Thiết kế chương trình đọc hiểu tiếng Anh chuyên ngành cho sinh viên năm thứ 3 khoa kế toán tại trường Cao đẳng Tài nguyên và Môi trường miền Trung

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* NGUYỄN THỊ TUYẾT TOWARDS DESIGNING AN ESP READING SYLLABUS FOR THE THIRD-YEAR STUDENTS OF ACCOUNTING AT THE CENTRAL REGIONAL COLLEGE OF NATURAL RESOURCES AND ENVIRONMENT THIẾT KẾ CHƢƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ KHOA KẾ TOÁN TẠI TRƢỜNG CAO ĐẲNG TÀI NGUYÊN VÀ MÔI TRƢỜNG MIỀN TRUNG M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi - 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* NGUYỄN THỊ TUYẾT TOWARDS DESIGNING AN ESP READING SYLLABUS FOR THE THIRD-YEAR STUDENTS OF ACCOUNTING AT THE CENTRAL REGIONAL COLLEGE OF NATURAL RESOURCES AND ENVIRONMENT THIẾT KẾ CHƢƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ KHOA KẾ TỐN TẠI TRƢỜNG CAO ĐẲNG TÀI NGUN VÀ MƠI TRƢỜNG MIỀN TRUNG M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: DR NGƠ HỮU HỒNG Hanoi - 2014 DECLARATION I hereby certify that the thesis entitled “Towards designing an ESP reading syllabus for the third-year students of Accounting at the Central Regional College of Natural Resources and Environment” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and that this thesis has not been submitted for any degree at any other university or tertiary institution Hanoi, 2014 Student‟s signature Nguyễn Thị Tuyết i ACKNOWLEDGEMENTS First and foremost, I would like to express my profound gratitude to my supervisor, Dr Ngơ Hữu Hồng, for his valuable instructions, constructive criticisms and his kindly encouragement during the development of this thesis Without his guidance the thesis would have been impossible My special thanks go to all professors and lecturers at the Faculty of Post-Graduate Studies, University of Languages and International Studies – VNU for their useful lectures, helpful suggestions, and tireless assistance I am also grateful to my colleagues and the third-year students of Accounting at Central Regional College of Natural Resources and Environment for their invaluable feedback, support and participation in this research Finally, to my beloved family go my heart-felt thanks for their understanding as well as their help throughout my graduate program ii ABSTRACT The purpose of this study is collecting sufficient and necessary information so as to design an ESP reading syllabus for the third-year students of accounting at the Central Regional College of Natural Resources and Environment It is hoped that the syllabus will benefit both students and teachers alike in teaching and learning English at the Central Regional College of Natural Resources and Environment The study begins with the review of theoretical background concerning areas of ESP, syllabus design and needs analysis It continues with the teaching and learning context at the CRCNRE to show that it is a must to design a reading syllabus for the third-year students of accounting at CRCNRE Then an investigation of target needs and learning needs to identify areas to be developed in the syllabus The data collection instruments manipulated is questionnaires, discussion and interviews The data were collected from different sources: the ESP teachers, the subject teachers, the third-year students of Accounting and the working accountants in NRE sector After the data were carefully analyzed, the author decided to choose a topicbased syllabus Based on the results of the needs analysis, an ESP reading syllabus is proposed The expected ESP reading syllabus is supposed to enrich students‟ specific terms as well as develop their reading skill to enable them to comprehend reading materials related to accounting and accomplish relevant simple tasks in