LIÊN KẾT TỪ VỰNG TRONG CÁC BÀI ĐỌC CỦA GIÁO TRÌNH “INFOTECH” VÀ GỢI Ý CHO VIỆC GIẢNG DẠY TIẾNG ANH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN = lexical cohesion in the reading texts of infotech textbook and implications for teaching english for it and comp

i VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES MAI THÀNH HẠNH LEXICAL COHESION IN THE READING TEXTS OF “INFOTECH” TEXT BOOK AND IMPLICATIONS FOR TEACHING ENGLISH FOR IT AND COMPUTER LEARNERS (LIÊN KẾT TỪ VỰNG TRONG CÁC BÀI ĐỌC CỦA GIÁO TRÌNH “INFOTECH” VÀ GỢI Ý CHO VIỆC GIẢNG DẠY TIẾNG ANH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN) M.A Minor Programme Thesis Field: English Linguistics Code: 60 22 15 Hanoi, 2010 ii VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES MAI THÀNH HẠNH LEXICAL COHESION IN THE READING TEXTS OF “INFOTECH” TEXT BOOK AND IMPLICATIONS FOR TEACHING ENGLISH FOR IT AND COMPUTER LEARNERS (LIÊN KẾT TỪ VỰNG TRONG CÁC BÀI ĐỌC CỦA GIÁO TRÌNH “INFOTECH” VÀ GỢI Ý CHO VIỆC GIẢNG DẠY TIẾNG ANH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN) M.A Minor Programme Thesis Field: English Linguistics Code: 60 22 15 Supervisor: Nguyễn Thuý Hương, M.A Hanoi, 2010 vi TABLE OF CONTENTS ACKNOWLEDGEMENT iv ABSTRACT v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS viii PART A: INTRODUCTION 1 Background to the study Aims of the study 3 Significance of the study Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT Chapter I: Theoretical background 1.1 Discourse 1.1.1 Definitions of discourse 1.1.2 Text and discourse 1.1.3 Written and spoken discourse 1.1.4 Discourse analysis 1.1.5 Discourse context 1.2 Cohesion 10 1.2.1 Cohesion and coherence 10 1.2.2 Main principles of cohesion 11 1.3 General features of ESP texts 17 1.3.1 Characteristics of ESP 17 1.3.2 Issues in ESP 18 Chapter II: An analysis of lexical cohesion in written ESP texts in the course book Infotech 21 2.1 Overview of lexical cohesion in the texts of Infotech 21 vii 2.2 Detailed analysis of lexical cohesion in texts of “Infotech” 22 2.2.1 Reiteration 23 2.2.2 Collocation 29 Chapter III: Implications for teaching vocabulary and reading comprehension in ESP 31 3.1 Implications for teaching and learning reading 31 3.2 Implications for teaching and learning vocabulary 32 PART C: CONCLUSION 35 Recapitulation 35 Limitations of the study 36 Suggestions for further studies 36 REFERENCES I APPENDICES III viii LIST OF ABBREVIATIONS IT: Information Technology ESP: English for Specific purposes Hitech: Hanoi Institute of Technology EFL: English as foreign language GE: General English LIST OF TABLES AND FIGURES Table – Sections and texts chosen for analysis from Infotech course book Table – Frequency of repetition in the six texts Table – Frequency of occurrence of synonyms Figure – Frequency of occurrence of lexical cohesive devices used in the sample texts Figure – Frequency of occurrence of different parts of speech in repetition PART A: INTRODUCTION Background to the study The last few years have witnessed a fast expansion of teaching and learning English for specific purposes (ESP) at Universities and Colleges in Vietnam It is one of the compulsory subjects in the curriculum of colleges and universities delivered by the Ministry of Education and Training The subject helps students to improve their English in specialist knowledge, read materials and develop themselves in their future career Being aware of the important role of ESP, teachers at Hanoi Institute of Technology (Hitech) are also making effort to improve ESP teaching and learning at their college However, there still exist some difficulties as follows Firstly, Hanoi Institute of Technology was established in 2007 in Tu Liem District, Hanoi The college now has more than 2000 students being trained in six areas, of which Finance and Accounting and Information Technology (IT) are the two main branches At Hitech, English is taught in three stages In the first two stages (stages one and two), a total of 150 45 minutes class hours are given to General English (GE), of which ninety periods are spent to complete the course book New Headway Elementary and sixty periods are for New Headway Preintermediate The last stage is for ESP which is taught in sixty periods However, this division has caused some problems Often, the book New Headway Pre-intermediate is completed in 90 or 120 periods, not in 60 periods as regulated at Hitech Hence, after GE stages, students are considered at pre-intermediate level, while in reality, they are not The problem is that at IT department of Hitech, the main course book Infotech requires students to have the knowledge of English at pre-intermediate level Consequently, it is unavoidable that students face difficulties in learning ESP Secondly, in IT department, there are eleven classes with about 500 students Most of the IT students come from rural areas of Vietnam where teaching of English is not paid adequate attention to Consequently, their English level is rather limited Moreover, most of these students have failed the entrance exam to universities due to poor academic knowledge and ability Their cognitive ability, therefore, is another matter that leads to ineffectiveness in learning Thirdly, Infotech is one of the few textbooks for IT and computer learners on the market now It was written by Santiago Remacha Esteras and published