and word formation, while Part V provides a comprehensive list of vocabulary items along with their English explanations and Vietnamese translations.

The syllabus includes 60 periods of 45 minutes over 10 weeks in the third term, covering 20 units Teachers and students meet twice a week for three 45-minute sessions Based on my experience and feedback from other educators, the course topics are engaging and practical However, the course book has a limited number of exercises and does not adequately address essential language skills such as listening, speaking, and writing, which means it primarily focuses on reading comprehension.

The second-year Accounting program at HCET comprises five classes, with students aged 19 to 23 Most of these students have completed either a three-year or seven-year English curriculum during their secondary and high school education.

English proficiency among students at HCET shows minimal variation, with most individuals at an elementary level The students' learning style is heavily influenced by their teachers, resulting in a passive approach to education Having primarily experienced the traditional "Grammar-Translation Method" in high school, students focus more on memorizing grammar rules rather than developing practical language skills Their vocabulary acquisition techniques remain conventional, often relying on word lists or repetitive writing to aid memorization.

The English Faculty at HCET comprises teachers aged 28 to 55, all of whom are graduates from prestigious foreign language universities, including the University of Languages and International Studies and Hanoi University While most hold Master’s degrees from Vietnam, two are currently pursuing their MA at the same institution They teach General English (GE) and English for Specific Purposes (ESP), but none have received formal training in ESP, leading to challenges such as insufficient specialized knowledge and difficulties in selecting suitable teaching materials and methodologies.

The prevalent approach to English for Specific Purposes (ESP) teaching at HCET is predominantly teacher-centered, where instructors dominate the classroom by explaining vocabulary and grammar structures while students passively listen and take notes Teachers typically write new words on the board, provide Vietnamese translations, and engage students in repetitive practice, yet opportunities for student interaction and inquiry are limited Consequently, the student-centered approach remains underutilized in this educational context.

The current vocabulary activities lack engagement and motivation, leading to insufficient improvement in students' vocabulary competence To enhance the teaching of English for Specific Purposes (ESP) vocabulary at HCET, it is essential to implement more effective and suitable teaching techniques.

This study involves 6 out of 7 English teachers, including 3 specializing in Accounting English, and 50 second-year students from the Faculty of Accounting at HCET The selected teachers, comprising 5 females and 1 male, have a minimum of 3 years of experience in teaching English for Specific Purposes (ESP) The 50 students, primarily female and aged 19 to 23, were randomly selected from five accounting classes, as they are the only group eligible to study ESP after completing their General English course in the first year.

While the number of participants is limited, it remains significant compared to the total of seven English teachers at HCET Additionally, 50 students serve as representatives for their peers, as the skill levels across the five classes are fairly uniform.

In order to collect information for the study, the researcher uses survey questionnaires for both teachers and students and informal interviews for the teachers

Questionnaires are an effective tool for gathering information directly from individuals, as noted by Wisker (2001: 147) They are particularly useful for collecting data on attitudes, behaviors, and responses to various events due to their ease of construction and ability to gather large amounts of information quickly (Dornyei, 2003: 9) In this research, two distinct questionnaires were administered—one for teachers and another for students—featuring both close-ended and open-ended questions to ensure comprehensive responses The purpose of these questionnaires is to identify the challenges faced by teachers and students in learning and teaching ESP vocabulary, as well as to gather suggestions for overcoming these difficulties.

The teacher questionnaire comprises seven questions aimed at exploring educators' attitudes and perceptions regarding the teaching of English for Specific Purposes (ESP) vocabulary It addresses the challenges faced by second-year students, as well as the methods and techniques employed by teachers in ESP vocabulary instruction Additionally, the questionnaire seeks suggestions for enhancing the teaching of ESP vocabulary The full questionnaire is available in Appendix 1.

DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTED

This section presents the findings from questionnaires administered to teachers and students, along with insights gained from informal teacher interviews The results will inform proposed solutions aimed at enhancing the teaching and learning of ESP vocabulary.

The analysis of questionnaire data utilized both quantitative and qualitative statistics, transforming raw data into easily understandable tables and charts for effective comparison.

Question 1: What are your purposes of teaching ESP vocabulary?

To help students read specialized materials 2 33.3

To help students enrich their vocabulary with technical terms

To help students communicate with foreigners about specialized matters

To help students pass the exam 5 83.3

Table 1: The purposes of teaching ESP vocabulary

A significant majority of teachers (83.3%) emphasize the teaching of English for Specific Purposes (ESP) vocabulary primarily to assist students in passing exams Additionally, 60% recognize the critical role of vocabulary in language acquisition and aim to enhance their students' lexical knowledge However, only a small fraction of teachers focus on vocabulary instruction to facilitate communication with foreigners on specialized topics This suggests that the primary goal of vocabulary teaching is exam preparation, which may lead to students forgetting much of what they have learned shortly after the assessments.

Question 2: What do you think about teaching ESP vocabulary in the course book “English for Finance”?

