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VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************************** HOÀNG THỊ HẢI ĐƯỜNG TEACHERS’ LINGUISTIC AND PEDAGOGICAL CHALLENGES IN TEACHING ESP VOCABULARY TO THE THIRD – YEAR STUDENTS OF ELECTRONICS ENGINEERING AT HO CHI MINH UNIVERSITY OF INDUSTRY BASED IN THANH HOA (NHỮNG KHĨ KHĂN VỀ NGƠN NGỮ VÀ SƯ PHẠM TRONG VIỆC DẠY TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ BA CHUYÊN NGÀNH ĐIỆN TỬ TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH CƠ SỞ THANH HÓA) MINOR M.A THESIS Field: English Teaching Methodology Code: 60 14 10 HÀ NỘI, 2011 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************************** HOÀNG THỊ HẢI ĐƯỜNG TEACHERS’ LINGUISTIC AND PEDAGOGICAL CHALLENGES IN TEACHING ESP VOCABULARY TO THE THIRD – YEAR STUDENTS OF ELECTRONICS ENGINEERING AT HO CHI MINH UNIVERSITY OF INDUSTRY BASED IN THANH HOA (NHỮNG KHĨ KHĂN VỀ NGƠN NGỮ VÀ SƯ PHẠM TRONG VIỆC DẠY TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ BA CHUYÊN NGÀNH ĐIỆN TỬ TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH CƠ SỞ THANH HĨA) MINOR M.A THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: VŨ MAI TRANG, M.A HÀ NỘI, 2011 iv TABLE OF CONTENTS Candidate’s statement ……………………………………………………………………i Acknowledgements ……………………………………………………………………….ii Abstract ……………………………………………………………………………… …iii Table of contents …………………………………………………………………………iv List of abbreviations …………………………………………………………………….vii List of tables ……………………………………………………………………………viii CHAPTER 1: INTRODUCTION …………………………………………………… 1.1Rationale……………………………………………………………………………….1 1.2 Aims of the study …………………………………………………………………… 1.3 Research questions ………………………………………………………………… 1.4 Scope of the study ……………………………………………………………………2 1.5 Methods of the study …………………………………………………………………3 1.6.Design of the study ………………………………………………………………… CHAPTER 2: LITERATURE REVIEW …………………………………………… 2.1 An overview of ESP ………………………………………………………………….4 2.1.1 The Concepts of ESP………………………………………………………… 2.2.1 Classification of ESP………………………………………………………… 2.2 Teaching ESP vocabulary…………………………………………………………….4 2.2 What is ESP and EEE vocabulary…………………………………………… 2.2.1.1 What is ESP vocabulary………………………………………………… 2.2.1.2 What is EEE vocabulary…………………………………………………5 2.2.2 Important aspects of ESP vocabulary teaching……………………………… v 2.2.2.1 Word formation ………………………………………………………….5 2.2.2.2 Word - form …………………………………………………………… 2.2.2.3 Grammar…………………………………………………………………6 2.2.2.4 Aspects of meaning………………………………………………………6 2.2.2.5 Pronunciation and spelling……………………………………………….7 2.3 Terminology………………………………………………………………………… 2.3.1 Definition of terminology………………………………………………………8 2.3.2 Characteristics of terminology……………………………………………… Methodology in vocabulary teaching……………………………………………… 2.4.1 The grammar- translation method…………………………………………… 2.4.2 Direct Method…………………………………………………………………10 2.4.3 The communicative approach (CLT)………………………………………… 10 2.4.4 Audio-lingual method…………………………………………………………11 2.5 ESP teaching vocabulary challenges for teachers………………………………… 11 2.5.1 The roles of ESP teachers…………………………………………………… 11 2.5.2 Teachers’ linguistic challenges in ESP vocabulary……………………… 13 2.5.3 Teachers’ pedagogical challenges in teaching ESP Vocabulary………… 14 2.6 Summary…………………………………………………………………………… 15 CHAPTER 3: RESEARCH METHODOLOGY……………………………………16 3.1 The context of teaching and learning vocabulary at Ho Chi Minh university of industry………………………………………………………………………………… 16 3.1.1 Brief introduction of Ho Chi Minh City University of industry based in Thanh Hoa………………………………………………………………………………… …16 3.1.2 The teachers and teaching methods………………………………………… 16 3.1.3 The students and their background ………………………………………… 17 3.2 The course book…………………………………………………………………… 18 3.2.1 The textbook………………………………………………………………… 18 vi 3.2.2 Book content…………………………………………………………………….18 3.3 Methods and procedures ………………………………………………………… 19 3.3.1 Research questions …………………………………………………………… 19 3.3.2 The participants …………………………………………………………………19 3.3.3 Data collection instruments …………………………………………………… 19 3.3.4 Data collection procedure ………………………………………………………20 3.3.5 Data analysis ……………………………………………………………………21 3.4 Findings and discussion 21 3.4.1 The teachers’ questionnaire …………………………………………………….21 3.4.1.1 The teachers’ linguistic challenges in teaching EEE vocabulary …… 21 3.4.1.2 The teachers’ pedagogical challenges in teaching EEE vocabulary ….23 3.4.1.3 The teachers’ personal view of