Esp learners vocabulary learning at a vocational school in khanh hoa province

Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN HUONG XUAN Trang 2 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN HƯƠNG XUÂN VIỆC HỌC TỪ VỰNG CHUYÊN NGÀNH

INTRODUCTION

Research rationale

Language is the keystone of communication, the bridge that connects individuals with the world and with each other Within the vast spectrum of language acquisition, the mastery of specialized vocabulary holds a profound significance, particularly for learners of English for Specific Purposes (ESP) This thesis embarks on a comprehensive exploration of the vocabulary learning journey of ESP students within the unique vocational school setting in Khanh Hoa province The heart of our inquiry lies in addressing the pressing needs and challenges faced by these learners in mastering the specialized vocabulary essential to their future careers As we dive into this research, we heed the wisdom of Nelson Mandela:

“Education is the most powerful weapon which you can use to change the world.”

This quote resonates deeply with the mission of our study: to empower ESP learners with the linguistic tools they need to transform their professional worlds

The theoretical foundation of our research is grounded in the understanding that language acquisition is a multifaceted process influenced by cognitive, sociocultural, and pedagogical factors To quote renowned linguist Stephen Krashen,

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." Our theoretical rationale highlights that language learning is most effective when it is meaningful, contextual, and imbued with relevance to the learners' specific needs and goals

ESP students often embark on their language learning journey with a distinct set of objectives, seeking language proficiency that is tailored to their chosen fields Our study acknowledges that the theoretical framework for ESP vocabulary learning should not only address the acquisition of words but also provide a deep understanding of the contexts and situations in which these words are used By emphasizing the experiential and situation-specific aspects of learning, we intend to meet the unique theoretical needs of ESP students

The contextual dimension of our research is rooted in the recognition that Khanh Hoa province serves as a unique backdrop for the study of ESP vocabulary learning Quoting Paulo Freire, the influential education philosopher, "Education either functions as an instrument that is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." This context-based understanding underscores the transformative potential of vocational education, particularly in a province where tradition and progress converge

The challenges of ESP vocabulary learning are contextualized within the dynamics of vocational schools that prepare students for diverse careers in tourism, fisheries, and industry The specific needs of learners within this regional and professional context necessitate an investigation into the unique difficulties they encounter By understanding this context, we can better tailor our proposed solutions to align with the local demands of Khanh Hoa province

As an educator in Khanh Hoa province, I have witnessed the authentic struggles and aspirations of ESP learners in their journey toward mastery of specialized vocabulary Each student embodies a unique story, a set of dreams, and an appetite for practical knowledge It is their determination and my role as an educator that have motivated me to initiate this research

My experiences as a teacher have not only revealed the specific challenges faced by ESP learners but have also deepened my commitment to offering concrete solutions I view my role as extending beyond the classroom to encompass research that provides pedagogical strategies capable of empowering ESP learners in Khanh Hoa province Owing to these reasons, they inspired the researcher to carry out this study “ESP learners’ vocabulary learning at a vocational school in Khanh Hoa province”

By synthesizing theoretical, contextual, and pedagogical reasons, this thesis aims to unravel the intricacies of ESP vocabulary learning, while offering effective solutions to the difficulties faced by learners in vocational schools These solutions are intended to bridge the gap between the specialized language needs of their professions and the practical tools required for linguistic proficiency.

Research aims and objectives

The research is carried out to study the current situation and problems of ESP learners’ vocabulary learning at a vocational school in Khanh Hoa province The results of the study are to suggest some feasible solutions to help ESP students learn vocabulary more effectively

Specifically, the following objectives are generated:

- To find out the difficulties in learning vocabulary as perceived by ESP learners

- To explore the solutions to improve ESP learners ’vocabulary learning.

Research questions

With the aims above, the research is carried out in an attempt to find out the answers to the following questions:

1 What are the problems in learning vocabulary, as perceived by the investigated ESP learners?

2 What are the solutions for helping ESP learners learn vocabulary?

Scope of the study

The study was conducted at a vocational training school in Khanh Hoa province in Vietnam The participants in this study were first year students of Hotel and Restaurant Operation classes The study involved 50 participants from two intact classes The study focused on the investigation of ESP learners’ perceptions about difficulties in learning vocabulary and attempted to find out appropriate vocabulary learning methods.

Significance of the study

Theoretically, this research contributes to an exploration of ESP within the unique setting of a vocational school It adds valuable insights to the broader body of knowledge related to language education by examining the nuances of vocabulary acquisition in a vocational training environment This study advances ESP theory by delving into the intricacies of vocabulary learning, contributing to our understanding of how learners in specialized fields acquire and apply specific language skills

Furthermore, this research enhances our comprehension of pedagogical theory By investigating the challenges and strategies associated with vocabulary learning in vocational education, it offers an opportunity to improve language pedagogy, instructional design, and educational practices The findings have the potential to transform the way ESP is taught, making it more effective and engaging for learners

In fact, the study is expected to give an overview of the English vocabulary learning context and difficulties perceived by ESP students From then, it offers some suggestions for effective ESP vocabulary learning at the vocational school These suggestions include some techniques for students to learn vocabulary The study reveals that there is a big gap between factual teaching and students’ expectations ESP vocabulary learning at the vocational school still faces a great number of problems relating to learning strategies, students’ motivation, materials and equipment, syllabus and course design, etc Solving these problems requires the effort of not only teachers but also students, managing board and other relevant sectors.

Structure of the thesis

The report of the research is presented in five chapters: Introduction, Literature Review, Research Methodology, Findings and Discussion, and Conclusions and Implications

Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aims and objectives, the research questions, the scope, the significance and the structure of the thesis

Chapter 2, Literature Review, offers an exploration of the fundamental ideas and terminology that form the theoretical basis for this research This section provides an examination of ESP, vocabulary, and ESP vocabulary, encompassing their definitions, functions, challenges, and methods for acquisition Finally, it concludes by delving into the concepts of ESP learners and the role of vocational schools and vocational education

Chapter 3, Research Methodology, explains the research methods Firstly, it presents the research approach Secondly, it describes the research setting and participants Thirdly, it introduces the research instruments used to collect data and materials of the study Lastly, this chapter comes to an end with the procedure to conduct the study

Chapter 4, Findings and Discussion, reports the results of the study First of all, the first questionnaire result is introduced Second, the second questionnaire result is presented Then, the information collected from the questionnaires is analyzed to give an in-depth explanation of the findings Last, the interview transcription analysis is the final finding of this chapter

Chapter 5, Conclusions and Implications, summarizes the study report by presenting a brief description of the study, its findings, proposed solutions, research implications, study limitations, and suggestions for future investigations on this issue.

LITERATURE REVIEW

An overview of ESP

The term "English for Specific Purposes" (ESP) holds a pivotal role within the realm of teaching English as a foreign or second language Howatt's insights from 1984, as cited by Dudley-Evans and St John in 1998, emphasize its significance Numerous attempts have been made to define ESP, and various perspectives shed light on its nature and purpose

Hutchinson and Waters (1987) offer a comprehensive definition of ESP, portraying it as an approach to language instruction where content and methodology are tailored to learners' specific reasons for learning Importantly, ESP is not confined to particular linguistic forms, methods, or teaching materials Instead, it is a flexible approach grounded in learners' distinct needs and interests, making it adaptable to various contexts

Strevens (1988) positions ESP within the broader category of special purpose language teaching, recognizing its distinctive focus Robinson's definition, as articulated in 1991, underlines two key criteria: goal-directedness and the crucial role of needs analysis in designing ESP courses Such courses are characterized by a limited time frame and typically cater to adults in homogeneous classes with shared professional or academic pursuits

Munby (1978) underscores the importance of designing ESP syllabi and materials based on a prior analysis of learners' communication needs These needs can vary significantly, impacting learners' motivation and attitude toward language acquisition

Collectively, these definitions, offered by various authors at different points in time, highlight the dynamic nature of ESP Its growth is attributed to the evolving demand for English tailored to specific purposes, influenced by advancements in linguistics and educational psychology Consequently, any ESP course must be firmly rooted in learners' specific needs In essence, ESP is an approach that thrives on adaptability and customization to cater to the unique requirements of its learners

As we delve deeper into the world of ESP, we encounter a fascinating array of classifications and subtypes These classifications serve as a testament to ESP's dynamic nature and its ability to cater to a wide range of linguistic requirements

In the conventional classification of ESP, it has typically been segregated into two primary domains: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)

An alternative classification proposed by Dudley-Evans and St John in 1998 offers a more intricate perspective on ESP Their classification, presented in the form of a tree diagram, distinguishes EAP and EOP based on specific disciplines or professional domains, as depicted in Figure 1

English for Academic Purposes English for Occupational Purposes

English for English for English for English for English for English for (Academic) (Academic) (Academic) Management, Professional Vocational

Science and Medical Legal Finance and Purposes Purposes Technology Purposes Purposes Economics

English for English for Pre-Vocational Vocational Medical Business English English Purposes Purposes

Figure 1 ESP classification by professional area (Dudley-Evans and St John, 1998, p.6)

The tree diagram for ESP by Dudley-Evans and St John (1998) describes that EAP consists of English for Science and Technology (EST), English for Medical Purposes (EMP) English for Legal Purposes (ELP) and English for Management, Finance and Economics And EOP includes English for Professional Purposes with sub-sections as English for Medical Purposes (EMP) and English for Business Purposes (EBP) and English for Vocational Purposes with sub-sections as Pre- Vocational English and Vocational English

From the above diagram, we can see that the ESP course depends on whether it can be classified as EOP or EAP This division of ESP is vital because “they will affect the degree of specificity that is appropriate to the course” (Dudley-Evans and StJohn, 1998, p 6) However, Hutchinson and Water (1987, p 16) do note that it is not “a clear-cut distinction” because people can work and study at the same time, “it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the student takes up, or returns a job”

According to Figure 1, ESP taught to students majoring in Hotel and Restaurant Operation at a vocational school in Khanh Hoa province belongs to English for vocational purpose and it is a type of English for Occupational Purposes

In summary, different types of ESP serve as an overall guide for ESP teachers in choosing materials, designing classroom activities, and adapting courses for their target students

Strevens (1988) makes a distinction between four “absolute characteristics” and two “variable characteristics” of ESP He distinguishes two kinds of characteristics As for absolute characteristics , ESP is designed to meet specified needs of the learners Moreover, it is not only related in content (that is in its themes and topics) to particular disciplines, semantics, occupations and activities but also centred on the language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse And ESP is in contrast with

“General English” While in terms of variable characteristics, ESP may be restricted as to the learning skills to be learned (for example reading only) and it may not be taught according to any pre-ordained methodology

Dudley-Evans and St John (1998, pp 4-5) identify ESP with three absolute characteristics and four variable characteristics There are more elements in absolute characteristics At first, ESP is designed to meet specific needs of learners Secondly, ESP makes use of the underlying methodology and activities of the disciplines it serves and ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities Particularly, in terms of variable characteristics, ESP may be related to or designed for specific disciplines; may use in specific teaching situations, a different methodology from that of general English; ESP is likely to be designed for adult learners, either at tertiary level institution or in a professional work situation IT could, however, be used for learners at secondary school levels; 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.