in 2001 by Cambridge University Press There are seven sections with thirty units about most basic aspects of computer There are sections dealing with the four skills of listening, reading, speaking and writing, grammar and vocabulary in the book However, these parts vary in different units The problem is that among the six parts, reading and vocabulary are the most applicable for teachers and students at Hitech because of the following reasons: The listening section is often put at the beginning of a unit, but this section is often long and the language used is difficult Besides, generally, the listening tasks compose of note taking and question answering; Few tasks have multiple choice questions Consequently, exploiting the listening part is unfeasible for Hitech low-level learners For speaking, there are not many kinds of activities in Infotech and if there are, it is often for pair work and the tasks focus mainly on technical description and comparison It is not practical for a large class of about 50 students where the teacher’s role of a controller is vague That is, it is quite hard for teachers to cover all these numerous pairs simultaneously in speaking activities; In addition, Hitech students are not competent and self-conscious enough to fulfill the task themselves Therefore, learning possibly turns out to private talking and disorder in class As for writing, the tasks often focus on technical description Within 60 periods, teachers cannot carefully guide their students to complete the tasks and students’ English level is not high enough to finish a technical writing paper More importantly, at this level of training at Hitech, students are not required to be qualified at document writing The main objective of this ESP course is only to provide students with basic reading skills and IT vocabulary to work with specialist documents Grammar is quite important in understanding the texts However, most grammatical items in Infotech have been covered in the GE stages and students can recall them easily without teachers’ explanation Yet, there are still complaints from our students about the difficulties they meet with in reading passages in Infotech On the one hand, this may derive from students’ psychology For many students, it is the first time they learn ESP and an ESP reading text which is full of technical terms is a challenge to them Consequently, they are somehow not willing to study attentively On the other hand, students may find it hard to remember so many new terms and understand the text For the three reasons above, a suitable approach to exploiting IT texts is really needed at Hitech With some experience in teaching ESP for IT students, the researcher realizes the importance of coherence and cohesion in text understanding and vocabulary retention and decides to carry out an investigation into cohesive devices employed in the texts of Infotech course book, especially lexical cohesion The writer hopes to contribute to improving the teaching and learning ESP for IT students at Hitech, as well as help the teachers and students find IT texts more understandable in the light of discourse analysis Aims of the study The study aims to: - find out how lexical cohesive devices are used in the texts of Infotech course book - draw out some techniques to facilitate reading comprehension and vocabulary learning Significance of the study This thesis helps to gain an insight into the use of lexical cohesive devices in the texts of Infotech course book It will therefore not only figure out some discourse features in IT texts but also assist ESP teachers and IT learners in understanding the texts and remembering new vocabulary more easily Scope of the study The study focuses on the analysis of the frequency of lexical cohesive devices in the six texts of the course book Infotech The study figures out how often lexical cohesive devices appears and how it affects text understanding and vocabulary learning After investigating and analyzing the data, some implications will be drawn out for both teachers and IT students Methods of the study To attain the aims of the study, the following activities were conducted: - Reviewing the theories on lexical cohesive devices in discourse analysis and ESP teaching - Collecting six medium-length texts from six chapters in the course book Infotech to analyze in terms of lexical cohesive devices: reiteration and collocations – how often each device is used within the texts - Making recommendations and conclusions on the basis of data analysis The approach to the study is both inductive and deductive, based on the collection and analysis of sample texts Design of the study This minor thesis consists of three following main parts: Part A: Introduction Part B: Development There are three chapters in part B: Chapter I presents the theory about discourse, cohesion and ESP Chapter II analyzes the lexical cohesive devices that appear in the sample texts of Infotech course book Chapter III shares some implications for teaching vocabulary and reading comprehension in ESP Part C: Conclusion This part sums up the issues addressed in the study, points out the limitations as well as makes some suggestions for further development PART B: DEVELOPMENT Chapter I: Theoretical background 1.1 Discourse 1.1.1 Definitions of discourse Originally, the word “discourse” comes from the Latin word “discursus” which means “conversation, speech” In this sense, discourse refers to a wide area of human life However, in this discussion, only discourse from the point of linguistics is explained According to Nunan (1993), to make sense of text, we need to understand both the grammar and vocabulary used However, “grammatical sentences alone will not ensure that the text itself makes sense” We need to comprehend how the sentences relate to each other in a certain way Hence, “discourse can be defined as a stretch of language consisting of several sentences which are perceived as being related in some way” Widdowson (1979) states: “Discourse is a use of sentences to perform acts of communication which cohere into larger communicative units, ultimately establishing a rhetorical pattern which characterizes the pieces of language as a whole as a kind of communication.” Quite different from the others, Halliday & Hassan (1976) give a simple definition: “We can define text (discourse) in the simplest way perhaps by saying that it is language that is functional.” By functional, they simply mean that language is doing some jobs in some contexts as opposed to isolated words or sentences that one might put on the blackboard So any instance of living language that is playing some part in a context of situation, we shall call a text It may be either spoken or written, or any other medium of expression that we like to think of (Halliday & Hassan 1989: 10 cited in Van, 2000) Other definitions of discourse will be presented as follows when discourse is compared or distinguished with text 1.1.2 Text and discourse 31 Chapter III: Implications for teaching vocabulary and reading comprehension in ESP 3.1 Implications for teaching and learning reading Interpretation of a written text in discourse analysis means to figure out the communicative product embedded However, according to McCarthy (1991), to comprehend what the author writes, readers are required to have certain knowledge of the world, the field, experience or ability to infer the aims of the discourse As a result, the insufficient knowledge of the field may lead to the failure to grasp successful analysis of discourse It is especially true with ESP As a matter of fact, ESP is a combination of subject matter and English language teaching Therefore, when reading, students have to base much on their background knowledge of their major to efficiently understand an ESP text Hence, to assist students in grasping an ESP passage, teachers should divide reading into three stages In the first stage of “Pre-reading”, students should be suggested about the topic or structure of the content to have an overview of what is going to be read For example, teachers can ask students about what they have known and then ask them to make predictions about the content For example, when talking about this topic, what should be included or what this subject relates to, etc This work not only helps students to brainstorm; therefore, motivates them but also facilitates reading process Later, in the stage of “while reading” , teachers may have a link between what students are reading with what they have predicted By checking whether their predictions are true or not, students will understand and remember the content more easily In this second step, teachers may also use lexical cohesive devices to exploit and emphasize on the topic of the text To help students understand content of each text, teachers should concentrate on the use of repetition The words repeated frequently in the text significantly contribute to create the content In other word, the main content of each text is closely related to such these words For example, in unit 23: Program design, the keys words found are high level language, low level language, machine code, complier and assembler Such words are repeated most of the time 32 and almost everywhere in the text Correspondingly, the main content is about how high level language is changed into low level language and low level language into machine code by complier and assembler To exploit the text successfully, teachers can figure out how the words collocate and therefore, facilitate students’ reading comprehension This can be done at the early stage of brainstorming Teachers may ask students to list out some key words for the topic or the content that is going to be read Or this can be done at the end of reading process when teachers and students sum up what they have read It is a really important step in teaching reading, especially ESP reading when students are required to understand and remember the content, and summarize it in their own words In summarizing the text, the teacher can make use of superordinate and collocation to deduce or induce the content This will really help In “post-reading” stage, teachers should spends some time summarizing the content and important vocabulary of the lesson In this stage, repetition, superordinate and collocation could be made use of again but in a prompt and brief closing If this process is well done, the content of the reading passage will logically remain in students’ mind for a long time 3.2 Implications for teaching and learning vocabulary Vocabulary in a foreign language is probably the most striking area for learners because of its quantity Unlike