sources of their challenges in teaching EEE vocabulary ………………………… 24 3.4.1.4 The teachers’ suggestions to improve their EEE vocabulary teaching……….26 3.4.2 Findings from the interviews and journal writings………………………………… 27 3.4.2.1 The teachers’ linguistic challenges in teaching EEE vocabulary ……27 3.4.2.2 The teachers’ pedagogical challenges in teaching EEE vocabulary 30 3.4.2.3 The teachers’ suggestions to improve their EEE vocabulary teaching 31 CHAPTER 4: SOLUTIONS………………………………………………………….33 4.1 Ways of training EFL Teachers for ESP teaching……………………………… 33 4.2 Improving teachers’ professional knowledge……………………………………….34 4.3 Improving teacher’s activities in teaching vocabulary…………………………… 34 4.3.1 Sample activity 1: Guess the meaning…………………………………….….35 4.3.2 Sample activity 2: Brainstorming……………………………………………35 vii 4.3.3 Sample activity 3: Group-work ……………………………………… …… 35 4.4 Teaching word formation……………………………………………………………37 CHAPTER 5: CONCLUSIONS……………………………………………………….39 Summary of the study………………………………………………………………39 Limitations and suggestions for further studies ……………………………………40 REFERENCES ……………………………………………………………………… 41 APPENDICES ………………………………………………………………………… I APPENDIX …………………………………………………………………………… I APPENDIX ………………………………………………………………………… IV APPENDIX 3……………………………………………………………………………VI TEACHERS’ LINGUISTIC AND PEDAGOGICAL CHALLENGES IN TEACHING ESP VOCABULARY TO THE THIRD – YEAR STUDENTS OF ELECTRONICS ENGINEERING AT HO CHI MINH UNIVERSITY OF INDUSTRY BASED IN THANH HOA Chapter1: Introduction 1.1 Rationale Nowadays, the English language has been widely used in many areas such as politics, economics, tourism, telecommunication, culture, science, technology, so on Since Vietnam carried out the open door policy towards the regional and global integration, the English language has become more and more important for people of all ages and careers nationwide Therefore, there is great demand for teaching and learning English throughout the country for different purposes In teaching English for Specific Purposes, however, no one argues that the scope of specialized vocabulary is a primary goal Up to now, teaching ESP, particularly teaching vocabulary, has still been far from satisfaction With many similar characteristics and a number of different features in comparison with General English, ESP is viewed as something hard to teach for language teachers In the context of Ho Chi Minh University of Industry ( HUI ) based in Thanh Hoa province, students are taught English as a compulsory subject In addition, students of Electronic Engineering have to learn English for electronics at the beginning of the third academic year In fact, with a short duration of 30 periods, one of the most important aims of ESP course for these students is achieving basic ESP vocabulary However, in reality, the teacher researcher has seen students have troubled during their English learning process In the first place, most of the students said that they had to deal with a wider range of unfamiliar words and cope with their growing specialized vocabulary Consequently, it is hard for them to study with their limited knowledge of vocabulary They often learn vocabulary passively through their teachers‟ explanation There are also too many new words given in each lesson, too little time spent on memorizing and recycling those words As a teacher of English for Electronics Engineering (EEE), the teacher herself finds out many difficulties during teaching vocabulary At first, in her opinion, the difficulties probably arise from the lack of specialized knowledge, which makes teachers fail to provide every reasonable explanation Moreover, the target students at HUI based in Thanh Hoa province are at lower levels in comparison with those at colleges or universities on the ground of needs, interest and motivation In addition, it is difficult for teachers to understand a lot of terminology, complicated structures and countless expressions Facing this problem, the teacher researcher of English of HUI made an attempt to something to change the ways of teaching and learning vocabulary in order to improve the students' learning effectiveness to help them succeed in their future job In this study, therefore, the teacher researcher has conducted a research namely: “Teachers’ linguistic and pedagogical challenges in teaching ESP vocabulary to the third-year students of Electronics Engineering at Ho Chi Minh University of Industry based in Thanh