Vocabulary and ESP vocabulary

In his work "Myths about Teaching and Learning Second Language Vocabulary: What Recent Research Says" (Folse, 2004), the author asserts that the process of learning a language encompasses various elements, such as pronunciation, writing system, syntax, and pragmatics However, Folse emphasizes that among these aspects, vocabulary holds the utmost significance in language acquisition The assertion is made that learning a language undeniably involves the acquisition of vocabulary

Vocabulary has been conceptualized in various ways Ur (1996) defines vocabulary as "the words we teach in the foreign language," highlighting that a new vocabulary item may extend beyond a single word, encompassing compounds or multi-word idioms

Vocabulary may also be defined as “the sum of words used by, understood by, or at the command of a particular person or group” (The American Heritage Dictionary) In another way, vocabulary “ may be individual words, or full sentences - institutionalized utterances - that convey for social or pragmatic meaning within a given community” (Lewis , 1993, p 89)

To sum up, vocabulary can be roughly understood as the total number of all the words that a language possesses, including a single word, two or three- word items expressing a single idea and multi-word idioms of which meaning cannot be deduced from the analysis of the component words but only understood in the sentences, or in certain contexts

2.2.2.The importance of vocabulary in language learning

It is undeniable that vocabulary plays an important role in language learning Vocabulary is a key element in language learning because a widely productive vocabulary is essential in enhancing a learner’s language skills This role can be clearly seen in the saying: “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, D A, 1972)

Troike (1976, p 87) emphasizes that “vocabulary is the most important for understanding and knowing names for things, actions and concepts” This does not mean that other aspects of language such as phonology or grammar can be neglected, but one thing which can be clearly seen is that the first thing language learners need in order to be able to communicate is vocabulary

Due to these reasons, teaching and learning vocabulary is a very essential aspect in foreign language methodology If a learner has a wide range of vocabulary, he can help himself understood and understand others easily On the contrary, if his vocabulary is limited, he will surely have difficulty in doing so and in English learning It can be concluded that vocabulary is a “must” for all language learners by all means

From some researchers, we know that vocabulary supports reading development and increases comprehension Students with low vocabulary scores tend to have low comprehension and students with satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores

The report of the National Reading Panel states that the complex process of comprehension is critical to the development of children’s reading skills and cannot be understood without a clear understanding of the role that vocabulary development and instruction play in understanding what is read (NRP, 2000)

Chall’s classic 1990 study showed that students with low vocabulary development were able to maintain their overall reading test scores at expected levels through grade four, but their mean scores for word recognition and word meaning began to slip as words became more abstract, technical, and literary Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had fallen to almost three years below grade level, and mean reading comprehension was almost a year below Jeanne Chall coined the term “the fourth-grade slump” to describe this pattern in developing readers (Chall, Jacobs, and Baldwin, 1990)

Vocabulary language acquisition involves the process of recognizing and understanding newly learned words, as well as using them effectively in spoken and written communication (Lightfoot, 2010) According to Nation (2001), mastering a new word entails recognizing its pronunciation, spelling, and derivations, along with understanding its dictionary definition Furthermore, it includes knowing how to use the word correctly in various contexts and understanding its functions, such as how often it is used and when it is appropriate

Nevertheless, learning vocabulary in a new language can be challenging for various reasons Especially, these difficulties can arise from the nature of the language itself Thornbury (2004, p 27) proposes some factors that make some words more difficult as follow: a Pronunciation

Research shows that words that are difficult to pronounce are more difficult to learn b Spelling

Sounds-spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling, and can contribute to a word’s difficulty most English spelling is fairly law-abiding, there are also some glaring irregularities Words that contain silent letters are particularly problematic: foreign, listen, headache, climbing, bored, honest, cupboard, muscle, etc a Length and complexity

Long words seem to be no more difficult to learn than short ones But, as a rule of thumb, high frequency words tend to be short in English, and therefore the learner is likely to meet them more often, a factor favoring their “ learnability” b Grammar

Also problematic is the grammar associated with the word, especially if this differs from that of its L1 equivalent Remembering whether a verb like enjoy, love, or hope is followed by an infinitive (to swim) or an ±ing form (swimming) can add to its difficulty c Meaning

When two words overlap in meaning, learners are likely to confuse them

“Make” and “do” are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire f Range, connotation and idiomaticity

ESP learners at vocational school

2.3.1 The concept of ESP learners

The concept of ESP learners has been extensively explored in the literature, and researchers have investigated various aspects related to their language needs and characteristics

First of all, ESP learners are distinct from general English language learners in that they have specific language needs related to their academic, professional, or vocational domains Hutchinson and Waters (1987) define ESP learners as individuals who need English "for the purpose of performing particular job-related functions" (p 19) These learners often come from diverse backgrounds, such as medicine, engineering, business, or aviation ESP learners are often found in professional and academic contexts For example, in medical ESP, Dudley-Evans and St John (1998) have studied how medical students and professionals require specialized English language skills to communicate effectively with patients, colleagues, and researchers

Moreover, research has shown that ESP learners have unique linguistic needs Swales (1990) emphasizes that these learners require domain-specific vocabulary, language structures, and discourse conventions Their language learning should be context-driven and should equip them with the ability to communicate effectively within their specialized fields

Especially, ESP learners exhibit considerable individual variation in terms of their language proficiency, prior knowledge of the subject matter, and learning preferences Basturkmen (2006) highlights the importance of recognizing these differences and tailoring ESP programs to meet individual learners' needs

2.3.2 Vocational school and vocational education

Having said that, ESP learners study their English vocabulary major at vocational school Thus, what is a vocational school? And how does it affect ESP learners?

A vocational school, trade school, or technical school is a type of educational institution, which, depending on the country, may refer to either secondary or post- secondary education designed to provide vocational education or technical skills required to complete the tasks of a particular and specific job Vocational schools play a central role in delivering vocational education These institutions offer specialized programs and courses tailored to a range of trades and professions, from automotive mechanics to healthcare Zeichner and Tabachnick (1981) highlight that vocational schools provide hands-on training, helping students gain practical experience in their chosen fields

Vocational education refers to training and education that focuses on preparing individuals for specific occupations, trades, or professions This type of education equips learners with practical skills, knowledge, and competencies related to their chosen fields Besides, vocational education offers students a direct pathway to careers in various industries, including healthcare, automotive technology, culinary arts, and more (Grollman et al., 2018)

Moreover, the 1990 Perkins Act defines vocational education as "organized educational programs offering a sequence of courses which are directly related to the preparation of individuals in paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree." While vocational education is provided at both the secondary and postsecondary levels, its focus differs somewhat at each level

In fact, the vocational school in Khanh Hoa province in the current study belongs to vocational education at the secondary level because the students who enrolled in school have the age of 16 and have completed their secondary education Therefore, in this theoretical part, the study focused on secondary education

In the case of secondary education, these schools differ from academic high schools which usually prepare students who aim to pursue tertiary education, rather than enter directly into the workforce With regard to post-secondary education, vocational schools are traditionally distinguished from four-year colleges by their focus on job-specific training to students who are typically bound for one of the skilled trades, rather than providing academic training for students pursuing careers in a professional discipline While many schools have largely adhered to this convention, the purely vocational focus of other trade schools began to shift in the 1990s "toward a broader preparation that develops the academic" as well as technical skills of their students.

Conclusion

The strengths of the previous works lie in their comprehensive exploration of challenges and strategies in ESP vocabulary learning The identification of motivation issues, the complexity of specialized terminology, and the importance of authentic materials and contextual learning provides a solid foundation Additionally, the incorporation of various strategies, including memorization techniques, contextual learning, interactive methods, and technology integration, showcases a thorough understanding of diverse approaches

However, there are notable weaknesses The previous works lack specificity to the geographical and cultural context of Khanh Hoa province, which may have unique challenges and requirements The focus on general challenges and strategies without considering the region-specific factors limits the applicability of the findings Moreover, there is a need for more in-depth exploration of the effectiveness and limitations of each strategy, particularly in the context of vocational schools

To sum up, the previous studies on ESP vocabulary learning identified several challenges and strategies, but there are notable gaps that need addressing in the context of Khanh Hoa province These studies lacks a specific focus on the geographical and cultural aspects of this region, industry-specific challenges faced by learners, and the unique teaching and learning conditions in Khanh Hoa Furthermore, it doesn't delve into the motivational factors, access to authentic materials, and the current state of technology integration specific to this area Collaborative practices, adaptations, and the long-term impact of strategies are also areas that require more exploration By addressing these gaps, the upcoming study on "ESP learners’ vocabulary learning at a vocational school in Khanh Hoa province" can provide more nuanced insights tailored to the specific needs and challenges of learners in this region, contributing to the improvement of ESP education.

METHODOLOGY

Research design

This is a mixed-methods research in which questionnaires for ESP learners were analyzed quantitatively and qualitatively to find out ESP students’ perceptions of difficulties in vocabulary learning and their solutions Besides, the research was also based on semi-structured interviews Semi-structured interviews were made to get better insight into the research questions and clarify ESP learners’ ideas The interview data were qualitatively analyzed

The survey took place over a 12-week period during which 50 ESP students specializing in Hotel and Restaurant Operations received conventional in-person instruction, as well as guidance from the researcher on innovative ESP vocabulary learning techniques The research utilized questionnaires and interviews as data collection tools The questionnaires were distributed to students via Google Forms, facilitating convenient and adaptable data gathering

The survey was conducted in two days The first questionnaire was sent to students in a four- week learning with traditional ESP learning methods before the intervention The questions were about ESP students’ attitudes toward the importance of vocabulary and the context of learning ESP vocabulary, their motivation and their difficulties in learning vocabulary The second questionnaire was given to students after the intervention of 12-week learning The second questionnaire was to figure out learning strategies perceived by the ESP learners Afterward, 6 students received the interview from the researcher to clarify their ideas about ESP vocabulary learning The results were analyzed quantitatively and qualitatively.