grammar, vocabulary is unlimited and continuously added everyday But memorizing the lexical items is a really hard job for most EFL learners So far, there has been a lot of research into techniques to help EFL learners improve their vocabulary retention, of which context and co-text are found to play an important role in retaining new lexis Co-text is the words or phrases around a given word while context is comprehended as the area where communicative product was formed (McCarthy, 1991: 64) From studies conducted, the concept of “lexical chains” is emerged The lexical chain is a series of words that are related or refer to the same subject in a consistent text This helps to create the relation and unity of communicative product The range of lexical chains is not 33 limited to one sentence but extended to other sentences as well as the whole text Such relations of words are expressed via reiteration and collocation which help to facilitate understanding of communicative goals in discourse (McCarthy, 1991: 65) Once students know such discourse devices of vocabulary connection, they could gather new lexis into groups with certain context and remember lexical items more easily or effectively As shown in the analysis in Chapter II, repetition, superordinate and collocation play important parts in making texts coherent and cohesive In this section, we will see how they help in vocabulary teaching and learning Repetition: For each text, we often have the general topic and the key terms The key words in each text usually appear because repetition accounts for over 60 percent out of all lexical cohesive devices Consequently, teachers could remind their students of this more often to help them realize the importance of the repeated words and consequently, remember them while reading After finishing reading, students may get both the main idea and remember the key terms Noticeably, teachers should focus on two kinds of vocabulary that has been categorized in 2.2.1: the common words of IT area and popular words of certain topics For words that are considered common in IT area, not much effort needs to be made to help students remember because they are repeated frequently not only in one text but in most of the others However, students who are not attentive in class generally not even know these popular words Hence, ESP teachers can make use of repetition or have suitable methods to frequently check whether they acknowledge this basic and important vocabulary The second category is words that are mainly related to certain topics These items may only appear in one text but not the others, but within that text, they are repeated often By taking advantage of repetition device, teachers should focus on these vocabulary items so that whenever the topic is mentioned, students will have these phrases in mind When they can recall them, it means they can retrieve the content of the text For example, if the teacher has exploited the text well and helped the students remember the key words in the topic successfully, when “database” is 34 mentioned, students will immediately think of “field”, “record” and “file” Also, they will be, to some extent, able to recall the content That is, field is the cell in a column that contains piece of information Record is collection of fields and file is collection of records Of course, there are many other things to mention in database However, “field”, “record” and “file” are the most important concepts and should be remembered Generally, the cohesive device of repetition will help students concentrate more on the words, and thus remember them more easily Superordinate and Collocation: If effectively made use of, these two devices will help teachers analyze the text structures and link words successfully, thus assist students in comprehending the text as well as retaining new vocabulary more easily For example, when discussing peripherals, teachers should focus on the device of superordinate That is, peripherals consist of input, output and storage device Accordingly, input consists of keyboard, mouse, etc, output consists of monitor, printer, etc or storage device consists of hard disk, floppy, etc Collocation may be also effectively exploited For example, teacher can suggest a list of words that we often think of when we talk about virus They can be “hacker, steal, damage”, etc Then, by focusing on superordinate and collocation, ESP teachers and students can learn about the text more effectively To sum up, there are various ways to teach ESP reading and vocabulary However, in this thesis, based on discussion of the role of lexical cohesive devices, the writer just made some suggestions on how to make teaching and learning ESP more effectively in the light of discourse For more teaching methods and techniques, readers should have further reading in studies or articles dealing with the same topic 35 PART C: CONCLUSION Recapitulation In order to facilitate reading comprehension and vocabulary memorization in ESP lessons of an IT class, the study has been carried out in the context of Hanoi Institute of Technology It is an effort on finding how lexical cohesive devices are used in the texts of Infotech course book in the light of discourse and from that some suggestions are presented to improve ESP teaching and learning After reviewing theoretical background of