Designing an ESP reading syllabus for the second-year students of Business Administration at the Waterway Transport Vocational College Number 1 Thiết kế chương

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ************************* NGUYỄN THỊ THANH HÀ TÓM TẮT LUẬN VĂN DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF BUSINESS ADMINISTRATION AT THE WATERWAY TRANSPORT VOCATIONAL COLLEGE NUMBER THIẾT KẾ CHƯƠNG TRÌNH ĐỌC TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ NGÀNH QUẢN TRỊ KINH DOANH TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI ĐƯỜNG THUỶ M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60 14 10 Hanoi - 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ************************* NGUYỄN THỊ THANH HÀ DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF BUSINESS ADMINISTRATION AT THE WATERWAY TRANSPORT VOCATIONAL COLLEGE NUMBER THIẾT KẾ CHƯƠNG TRÌNH ĐỌC TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ NGÀNH QUẢN TRỊ KINH DOANH TRƯỜNG CAO ĐẲNG NGHỀ GIAO THÔNG VẬN TẢI ĐƯỜNG THUỶ M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60 14 10 Supervisor: NGUYỄN THỤY PHƯƠNG LAN, M.A Hanoi - 2011 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ……………………………………………………… ii ABSTRACT…………………………………………………………………………… iii TABLE OF CONTENTS ………………………………………………………… iv LIST OF ABBREVIATIONS……………………………………………………… vii LIST OF TABLES ……………………………………………… viii PART I: INTRODUCTION………………………………………………………… 1 Rationale ………………………………………………………………………… Aims and objectives…………………………………………………………… Research questions………………………………………………………………… Scope of the study………………………………………………………………… Methods of the study……………………………………………………………… Overview of the thesis…………………………………………………………… PART II: DEVELOPMENT………………………………………………………… CHAPTER 1: LITERATURE REVIEW…………………………………………… 1.1 An overview of ESP…………………………………………………………… 1.2 An overview of syllabus design……………………………………………… 1.2.1 Definition of syllabus……………………………………………………… 1.2.2 Approaches to ESP syllabus design…………………………………… 1.2.2.1 Language-centred approach………………………………………………… 1.2.2.2.Skill-centred approach………………………………………………………… 1.2.2.3 Learning-centred approach……………………………………………… 1.2.3 Types of syllabus …………………………………………………………… 1.2.3.1 The structural-grammatical syllabus……………………………………… 1.2.3.2 The situational syllabus……………………………………………………… 1.2.3.3 The functional/notional syllabus…………………………………………… 1.2.3.4 The task-based syllabus………………………………………………… v 1.2.3.5 The topic-based syllabus………………………………………………… 1.2.3.6 The skill-based syllabus………………………………………………… 10 1.2.4 Steps to design a syllabus…………………………………………………… 10 1.2.5 Needs analysis…………………………………………………………… 11 1.3 Theories of reading………………………………………………………… 11 1.3.1 Reading in ESP……………………………………………………………… 11 1.3.2 Reading skills and strategies in ESP……………………………………… 12 1.3.2.1 Reading skills…………………………………………………………………… 12 1.3.2.2 Reading strategies……………………………………………………………… 13 1.4 Summary……………………………………………………………………… 14 CHAPTER 2: THE STUDY………………………………………………………… 15 2.1 Introduction………………………………………………………………… 15 2.2 The teaching and learning English situation at the WTVC Number 1…… 15 2.3 The target students………………………………………………………… 16 2.4 The teaching staff of the English group……………………………………… 18 2.5 The study…………………………………………………………………… 18 2.5.1 The subjects…………………………………………………………… 18 2.5.2 Instruments for collecting data…………………………………………… 18 2.5.3 Procedure…………………………………………………………………… 20 2.5.3.1 The administering of the questionnaires…………………………… 20 2.5.3.2 The conducting of the interviews……………………………………… 20 2.5.4 The findings………………………………………………………………… 21 2.5.4.1 Needs perceived by the teachers of the English group ………………… 21 2.5.4.2 Needs perceived by the subject teachers…………………………………… 24 2.5.4.3 Needs perceived by the target students………………………………… 26 2.5.4.4 Needs perceived by the ex-students of Business Administration……… 27 2.6 Summary……………………………………………………………………… 28 CHAPTER 3: DESIGNING AN ESP READING SYLLABUS FOR THE SECOND-YEAR STUDENTS OF BUSINESS ADMINISTRATION AT THE vi WTVC NUMBER 1…………………………………………………………………… 29 3.1 Aims and objectives of the reading syllabus……………………………… 29 3.2 Selecting the type of ESP syllabus………………………………………… 30 3.3 Sequencing the content and the tasks in the syllabus……………………… 30 3.3.1 Selecting the content…………………………………………………… 30 3.3.1.1 Topics in the syllabus………………………………………………………… 31 3.3.1.2 Reading skills and reading exercises……………………………… 31 3.3.1.3 Grammar and structures…………………………………………………… 32 3.3.2 Grading the items in the syllabus………………………………………… 33 3.3.3 The organization of the syllabus………………………………………… 33 3.3.3.1 Time