Research setting and participants

This study took place at a vocational school in Khanh Hoa province from January to June in 2023, during the second term of the academic year By the time of the study, the students had already completed the general English test There are ten vocational schools in Khanh Hoa province, with Dien Khanh Vocational School located in a rural commune within Dien Khanh town, Khanh Hoa Province The entire school comprises 25 classrooms, including 15 rooms for theoretical studies and 10 for practical workshops, all equipped with televisions and a free Wi-Fi system As a teacher at the school, the researcher was motivated to conduct this study

The study's population consisted of two classes, 50 first-year students in Hotel and Restaurant Operations at Dien Khanh Vocational School These students were divided into two groups, Group 1 and Group 2 Group 1 comprised 25 students, including 8 males and 17 females, while Group 2 consisted of 25 students, with 7 males and 18 females The students' ages ranged from 15 to 16 The participants in the study were taught English for Specific Purposes (ESP) using textbooks related to Hotel and Restaurant Management They received four 45-minute ESP classes each week The ESP course began in the end of January and finished in the end of May Most students had already completed the General English course, which covered listening, speaking, reading, and writing skills Following the final General English test of the first semester, Group 2 showed better proficiency in their learning outcomes compared to Group 1

A total of 50 students were selected to respond to two sets of questionnaire through Google Form, and 6 students were interviewed This research aimed to analyze students' perspectives on the challenges and strategies in learning ESP vocabulary After completing the ESP vocabulary lessons, the two experimental classes received instructions on vocabulary learning strategies from the researcher This intervention spanned 12 weeks, excluding the time for data collection, and involved 50 students The chosen classes were observed by the researcher to assess the students' experiences during the study and the results achieved

On the other hand, it is more convenient for the researcher to study these student groups for various reasons First of all, in addition to low dropout rates, these classes consistently have higher student numbers than other classes Khanh Hoa is also a coastal province with high tourism potential, attracting many foreign tourists every year Infrastructure is currently being invested to build many attractive projects Therefore, students majoring in hotel and restaurant management have a wide range of employment opportunities after graduation As a result, ESP in hotels and restaurants has become more popular and important than other specialties.

Materials

3.3.1 The coursebook “English for Restaurants workers(Second edition) ” for formal face-to-face instruction

"English for Restaurant Workers (Second edition)" written by Renee Talalla in 2008, is intended for individuals training to become waitstaff and for instructors within the restaurant and catering field This resource is designed for those with a basic understanding of English and is unique for its visual-based approach It offers the following features: specialized vocabulary and terminology relevant to restaurant work, visual representations and explanations of restaurant-related duties, frequently used phrases and expressions in the restaurant industry, and exercises to assess and reinforce learning Each section includes task illustrations with explanatory captions, essential vocabulary, definitions of key terms, idiomatic expressions, and common phrases Each lesson is instructed in one 45-minute period The total time allocating to teaching was equivalent to 16 weeks In this course in 2023, according to teaching procedure at school, ESP students learn 8 lessons per week

3.3.2 Vocabulary activities employed in the intervention time

In this study, after finishing four-week learning of Unit 1,2,3,3a of the textbook “English for Restaurants workers” with traditional methods including translation, repetition, task-based learning and etc in February, the intervention time started in the beginning of March , 50 ESP students majoring Hotel and Restaurant Operation were taught with innovative methodology allocating to Unit 4 to Unit 15 of the textbook These vocabulary activities were designed to reinforce key terms and concepts related to the hospitality and restaurant industry, as presented in the coursebook They encouraged active engagement, discussion, and practical application of the vocabulary in real-world scenarios

Table 1 ESP vocabulary activities employed in the intervention time

Week Activity Instructions Key Words

Use Cram app- online flashcards and images to teach vocabulary related to taking food orders medium, rare, well-done, oyster, salmon, speciality, wheat, tender, ingredient, main course, cereal, flavour, recommend, flavour, main course, starter

Unit 5: Placing food orders with the kitchen / adjusting seating places

Use visual aids to explain the process of placing food orders with the kitchen and how to adjust seating arrangements based on reservations and customer flow

Cutlery, roll, slice, sharp, whole meal, hot and cold kitchen, steak knife, fish knife and fork, slice, blunt, butter, replace

Unit 5a: Refilling glasses / lighting cigarettes / changing ashtrays

Introduce vocabulary using flashcards for refilling glasses and addressing smoking areas refill, glass, cigarette, ashtray, smoke, service, request, courtesy, water jug, top up, etiquette, stand to right of someone, reach across, cigarette butt, refill, bring, hold, keep

Create a game where students practice serving wine, including opening the bottle, pouring, and presentation

Host/hostess, house wine, carafe, label, order, pull out, set up, taste, wipe, unscrew, lever, opener, foil, bulge, bucket

Week Activity Instructions Key Words

Unit 7: Serving the first course / refilling wine glasses

Organize role-play scenarios for serving the first course and refilling wine glasses first course, announce, bend, care for, refill, set down, shoulder, knees, male, palm, double check, indicate, empty, edge, make sure

Unit 8: Serving the main course

Use flashcards to teach vocabulary related to serving the main course

Have a consolidation with mind-map drawing

Base, cover, dressing, handle, index finger, oil, pepper mill, plate, portion, sauce, tray-stand, vinegar, scoop, adjust, arrange, grind, scoop

Engage students in a discussion on how to handle customer complaints effectively

Interrupt, deal with complaints, overcooked, blame, argue with, satisfied, solution, apologize, justify, carefully, medium

Unit 10: Clearing the table after courses

Set up a simulation where students practice clearing tables after courses

Bread basket, butter dish, cutlery, shakers, steward, bottom, clear the table, clearing station, salt and pepper station, directly

Unit 11: Serving dessert / making coffee

Introduce vocabulary using flashcards for serving dessert and making coffee

House speciality, mousse, sorbet, trolley, pantry, tart trolley, melt, non-frozen, suggest, dessert

Unit 12: Making tea / serving beverages after meals

Teapot, bartender, bowl, brandy, creamer, forearm, liqueur, sachet, tea leaves,

Week Activity Instructions Key Words

Role-Play Organize role-plays for making tea and serving beverages after meals stem, tea bag, sweetener, milk jug, brewed coffee, herbal tea, instant coffee, boiling, snifter, stir, filter

Unit 13: Presenting the check / bill

Create a game where students practice presenting the check or bill

Sign, cash, cashier, verify, pay, credit card, check- holder, customer, tip, voucher, payment, process, a credit card

Unit 14: Polishing and handling glassware / cutlery

Engage in practical activities involving the polishing and handling of glassware and cutlery

Discard, polish, overlap, rotate , water spot, chipped, lint, smudged, shiny, glassware, steam, stain, basin, crashed= broken

Instruments to collect data

In this study, two types of instruments comprising questionnaires and semi- structured interviews served in the process of collecting reliable and valid data On the whole, the first survey questionnaire was used to answer the first research question It investigated the real situations and problems of learning vocabulary perceived by ESP students The second survey questionnaire and the interview gave an answer to research question 2 or explored ESP vocabulary learning methods and strategies at the vocational school with the first-year students majoring in Hotel and restaurant operation so as to find out the effective vocabulary learning techniques for those learners

According to Brown (2005), questionnaires are in written form and consist of a series of questions or statements through which samples’ viewpoints are presented by producing their answers or selecting the available suggested answers In this study, questionnaires were delivered to students and the questions were designed in such a way that the informants can express freely their specific thoughts about the ideas raised in the questionnaires

The current survey questionnaires were adapted from Nguyen Thi To Hoa’s Survey questionnaire for students in the research “Techniques to teach ESP vocabulary effectively to students at college of natural sciences, VNU” in 2010 There were two forms of questionnaire in the study The first form named

“Questionnaire of ESP vocabulary learning problems” and the second form was known as “ Questionnaire of ESP vocabulary learning techniques” They were given to students on two different days These questionnaires were written in both English and Vietnamese to make sure that the students fully understand the questions before giving their answers The total number of survey questionnaires for the students was 14 The data from questionnaires were analyzed descriptively and statistically The questionnaires were also piloted using a small group of students with similar characteristics to the participants in the main study The purpose was to guarantee that the questionnaire covered the strategies related to learning English vocabulary and that the students could understand the questionnaire completely a Questionnaire of ESP vocabulary learning problems

The questions were to explore the ESP students’ attitude toward the importance of vocabulary and the context of learning ESP vocabulary, their motivation and their difficulties in learning vocabulary They are presented in Appendix 1 The first part of the questionnaire was about general information of the participants such as their age, their sex and their time for studying English

The survey form consisted of nine questions, comprising eight multiple-choice questions and one open-ended query embedded within a set of 16-item Likert-scale questions Questions 2, 3, 4, and 5 were adapted from questions 1, 2, 3, and 5 in a survey questionnaire utilized for students in Nguyen Thi To Hoa's 2010 M.A thesis These questions were designed to elucidate ESP students' general understanding of the role of ESP in their lives and the development of various skills The areas of inquiry encompassed pronunciation, the meanings of ESP-related words, spelling, and word usage The majority of these questions remained largely unchanged in comparison to their original counterparts However, question 2, unlike its precursor, presented respondents with five response options instead of four, in order to gather more comprehensive and illuminating information

Additionally, five new questions, numbered 1, 6, 7, 8, and 9, were introduced to delve into the internal and external motivations and challenges experienced by ESP students Question 9 featured 16 items related to students' proficiency following their general English course, as well as the specific difficulties faced by ESP students, such as the number of syllables when memorizing pronunciation, writing, and other factors like study habits, current context of the school This section incorporated a 5-point Likert scale, encompassing responses ranging from "Never true for me" (1), “Hardly ever true for me”(2), “Sometimes true for me”(3), “Often true for me”(4) and "Always true for me" (5) This 5-point scale facilitated the collection of more detailed and insightful data b Questionnaire of ESP vocabulary learning techniques

The second set of questions, as outlined in Appendix 2, pertained to responses for research question 2 This set comprised five questions, including one multiple- choice questions, one yes/no question, two open-ended questions that incorporated suggestions presented in tables, a five-point Likert scale, and one open-ended question requiring a paragraph-length response These questions were adapted from questions 4, 6, 7, and 8 found in Appendix 2 of Nguyen Thi To Hoa's 2010 M.A thesis

These questions were designed to elucidate the methods through which students perceived effective ESP vocabulary learning Specifically, the first cluster focused on students' attitudes when encountering new words, with no changes made compared to the original items The second cluster consisted of 14 items related to the frequency of students' use of various vocabulary learning strategies Unlike the original multiple-choice question 6, this section was transformed into a five-point Likert scale, offering response options such as "never ," "seldom ," "sometimes ,"

"often ," and "always " This adjustment aimed to provide more specific insights into the frequency with which students employed these techniques Subsequently, these responses were examined in the third cluster, which inquired about the most effective ESP vocabulary learning techniques for students The fourth cluster sought to gauge students' opinions regarding the effectiveness of their teachers' vocabulary teaching methods and strategies It consisted of 17 items based on a five-point Likert scale, with response options including "Greatly Effective ," "Effective ,"

"Quite effective ," "not effective ," and "Not effective at all " The final cluster pertained to students' preferences for teaching methods While the completion of the questionnaire required approximately 30–35 minutes, participants were informed that there was no strict time limit for its completion

The semi-structured interview was administrated after the second questionnaire was carried out This interview gave the researcher a deeper understanding of the entire difficulties of the students’ ESP vocabulary learning as well as students’ experience and perception of ESP vocabulary learning methods The researcher interviewed 6 out of 50 students in the experimental groups The six students included 3 students getting the highest scores, 2 students getting the average scores and 1 students getting the lowest in the final test of the General English course The participants were expected to comment on what challenges they encountered when learning ESP vocabulary at school, what learning methods they are fond of or not, their using tendency toward these methods and express their expectation of improving learning vocabulary in the context of school (see Appendix 3).