the job as accountants in the natural resources and environment sector iii LIST OF ABBREVIATIONS CBI: Content-Based Instruction CRCNRE: Central Regional College of Natural Resources and Environment CV: Curriculum Vitae EAP: English for Academic Purposes EFL: English as a Foreign Language EGP: English for General Purposes ELT: English Language Teaching EOP: English for Occupational Purposes ESL: English as a Second Language ESP: English for Specific Purposes GE: General English IT: Information Technology M.A.: Master of Arts MOET: Ministry of Education and Training NRE: Natural Resources and Environment TVET: Technical and Vocational Education and Training ULIS: University of Languages and International Studies VNU: Vietnam National University, Hanoi WOW: World of Work iv LIST OF CHARTS, FIGURES AND TABLES Chart 1: Students‟ opinions about their level of English……………………… 19 Chart 2: Students‟ opinions on the importance of reading skills……………… 20 Chart Students‟ attitudes towards ESP……………………………………… 20 Figure The Tree of ELT…………………………………………………… Table 1: Teachers‟ expectations of the ESP reading course …………………… 15 Table 2: Teachers‟ opinion of topics relating to Accounting………………… 16 Table 3: Exercises to be included in the syllabus perceived by the teachers…… 17 Table 4: Students‟ opinion on the benefit of the ESP reading course………… 21 Table 5: Students‟ opinions about the objectives of the ESP reading course 21 Table 6: Students‟ opinions about the topics needed for the ESP syllabus…… 23 Table 7: Students‟ opinions on exercises to be included in the syllabus ……… 25 Table 8: The proposed syllabus for the third-year students of accounting at CRCNRE……………………………………………………………………… v 35 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF CHARTS, FIGURES AND TABLES v TABLE OF CONTENTS vi PART I: INTRODUCTION 1 Rationale Aims of the study Research questions Significance of the study Methods of the study Structure of the thesis PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of ESP 1.1.1 ESP 1.1.2 ESP in practice in Vietnam 1.2 ESP Syllabus Design 1.2.1 Approaches to ESP syllabus design and types of syllabus 1.2.2 Steps in ESP syllabus design 1.3 Chapter summary CHAPTER 2: METHODOLOGY 2.1 The CRCNRE context 2.1.1 The context of teaching and learning English at CRCNRE 2.1.2 The teachers of English at CRCNRE 10 2.1.3 The target students 10 2.2 Research questions revisited 11 2.3 The participants 11 2.4 Methods and instruments 11 2.4.1 Data collection instruments 11 vi 2.4.2 Data collection procedures 12 2.5 Chapter summary 13 CHAPTER 3: DATA ANALYSIS, FINDINGS AND THE PROPOSED ESP SYLLABUS 14 3.1 Data analysis 14 3.1.1 Data from the questionnaires CRCNRE teachers of English 14 3.1.2 Data from the questionnaires to CRCNRE students of Accounting 19 3.1.3 Data from the interviews with the subject teachers 26 3.1.4 Data from discussions with the working accountants in the NRE sector27 3.2 Findings and discussion 28 3.2.1 Needs perceived by CRCNRE students of Accounting 28 3.2.2 Needs perceived by working accountants in NRE sector 29 3.2.3 Needs perceived by the subject teachers 29 3.2.4 Needs perceived by CRCNRE teachers of English 30 3.3 The proposed ESP reading syllabus for students of Accounting at CRCNRE 32 3.3.1 Type of the syllabus 33 3.3.2 Objectives of the course 34 3.3.3 Structure of the syllabus 34 3.3.4 Assessment 37 PART III: CONCLUSION 38 Conclusion 38 Limitations 39 Suggestions for further studies 39 REFERENCES 40 APPENDICES I Appendix I Appendix V Appendix X Appendix XI A sample lesson for Unit XII vii PART I: INTRODUCTION Rationale As students in Vietnam continue to gain higher awareness of what they are expected to in their jobs upon graduation, particularly now that what they need to be able to with