allocation………………………………………………………………… 33 3.3.3.2 Quantity and structures of the syllabus…………………………………… 34 3.4 Designing tests for the ESP reading course………………………………… 34 3.5 The proposed syllabus for the second-year students of business administration at the WTVC number 1……………………………………………… 35 3.6 Summary……………………………………………………………………… 35 PART III: CONCLUSION…………………………………………………………… 41 REFERENCES………………………………………………………………………… 43 APPENDIXES………………………………………………………………………… I vii LIST OF ABBREVIATIONS EAP: English for Academic Purposes EGP: English for General Purposes EFL: English as a foreign language ELT: English Language Teaching EOP: English for Occupational Purposes ESP: English for Specific Purposes GE: General English The WTVC Number 1: The Waterway Transport Vocational College Number viii LIST OF TABLES Table 1: Teachers’ expectations of the ESP reading course…………………………… XII Table 2: Teachers’ opinion of topics relating to Business Administration …………… XIV Table 3: Teachers’ ranking of grammar and structures needed for the syllabus…………XV Table 4: Reading skills and exercises needed for reading comprehension perceived by the teachers…………………………………………………………………… XVI Table 5: Students’ expectations at the end of the course………………………………XVIII Table 6: Students’ opinion of topics relating to Business Administration……………….XX Table 7: Reading skills and exercises needed for reading comprehension perceived by the students………………………………………………………………………………… XXI PART I: INTRODUCTION Rationale Nowadays, English plays a significant role in our lives It is not only an international means to communicate but also a useful tool to acquire scientific and modern technological information In fact, people learn English because of many different reasons, among which the most common might be preparing for their future career To fulfill this demand, ESP (English for specific purposes) is put into the curriculum of many colleges and universities At the Waterway Transport Vocational College Number 1, different ESP courses are taught to students of different majors Students of Business Administration, after finishing a 120-period General English course, will progress to the ESP stage which consists of 60 periods, namely English for Business Administration At this stage, teachers of the English section, especially those who are asked to teach English for Business Administration, encounter many problems due to the lack of an appropriate ESP syllabus Since no really suitable published material is available for the identified needs, they have no choice but to provide their own material for the course Being one member of the ESP teachers who are directly involved in this challenging task, I realized that designing an appropriate ESP reading syllabus is of great necessity and significance At present, there are many different kinds of English textbooks written by the English - native authors Their content and construction are good and verified However, to some extent, they are not suitable for our students' specific purposes, their conditions, their cognitive ability, their language competence, their aims or objectives, their interests, time allocation for the syllabus and so on From the reasons above, I have decided to choose the project of designing an ESP reading syllabus for the second-year students of Business Administration at the Waterway Transport Vocational College Number 1(the WTVC Number 1) for my thesis Hopefully, when the syllabus based on the theory of designing an ESP reading course and the careful consideration of the characteristics of teachers and students at WTVC Number is successfully designed, it will bring about positive improvements to the current ESP teaching practice at the WTVC Number 1, which will expectedly lead to the students‟ desired learning outcomes 2 Aims and objectives The main purpose of the study is to design an appropriate and practical reading syllabus for the second year students of Business Administration at the WTVC number Therefore, the following objectives are set up: (1) to build a theoretical background which is necessary for designing an ESP syllabus (2) to find out the needs of the ESP teachers, ESP students, the subject teachers and the exstudents to create a suitable reading syllabus for the target students (3) to design a workable reading syllabus based on related theories and the needs analysis Research questions This study is carried out to answer the following questions: What are the learning needs as perceived by the second-year students of Business Administration, the ex-students, the teachers of English as well as the