Research procedure

A pilot study was carried out one month before the official data collection phase to find out appropriate survey questions which were closed to the context of the target school It also was to verify whether the questionnaire ensured the face validity The questionnaire and interview questions were developed in English and Vietnamese The participants in the pilot study were 10 first year students majoring Information Technology whose learning proficiency was closely similar to the participants in the actual study These participants were invited to response to the pilot questionnaires and three of them received the interview The results showed that the answer sheets were fully completed on time During the process of doing the pilot questionnaire, the students didn’t have any difficulties understanding the meaning of each question After getting the results, these questions were adjusted appropriately and applied into the actual study

The study encompassed three phase: Phase 1 lasted four weeks before the intervention Phase 2 was the administration of the intervention with the duration of

12 weeks Phase 3 was conducted after the intervention and lasted two weeks

In Phase 1, the researcher created the questionnaire in terms of the number of questions and the content of it The researcher compiled a questionnaire via Google Forms After four -week learning with traditional methods, the researcher provided a link for each class to complete the first questionnaire “Questionnaire of ESP vocabulary learning problems” through their Zalo groups Students were asked to complete the form on class with their mobile phones to assure implementing time and consistence.At the same time, the researcher prepared interview questions The researcher looked for students who were willing to participate in the interview After talking to the participants, the researcher explained the goal of the interview, the questions that would be asked, and how the interview may be conducted

In phase 2, the duration of the intervention was equivalent to the time allocated for teaching 8 units of the coursebook During the intervention period, the teacher employed creative learning strategies and encouraged students to apply new methods to their studies Subsequently, after 12 weeks of learning, the second questionnaire named “Questionnaire of ESP vocabulary learning techniques” on Google Form was distributed to 50 ESP students majoring in Hotel and Restaurant Operations Each student was given 35 minutes to complete each questionnaire on class with their smart phones Finally, six participants from the experimental groups participated in a semi-structured interview with the researcher to provide additional insights The researcher conducted one-on-one interviews with each participant according to a timetable that was agreed upon beforehand.The interview took place in Vietnamese, starting with an introduction of the study, the researcher, and the participants, then moving on to the prepared questions and replies

In phase 3, the researcher collected the results and analyzed them in two weeks The researcher downloaded the results produced automatically by Google Forms for analysis After the results were downloaded and copied into Excel format form The interview data were gathered from recordings of meetings involving the researcher who posed the questions After the interview was completed, the researcher transcribed the conversation After the transcription process, the data was ready for analysis

For the questionnaire data, the researcher took the following steps in analyzing the data obtained:

1 Gathering the data: In order to get data for this section, the researcher distributed the questionnaire to 50 ESP students from two classes 13NH1 and 13NH2 The two questionnaires ' purpose is to gather information about vocabulary learning difficulties and effects of ESP vocabulary acquisitive strategies

2 Arranging the data obtained from the questionnaire: To facilitate data processing, the researcher placed the data into a table using Microsoft Excel The researcher created three columns for the questionnaire's questions and statements, its format, and its code & description

3 Processing the data: The researcher used Excel to analyze the data that had been gathered in the table, then illustrated on tables and graphs

4 Coming to a conclusion: In this final phase, the researcher wrote a report and conclusion that included a description of the study's findings

For the interview data, the answers given by the participants were transcribed Despite the similarity of the questions, the students' answers varied In order to find repeated themes, content analysis was used to examine it.

FINDINGS AND DISCUSSION

Findings of the survey questionnaires

4.1.1.Students’ difficulties in learning ESP vocabulary process

Question1: Evaluate the level of your English competence according to your General English course’s score

Figure 2 Students’ s General English competence at vocational school

Figure 2 displays the students’ existing English competence basing on the scores they got in the GE course It is necessary to recall that in GE course, the syllabus used is

“English materials” in intermediate-level training program of General Department of Vocational Education on the 22 nd of January 2020 The course helps the students get elementary level after completing it However, only a small number of students (28%) are good at English Meanwhile, a large proportion of students (62%) are fairly good at English The given figures imply that many students of Hotel and Restaurant operations are at a quite low level of English proficiency This is a big disadvantage that students have to cope with when they learn ESP Accordingly, the teacher needs to adjust their teaching methods in order to make it suitable to their proficiency and make the lesson comprehensible to all the learners

The finding result focuses on the role of the General English (GE) course in shaping students' English proficiency and, subsequently, their ability to learn English for Specific Purposes (ESP) It begins by referencing Figure 2, which outlines students' existing English competence based on GE course scores In this particular GE course, the syllabus focuses on "English materials" within an intermediate-level training program offered by the General Department of Vocational Education on the 22nd of January 2020 The passage notes that the primary objective of the GE course is to help students attain an elementary level of English proficiency However, the data reveals that only a minority of students (28%) have achieved a "good" level of English, while the majority (62%) fall into the "fairly good" category This indicates that many students in the Hotel and Restaurant operations program have relatively low English proficiency levels, which can be considered a significant disadvantage when transitioning to the learning of ESP The passage suggests that educators must adjust their teaching methods to cater to students' varying proficiency levels and ensure that lessons are comprehensible to all learners

Question 2: How important is ESP vocabulary in learning English?

Figure 3 Students’ attitudes towards the importance of vocabulary learning

The chart indicates that the majority of the students (50%) considered vocabulary very important and 38 % important in language learning Only 6 % of them considered it as quite important, 4 % not very important and 2% not important at all Most of these students were aware of the importance of vocabulary in their English learning So it is hoped that this awareness is supposed to create motivation for the students to overcome the difficulties they encounter in their learning process

Question3: Due to your lack of vocabulary, which of the following skills do you find the most difficult to practice

Figure 4 Skill that students found the most difficult due to the lack of vocabulary

The presented findings indicate that, within the scope of the four language skills, students encountered the greatest challenges when attempting to refine their speaking (46%) and writing (44%) abilities—both categorized as productive skills

In contrast, reading and listening posed significantly fewer hurdles

The root of these challenges largely traces back to a deficit in specialized vocabulary, particularly in the context of English for Specific Purposes (ESP) ESP vocabulary refers to the specialized terminology and jargon associated with specific fields or domains, such as medicine, engineering, or business When students lack proficiency in ESP vocabulary, it significantly hampers their ability to engage in effective communication and produce written content in those specific areas

The findings underscore a critical issue in language education, especially in the context of English for Specific Purposes (ESP) The challenges faced by students in speaking and writing, attributed to vocabulary limitations, become even more pronounced when specialized vocabulary is considered Several reasons contribute to this phenomenon:

At first, ESP often requires a deep understanding of subject-specific terminology In fields like medicine or law, students not only need to grasp general English vocabulary but also domain-specific terms and phrases

Hence, effective communication in ESP demands precision and clarity Students need to use the right terminology to convey complex ideas accurately A lack of such vocabulary can lead to misunderstandings and inaccuracies

Moreover, students may feel less confident when they lack domain-specific vocabulary, which can affect their ability to engage in conversations or write with authority in their chosen field

Especially, ESP skills are often crucial in professional contexts Students must be prepared to use their language skills effectively in their future careers, making vocabulary acquisition in these areas particularly important

In conclusion, the findings emphasize the pivotal role of ESP vocabulary in language learning, particularly in the context of productive skills like speaking and writing Addressing this challenge requires a focus on specialized terminology, domain-specific language training, and the integration of real-world contexts and applications into language education

Question 4: The purposes of ESP students’ vocabulary learning

B.To enrich their vocabulary with technical terms

C.To communicate with foreigners about specialized matters

Figure 5 The purposes of learning ESP vocabulary

When asked about their motivations for teaching and learning ESP (English for Specific Purposes) vocabulary, the participants had various options Analyzing the data in the figure provided, it becomes evident that the majority of students had two primary objectives: passing exams and enhancing their vocabulary with technical terminology These goals accounted for 46% and 42% of the responses, respectively In contrast, a smaller fraction of students, only 22%, expressed their intent to learn vocabulary for the purpose of reading specialized materials, and a mere 14% indicated a desire to communicate with foreigners on specialized topics

This data suggests that students tend to focus on short-term, utilitarian goals when learning ESP vocabulary, potentially leading to a tendency to forget the words they've acquired This aspect could be a contributing factor to the overall ineffectiveness of their vocabulary learning efforts

The finding provides a clear overview of the participants' reasons for learning ESP vocabulary and highlights a key observation about their motivations It points out that the pursuit of immediate objectives, such as passing exams, might lead to a lack of long-term retention of the vocabulary This insight is important for educators and learners in the field of ESP, as it suggests the need to balance short-term goals with strategies that promote more enduring vocabulary acquisition

Question 5: What is the most difficult to you in learning a new word?

Spelling ESP meanings of word Word use

Figure 6 Word aspect that students found the most difficult

From the collected data, it can be seen that a substantial majority of students (44%) find word usage to be the most challenging aspect when trying to learn a new word They struggle to apply words effectively in various contexts and often encounter difficulty in selecting the right words when needed, despite having knowledge of a substantial vocabulary This challenge may stem from the fact that vocabulary instruction often emphasizes memorization over practical usage, leaving students ill-prepared for real-world communication Moreover, a significant portion of students (36%) cited pronunciation as a major difficulty They can recognize the spelling of words but encounter challenges when attempting to pronounce them accurately This issue is likely due to the fact that English pronunciation can be quite complex, with many irregularities, making it a common stumbling block for learners It may also be a result of insufficient emphasis on pronunciation in language instruction For 18% of the students, grasping the specialized meanings of ESP words presented the greatest challenge, leading to occasional difficulties in understanding technical terminology This problem could arise from a lack of familiarity with the specific jargon of their chosen field of study, highlighting the importance of context-based vocabulary learning In contrast, only a minimal fraction of students (2%) considered spelling to be their primary challenge This likely occurs because spelling is a more straightforward and objective aspect of

3 vocabulary, where correct or incorrect forms are easily discernible

Findings of the semi-structured interviews

After collecting the data from the questionnaire, the researcher interviewed six students among participants in experimental groups in order to gain insights into their attitudes and perceptions about challenges and strategies of ESP vocabulary learning

The face-to-face semi-structure interviews were audio-recorded and transcribed Generally, most of the participants stated that they felt arduous to pronounce, to write and to remember the words having more than 3 syllables Moreover, ESP vocabulary was various from each topics, which made them discouraged to remember For example, Participant A and B said:

“….I have to distinguish between different kinds of cups, knives, forks, spoons, and spoons in English Actually, there are such many words that I can hardly remember them all.”

“… I find it difficult to remember the pronunciation and spelling of long words, and I get confused about the meaning because there are too many words with the same topics.”