English is more visibly and rigorously articulated, educational service providers in the country cannot go on offering students what is not industry relevant As one among such training institutions, our Central Regional College of Natural Resources and Environment (CRCNRE) cannot stand out of the trend This requires us – teachers of English at the College – to develop English courses, especially courses on English for Specific Purposes (ESP) to satisfy those demands Currently, we are using a number of textbooks to develop our lessons for students of different majors, and applying certain teaching schedules, but a proper syllabus, which must come before the choice of materials, and must be based upon specific needs, has not availed, particularly a syllabus for students of Accounting I am teaching For these reasons, I decided to conduct this study for designing an ESP reading syllabus for students of Accounting at the Central Regional College of Natural Resources and Environment Aims of the study As indicated in the research title, this study was conducted to identify: Target needs: what students of accounting at CRCNRE expect and are expected to know and be able to with English in terms of the tasks and functions of an accountant in the field of natural resources and environment by the end of this course, which, together with other courses provided by CRCNRE, can make them job-ready; Learning needs: what they need to so as to learn and make up for what they are still lack so that they can reach the expected outcomes The ultimate aim of understanding all these was to design a proper need-driven ESP reading syllabus for this particular group of students It was our awareness Appendix QUESTIONNAIRE FOR THE THIRD-YEAR STUDENTS OF ACCOUNTING Mục đích phiếu điều tra thu thập ý kiến sinh viên năm thứ ba khoa Kế toán trường Cao đẳng Tài nguyên Môi trường miền Trung nhằm xây dựng chương trình đọc hiểu tiếng Anh chuyên ngành kế toán phù hợp với mục tiêu đào tạo trường đáp ứng nguyện vọng sinh viên Những ý kiến đóng góp bạn hữu ích cho nghiên cứu Xin chân thành cảm ơn hợp tác bạn Câu hỏi I: Bạn đánh giá mức độ học tiếng Anh bạn Hãy chọn câu trả lời bạn cho a Rất tốt b Tốt c Tƣơng đối tốt d Trung bình e Yếu Câu hỏi II: Bạn đánh giá tầm quan trọng kỹ đọc học tiếng Anh Hãy chọn câu trả lời bạn cho a Rất quan trọng b Quan trọng c Tƣơng đối quan trọng d Không quan trọng Câu hỏi III: Sau học tiếng Anh bản, bạn nghĩ tiếng Anh chuyên ngành? Hãy chọn câu trả lời bạn cho a Rất cần thiết b Cần thiết c Tƣơng đối cần thiết d Không cần thiết Câu hỏi IV: Bạn nghĩ lợi ích bạn tham gia khóa học tiếng Anh chuyên ngành? V Hãy chọn câu trả lời bạn cho nhất, (có thể nhiều đáp án), ghi thêm lợi ích khác theo ý kiến bạn a Tìm kiếm hội việc làm tốt b Tự tin công việc tƣơng lai c Đọc hiểu tài liệu tiếng Anh chuyên ngành Kế toán d Vƣợt qua kỳ thi e Các ý kiến khác (nếu có) ………………………………………………………………………… ………………………………………………………………………… Câu hỏi V: Theo bạn yêu cầu sau cần đạt vào cuối chương trình tiếng Anh chun ngành Kế tốn? Hãy xếp mục đích bạn cần đạt sau học xong học phần tiếng Anh chuyên ngành kế toán dành cho sinh viên năm thứ ba khoa kế toán theo thứ tự từ quan trọng (1) quan trọng (7) viết thêm mục đích khác có - Đọc hiểu khái niệm kế tốn - Tích luỹ vốn thuật ngữ có liên quan đến kế tốn - Định nghĩa thuật kế toán tiếng Anh - Dịch tài liệu kế toán từ tiếng Anh sang tiếng Việt ngƣợc lại - Ôn tập, củng cố cấu trúc ngữ pháp đƣợc sử dụng khoá chuyên ngành kế toán - Đọc hiểu tài liệu liên quan đến kế toán tiếng Anh - Giao tiếp với ngƣời nƣớc chủ đề ngành kế tốn - Các mục đích khác bạn (nếu có) ………………………………………………………………………… ….