subject teachers at the Waterway Transport Vocational College Number 1? What should be included in the ESP reading syllabus for the second-year students of Business Administration at the Waterway Transport Vocational College Number as perceived by the teachers and the students? Scope of the study This study is started from a critical need to design an appropriate ESP syllabus for the second year students of Business Administration at the WTVC Number Within the scope of a minor thesis, this research paper focuses on the designing process itself; only the basic theories related to reading skill, ESP and syllabus design are offered The study‟s major participants are the teachers of the English group, the subject teachers, the second year students of Business Administration and the ex-students of Business Administration at the WTVC Number Methods of the study This study used both qualitative and quantitative methods In order to identify the needs for the ESP syllabus from a broad view, the quantitative method was employed by means of questionnaires The questionnaires were carried out to collect data from the teachers of English group and the second year students of Business Administration at the WTVC Number In addition, to collect in-depth data, the qualitative method was applied through interviews with subject teachers of Business Administration and through discussions with the ex-students and colleagues Overview of the thesis This thesis is composed of three main parts: Part I- Introduction presents the rationale, aims and objectives, research questions, scopes, methods and the overview of the thesis Part II- Development, which is the main part of the study, consists of three chapters:  Chapter reviews the literature concerning ESP, syllabus design, needs analysis and reading theories  Chapter describes in details the study including its background, subjects, instruments for collecting data and findings of the study  Chapter proposes a reading syllabus for the second-year students of Business Administration at the WTVC Number Part III- Conclusion offers a summary of the study, limitations and suggestions for further research XVI Appendix Table 4: Reading skills and exercises needed for reading comprehension perceived by the teachers Items Reading skills and exercises for developing reading Numbers of skills teachers/ Percentages Skimming a Choosing the best title that fits the text (80%) b Choosing the topics that are mentioned in the text (60%) c Choosing the key words or sentences relating to the topics of each paragraph (40%) d Matching the text with its illustrating pictures or graphics (20%) a Scanning significant numbers or dates in the text Scanning (60%) b Scanning the text to find out on what lines the topic is mentioned (0%) c Scanning the text for specific information presented by the teachers before reading (100%) Identifying a Choosing the correct topic sentence from a number of options (40%) the topic of a paragraph b Underlining or highlighting the topic sentence in each paragraph (80%) c Deciding which sentence fits into which paragraph (0%) a Finding the referents of pronouns (he, she, it, they, 4 (80%) Recognizing him…) or demonstratives (this, that, these, those) in the text and interpreting b Ordering the paragraphs basing on lexical cohesion (the cohesive words are repeated or semantically related) (0%) devices a Underlining the markers of sequence (first, next, 5 (100%) Interpreting then…) in the paragraph discourse b Using additional markers (and, moreover, further…) to markers connect the paragraphs (20%) c Guessing the meaning of unknown words basing on logical connectives (20%) Types of a True-False (80%) questions b Open-ended questions (40%) c Multiple choice questions (100%) XVII Grammar a Fill in the blanks with the correct tenses of the verbs in brackets exercises b Sentence building c Preposition exercises d Connector exercises e Decide which to use “gerund” or “infinitive” f Rewrite the sentences without changing the meaning Vocabulary exercises a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions e Multiple choice f Differentiate confusing words Other a Writing a summary exercises b Translation: English-Vietnamese; Vietnamese-English c Debate and discussion d Oral presentations e Find a piece of writing about business administration and design suitable reading exercises for the whole class Others (specify) (60%) (80%) (0%) (60%) (60%) (100%) (80%) (60%) (80%) (100%) (80%) (40%) (40%) (100%) (0%) (80%) (0%) XVIII Appendix Table 5: Students’ expectations at the end of the course Items