Chart 1: Teachers’ attitudes towards teaching ESP

Teaching English for Specific Purposes (ESP) vocabulary is often perceived as challenging by educators, yet findings suggest that it may not be as difficult as commonly believed Despite this, there remains a lack of consensus among teachers regarding the overall difficulty of instructing ESP vocabulary.

16.7% topics and read specialized materials (16.6% and 33.3%

Many teachers focus primarily on helping students pass exams, which can lead to a rapid loss of vocabulary knowledge shortly after assessments.

What do you think about teaching ESP vocabulary in the course for Finance”?

In a recent survey on teachers' attitudes towards teaching English for Specific Purposes (ESP) vocabulary, 66.6% of educators identified it as a challenging task Additionally, 16.7% found teaching ESP vocabulary to be very difficult, while the same percentage considered it not very difficult Notably, no teachers reported that teaching ESP vocabulary is not difficult at all.

The difficulty level of the exam varies among students, with 16.6% finding it very difficult and 33.3% considering it difficult Conversely, some students perceive the exam as not very difficult or not difficult at all This disparity in difficulty can lead to varied outcomes, as students may forget specialized materials shortly after the short-term retention period, impacting their overall exam performance.

Teaching English for Specific Purposes (ESP) vocabulary is essential for effective communication in specialized fields Evaluating the course book reveals that 16.7% of educators find it manageable to teach ESP vocabulary Despite this, there remains uncertainty among instructors regarding the best methods for instruction.

Not very difficultNot difficult at all

Question 3: What do you think of students’ learning ESP vocabulary?

Students often struggle to retain vocabulary during lessons, leading teachers to perceive this as a lack of effort In fact, a significant majority of teachers (83.3%) express concerns about their students' insufficient background knowledge Additionally, interviews reveal that students rarely revisit the material discussed in class.

At the start of my lessons, I frequently ask my students to define the concepts I will teach, but I notice that many struggle to articulate their understanding, despite being engaged in their respective majors.

Question 4: What are your difficulties in teaching ESP vocabulary?

A B do you think of students’ learning ESP vocabulary?

2: Teachers’ evaluation about students’ learning ESP vocabulary

A recent survey revealed that only 33.3% of teachers believe that students need to memorize extensive vocabulary in a single class In contrast, 66.6% of educators noted that their students struggle to retain vocabulary effectively.

A significant 83.3% of teachers express concerns about their students lacking the necessary background knowledge to comprehend key terms In interviews, three educators echoed this sentiment, emphasizing the importance of reviewing vocabulary at home and collaborating with classmates to enhance understanding Teacher 2 (T2) specifically highlighted the need for students to engage in these practices to improve their grasp of the material.

At the start of my lessons, I frequently ask students to define key concepts in Vietnamese to assess their understanding However, I've noticed that many struggle to respond, despite having studied their subjects in Vietnamese This indicates a lack of specialized knowledge necessary to grasp the terminology effectively.

Question 4: What are your difficulties in teaching ESP vocabulary?

A They are too lazy to learn vocabulary

B They do not have enough knowledge to understand terminologies

C They must remember too much vocabulary in one class do you think of students’ learning ESP vocabulary? n about students’ learning ESP vocabulary only 33.3% of the teachers answer that their

Besides, 66.6% of the vocabulary because of their Meanwhile, most of the teachers (83.3%) complain that their students do

Regarding to this three teachers have the same idea that most of their their vocabulary at home and copy their classmates’

At the beginning of my lesson, I often ask my students to explain or give the with the aim of checking answer my questions clearly It is apparent that they

Question 4: What are your difficulties in teaching ESP vocabulary?

A They are too lazy to learn vocabulary

B They do not have enough background knowledge to understand terminologies

C They must remember too much vocabulary

Chart 3: Teachers’ difficulties in teaching ESP vocabulary

As we can see from the figure been officially trained knowledge of the subject they are responsible for teaching

I myself have to improve information on the Internet or discuss with the subject my deeply understanding

Accordingly, there exists a gap of content knowledge or in other words, it is a major concern of ESP teachers (83.3%).

A significant 66.6% of teachers reported challenges in locating Vietnamese equivalents for English for Specific Purposes (ESP) terminology, as many terms lack direct translations Additionally, overcrowded classrooms hinder vocabulary instruction and limit opportunities for students to engage in activities that reinforce new words Teachers struggle to effectively manage large classes, making it difficult to provide individualized attention.

There are so many students in one class Noise and competence make me confused to choose an appropriate method to teach

Teachers at HCET face challenges in teaching English for Specific Purposes (ESP) vocabulary due to a lack of specialized training and subject knowledge Many ESP instructors have not received formal training, which affects their ability to effectively teach the subject To enhance their expertise, teachers seek to improve their knowledge by researching economic information online and engaging in discussions with subject matter experts during breaks.

Accordingly, there exists a gap of content knowledge or in other words, it is a major of ESP teachers (83.3%)

CONCLUSION

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