……………………………………………………………………… Câu hỏi VI: Theo bạn chủ đề sau cần có chương trình tiếng Anh chun ngành Kế tốn? VI Hãy đánh dấu vào ô tương ứng chủ đề cần có chương trình tiếng Anh chuyên ngành kế toán dành cho sinh viên ngành kế toán (ghi thêm chủ đề cần thiết khác theo ý kiến bạn) Chủ đề STT Rất cần Cần thiết thiết cần thiết Kế tốn chi phí cần thiết Kế toán Kế toán viên Khơng Giới thiệu Kế tốn Tương đối Kinh tế Mơi trƣờng Kế tốn Mơi trƣờng Kế tốn quản trị Mua bán Marketing Giao dịch kinh doanh báo cáo tài Kiểm tốn Kiểm tốn Tài ngun Mơi trƣờng 10 Đầu tƣ 11 Thuế 12 Xuất nhập 13 Tài Tài nguyên Môi trƣờng 14 Hệ thống kinh tế 15 Tỷ số Báo cáo tài 16 Các chủ đề khác (nếu có) Câu hỏi VII: Theo bạn dạng tập sau cần có chương trình tiếng Anh chun ngành kế tốn? Hãy đánh dấu vào kỹ đọc dạng tập mà bạn muốn củng cố luyện tập chương trình học Bài tập nhận câu chủ đề đoạn a Chọn câu chủ đề thích hợp từ số gợi ý VII b Gạch chân làm bật câu chủ đề đoạn c Chọn câu chủ đề thích hợp cho đoạn Các tập nhận giải thích hình thức liên kết a Tìm tham chiếu đại từ nhân xưng (he, she, it, they…) đại từ định (this, that, these, those) đọc b Sắp xếp đoạn dựa vào liên kết từ vựng (từ lặp lại có lien quan với nghĩa) Bài tập giải thích phép nối văn a Gạch chân từ nối thời gian liên quan kiện: first, next, then… b Dùng kiểu nối thêm vào: and, moreover, further…để nối đoạn c Đoán nghĩa từ dựa vào kiểu nối nguyên nhân, lý do, mục đích, điều kiện khác: so, hence, therefore… Các loại câu hỏi đọc hiểu a Đúng-Sai b Câu hỏi mở c Câu hỏi lựa chọn Các tập ngữ pháp a Bài tập điền vào chỗ trống động từ thời thích hợp b Bài tập xây dựng câu c Bài tập giới từ d Bài tập luyện tập cách sử dụng từ nối e Bài tập V-ing infinitive f Bài tập viết lại câu mà giữ nguyên ý câu Các tập từ vựng a Bài tập cấu tạo từ b Bài tập điền vào chỗ trống từ thích hợp c Bài tập tìm từ đồng nghĩa trái nghĩa VIII d Bài tập tìm từ cụm từ ứng với định nghĩa e Phân biệt từ dễ nhầm lẫn Các dạng tập khác a Thực hành viết thư thương mại, sơ yếu lí lịch, báo cáo tài b Dịch từ Anh sang Việt; Từ Việt sang Anh c Tranh luận thảo luận d Thuyết trình vể bảng, biểu, sơ đồ, mơ tả báo cáo tài chính, dịng tiền… e Nghe viết số Các dạng tập khác (hãy nêu rõ): ……………………………………………………………………… ……………………………………………………………………… IX Appendix QUESTIONS FOR INTERVIEWS WITH THE SUBJECT TEACHERS Thầy/cô tốt nghiệp trƣờng nào? năm nào? Thầy/cơ học chun ngành trƣờng đại học? Thầy/cơ dạy mơn Kế tốn đƣợc rồi? Thầy/cơ nghĩ tầm quan trọng học phần này? Thầy/cô sử dụng phƣơng pháp để giảng dạy học phần này? Theo thầy/cơ phƣơng pháp hiệu nhất? Vì sao? Thầy/cơ giới thiệu phƣơng pháp phù hợp để dạy học phần tiếng Anh cho sinh viên năm thứ ba khoa kế toán đƣợc khơng? Thầy/cơ nghĩ sinh viên cần đạt đƣợc sau học xong học phần tiếng Anh? Theo thầy/cơ chủ đề cần phải có chƣơng trình đọc tiếng Anh chun ngành kế tốn dành cho sinh viên năm thứ ba khoa kế toán trƣờng Cao đẳng Tài nguyên Môi trƣờng miền Trung? Theo thầy cô nhiệm vụ kế tốn viên phải đọc tài liệu liên quan đến công việc tiếng Anh? X Appendix 4: KEY QUESTIONS DISCUSSED WITH WORKING ACCOUNTANTS Các công việc kế tốn thƣờng phải làm? Các cơng việc kế tốn ngành Tài ngun & Mơi trƣờng thƣờng phải làm? Các công việc liên quan đến tiếng Anh mà kế tốn ngành Tài ngun & Mơi trƣờng thƣờng phải làm, đặc biệt tài liệu tiếng Anh? Các từ/thuật ngữ thƣờng gặp/thƣờng cần dùng thuộc chủ đề gì? XI A SAMPLE LESSON FOR UNIT (3 class hours) Topic: Tasks: Vocabulary: Writing Environmental Identifying principles, Terminology in Writing a business Economics and environmental economics and letter related to environmental accounting Word formation by economics and accounting elements and factors in environmental Environmental economics and Accounting environmental accounting affixation Lesson 1: Read this extract from a lecture by Dr Ranjith Bandara, B.A (Hons), M.A, MSc, PhD (Qld.,) Department of Economics, University