Objectives First Second Third Forth Fifth Sixth Seventh priority priority priority priority priority priority priority To read and understand concepts of Business 42 10 18 19 (42%) (10%) (18%) (19%) (4 %) (7 %) (0 %) Administration To build up English terms relating to Business 22 31 22 15 (22%) (31%) (22%) (5%) (15%) (4%) (1%) Administration To define Business Administration terms in 16 25 33 24 (0%) (2%) (0%) (16%) (25%) (33%) (24%) 18 26 23 17 (18%) (26%) (23%) (17%) (9%) (5%) (2%) 11 39 43 (0%) (2%) (0%) (11%) (39%) (43%) (5%) English To translate materials in Business Administration into Vietnamese and vice versa To review and consolidate basic grammatical structures used XIX in specialized texts for Business Administration To read and understand easy materials 13 21 32 26 related to (13%) (21%) (32%) (0%) (3%) (5%) (26%) 32 42 (5%) (8%) (5%) (32%) (5%) (3%) (42%) Business Administration To communicate in English with foreigners on Business Administration XX Appendix Table 6: Students’ opinion of topics relating to Business Administration Items 10 11 12 Topics Very necessary Necessary Slightly Not necessary necessary What is Business 68 25 Administration? (68%) (25%) (7%) (0%) 41 37 17 (41%) (37%) (17%) (5%) 31 40 22 (7%) (31%) (40%) (22%) 45 47 (45%) (47%) (6%) (2%) 56 38 3 (56%) (38%) (3%) (3%) 39 40 19 (39%) (40%) (19%) (2%) 24 18 50 (8%) (24%) (18%) (50%) 13 26 23 38 (13%) (26%) (23%) (38%) 19 27 51 (19%) (27%) (3%) (51%) 55 30 10 (55%) (30%) (10%) (5%) 40 38 14 (40%) (38%) (14%) (8%) 36 39 21 (36%) (39%) (21%) (4%) The functions of managers Management skills The art of management Start a business Human resources management Production management Financial management Consumption policies The methods of improving business efficiency Business culture The necessary characteristics of a good manager XXI Appendix 10 Table 7: Reading skills and exercises needed for reading comprehension perceived by the students Items Skimming Reading skills and exercises for developing reading skills a Choosing the best title that fits the text b Choosing the topics that are mentioned in the text c Choosing the key words or sentences relating to the topics of each paragraph d Matching the text with its illustrating pictures or graphics Scanning Identifying the topic of a paragraph Recognizing and interpreting cohesive devices Interpreting discourse markers Types of questions a Scanning significant numbers or dates in the text b Scanning the text to find out on what lines the topic is mentioned c Scanning the text for specific information presented by the teachers before reading a Choosing the correct topic sentence from a number of options b Underlining or highlighting the topic sentence in each paragraph c Deciding which sentence fits into which paragraph a Finding the referents of pronouns (he, she, it, they, him…) or demonstratives (this, that, these, those) in the text b Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related) a Underlining the markers of sequence (first, next, then…) in the paragraph b Using additional markers (and, moreover, further…) to connect the paragraphs c Guessing the meaning of unknown words basing on logical connectives a True-False b Open-ended questions c Multiple choice questions Grammar a Fill in the blanks with the correct tenses of the verbs in Numbers of students/ Percentages 65 (65%) 32 (32%) 24 (24%) 19 (19%) 37 (37%) 20 (20%) 75 (75%) 35 (35%) 63 (63%) 10 (10%) 68 (68%) 17 (17%) 65 (65%) 21 (21%) 22 (22%) 40 (40%) 53 (53%) 75 (75%) 38 XXII exercises brackets b Sentence building c Preposition exercises d Connector exercises e Decide which to use “gerund” or “infinitive” f Rewrite the sentences without changing the meaning Vocabulary exercises a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions e Multiple choice f Differentiate confusing words Other exercises a Writing a summary b Translation: English-Vietnamese; Vietnamese-English c Debate and discussion d Oral presentations e Find a piece of writing about business administration and design suitable reading exercises for the whole class Others (specify) (38%) 74 (74%) (5%) 33 (33%) 39 (39%) 40 (40%) 62 (62%) 35 (35%) 67 (67%) 82 (82%) 78 (78%) 32 (32%) 30 (30%) 65 (65%) 20 (20%) 64 (64%) (0%) XXIII Appendix 11: A SAMPLE UNIT UNIT 8: BUSINESS CULTURE I Pre-reading task Work in pairs and answer the following questions What is business culture? In your opinion, what are visible manifestations of business culture? II Reading task Most people don’t think about culture; it’s just “how we things around here” or “the way things are