They were fairly aware of situational problems like lacking of learning space and ESP materials

In terms of vocabulary learning methods, traditional methods seem to be preferred by students

“….I find that writing words many times helps me remember the words better And My teacher always give bonus points for practicing of writing words”

(Participant B and D) Especially, these students often used wordlist following grouping topics and dictionary

“I often list vocabulary on the same topic on paper, or draw a chart as the teacher instructs”

(Participant B) What’s more, those students in the survey all expected their teachers to use more exciting and motivating techniques such as visual aids, realia, games and online flashcard with Cram app As for online flashcards, the interviewee talked positively For instance, participant A, E and F respectively said that:

“I ‘m keen on learning words best on the Cram app, the online vocabulary cards that my teacher introduced When I click on the speaker image on the cards”, the card will read the word out loud, and I can read it again I also practice exercise mode connecting from English to Vietnamese and vice versa But I like the game mode the most The game has beautiful images and scores”

“I quite like the word puzzle games on the Cram app”

“Vocabulary cards help me remember words faster I can listen to the word many times, and repeat word easier”

However, two students thought it was not convenient to learn on Cram app at home They supposed that:

“I rarely use online vocabulary cards on Cram app Because it takes a while to access, and I don't have a computer when studying , the screen on my mobile phone is a bit small”

“… sometimes the network is weak, I can't log in the app When using it on the phone, the text is a bit small”

In addition, they wanted their teachers to design tasks or activities in such a way that was more suitable to them They also expected their teachers to teach them how to use dictionary effectively and give them tips to learn new words best

“I think that some exercises in the textbook should be adjusted to make them easier to understand."

“I hope you can share multiple ways to learn vocabulary and use dictionaries more effectively."

To sum up, like the survey findings in the previous subpart, this passage highlights students' challenges and preferences in ESP vocabulary learning The students' difficulties with long and varied vocabulary words underscore the importance of effective teaching strategies While traditional methods have their merits, students clearly desire more interactive and technology-enhanced approaches to make learning more engaging The comments regarding the Cram app suggest that while technology can be a valuable tool, usability issues need to be addressed to ensure accessibility and convenience for all students Overall, the findings emphasize the need for a balanced approach that combines effective traditional methods with modern, engaging teaching techniques to enhance ESP vocabulary learning.

Discussion

4.3.1 Students’ difficulties in learning ESP vocabulary

4.3.1.1 Lack of effective strategies for learning ESP vocabulary

From the survey, it can be concluded that most of the students do not have effective and suitable strategies to aid vocabulary acquisition Firstly, they were used to learning vocabulary in a passive and traditional way They usually noted down all new words and learn them by heart They often wrote the words in English and their Vietnamese equivalents many times or read them aloud repeatedly This way might help widen their own vocabulary as expected Secondly, when they came across a new word, they often looked it up in a dictionary immediately, or wait for teachers’ and friends’ explanations They only concentrated on individual words and ignore the context which helps with guessing the contextual meaning of the word This way made them become dependent on teachers and dictionaries and they cannot practice guessing skills Thirdly, the students also focus on doing vocabulary exercises in the course book to practice new words instead of using many other useful ways, such as online flashcard, newspapers, TV, etc In class, they were not active in joining learning activities They preferred passively sitting, listening to the teachers and taking notes

4.3.1.2 Lack of GE vocabulary and specialized knowledge

It is undeniable that the results of GE do have effects on ESP courses and ESP vocabulary If students have not acquired a satisfactory number of words and some necessary grammar knowledge, they face many difficulties in reading ESP; they have to struggle with a large number of new GE vocabularies, structures and grammar forms when they read, write, and make dialogues with ESP contents

Besides, pronunciation and meanings can be considered as the first difficulty in learning ESP vocabulary for Hotel and Restaurant The students found it not easy to pronounce these words correctly This is because most of the students have missed pronunciation lessons or transcriptions of some words are difficult for them to remember

Furthermore, the students also found it difficult to acquire the meanings of ESP words because they lacked specialized knowledge of the major subject that they are studying These words require comprehensive understanding of the context where they are used According to Nation (2001,p 204), “…knowing a technical word involves knowing the body of knowledge that it is attached to” or unknown technical words are “…difficult to guess from context if the reader does not already have a good background in that technical area”

In summary, the interplay between GE and ESP is incontrovertible, and the deficiencies in GE knowledge manifest as formidable obstacles in the realm of ESP These challenges encompass not only pronunciation and comprehension but also the requirement for a deep-seated understanding of the specific subject matter Addressing these issues necessitates a comprehensive strategy that encompasses improved GE education and more effective ESP pedagogy Additionally, fostering collaboration between GE and ESP educators can facilitate a smoother transition and more holistic language learning for students

The majority of students found ESP textbooks not fascinating and highly demanding with many vocabulary Actually, in order to save money, students in two classes used photocopy books instead of original ones Therefore, sometimes students didn’t focus on the contents in the textbooks However, the main reason is that vocabulary in the books are classified so variously that many students could not distinguish the names of numerous objects, different kinds of glasses, knives, wine, rooms, … In addition, the school also has a shortage of lab rooms, computers, and libraries which serving for studying Students at school haven’t had space or materials to look up or reference

4.3.2.Solutions to learning ESP vocabulary

4.3.2.1.Enhancing the necessary GE knowledge

It is obligatory to strengthen students’ GE knowledge in pronunciation, grammar and the four language skills This solution will help provide students with necessary vocabulary, grammar forms and language skills to read ESP texts Teachers should reintroduce grammar items such as verb tenses, types of sentences, parts of speech, etc While teaching main modules in the course book, teachers should provide learners with further practice on the four language skills like reading, writing, some real situations for speaking and a task for listening to enhance their general English

4.3.2.2.Developing effective strategies of vocabulary learning

When learning vocabulary, students should decide which word aspect they are less confident and want to practice There are certain types of exercises that are suitable for learning different word aspects For example, to focus on word meaning, students can choose the following types of exercises: word and meaning matching, labelling, sentence completion, crossword puzzles, semantic analysis, completing lexical sets To learn word forms, students can choose: following spelling rules, recognizing word parts, building word family tables And to learn word use, the following types are suitable: sentence completion, collocation matching, collocation tables, and interpreting dictionary entries

Another suggested method is to divide vocabulary learning strategies into those for memorizing words, using words and recycling words

Some strategies for memorizing words may include saying the words you are learning, recording the words on tape and play them to yourself whenever you have time, writing the words on pieces of paper or stick-it notes and put them round your room

Some strategies for using words may include creating sentences of your own, writing a story that includes all the words you have learned, learning words for a certain topic, and then write about the topic using vocabulary learned or have a discussion or conversation with a partner

Some strategies for recycling words may consist of following a news story that is printed or broadcast every day for several weeks, focusing on one type of news story (e.g crime, disasters, sports, weather) and watching movies or read books on particular topics (e.g travel, business)

Some other vocabulary learning techniques that students may follow are putting the words into different groups (you could use a graphic organiser), writing them in a file for use with a computer program, making associations (in pictures or with other words) and asking someone to test themselves

However, students can consult teachers and classmates about different methods of vocabulary learning and choose the methods which they think are the most appropriate

4.3.2.3.Solutions to the contextual problems

The findings show teaching materials are also a problem to students in learning ESP If the activities in the textbooks are designed more simple ,it is easier for students to follow What ‘s more, the school should widen space for self studying as well as implementing necessary facilities such as computers and a library Moreover, it is essential for teachers to adapt some activities in the text books which are suitable to students’ level

Finally, teachers should let their students know that they cannot rely solely on teachers for knowledge They should self-study and ask other students for help by sharing notes and ideas

A comparison of the findings from the literature review on challenges in ESP vocabulary learning and the specific findings from the thesis on ESP learners' vocabulary learning at a vocational school in Khanh Hoa province reveals several points of convergence and divergence

CONCLUSIONS AND IMPLICATIONS

Summary of the study

In summary, this study is aimed at exploring common problems of ESP vocabulary learning faced by students at vocational in Khanh Hoa province, investigating learners‟ vocabulary learning methods so as to find out effective techniques in learning vocabulary Fifty Hotel and Restaurant Operation majoring students from two intact classes were invited to participate in the research The data for the current study was collected by the questionnaire and the semi-structured interview

The data analysis, which is presented clearly in chapter 4, indicates that the ESP students’ major difficulties in learning ESP vocabulary at vocational school Firstly, the students have limited GE vocabulary , specialized knowledge and English skills

Secondly, the students obviously have unsuitable vocabulary learning strategies Thirdly, the contextual factor “ESP text books with arduous knowledge

” also is an obstacle to learning ESP vocabulary at vocational school Many students have problems with ESP meanings of words, complexity in the text books

On the whole, a synthesis of the literature review and the specific findings from the thesis on ESP vocabulary learning at a vocational school in Khanh Hoa province reveals a comprehensive set of strategies to address the challenges faced by learners in this specialized domain Both sources emphasize the significance of motivation, the challenges posed by specialized and domain-specific terminology, and contextual issues in ESP vocabulary learning.

Conclusions

In conclusion, the exploration of ESP learners' vocabulary learning at a vocational school in Khanh Hoa province has revealed a multitude of challenges faced by these students These challenges encompass a lack of effective vocabulary acquisition strategies, deficiencies in General English (GE) knowledge, and contextual issues within their learning environment

The study's findings indicate that a significant proportion of students have traditionally employed passive methods of vocabulary acquisition, relying on rote memorization and repetition of words This approach fails to expand their vocabulary effectively and prevents the development of useful guessing skills Moreover, students tend to depend on dictionaries and teachers for word explanations, rather than grasping the contextual meaning of words Their concentration on vocabulary exercises from coursebooks and passive classroom participation hinders active learning

Besides, the absence of GE vocabulary and specialized knowledge poses a significant hurdle to ESP learning, making it challenging for students to understand and apply technical terms in their field of study Pronunciation difficulties and issues related to the meanings of ESP words further compound their struggles

In particular, contextual problems, including unengaging ESP textbooks, cost-cutting measures involving photocopying textbooks, and a lack of resources and facilities, also impact the students' learning experience

To address these challenges, several solutions are proposed Enhancing students' GE knowledge through pronunciation, grammar, and language skills reinforcement is recommended This can provide them with the necessary foundation for effective ESP vocabulary acquisition The development of tailored vocabulary learning strategies is also emphasized, allowing students to focus on specific aspects of words, including meaning, form, and usage The integration of technology, such as vocabulary apps like Cram, has been shown to be particularly beneficial for some students

Furthermore, the contextual problems can be addressed by simplifying textbook activities, improving the learning environment, and adapting activities to better suit the students' levels Encouraging self-study and collaboration among students is essential, as it fosters independence in learning

In interviews with participants, their experiences and preferences were highlighted Most students expressed challenges related to pronunciation, the sheer volume of ESP vocabulary, and the desire for traditional vocabulary learning methods However, an increasing number of students are embracing technological solutions like vocabulary apps They also expressed a desire for more engaging teaching methods and guidance from their teachers