Hoa province” 1.2.Aims of the study The study aimed at: - Giving a brief overview about ESP, vocabulary and its relevance in teaching English for Electronics Engineering at HUI - Finding out Teachers‟ linguistic and pedagogical challenges that ESP teachers at HUI are facing in teaching English vocabulary to students of Electronics Engineering - Suggesting some solutions to the teaching of vocabulary to students of Electronics Engineering effectively 1.3 Research questions The research is carried out with an attempt to find out the answer to the following research questions: - What are the main teachers‟ linguistic and pedagogical challenges experienced by teachers who are teaching ESP vocabulary to students of Electronics Engineering at HUI? - What solutions should be offered to help teachers to find out the effective ways to teach ESP vocabulary to students of Electronics Engineering at HUI? 1.4 Scope of the study Dealing with all types of teaching ESP vocabulary is too large for studying this size Thus, this study focuses on investigating linguistic and pedagogy challenges that the teacher encounters in teaching ESP vocabulary to students of the third-year students of Electronics Engineering at Ho Chi Minh University of Industry based in Thanh Hoa province Therefore, proper teaching methods can be adopted to help them overcome the difficulties The solutions are also provided to help to improve teaching and learning English in general, teaching and learning English Electronic vocabulary in particular at HUI 1.5 Methods of the study In order to achieve the aims mentioned above, the study was designed to use varieties of methods including interview, questionnaire and teaching journal analysis The data were recorded both formally and informally The survey questionnaire to teachers is to get more information to support the study 1.6 Design of the study The thesis consists of five chapters, with a list of references, and appendices Chapter I: “Introduction”, presents the rationale, objectives, research questions, scope as well as methods of the study Chapter II: “Literature review”, deals with the theoretical background for the study The focus of this chapter is vocabulary and ESP vocabulary, some important aspects of ESP vocabulary teaching, some techniques currently used in teaching vocabulary and ESP vocabulary Chapter III: “Methodology”, is the main part of the study It gives a brief introduction on the context of teaching ESP vocabulary at HUI, the data collection methods and procedures In addition, the data will be analyzed and the findings will reveal the difficulties in teaching ESP vocabulary to the third-year students at HUI Some suggestions to improve the teaching of ESP vocabulary will be given in this chapter Chapter IV: „Solution”, deals with ways to improving the teaching ESP vocabulary at HUI Chapter V: “Conclusions”, summarizes the findings, refers to some limitations of the study, and offers suggestions for further studies CHAPTER 2: LITERATURE REVIEW 2.1 An overview of ESP and English of Electronics Engineering 2.1.1 The Concepts of ESP 2.1.2 Classification of ESP 2.2 Teaching ESP vocabulary 2.2.1 What is ESP and EEE vocabulary 2.2.1.1 What is ESP vocabulary 2.2.1.2 What is EEE vocabulary 2.2.2 Important aspects of ESP vocabulary teaching 2.2.2.1 Word formation 2.2.2.2 Word - form 2.2.2.3 Grammar 2.2.2.4 Aspects of meaning 2.2.2.5 Pronunciation and spelling 2.3 Terminology 2.3.1 Definition of terminology 2.3.2 Characteristics of terminology 2.4 Methodology in vocabulary teaching 2.4.1 The Grammar- translation method 2.4.2 The Direct Method 2.4.3 The Audio-lingual method 2.4.4 The Communicative approach (CLT) 2.5 Teachers’ linguistic and pedagogical challenges in teaching ESP vocabulary 2.5.1 The roles of ESP teachers 2.5.2 Teachers’ linguistic challenges in ESP vocabulary 2.5.3 Teachers’ pedagogical challenges in teaching ESP vocabulary 2.6 Summary CHAPTER 3: METHODOLOGY 3.1 The context of teaching and learning vocabulary at Ho Chi Minh University of Industry 3.1.1 Brief introduction of Ho Chi Minh City University of Industry based in Thanh Hoa Province 3.1.2 Teachers and teaching methods 3.1.3 Students and their background 3.2 The course book 3.2.1 The textbook After finishing the course of General English, the students are taught English for Specific Purpose Students of Electronics learn the book “English for Electronics” which was written by Eric H Glendinning &John Mc “English for Electronics” aims to provide students with basic knowledge and skill to work in electronic environment 5 Actually, this book consists of 30 units, designed in harmonious combination with EEE topics to enable students to develop both their language skills in EEE world, from low to higher Clearly, each unit is divided into five parts, and each part lays a focus on grammar, function or vocabulary As a result, in each unit, students have more opportunities to learn and develop their knowledge in categories of grammar, vocabulary, communication skill, and pronunciation through practice activities of, reading, writing, and speaking 3.2.2 Book content The whole course for the third year EE students consists of units from unit to unit in the first semester The syllabus consists of 30 periods (45 minutes per period) and is delivered within weeks covering topics as follows: Unit 1: Electronics in the home -Unit 2: Component valuesUnit 3: Making a recording - Unit 4: Remote control-Unit 5: Alarm systems -Unit 6: Radio The following unit structure is used throughout the book with some variation among units: Tuning-in : introducing the topic through picture description or fact discussion Language study: revise structures and grammatical points necessary for students to deal with electronic documents in English i.e Actions in sequence, If sentences, Reduced time clauses Word study: developing students ‟knowledge of electronic terms, vocabulary use and word form, i.e Prefixes, Word pairs, Transitive verbs Technical reading: providing practice through various kinds of tasks as well as expanding students‟ vocabulary repertoire, i.e Understanding diagrams, Resistor values, Capacitor values, Diode codes Writing: Provide practice in writing skills, i.e Describing diagrams, a process, a system It is very effective to work with this book as it provides students with a great deal of technical terms and develops their reading comprehension and writing electronic documents However, the teachers and students have found it difficult in teaching this course book because of the following reasons First, as each unit has five periods the students usually not have enough time to practice in class Second, the vocabulary teaching integrated with other skills meaning that no separate vocabulary lesson is provided Consequently, the teacher have to decide themselves how to teach vocabulary, when and how much to teach as well Next, there are a lot of difficult abbreviations and too many difficult and long terms in a task e.g R(1K)/ a one kilohm resistor: C (5-65PF)/a five-to-sixty-five-picofarad capacitor, tolerance and 2,4 V zener voltage BZX55C2V4./ a silicon zener diode which has 5% 3.3 Methods and procedures 3.3.1 Research questions The research is carried out with an attempt to find out the answers to the following questions: - What are the main teachers‟ linguistic and pedagogical challenges experienced by teachers who are teaching ESP vocabulary to students of Electronics Engineering at HUI? - What solutions should be offered to help teachers to find out the effective ways to teach ESP vocabulary to students of Electronics Engineering at HUI? 3.3.2 The participants This study was conducted with the participation of 10 English teachers and EEE teachers‟ writing journals These 10 teachers of English at the college are chosen for the investigation as all of them have been teaching ESP They are females and males and have at least years‟ experience in teaching ESP 3.3.3 Data collection instruments In order to collect the most exact information for the study, the three types of instruments were employed as follows: Questionnaire Interview Journal writing 4.3.4 Data collection procedure In order to collect the data for the analysis, the questionnaire was delivered to each teacher individually to ensure that they would give their own ideas without being affected by their colleagues After the teachers had finished their questionnaire, they were interviewed for further information in the questionnaire After each lesson, three teachers were invited to write journals to reflect what happened in class These teachers were asked to give careful explanation to each problem and were encouraged to present their ideas truly and frankly 3.3.5 Data analysis Data collected from the questionnaire was classified into different categories for teachers such as their background, their attitude towards ESP vocabulary, their teaching