here” However, managers have to think about culture, because it typically plays a significant role in organizational success The concept of culture has been of growing concern to managers since 1980s, as turbulence in the external environment has grown, often requiring new values and attitudes Organizational culture has been defined and studied in many varied ways Here, we define culture as the set of key values, beliefs, understandings, and norms shared by members of an organization The concept of culture helps managers understand the hidden, complex aspects of organizational life Culture is a pattern of shared values and assumptions about how things are done within the organization This pattern is learned by members as they cope with external and internal problems and taught to new members as the correct way to perceive, think and feel Culture can be analyzed at three levels At the surface level are visible artifacts, which include such things as manner of dress, patterns of behavior, physical symbols, organizational ceremonies, and office layout Visible artifacts are all the things one can see, hear, and observe by watching members of the organization At a deeper level are the expressed values and beliefs, which are not observable but can be discerned from how people explain and justify what they Members of the organization hold these values at a conscious level They can be interpreted from the stories, language, and symbols organization members use to represent them Some values become so deeply embedded in a culture that members are no longer consciously aware of them These basic, underlying assumptions and beliefs are the essence of culture and subconsciously guide behavior and decisions In some XXIV organizations, a basic assumption might be that people are essentially lazy and will shirk their duties whenever possible; thus, employees are closely supervised and given little freedom, and colleagues are frequently suspicious of one another More enlightened organizations operate on the basic assumption that people want to a good job; in these organizations, employees are given more freedom and responsibility, colleagues trust one another and work cooperatively The fundamental values that characterize an organization’s culture can be understood through the visible manifestations of symbols, stories, heroes, slogans and ceremonies A…………………………………………………………………………………………… A symbol is an object, act, or event that conveys meaning to others Symbols can be considered a rich, nonverbal language that vibrantly conveys the organization’s important values concerning how people relate to one another and interact with the environment For example, managers at a New York-based start-up that provides Internet solutions to local television broadcasters wanted a way to symbolize the company’s unofficial mantra of “drilling down to solve problems” They bought a dented old drill for $2 and dubbed it The Team Drill Each month, the drill is presented to a different employee in recognition of exceptional work, and the employee personalizes the drill in some way before passing it on to the next winner B…………………………………………………………………………………………… A story is a narrative based on true events and is repeated frequently and shared among organizational employees Stories are told to new employees to keep the organization’s primary values alive A frequently told story at UPS concerns an employee who, without authorization, ordered an extra Boeing 737 to ensure timely delivery of a load of Christmas packages that had been left behind in the holiday rush As the story goes, rather than punishing the worker, UPS rewarded his initiative By telling this story, UPS workers communicate that the company stands behind its commitment to worker autonomy C…………………………………………………………………………………………… A hero is a figure who exemplifies the deeds, character, and attributes of a strong culture Heroes are role models for employees to follow Sometimes heroes are real people, other times they are symbolic At 3M Corp, top managers keep alive the heroes who developed projects that were killed by top management One hero was a vice president who was fired earlier in his career for persisting with a new product even after his boss had told him, XXV “That’s a stupid idea Stop!” After the worker was fired, he would not leave He stayed in an unused office, working without a salary on the new product idea Eventually, he was rehired, the idea succeeded, and he was promoted to vice president The lesson of this hero as a major element in 3M’ culture is to persist at what you believe in D…………………………………………………………………………………………… A