In particular, the literature review contributes a theoretical framework that underlines the challenges and strategies in ESP vocabulary learning It identifies overarching themes such as motivation, specialized terminology, and the importance of authentic materials The specific findings from the thesis build upon this framework by providing context-specific insights, linking the challenges to a lack of effective strategies, and offering concrete solutions tailored to the vocational school setting in Khanh Hoa province

Initially, the literature review and thesis findings converge on the importance of memorization techniques in ESP vocabulary acquisition The literature review highlights the fundamental role of memorization, while the thesis provides specific strategies such as vocabulary lists, flashcards, grouping terms, and mnemonic devices These techniques address the challenge of technical and less engaging vocabulary, offering learners a structured approach to internalize and recall specialized terms

Moreover, both sources underscore the effectiveness of contextual learning in ESP vocabulary acquisition The literature review emphasizes the importance of authentic materials, and the thesis supports this by linking students' difficulties to a lack of effective strategies, with particular emphasis on contextual use Real-world texts, task-based learning, and engagement in professional scenarios are identified as crucial elements in bridging the gap between theory and practice

On the one hand, interactive learning activities emerge as a key strategy in both the literature review and the thesis Role plays, group discussions, debates, simulations, and collaborative projects are highlighted as essential techniques for practical usage and communicative competence The literature review provides a theoretical framework for the importance of interactive strategies, while the thesis offers specific insights into students' preferences for traditional methods and gradual acceptance of technological applications

In addition, the literature review and the thesis both recognize the role of technology in enhancing ESP vocabulary acquisition Online dictionaries, language learning apps, interactive e-books, and educational platforms are identified as valuable tools The literature review provides a broader theoretical understanding of technology integration, while the thesis offers specific applications and tools such as Duolingo, Memrise, Quizlet, and language learning websites

In summary, the integration of memorization techniques, contextual learning, interactive activities, and the use of technology, as informed by both the literature review and the thesis findings, presents a comprehensive and dynamic approach to address the unique challenges faced by ESP learners The literature review provides a broader theoretical foundation, while the thesis offers specific insights that bridge theory and practice in the context of a vocational school This combined approach emphasizes the importance of motivation, context, interaction, and technology in enhancing ESP vocabulary acquisition for learners in specialized fields

The research on ESP vocabulary learning at a vocational school in Khanh Hoa province provides valuable insights with practical, theoretical, and pedagogical implications The practical tips for teachers, including simplifying and customizing learning materials, creating specific word lists, and encouraging self-study with technology, offer concrete strategies for enhancing the ESP vocabulary learning process at vocational schools These practical implications align with the broader theoretical implications of enriching ESP vocabulary learning studies

Furthermore, the pedagogical implications highlight the importance of understanding students' knowledge levels and preferences for Vocabulary Learning Strategies (VLS) By incorporating real-world examples, group activities, and a mix of traditional methods with technology, teachers can adapt their strategies to better suit students' needs This approach not only contributes to effective vocabulary learning but also facilitates a better understanding of how to design varied vocabulary activities

In essence, the combination of practical, theoretical, and pedagogical implications emphasizes the need for a holistic approach to ESP vocabulary learning Teachers can enhance the learning experience by implementing these strategies, creating a more effective and practical environment for students in vocational schools

5.4 Limitations and suggestions for further research

It is noted that limitations in the present study are inevitable

First, because of the limited time and scope of a minor thesis, the number of the subjects is small Only 50 students have been asked to take part in the research

If more students could take part in the research, the findings would more reliable

Second, this study only reflects the challenges that facing the first year students at vocational school in teaching and learning ESP vocabulary at present

Meanwhile, difficulties in other aspects of English for Hotel and Restaurant operation like insight ESP textbooks, grammar, reading comprehension, listening, speaking, writing or translation etc have not been investigated

Limitations and suggestions for further research

It is noted that limitations in the present study are inevitable

First, because of the limited time and scope of a minor thesis, the number of the subjects is small Only 50 students have been asked to take part in the research

If more students could take part in the research, the findings would more reliable

Second, this study only reflects the challenges that facing the first year students at vocational school in teaching and learning ESP vocabulary at present

Meanwhile, difficulties in other aspects of English for Hotel and Restaurant operation like insight ESP textbooks, grammar, reading comprehension, listening, speaking, writing or translation etc have not been investigated

In addition, due to limited time and knowledge, the study has excluded some other factors that may affect the effectiveness of students‟ vocabulary learning such as their personal hobbies and tastes, individual language abilities, attitudes and feeling, intelligence… These factors may be mentioned in other studies

Especially, the lack in the researcher’s experiences and knowledge may be another limitation of this study

For future research into teaching and learning ESP vocabulary, the following suggestions are recommended: Firstly, to investigate students’ needs for learning English for Hotel and Restaurant operation in order to apply suitable teaching materials and teaching methods, secondly, to design a better syllabus for English for and Hotel and Restaurant operation, Lastly, to design tests for assessing learners’ progress in learning English for and Hotel and Restaurant operation - To design complementary exercises for teaching English for and Hotel and Restaurant operation

In conclusion, this research contributes to the advancement of ESP education by providing practical insights into vocabulary acquisition at vocational schools in Khanh Hoa Province It is our hope that the findings presented here will serve as a foundation for further research and inspire positive changes in ESP pedagogy, ultimately benefiting both current and future generations of ESP learners

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QUESTIONNAIRE OF ESP VOCABULARY LEARNING

This questionnaire aims to gain better understanding of ESP students’ perception about the vocabulary learning problems at a vocational school This questionnaire is used for the research purpose only Please answer all of the questions as well as you can Any information you provide will be kept confidential Thank you for your cooperation!

How long have you studied English? ……… years

1 Evaluate the level of your English competence according to your General English course’s score (For good: mark 7 upwards, for fair: mark below) and above 5, for not good: mark below 5)

2 How important is ESP vocabulary in learning English?

3 Due to your lack of ESP vocabulary, which of the following skills do you find the most difficult to practice? Please rank in the order of difficulty (1, 2, 3, 4)

4 What are your purposes of learning ESP vocabulary? Tick as many as appropriate

B To enrich their vocabulary with technical terms

C To communicate with foreigners about specialized matters

5 What is the most difficult to you in learning a new word? Please rank in the order of difficulty (1, 2, 3, 4…)

□ Pronunciation □ ESP meanings of word

6 What has influenced your motivation and interest in vocabulary learning at class? (More than one choice is accepted)

A Large-sized class (45 or more)

B Learn too much vocabulary in one class

D Teachers’ teaching methods and techniques (uninteresting, unattractive, difficult to understand)

7 What are the motivations that make you fond of ESP vocabulary ‘s learning at school ? (More than one choice is accepted)

A The school has enough good facilities serving for studying English such as labs,

TV, video players, speakers, projectors, etc

B The school has a big library with ESP materials

C The teacher has good pronunciation and clear voice, and intelligible presentation

D ESP vocabulary textbooks are lively and understandable

E ESP vocabulary lessons are fascinating and enjoyable with games and various techniques

F ESP course is useful and practical

8 What are the factors that make you fed up with learning ESP vocabulary ‘s learning at school ? (More than one choice is accepted)

A Your English skills are not good enough

B The school doesn’t have enough good facilities serving for studying English such as labs, TV, video players, speakers, projectors, etc

C The school does not have a large library containing specialized English materials

D ESP vocabulary textbooks are not lively and understandable

E ESP vocabulary lessons are not fascinating and enjoyable with games and various techniques

9 Listed below are statements about difficulties when learning ESP vocabulary Five numbers follow each statement (1, 2, 3, 4 or 5) and each number means the following:

∙ 1 means “Never true for me.”

∙ 2 means “Hardly ever true for me.”

∙ 3 means “Sometimes true for me ”

∙ 4 means “Often true for me.”

∙ 5 means “Always true for me.”

After reading each statement, circle the number (1, 2, 3, 4 or 5) that applies to you using the scale provided Please note that there are no right or wrong answers to the statements in this inventory

9.1 I have problems understanding the meanings of words 1 2 3 4 5 9.2 I have problems memorizing the item over 3 syllables 1 2 3 4 5 9.3 I have problems memorizing all kinds of vocabulary 1 2 3 4 5 9.4 I have problems differing the synonyms/ antonyms 1 2 3 4 5 9.5 I have problems using learned vocabulary for speaking 1 2 3 4 5 9.6 I have problems writing a word that has more than three 1 2 3 4 5 syllables

9.7 I have problems pronouncing a word that has more three syllables

9.8 I have problems listening to words from a text 1 2 3 4 5

9.9 I have problems guessing the meaning of a word in context or pictures

9.10 I have problems linking meanings of the words having the same topic

9.11 I am not interested in leaning vocabulary 1 2 3 4 5 9.12 I am not interested in multi-syllable words 1 2 3 4 5 9.13 I am not self-motivated in writing new words to learn 1 2 3 4 5 9.14 I find remembering new words difficult 1 2 3 4 5 9.15 I ignore practice writing new words at home 1 2 3 4 5

9.16 I feel upset when I don't understand the meaning of a word

PHỤ LỤC 1: PHIẾU KHẢO SÁT VỀ CÁC VẤN ĐỀ XUNG QUANH VIỆC

HỌC TỪ VỰNG CHUYÊN NGÀNH

Phiếu khảo sát này nhằm mục đích tìm hiểu về suy nghĩ của học sinh chuyên ngành về những vấn đề xoanh quanh việc học từ vựng chuyên ngành ở trường nghề Phiếu khảo sát chỉ sử dụng cho mục đích nghiên cứu, do đó thông tin các em cung cấp sẽ được giữ bí mật tuyệt đối Rất mong các em sẽ trả lời theo suy nghĩ thực sự của mình cho phiếu khảo sát này

Họ và tên học sinh: ………

Em học tiếng Anh được bao lâu? ……… năm

1 Theo kết quả môn học Tiếng anh cơ bản, em hãy đánh giá trình độ Tiếng anh của mình (khá: từ 7 trở lên, trung bình: điểm dưới 7 và trên 5, kém: điểm dưới 5)

2 Bạn nghĩ gì về tầm quan trọng của từ vựng chuyên ngành trong việc học tiếng Anh?

E Không quan trọng chút nào

3 Do thiếu vốn từ vựng chuyên ngành, bạn thấy kỹ năng nào là khó nhất trong số các kỹ năng dưới đây? Hãy xếp theo thứ tự từ dễ đến khó (1, 2, 3, 4)

4 Mục đích của bạn khi học tiếng Anh chuyên ngành là gì? (Có thể chọn nhiều hơn một phương án)

A Để đọc các tài liệu chuyên ngành

B Để mở rộng vốn từ vựng về các thuật ngữ chuyên ngành

C Để giao tiếp với người nước ngoài về các vấn đề chuyên ngành

D Để vượt qua kỳ thi

E Ý kiến khác (Hãy chỉ rõ)………

5 Theo bạn điều gì là khó nhất khi học từ mới? Hãy xếp theo thứ tự từ dễ đến khó (1, 2, 3, 4)

□ Phát âm □ Nghĩa chuyên ngành của từ

□ Cách viết □ Cách dùng từ

6 Điều gì ảnh hưởng tới động lực và sự yêu thích học từ vựng trên lớp?