techniques, their difficulties in teaching, their suggestions to improve ESP vocabulary teaching and learning Then the data was analyzed using descriptive statistics with percentage, mean and interpretations The results were then presented in the forms of tables 3.4 Findings and discussion 3.4.1 The teachers’ questionnaire 3.4.1.1 The teachers’ linguistic challenges in teaching EEE vocabulary 3.4.1.2 The teachers’ pedagogical challenges teaching EEE vocabulary 3.4.1.3 Teachers’ personal view of sources of their challenges in teaching vocabulary 3.4.1.4 The teachers’ suggestions to improve their EEE vocabulary teaching 3.4.2 Findings from the interviews and journal writings When collecting journal writings, one teacher failed to hand in due to difficult to write a journal writing in English and not enough time to it The data for the study were, therefore, collected from the other two teachers As the teacher researcher observed, the first teacher wrote the journals very carefully and with enthusiasm whereas the second teacher wrote her journals very briefly and poorly All the teachers who were interviewed were very interested in talking about teaching EE vocabulary and their answers are very helpful According to four teachers‟ interviews and two journal writings, they share the ideas that are challenging or hindering for teaching EEE vocabulary 3.4.2.1.The teachers’ linguistic challenges in teaching EEE vocabulary Through the findings from survey questionnaire, interview to teachers and their journal writings, teachers‟ linguistic and pedagogical challenges in teaching EEE vocabulary have been revealed frankly The data analysis and interpretation of the information collected have been presented carefully including some discussion- on the issue Obviously, with a lot of similar characteristics and a number of different features in comparison with General English, ESP is viewed as something hard to teach for language teachers In addition, the teachers of EEE, on the one hand, share the same difficulties with other ESP teachers, and on the other hand, cope with characterized difficulties of the teachers of EEE 8 The teachers‟ linguistic and pedagogical challenges in teaching EEE vocabulary include - The lack of EEE vocabulary and terminologies - The lack of specialized knowledge or knowledge of concept and knowledge of electronic - The lack of various teaching techniques It can be seen that the teachers of EEE are all teachers of GE who were not trained to teach ESP and they not have EEE knowledge either They have no specialist knowledge on the subject matter, they are unexpectedly required to teach a new and unfamiliar subject, which contains numerous terms, complicated structures and countless expressions CHAPTER 4: SOLUTIONS 4.1 Ways of Training EFL Teachers for ESP Teaching As stated in the above chapters, it is clear that in teaching ESP vocabulary, teachers not only face challenging tasks but they also have to deal with students who have specialist knowledge of their own major The only way for them to overcome the problem is that they have to be willing to update their knowledge As Bojojic (2006) states, if EFL teachers possess a wider range of the necessary knowledge in teaching ESP courses to students they will perform their jobs more easily Therefore, it is important that EFL teachers improve their own knowledge so that they can feel more confident to teach both GE and ESP effectively 4.2 Improving teachers’ professional knowledge: According to Hutchinson & Waters (1987), the best way for teacher to improve their own specialist knowledge is that they should focus more on creating further exercises, looking into difficult issues to help students facilitate their own learning process Students will become motivated and interested in their well-prepared lessons The same thing happened to what the teacher researcher and her colleagues have done in this study In order to prepare to teach English for Electronics Engineering, they had to self- study the books on EEE written in bilingual language (both in English and in Vietnamese) to enrich their basic knowledge on the subject matter and achieve necessary vocabulary and terms Then they carefully studied the course book Before each lesson, they had to prepare lesson plans carefully, looking at difficulties issues, preparing expected questions from students If they had still any problems, they could discuss with ESP colleagues and other