slogan is a phrase or sentence that succinctly expresses a key corporate value Many companies use a slogan or saying to convey special meaning to employees For example, Averitt Express uses the slogan “Our driving force is people” to express its commitment to treating employees and customers well E…………………………………………………………………………………………… A ceremony is a planned activity at a special event that is conducted for the benefit of an audience Managers hold ceremonies to provide dramatic examples of company values Ceremonies are special occasions that reinforce valued accomplishments, create a bond among people by allowing them to share an important event and anoint and celebrate heroes Many ceremonies include the presentation of a major award Mary Kay Cosmetics Company holds elaborate awards ceremonies, presenting gold and diamond pins, furs, and luxury cars to high-achieving sales consultants The setting is typically an auditorium, in front of a large, cheering audience, and everyone dresses in glamorous evening clothes The most successful consultants are introduced by film clips, like the kind used to present award nominees in the entertainment industry These ceremonies recognize and celebrate high – performing employees and emphasize the rewards for performance A company can also bestow an award secretly by mailing it to the employee’s home or, if a check, by depositing it in a bank But such procedures would not make the bestowal of rewards a significant organizational event and would be less meaningful to the employee In summary, organizational culture represents the values, norms, understandings, and basic assumptions that employees share and these values are signified by symbols, stories, heroes, slogans, and ceremonies Managers help define important symbols, stories and heroes to shape the culture  Vocabulary files Match each word or phrase in column A and its meaning and expression in column B You can use a dictionary for help XXVI A a hero B a the set of key values, beliefs, understandings, and norms shared by members of an organization organizational culture b a narrative based on true events and is repeated frequently and shared among organizational employees a symbol c all the things one can see, hear, and observe by watching members of the organization Visible artifacts d a figure who exemplifies the deeds, character, and attributes of a strong culture a story e a phrase or sentence that succinctly expresses a key corporate value a ceremony f a person tasked with overseeing one or more employees or departments to ensure these employees or departments carry out assigned duties required a slogan g a planned activity at a special event that is conducted for the benefit of an audience a manager h an object, act, or event that conveys meaning to others Select the correct word or phrase from the list below to complete each of the sentences - managers - employees - shared values and assumptions - embedded - visible artifacts - valued accomplishments - culture - the expressed values and beliefs Managers have to think about ……………, because it typically plays a significant role in organizational success The concept of culture helps………… understand the hidden, complex aspects of organizational life Culture is a pattern of ……………… about how things are done within the organization XXVII At the surface level are………… , which include such things as manner of dress, patterns of behavior, physical symbols, organizational ceremonies, and office layout At a deeper level are………………., which are not observable but can be discerned from how people explain and justify what they Some values become so deeply……………in a culture that members are no longer consciously aware of them Stories are told to new…………… to keep the organization’s primary values alive Ceremonies are special occasions that reinforce……………, create a bond among people by allowing them to share an important event and anoint and celebrate heroes  Reading comprehension Task 1: Choosing the correct title for each paragraph from A to E Stories Slogans Ceremonies Heroes Symbols Task 2: Read the text quickly and answer the following questions When has the concept of culture been of growing concern to managers? How many levels can culture be analyzed? What are they? How many visible manifestations of business cultures are mentioned in the text? What are they? How much did “a dented old drill” cost? What the employees at a New York-based-start-up with the drill before passing it on to the next winner? What did the employee at UPS order to ensure timely delivery of a load of