(Có thể chọn nhiều hơn một phương án)

A Sỹ số lớp đông (từ 45 học sinh trở lên)

B Học nhiều từ vựng trong một buổi học

C Thiếu kiến thức nền tảng

D Kỹ thuật và phương pháp giảng dạy của giáo viên (không thú vị, không thu hút, khó hiểu)

E Ý kiến khác (Hãy chỉ rõ):

7 Động lực nào khiến bạn thích học từ vựng chuyên ngành ở trường? (Có thể chọn nhiều hơn một phương án)

A Trường có đầy đủ cơ sở vật chất phục vụ cho việc học tiếng Anh như phòng thí nghiệm, TV, đầu video, loa, máy chiếu, v.v

B Trường có một thư viện lớn với các tài liệu tiếng Anh chuyên ngành

C Giáo viên phát âm chuẩn, giọng nói rõ ràng, trình bày dễ hiểu

D Sách giáo khoa từ vựng chuyên ngành sinh động và dễ hiểu

E Các bài học về từ vựng chuyên ngành rất hấp dẫn và thú vị với các trò chơi và nhiều phương pháp khác nhau

F Khóa học từ vựng chuyên ngành rất hữu ích và thiết thực

8 Đâu là nguyên nhân khiến bạn chán nản với việc học từ vựng tiếng Anh chuyên ngành ở trường? (Có thể chọn nhiều hơn một phương án)

A Trình độ tiếng Anh của bạn chưa đủ tốt

B Nhà trường không có đủ cơ sở vật chất tốt phục vụ cho việc học tiếng Anh như phòng thiết bị nghe nhìn, TV, đầu video, loa, máy chiếu, v.v

C Trường không có thư viện lớn chứa tài liệu tiếng anh chuyên ngành

D Sách giáo khoa từ vựng chuyên ngành không sinh động và dễ hiểu

E Các bài học từ vựng chuyên ngành không hấp dẫn và thú vị với các trò chơi và các phương pháp khác nhau

9 Dưới đây là những khó khăn người học gặp phải khi học từ vựng chuyên ngành Năm số (1, 2, 3, 4 hoặc 5) tương ứng với các nội dung sau:

∙ 1 có nghĩa “Không bao giờ đúng với tôi”

∙ 2 có nghĩa “Ít khi đúng với tôi”

∙ 3 có nghĩa “Thỉnh thoảng đúng với tôi”

∙ 4 có nghĩa “Thường đúng với tôi”

∙ 5 có nghĩa “Luôn luôn đúng với tôi”

Sau khi đọc các nội dung, khoanh vào số (1, 2, 3, 4 hoặc 5) mà bạn cho là phù hợp Lưu ý rằng không có câu trả lời đúng hay sai trong bảng khảo sát này

9.1 Tôi gặp khó khăn trong việc hiểu nghĩa của từ 1 2 3 4 5 9.2 Tôi gặp vấn đề khi ghi nhớ từ trên 3 âm tiết 1 2 3 4 5 9.3 Tôi gặp vấn đề trong việc ghi nhớ tất cả các loại từ vựng 1 2 3 4 5 9.4 Tôi gặp vấn đề khi phân biệt các từ đồng nghĩa/trái nghĩa 1 2 3 4 5

9.5 Tôi gặp vấn đề khi sử dụng từ vựng đã học để nói 1 2 3 4 5 9.6 Tôi gặp vấn đề khi viết một từ có nhiều hơn ba âm tiết 1 2 3 4 5

9.7 Tôi gặp vấn đề khi phát âm một từ có nhiều hơn ba âm tiết

9.8 Tôi gặp vấn đề khi nghe các từ trong văn bản 1 2 3 4 5

9.9 Tôi gặp khó khăn trong việc đoán nghĩa của một từ thông qua ngữ cảnh hoặc hình ảnh

9.10 Tôi gặp vấn đề về liên kết ý nghĩa của các từ có cùng chủ đề

9.11 Tôi không quan tâm đến việc học từ vựng 1 2 3 4 5 9.12 Tôi không quan tâm đến từ vựng có nhiều âm tiết 1 2 3 4 5 9.13 Tôi không tự chủ động viết từ mới để ôn tập 1 2 3 4 5

9.14 Tôi thấy khó nhớ từ mới 1 2 3 4 5

9.15 Tôi bỏ qua việc luyện viết từ mới ở nhà 1 2 3 4 5

9.16 Tôi cảm thấy khó chịu khi tôi không hiểu nghĩa của một từ

QUESTIONNAIRE OF ESP VOCABULARY LEARNING

In an attempt to find out effective ESP vocabulary learning techniques for ESP students at a vocational school, we would greatly appreciate if you could respond to the questions below Your opinions would be very useful to this research You can be confident that you will not be identified in any discussion of the data So please respond to each statement or question and complete all of them as frankly and accurately as possible Thank you very much for your valuable contribution

1 What do you often do when you meet a new word?( More than one choice is possible)

A Try to guess its meaning from the context

B Look it up in the dictionary

C Ask your friends or teacher

D Look at the picture (if any)

2 How often do you think of the following vocabulary techniques that you use to learn ESP vocabulary ? Please put a stick (√) in appropriate columns

No Techniques Always Often Someti mes

English many times and read them aloud

2.3 Make sentences with new words

Learn a word in relation with others (synonyms, antonyms, word family, word formation, affixes, collocations…)

Do vocabulary exercises in the coursebook and other reference books

Read foreign newspapers and magazines about ESP topics

2.8 Listen to ESP topics or news on TVs or Youtube

2.10 Use a dictionary to look up new words

2.12 Draw pictures with new words

2.13 Stick new words around your house

Draw mind maps to show relationships among ESP words

3.What are the most effective ESP vocabulary learning techniques to you ? ( List at least three learning strategies)

4 What do you think of the effectiveness of the following teaching techniques that your teacher uses to teach ESP vocabulary? Please put a stick (√) in appropriate columns

No Techniques Greatly effective Effective

4.1 My teacher uses visual aids

4.2 My teacher uses real objects

My teacher translates new words into

My teacher uses synonyms and antonyms

My teacher gives examples of using the new words

My teacher asks us to guess the word meaning from the context

4.7 My teacher mimes new words

4.8 My teacher facilitates us to use the dictionary

My teacher facilitates us to discuss with friends to find out the meaning

4.10 My teacher asks us to do reading tasks

4.11 My teacher asks us to do speaking tasks

4.12 My teacher asks us to do listening tasks

4.13 My teacher asks us to do writing tasks

My teacher helps us learn vocabulary by playing vocabulary games

My teacher spends some time reviewing new words in each lesson

My teacher teaches us vocabulary learning methods and strategies

4.17 Other techniques that your teacher ever uses( please specify them)

5 Do the teachers’ vocabulary teaching techniques make you feel interested and motivated ?

Thank you a lot for your contribution!

PHỤ LỤC 2: PHIẾU KHẢO SÁT VỀ THỦ THUẬT HỌC TỪ VỰNG TIẾNG

Bảng câu hỏi dưới đây nhằm phục vụ nghiên cứu tìm hiểu các thủ thuật học từ vựng tiếng Anh chuyên ngành hiệu quả cho học sinh trường nghề Các câu trả lời mà bạn cung cấp rất quan trọng đối với nghiên cứu này Dữ liệu điều tra chỉ nhằm phục vụ mục đích nghiên cứu, không tiết lộ danh tính của người tham gia Tác giả rất mong nhân được câu trả lời trung thực và chính xác nhất có thể

Xin trân trọng cảm ơn sự hợp tác của bạn!

1 Bạn thường làm gì khi gặp từ mới?( Có thể chọn nhiều hơn một phương án)

A Cố gắng đoán nghĩa dựa vào văn cảnh

B Tra từ trong từ điển

C Hỏi bạn bè hoặc giáo viên

F Ý kiến khác (Hãy chỉ rõ)………

2 Mức độ mà bạn sử dụng những chiến lược học từ vựng chuyên ngành dưới đây như thế nào ? Hãy đánh dấu vào cột thích hợp

STT Thủ thuật Luôn luôn

Thườn g xuyên Đôi khi Hiếm khi

2.1 Viết từ mới bằng tiếng anh nhiều lần và đọc to

2.2 Viết từ mới cùng với nghĩa tiếng Việt của từ

2.3 Đặt câu với từ mới

Học từ đó và liên hệ với các từ khác (từ đồng nghĩa, trái nghĩa, nhóm từ cùng chủ đề, cách cấu tạo từ, phụ tố, cặp từ…)

Làm các bài tập từ vựng trong giáo trình và các sách tham khảo

2.6 Đọc báo và tạp chí nước ngoài có chứa chủ đề về từ vựng chuyên ngành

2.7 Học từ với ứng dụng Cram- thẻ từ vựng trực tuyến

Nghe những chủ đề về chuyên ngành trên ti vi hoặc youtube

2.9 Dịch từ mới sang tiếng Việt

2.10 Sử dụng từ điển để tra từ

2.12 Vẽ tranh với từ mới

2.13 Dán từ xung quanh nhà

2.14 Vẽ sơ đồ tư duy thể hiện mối liên hệ giữa các từ

3.Những phương pháp học từ vựng hiệu quả nhất đối với bạn là gì ?( Hãy liệt kê ít nhất 3 giải pháp)

4 Ý kiến của bạn về các thủ thuật dạy từ vựng mà giáo viên của bạn sử dụng để dạy từ vựng tiếng Anh chuyên ngành? Hãy đánh dấu vào cột thích hợp

STT Thủ thuật Cực Khá Không Không kỳ hiệu quả

Hiệu quả hiệu quả hiệu quả hiệu quả chút nào

4.1 Giáo viên sử dụng tranh ảnh minh họa

4.2 Giáo viên sử dụng vật thật

4.3 Giáo viên dịch từ mới sang tiếng Việt

4.4 Giáo viên dùng các từ đồng nghĩa và trái nghĩa

4.5 Giáo viên cho ví dụ về cách sử dụng từ mới

4.6 Giáo viên yêu cầu học sinh đoán nghĩa dựa trên văn cảnh

4.7 Giáo viên diễn tả từ bằng hành động

4.8 Giáo viên khuyến khích học sinh dùng từ điển

Giáo viên khuyến khích học sinh thảo luận với bạn để tìm ra nghĩa của từ

4.10 Giáo viên yêu cầu học sinh làm bài tập đọc hiểu

4.11 Giáo viên yêu cầu học sinh thực hành nói

4.12 Giáo viên yêu cầu học sinh làm bài tập nghe

4.13 Giáo viên yêu cầu học sinh làm bài tập viết

4.14 Giáo viên giúp học sinh học từ vựng bằng các trò chơi đố từ

4.15 Giáo viên dành thời gian ôn lại từ mới trong mỗi bài học

4.16 Giáo viên dạy học sinh các phương pháp học từ

Những phương pháp khác mà giáo viên sử dụng ( Hãy làm rõ chúng)

5 Các thủ thuật dạy từ vựng mà giáo viên của bạn sử dụng có làm cho bạn thấy hứng thú và khích lệ bạn?

Tại sao? (Hãy chỉ rõ) ………

SEMI-STRUCTURED INTERVIEW QUESTIONS

1 What are your difficulties in learning ESP vocabulary?

2 What do you often do to learn ESP vocabulary? Why?

3 What are your favorite ESP vocabulary learning methods? Why?

4.What ESP vocabulary learning methods do you enjoy least?