discourse, cohesion and ESP in Chapter I, that how lexical cohesive devices are used in the six sample texts of the course book Infotech has been studied in Chapter II As a result, the two matters concerned in Introduction part were clarified First, it is the matter of how lexical cohesive devices are used in the texts of Infotech course book It can be seen that all lexical cohesive devices of reiteration, namely repetition, synonyms/ near synonyms, antonyms or superordinates and collocations are common in IT texts of the book These cohesive devices significantly contribute to the coherence of IT texts; However, their level of occurrence is not the same Among such devices, repetition counts the most, over 60% of all In this study of lexical cohesive devices, repetition is classified into two types One is the repetition of the words that are very popular in computer science field The another is the repetition of the words that are common in one certain topic They are important words in IT field that students are required to grasp Also, super-ordinate or collocation help much to facilitate reading comprehension and vocabulary memorization because the two devices create connections among words, phrases, paragraphs and the whole text It links words and ideas of one text in a logical way, therefore, help students to learn more easily and effectively Second, some techniques to facilitate reading comprehension and vocabulary learning are drawn out 36 That is, if teachers know how to take advantage of the device of repetition, they can help their students a lot in understanding the content as well as remembering new words In addition, superordinate and collocation contribute to help reading and vocabulary teaching more effective They are good ways to introduce or sum up new words or exploit the texts in a logical way; therefore, enhance students to learn and remember the new items To sum up, discourse analysis is really a new approach to see how language works, and how texts are structured beyond the sentence level Discourse analysis can help a lot in reading and learning vocabulary in ESP However, the suggestions in this thesis are only made based on the use of lexical cohesive devices but not cover general teaching or learning methods because of small research scope Limitations of the study Due to time constraint and research scope, the study still exists many limitations as follows Firstly, the small number of sample texts may not help the author come to a valid generalization of the use of lexical cohesive devices in IT texts Secondly, the study focused on only one kind of cohesion – that is lexical cohesion, and does not mention grammatical cohesive devices, which plays a significant role in cohering texts Last but not least, the limited knowledge about computer science and inexperience in doing research, the ideas presented and the results found are not very persuasive Suggestions for further studies This paper is an attempt to investigate the utilization of lexical cohesion of discourse in IT texts – in Infotech course book The scope of the minor thesis is limited; Therefore, further studies can be conducted focusing on the followings: - Studying on more IT texts with more updated discourse to have a more comprehensive view of the use of cohesive devices in computer science language 37 - Investigating other discourse features of IT texts beside lexical cohesive devices such as grammatical or logical cohesive devices - Including more implications with respect to teaching methodology Because of time constraint and limited knowledge of the author, mistakes are unavoidable Hence, all constructive comments are warmly welcome and highly appreciated I REFERENCES Brown, G and Yule, G (1983) Discourse Analysis Cambridge: Cambridge University Press Cook, G (1989) Discourse Oxford: Oxford University Press Crystal, D (1992) Introducing Linguistics London: Penguin Dudley-Evans, T.& St John, M.J (1989) Development in ESP- a multi-disciplinary approach Cambridge University Press Esteras, S R (2001) Infotech (English for It & Computer Learners) Cambridge: Cambridge University Press Halliday, M A K and Hasan, R (1976) Cohesion in English London: Longman Hoa, Nguyen (2000) An Introduction to Discourse Analysis Hanoi: Vietnam National University Publishing House Hutchinson, T.& Waters, A (1987) English for Specific Purposes – a learningcentered approach Cambridge University Press Inkpen, D 2007 A statistical model for near-synonym choice ACM Trans Speech Lang Process 4, 1, Article (January 2007) 10 Lewis, M (2000) Teaching collocation London: Language Teaching Publishers 11 Martynska, M (2004) Do English language learners know collocations? Poland: Institute of Linguistics, Adam Mickiewicz University 12 Mc Carthy, M (1991) Discourse Analysis for Language Teachers Cambridge: Cambridge University Press 13 Nunan, D (1993) Introducing Discourse Analysis London: Penguin 14 Paltridge, B (2001) Genre and the Language Learning Classroom USA: The University of Michigan Press 15 Salkie, R (1995) Text and Discourse Analysis London: Routledge 16 Swales, J M (1990) Genre Analysis Cambridge: Cambridge University Press 17 Thompson, G (1996) Introducing Functional Grammar New York: Oxford University Press II 18 Van, H V (2006) Introducing Discourse Analysis Hanoi: Educational Publishers 19 Widdowson, H G (1979) Explorations in Applied Linguistics Oxford: Oxford University Press 20 http://en.wikipedia.org/wiki/Synonym (Retrieved on July, 16th, 2010) III APPENDICES APPENDIX No of text Lexical devices Text Repetition Words/ phrases in the texts Computer (9) – electronic (2) – data (6) – form (3) Process (3) – result (2) – processing (2) – information (2) Memory (3) – program (3) – main memory (2) – computer system (3) – central processing unit (3) – instruction (2) – unit (2) – peripheral (2) – device (6) – input (2) – output (2) – system (2) – physical (2) – optical (2) – machine (2) Synonym Result/ output/ product – perform/ execute Opposite Software/ hardware – input/ output Superordinate Machine: computer – Peripheral: input device, output device, storage device – Storage device: floppy, hard disk, optical disk – Input device; mouse, keyboard – Output device: monitor, printer – Peripheral: modem, fax machine, optical drive, scanner Collocation Computer/ information/ data – instruction/ process – computer system/ main memory/ peripherals/ software/ hardware – peripherals/ input device/ output device – storage devices/ floppies/ hard disks/ optical disks – ports/ plug IV APPENDIX No of text Lexical devices Text Repetition Words/ phrases in the texts mouse (20) - button (5) - computer (3) - desktop (3) Screen (4) - pointer (5) - mouse cursor (2) - movement (2) - move (4) - inch (2) - option (2) - graphics (2) - object (2) - press (3) - image (3) - program (3) -select (2) Synonym Tail/ wire - slide/ move - desktop/ screen - pointer/ mouse cursor - move/ leap - click/ press - application/ program put/ position Opposite Superordinate Collocation none device: mouse mouse/ slide/ desktop/ pointer/ screen - click/ mouse/ option - select/ pointer/ object/ press V APPENDIX No of text Lexical devices Words/ phrases in the texts Text Repetition hard disk (5) - floppy disk (2) - speed (3) - information (6) - floppy (2) - disk (2) - read head (2) - rigid (2) - storage (5) - capacity (2) - access time (2) - seek time (2) - data (4) - transfer rate (2) - computer (2) - driver (4) - hard driver (2) - removable (2) - cartridge (2) - store (2) optical (2) Synonym store/ hold - seek/ find - seek time/ access time - hard/ rigid - disk/ disc - dictionary/ encyclopedia Opposite Superordinate internal/ external storage device: cartridge, removable hard disk, hard disk, floppy disk Collocation hard disk/ floppy disk - information/ read head/ track disk storage/ capacity/ speed - data transfer rate/ speed cartridge/ removable hard disk - optical technology/ CDROMs/ CD-Recordable VI APPENDIX No of text Lexical devices Words/ phrases in the texts Text Repetition database (7) - information (6) - field (9) - record (4) - file (3) - company (2) - program (3) - search (2) - control (2) protect (2) - commission (2) Synonym store/ keep - look up/ search on - indexed filing cabinet/ card index system Opposite Superordinate Collocation add/ delete security device: password database/ collection/ information - field/ record / file/ database - security device/ password/ control/ protect APPENDIX No of text Lexical devices Text Repetition Words/ phrases in the texts understand (2) - language (14) - machine code (7) symbolic (2) - instruction (5) - program (5) - high-level (2) - low-level (2) - computer (3) - machine (2) Synonym machine code/ binary code - natural language/ human language - machine/ computer Opposite Superordinate high-level/ low-level symbolic language: high-level language, low-level language - mnemonic code: ADD, SUB, MPY - highlevel language: BASIC, COBOL, FORTRAN, PASCAL Collocation program/ language/ instruction/ convert/ machine code (2) VII APPENDIX No of text Lexical devices Words/ phrases in the texts Text Repetition internet (3) - hacker (2) - secure (2) - security (6) - crucial (2) - card number (2) - computer (5) - copied (2) - bank (2) - message (2) - system (4) - encryption (2) - protect (2) - virus (2) Synonym crucial/ confidential/ valuable - break into/ infiltrate/ attack - disable/ delete - net/ internet - internet/ network hacker/ intruder - Opposite Superordinate encryption/ decryption security solution: encryption, decryption, firewall, password - security alert: lock Collocation internet/ hacker/ break into/ steal/ secure/ virus - security/ infiltrate/ hacker/ copied - security solution/ encryption/ decryption/ firewall/ protection/ password - internet/ email/ attachment/ downloading VIII APPENDIX General table of cohesive lexical device frequency Lexical devices Text Text Text Text Text Text Total Nouns 58 58 49 36 40 30 271 Verbs 2 24 Adjectives 6 22 Adverbs 0 0 0 Synonym 16 12 6 14 59 Opposite 2 2 12 Superordinate 21 12 49 Collocation 19 12 15 11 10 20 87 Repetition TOTAL 524 ... FOR TEACHING ENGLISH FOR IT AND COMPUTER LEARNERS (LIÊN KẾT TỪ VỰNG TRONG CÁC BÀI ĐỌC CỦA GIÁO TRÌNH ? ?INFOTECH? ?? VÀ GỢI Ý CHO VIỆC GIẢNG DẠY TIẾNG ANH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN) ... exploiting the listening part is unfeasible for Hitech low-level learners For speaking, there are not many kinds of activities in Infotech and if there are, it is often for pair work and the tasks... - Reading skill in ESP Among four skills of listening, speaking, reading and writing, reading plays an important part in teaching and learning ESP due to the following reasons As a matter of