of Colombo, Colombo E-mail: rbandara@econ.cmb.ac.lk Basic Principles of Environmental Economics (Possible application to solid waste management) After following this lecture, you should be able to understand/ familiarize:     The nature and scope of Environmental Economics; The issue of resource scarcity; The main factors leading to misestimating of environmental values; The methodological approaches to valuation of non-marketable commodities Economics is a social science which examines how individuals and societies use available resources to satisfy their unlimited wants Economics is a study of choice making behaviour of individuals, household, firms, and nations under the condition of imperfect knowledge, risk and uncertainty Alternatively, economics could also be defined as a study of scarcity XII _ It is one of the sub-disciplines in Economics Environmental Economics can be defined as, “That part of Economics which deals with the inter-relationship between environment and economic development and studies the ways and means by which neither is the former is impaired, nor is the latter impeded Environmental economics is concerned with the impact of the economy on the environment, the significance of the environment to the economy, and the appropriate way of regulating economic activity so that balance is achieved among environmental, economic, and other social goals Environmental economics analyses the inter-relationship between economic agents and environment Environmental economics analyses the allocation problem posed by the use of environmental resources The environment can be said to have three basic „economic functions‟:  Providing raw materials – renewable (e.g forest and fish stocks) and nonrenewable (fossil fuel)  Assimilating waste (e.g household rubbish, waste gases)  Providing life support services such as maintenance of genetic diversity and stabilisation of the ecosystem _ The environment has got a very close relationship with economics This relation deals with the welfare of the society and the growth theories of economics This field has become very important in today's context and deals with a very large area For example: Economic Growth and Environmental Balance Economic growth and environmental balance not go together They both oppose each other To achieve a higher economic growth, resources have to be exploited and environment has to be harmed Environment balance can only be obtained, if resources are not exploited and pollution is not formed _ Economic theory studies aspects of economic life that answer questions like: what to produce, how to produce and for whom to produce, so that the scarce resources may be efficiently allocated to maximize human happiness This only could be done by the transforming environmental goods into economic XIII goods where economists started applying economic principles and theories to environmental issues The abuse of environmental resources has transformed environmental resources into economic goods, through a reversal in the supply demand relationship of environmental quality, i.e., the demand for environmental quality has registered a sharp increase while the supply of clean air, water and other resources have declined The demand for environmental quality is highly income-elastic and environmental quality is a luxury item This means that households with higher income are willing to pay more for a better environment A COMPREHENSION QUESTIONS I The following paragraph headings have been removed from the reading Put them back in their proper places: a Economic Functions of the Environment para. _ b Objectives para. _ c Scope of Environmental Economics para. _ d Use of Economics in Environmental Economics para. _ e What is economics? para. _ f What is