5 What do you think about the vocabulary teaching methods of your ESP teacher?

6 What are your suggestions about improving ESP vocabulary lessons at school?

PHỤ LỤC 3: CÂU HỎI PHỎNG VẤN

1 Những khó khăn trong việc học từ vựng chuyên ngành là gì?

2.Em thường học từ vựng chuyên ngành mới bằng cách nào? Tại sao?

3.Những phương pháp học từ vựng chuyên ngành mà em thích nhất là gì?Tại sao? 4.Những phương pháp học từ nào em ít thích nhất?

5.Em nghĩ gì về những phương pháp dạy từ vựng tiếng Anh chuyên ngành của cô/thầy giáo em?

6.Em có những góp ý gì về việc cải thiện các tiết học dạy từ vựng tại trường?

TRANSCRIPTION OF THE SEMI-STRUCTURED

T: teacher (interviewer) S: student (interviewee) Participant A (Female)

T: Chào em, cám ơn em vì đã chấp nhận tham gia phỏng vấn đề tài của cô Cô muốn biết cảm nhận của em về việc học từ vựng tiếng anh chuyên ngành nhà hàng và khách sạn Em bắt đầu học môn này từ khi nào? Đối với em , từ vựng tiếng anh chuyên ngành có khó không?

S: Em bắt đầu học tiếng anh chuyên ngành vào học kỳ 2 của năm thứ nhất, sau môn tiếng anh cơ bản Đối với em thì từ vựng ở môn học này không quá khó, cũng không quá dể ạ

T: Em thấy dể và khó ở phần nào?

S: Em thấy khó vì có khá nhiều từ vựng chuyên ngành, em phải nhớ cách phân loại chúng ạ Phần em cũng hiểu được một số nội dung giao tiếp trong sách vì em đã được học về quy trình chăm sóc khách hàng bằng tiếng việt ở môn chuyên ngành khác

T: Em có thể đưa ra những ví dụ về từ vựng chuyên ngành nào cần phải phân loại không?

S: Dạ có cô Em phải phân biệt các loại ly, dao, nĩa, muỗng, phòng bằng tiếng anh Thật sự từ nhiều quá em hiếm khi nhớ hết được

T: Em có gặp khó khăn về mặt phát âm những từ vựng dài và không rõ nghĩa không? S: Dạ có ạ

T: theo em, cơ sở vật chất ở trường mình có đáp ứng những điều kiện trong quá trình học hay không?

S: Em nghĩ là có thưa cô Em được ngồi phòng có tivi, máy chiếu, loa và khá rộng rãi

T: Vậy để cải thiện việc học từ vựng chuyên ngành, em hay học theo cách nào? S: Em hay chép các từ vựng ra vở, mỗi từ chép 3 dòng Và đọc to lại từ đã chép T: Đối với từ mới em thường làm gì?

S: Em cũng hay dùng từ điển để tra từ khi chưa biết nghĩa

T: Từ điển em dùng là từ điển nào?

S: Là từ điển anh việt, T-Flat thưa cô

T : Tại sao em không dùng từ điển Anh-anh Oxford-dictionary?

S: hi, em học dở quá , đọc từ điển anh anh không hiểu ạ Em thấy mất công dịch lại sang tiếng việt

T: Em có thể nêu thêm các cách học khác không?

S: Ngoài ra ở lớp em chăm chú nghe giảng và làm các bài tập đọc hiểu, nghe trong sách thôi ạ

T: Trên lớp học, giáo viên thường giúp em học từ bằng cách nào?

S: Dạ cô hay giới thiệu từ với tranh, ảnh Chúng em nghe lặp lại nhiều lần Sau đó chơi game từ vựng trên vi vi hoặc trên bảng ạ

T: Vậy em có thấy mình nhớ được từ vựng và thích thú khi chơi game không? S: dạ em rất thích khi cô cho chơi game, em có thể dể nhớ từ vựng hơn ạ

T: Em có thể kể tên các game hoặc các web mà cô giáo dạy không?

S: Dạ em thấy cô hay xóa cột từ tiếng việt trên bảng, yêu cầu chúng em nhớ từ trong

5 phút Cô show ảnh, đội nào đọc từ nhanh hơn thì sẽ thắng Cô cũng hay cho chuyền vòng và đọc từ theo nhóm nhỏ Đội nào đọc nhanh hơn thì thắng Đôi khi cô cho chúng em học từ trên ứng dụng Cram, hoặc chơi game đố từ với power point T: Vậy trong các phương pháp nêu trên em thích nhất phương pháp nào?

S: Em thích nhất việc học từ trên ứng dụng Cram, thẻ từ vựng online mà cô giới thiệu Khi em bấm vào hình loa ở thẻ, thẻ sẽ đọc to từ, và em có thể đọc lại Em còn học bằng chế độ bài tập nối từ tiếng anh sang việt và ngược lại Nhưng em thích nhất chế độ chơi game Trò chơi có hình ảnh đẹp và có tính điểm

T: T: Cám ơn em đã đóng góp ý kiến của mình trong buổi phỏng vấn này

T: Cám ơn em đã dành thời gian tham gia phỏng vấn nha Cô muốn tìm hiểu thêm về cảm nhận của em về việc học từ vựng tiếng anh chuyên ngành nhà hàng khách sạn Giờ chúng ta bắt đầu nha

T: Theo em, những khó khăn trong việc học từ vựng chuyên ngành là gì? Em hãy nhận xét về những phương diện như phát âm, nghĩa của từ, cách viết và cách dùng từ

S: Đối với em phương diện nào cũng khó, em thấy khó nhớ phát âm và cách viết của những từ dài, và bị nhầm nghĩa vì có quá nhiều từ cùng chủ đề Ví dụ như các loại ly, dao, nĩa Em ít khi nghĩ đến cách dùng từ

T: Vậy em có hay đặt câu hoặc đặt chúng trong tình huống giao tiếp không

S: Dạ có nhưng ít cô à

T: Em có thể kể tên các chủ đề giao tiếp có sử dụng tiếng anh chuyên ngành nhà hàng khách sạn không?

S: Dạ em thường nói về chủ đề chào hỏi, đặt phòng khách sạn, Mời khách chọn món, cách kể menu

T: Tốt lắm, cô thấy cũng nhiều khá nhiều đấy Theo em trường học có đáp ứng cơ sở vật chất cho các tiết dạy từ vựng chuyên ngành không?

S: Em nghĩ có thưa cô Trường có vi vi kết nối internet, tiết học không bị nhàm chán như trước đây

T: Em thường học từ vựng chuyên ngành mới bằng cách nào? Tại sao?

S: Em thường liệt kê các từ vựng cùng chủ đề ra giấy, hoặc vẽ biểu đồ như giáo viên hướng dẫn

T:Còn gì nữa không em?

S: Em cũng hay chép một từ trong tiếng anh khoảng 3 dòng và đọc lớn từ đã chép T: Em có thích phương pháp này không ?

S: Dạ có cô Cô giáo cũng yêu cầu tập chép để lấy điểm cộng ạ

T: Em còn thích phương pháp nào nữa không?Tại sao?

T: Những phương pháp học từ nào em ít thích nhất?

S: Mọi phương pháp đều giúp em nhớ từ, vì vậy em đều thích cả

T:Những phương pháp dạy từ vựng tiếng Anh chuyên ngành của cô giáo em có giúp em nhớ từ không?

T: Em có những góp ý gì về việc cải thiện các tiết học dạy từ vựng tại trường? S: Em nghĩ đối với một số bài tập trong sách nên có điều chỉnh để dể hiểu hơn T: Cám ơn em đã tham gia phỏng vấn

T: Chào em Cám ơn em đã tham gia cuộc nói chuyện ngày hôm nay Hôm nay mình sẽ nói về những khó khăn và giải pháp học từ vựng tiếng anh chuyên ngành nhà hàng khách sạn Em cứ thẳng thắn nói ra những điều mình cảm thấy nha

T: Bữa trước cô cho các em làm một khảo sát trên giấy về chủ đề này, theo em thì việc học từ vựng tiếng anh chuyên ngành có khó không? Và khó ở phần nào?

S: Em thấy khó để nhớ và đọc , viết những từ dài ạ

T:Dài khoảng mấy âm em?

S: Dạ, những từ trên 3 âm tiết ạ

T: Còn nghĩa của từ vựng có khó hiểu không?

T: Em thường học từ vựng chuyên ngành mới bằng cách nào? Tại sao?

S: Em hay chép từ và đọc to các từ, chơi game với thẻ từ vựng trên Cram, tra từ điển để biết nghĩa, vẽ tranh với từ mới ạ

T: Trong các cách đó em thích cách nào nhất? Tại sao?

S: Em thích nhất là vẽ tranh với từ mới Vì em thích vẽ ạ

T: Em thường vẽ các từ vựng chủ đề nào?

S: Em thích vẽ chủ đề đồ vật trong nhà hàng, khách sạn và menu

T: Còn cách học từ nào em ít sử dụng nhất? Tại sao?

S: Em ít khi dùng thẻ từ vựng online trên Cram ạ Do khi truy cập vào hơi lâu, và em không có máy tính khi học trên điện thoại màn hình hơi nhỏ ạ

T: Vậy em có muốn tiếp tục sử dụng thẻ từ vựng này không?

S: Dạ, em sẽ vẫn tiếp tục học, nhưng chắc là khi có bài học trên lớp cùng với cô thì em mới dùng để luyện từ vựng

T: Em có hứng thú với những phương pháp dạy từ vựng tiếng Anh chuyên ngành của

Cô em ? Em thích cô dùng cách nào để dạy

S: Dạ có ạ Em thích cô dùng game từ vựng trên tivi, và bài tập với tranh ảnh T: Em có những góp ý gì về việc cải thiện các tiết học dạy từ vựng tại trường? S: Em thấy như hiện giờ là tốt rồi ạ

T: Chào em Hôm nay cám ơn em rất nhiều vì đã đồng ý tham gia cuộc phỏng vấn của cô nha

T: Cô chỉ muốn nói về việc học từ vựng chuyên ngành nhà hàng khách sạn, em cứ thoải mái chia sẻ điều mình nghĩ nha