teachers of EEE major for their help 4.3 Improving teacher's activities in teaching vocabulary As a result of the study, one of the teachers ‟challenges is the lack of various teaching techniques Moreover, both teachers and students are deeply influenced by traditional methods which make their teaching and learning ineffective and boring There are activities that teachers can use to teach vocabulary to the same class However, teachers should choose the most suitable ones to their students basing on characteristics of different groups of students so that students will find it interesting to learn the new words Besides, teachers should find better ways in which they can get to know or at least be able to easily identify the students In addition, pair work, group work and games should be applied in a large class Thus, some suggestions are offered below 4.3.1 Sample activity 1: Guess the meaning Aims: to get students to listen to a lot of repetitions of new vocabulary while they are interested and attentive Using in unit 5: Alarm systems Class time: 10 minutes Resources: Objects or pictures Procedures: Put 10-12 objects or picture where student can see them Call the student to come to the front Repeatedly say the name of the objects while learner guesses which object has that name by pointing at each object in turn If the learner point the wrong object, keep repeating the word When the learner points to the correct object, say “yes” and repeat the name of the object Say the name of another of objects, while the learners points when the learner eventually points to the correct item, quickly revise the previous items by saying their name and getting the learner to point Continue until all the objects have been named 4.3.2 Sample activity 2: Brainstorming The teacher writes the key word “radio” in the middle of the board and asks students to give the related words to “radio” The teacher draws the arrows around the word “radio” and writes the words the students just say Possible keys: aerial; 2:tuner ; 3: amplifier; 4: detector; 5: power; 6: loudspeaker; 7: FM carrier; 8: Am carrier The semantic map will look like as follows: radio 10 4.3.3 Sample activity 3: Group-work The teacher draws the map with the word “Radio” in the middle on the board with empty boxes as follows: Radio ADAM’DADAPP LE Learnt words: aerial, tuner , amplifier, detector, power, loudspeaker, FM carrier, Am carrier, Radio waves, ground wave, sky wave, space wave, wavelength, short wavelength, long wavelength, low frequency, high frequency, Procedure: The teacher divides the class into ten small groups (each group consists of seven students) and asks the students to fill in the empty boxes with the words they have learnt When the students finish their work, the teacher then asks each group to come to the board to write the words of their groups into the empty boxes The winner will be the one who writes the most words 4.4 Teaching word formation According to Bauer (1973), the best way to help students identify and remember new words is to provide them with a wider range of knowledge of word analysis that will eventually enable them to understand complex terminology As Bauer (1973) states, there is a relatively a small group of very 11 useful accessible affixes that can be introduced to students when they are at appropriate levels of their language development For example, we help students analyze words by dividing them into component parts They may start with affixes like: - able, -er, -ish, non-, un-….As the students become familiar with the words and learn what each means, they will be able to recognize those word parts in new combinations in other term At the beginning, some ordinary English words with which students are quite familiar can be showed to help students understand the effect of the word building For example, we can divide the word “semiconductor” as follows: Semi/conduct/ or : semi is a prefix which means “half”, while or is a suffix added to the Verb conduct to make a noun From this we can work out that a Semiconductor is a component which half conducts Give students this table Ask them to try to think of other examples Prefix suffix meaning examples Other De- Reverse the action decouple ……………… Dis- Opposite of discharge ……………… Micro- small microchip ……………… Multi- many multimedia ……………… Tele- far television ……………… Trans- across transmitter ……………… able, ible Capable of(adjective suffix) Portable eer, er, or Person