Christmas? What position was the worker at 3M Corp promoted to after his idea succeeded? Who are celebrated in elaborate awards ceremonies of Mary Kay Cosmetics Company? Task 3: Read the text then decide if the following statements are true (T) or false (F) A pattern of shared values is taught to new members as the correct way to perceive, think and feel XXVIII Members of the organization hold visible values at a conscious level Stories are told to old employees to keep the organization’s primary values alive Many companies use a slogan or saying to convey special meaning to employees Invisible values are symbols, stories, heroes, slogans and ceremonies Managers hold ceremonies to provide normal examples of company values Heroes are always real people Some values become so deeply embedded in a culture that members are no longer consciously aware of them III Post-reading task Speaking: Talk about business culture, you may present in your own words or you may use the following suggestions Culture/ the set of key values/ beliefs/ understandings/ norms shared by members The concept of culture/ managers/understand/ hidden, complex aspects of organizational life Culture/ pattern of shared values and assumption/ things are done within the organization This pattern/ learned/ members/ they cope with external/ internal problems/ taught to new members/ the correct way to perceive, think and feel The fundamental values/characterize/ organization’s culture/ through/ visible manifestations of symbols, stories, heroes, slogans and ceremonies  Language focus Modal verb: Can Can is a kind of auxiliary verb called a modal verbs Modal verbs express a particular character or mood of a verb Can is often used to show ability For example, “We can speak English”, or “He can sing well” Here are the present forms of can XXIX Statements We can analyze culture at three level We can interpret culture from stories, language or behaviors A company can bestow an award secretly Negatives We cannot see the expressed values and beliefs We cannot understand their culture Questions Can we analyze culture at three level? Can we interpret culture from symbols? Passive voice with modal verb “can” Use of passive: Passive voice is used when the focus is on the action It is not important or not known, however, who or what is performing the action Form of passive with modal verb “can”: Subject + can + be + Past participle Examples: - Culture can be analyzed at three level - Culture can be interpreted from stories, language and symbols  Practice Task 1: Translate the following sentences into Vietnamese Culture can be analyzed at three levels Shared values can be interpreted from the stories, language, and symbols organization members use to represent them A company can also bestow an award secretly by mailing it to the employee’s home or, if a check, by depositing it in a bank Symbols can be considered a rich, nonverbal language that vibrantly conveys the organization’s important values concerning how people relate to one another and interact with the environment XXX At a deeper level are the expressed values and beliefs, which are not observable but can be discerned from how people explain and justify what they Task 2: Give the correct forms of the verbs in the brackets Culture can be (define) in many different ways Organizational values are (signify) by symbols, stories, heroes, slogans, and ceremonies The most successful consultants are (introduce) by film clips Culture is a pattern of shared values and assumptions about how things are (do) within the organization Eventually, he was (rehire), the idea succeeded, and he was (promote) to vice president Elaborate awards ceremonies are (hold) by companies Each month, the drill is (present) to a different employee in recognition of exceptional work The fundamental values that characterize an organization’s culture can be understood through the visible manifestations of symbols, stories, heroes, slogans and ceremonies ... Waterway Transport Vocational College Number 1 (the WTVC Number 1) for my thesis Hopefully, when the syllabus based on the theory of designing an ESP reading course and the careful consideration of the. .. provide the basis for designing an appropriate ESP reading syllabus for the second year students of business administration at the WTVC Number 29 CHAPTER 3: DESIGNING AN ESP READING SYLLABUS FOR THE. .. the systematic gathering of specific information about the languages needs of learners and the analysis of this information for purposes of language syllabus design” The rationale for needs analysis