Environmental Economics? para. _ II Answer the following questions Who is the author of this lecture? Where does she work? What is her highest academic title? How many definitions of economics are given? What are they? Why are economic development and environment inter-related? Give examples of your own to illustrate this point! Why are forest and fish stocks considered renewable? Why are fossil fuels non-renewable? What does the author mean by a reversal of the supply demand relationship of environmental quality? B VOCABULARY BUILDING – working with prefixes and suffixes Fill in the following table with proper words (if there are) by using appropriate prefixes or suffixes XIV Noun Adjective Verb Economy Economic / Economize economical Noun Adjective Economics - Environment Scarcity Estimate Value Market Satisfy Behaviour Perfect Certain Regulate Allocate Diverse Stable Relate Oppose Transform Analyse Theory Produce Luxury C WORD GAME Students: Go around the class and match your picture with the word, or your word with the picture! Teacher: print/photocopy these pictures and words; cut them out; and give one to each student XV XVI XVII Plastic bags Glass bottles Vegetables Plastic bottles Ceramic bowls Clothes Plastic bags Light bulb Meat Watch Cakes Ceramic Cups and Dishes Newspaper Glasses Baskets Glasses D CLASSIFICATION To students: The words and pictures you have matched are household rubbish / garbage / waste / refuse Classify them! Suggested classification to teacher: organic/inorganic waste; recycleable / non-recycleable: plastic, glass, metal, ceramics Work with the whole class Draw trees on the board and put the waste in proper places, for example Household waste Organic Inorganic Recycleable Non-recycleable E ARE YOU BUSINESS-MINDED? Group discussion To students: Not all waste is waste There‟s money in it How can you make money out of your household garbage? XVIII What to with your household waste? How can you dispose of them? What is the most economical way to deal with all your household waste? (Suggestions to teacher: organic waste like food – reused as animal feeds, or made into compost; paper, bottles, glass, plastic – recycled; those nonrecycleable – incinerated (burned), the ash that remains is buried in landfills to save land, transportation costs etc.) To students: Suppose each household generates 1kg of all kinds of waste each day The town of Bỉm Sơn has approximately 55.000 population Suppose each household has members Based on your classification above, estimate the waste that can generate revenues and calculate how much the town can earn from waste each day, each month, and each year For the waste that cannot be recycled, what can be incinerated to get heat for boilers that feed pressured steam to turbines to generate power (electricity)? What environmental and economic benefits does this way of incineration bring? F HOMEWORK Based on the information you have gathered from the discussion above, write a paragraph explaining the benefits we can get from proper treatment of household waste to the Chairperson of Bỉm Sơn Town authority Bring this writing to class next time and we will work on the format of a business letter using this writing XIX ... RESOURCES AND ENVIRONMENT THIẾT KẾ CHƢƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ KHOA KẾ TOÁN TẠI TRƢỜNG CAO ĐẲNG TÀI NGUYÊN VÀ MÔI TRƢỜNG MIỀN TRUNG M.A MINOR PROGRAMME... (0%) (66.6%) (16.7%) (0%) (33 .3% ) 3rd 4th 5th 6th 7th (0%) (33 .3% ) (16.7%) (33 .3% ) (16.7%) (0%) (16.7%) (0 %) (0 %) (0 %) (33 .3% ) (16.7%) (16.7%) (0%) (0%) (33 .3% ) (33 .3% ) (16.7%) (0%) (16.7%)... CRCNRE 32 3. 3.1 Type of the syllabus 33 3. 3.2 Objectives of the course 34 3. 3 .3 Structure of the syllabus 34 3. 3.4 Assessment 37 PART III: CONCLUSION