who /thing which is detector (noun suffix) Summary This chapter has provided suggestions to improve the teaching EEE vocabulary at HUI based in Thanh Hoa, First of all, teachers should outline the challenges that their teaching are likely to encounter, and recommend ways that they can use to cope with these challenges In order to fulfill the aim, the teachers must improve teachers‟ professional knowledge and teacher's activities in teaching vocabulary Teachers should be attend professional development workshops regularly, establish the co-operation between subject teachers and English teachers Moreover, teachers should be introduced to new skills and classroom techniques relate new methodology such as, pair work, guess meaning, brainstorm, etc, Hopefully, by doing so we can prompt more thinking and more effective teaching EEE vocabulary 12 Chapter V: Conclusion In this final part, I would like to make a brief summary of the issues discussed in the study and offer some suggestion for further study Summary of the study The goal of the study is finding challenges of teachers of English for EEE at HUI and makes some suggestions to solve those obstacles Theory and practice are contained in this study Firstly, the study began with several concepts on ESP teaching, then vocabulary teaching in ESP as well as terminology, methodology in vocabulary teaching Secondly, in the next chapter, some important features about the context of learning and teaching vocabulary of at including teaching staff and teaching methods, students and their background, are described Actually, discovering the problems and picking up the data are through some instruments as follows: survey questionnaire to teachers, a list if interview questions to the target teachers and analysis teachers‟ journal writings These instruments aim at finding out challenges that the ESP teachers of EEE are encounter in teaching vocabulary to students of EEE The result of study has pointed out some common problems that ESP teachers face with in their daily teaching: - The lack of EEE vocabulary and terminologies - The lack of specialized knowledge or knowledge of concept and knowledge of Electronics Engineering - The lack of various teaching techniques Based on the study‟s finding, some solutions are suggested to overcome those challenges: - Ways of Training EFL Teachers for ESP Teaching - Improving teachers’ professional knowledge - Improving teacher's activities in teaching vocabulary - Teaching word formation Among those various ways to overcome challenges, the most important one is that the ESP teachers should try to develop their professional competence and be flexible in the new teaching fields Limitations and suggestions for further study Although the paper has finished the objective sets at beginning, several limitations can not be avoided by the researcher First, the limitation of this study is only one part in teaching a foreign language mentioned: vocabulary, especially vocabulary of EEE, study in units of course book 13 In addition, the target subjects of the study are also limited to the third students of Electronic Engineering Department and teachers of English for EEE at Foreign language group, HUI Furthermore, the author has not had much practical experience in teaching vocabulary of EEE and knowledge of this specialized subject Actually, the suggestions to get over difficulties are quite subjective Besides, the participation in interview of teacher is limited, it has no chance to get more ideas for the issue, and challenges in teachers‟ journal writings in teaching vocabulary of EEE have not discovered a lot Finally, the research will serves for further research on activities that help EEE teachers at HUI based in Thanh Hoa teaching vocabulary effectively ... OF INDUSTRY BASED IN THANH HOA (NHỮNG KHĨ KHĂN VỀ NGƠN NGỮ VÀ SƯ PHẠM TRONG VIỆC DẠY TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ BA CHUYÊN NGÀNH ĐIỆN TỬ TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH... City University of industry based in Thanh Hoa………………………………………………………………………………… …16 3.1.2 The teachers and teaching methods………………………………………… 16 3.1.3 The students and their background …………………………………………... difficulties probably arise from the lack of specialized knowledge, which makes teachers fail to provide every reasonable explanation Moreover, the target students at HUI based in Thanh Hoa province

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