Designing an ESP Speaking syllabus for the second-year students of Marine engine department at Maritime College No.I = Thiết kế chương trình nói tiếng anh chuyê

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THI ̣ MINH THÁI DESIGNING AN ESP SPEAKING SYLLABUS FOR THE SECOND-YEAR STUDENTS OF MARINE ENGINE DEPARTMENT AT MARITIME COLLEGE NO.I (THIẾT KẾ CHƯƠNG TRÌNH NĨI TIẾNG ANH CHUN NGÀNH MÁY CHO SINH VIÊN NĂM THỨ HAI KHOA MÁY TÀU BIỂN, TRƯỜNG CAO ĐẲNG HÀNG HẢI I) M.A MINOR THESIS Field: English Language Teaching Methodolog Code: 601410 HANOI, 2012 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THI ̣ MINH THÁI DESIGNING AN ESP SPEAKING SYLLABUS FOR THE SECOND-YEAR STUDENTS OF MARINE ENGINE DEPARTMENT AT MARITIME COLLEGE NO.I (THIẾT KẾ CHƯƠNG TRÌNH NĨI TIẾNG ANH CHUN NGÀNH MÁY CHO SINH VIÊN NĂM THỨ HAI KHOA MÁY TÀU BIỂN, TRƯỜNG CAO ĐẲNG HÀNG HẢI I) M.A MINOR THESIS Field: English Language Teaching Methodolog Code: 601410 Supervisor: Prof Dr Hoàng Văn Vân HANOI, 2012 TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale Aims and objectives of the study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Previous studies …………………………………………………………… 1.2 Syllabus Design 1.2.1 Definitions of a syllabus 1.2.2 Approaches to Syllabus Design in ESP 1.2.2.1 Language-centred approach 1.2.2.2 Skills-centred approach 1.2.2.3 Learning-centred approach 1.2.3 Types of syllabus 1.2.3.1 Structural /grammatical syllabus 1.2.3.2 Functional Notional syllabus vi 1.2.3.3 Situational syllabus 1.2.3.4 Topical syllabus 10 1.2.3.5 Task-based syllabus 10 1.2.3.6 Principle to syllabus choice 11 1.3 Overview of ESP…………………………………………………………… 12 1.31 Definition of ESP 12 1.3.2 Benefits of ESP 13 1.3.3 Types of ESP 14 1.3.4 Need analysis in ESP 15 1.3.4.1 The definition of needs 15 1.3.4.2 The definition of needs analysis 15 1.3.4.3 The purposes of needs analysis 16 1.3.4.4 Target situation analysis 16 1.3.4.5 Present situation analysis 17 1.3.4.6 Learning needs analysis 17 1.4 Speaking …………………………………………………………………… 17 1.4.1 Definitions of speaking ……………………………………………… 17 1.4.2 Importance of speaking …………………………………………… 18 1.4.3 Speaking activities to be employed in the syllabus ………………… 18 1.5 Summary of chapter I 20 vii CHAPTER II: Syllabus design ……………………………………………… 21 2.1 Introduction……………………………………………………………… 21 2.2 Before-designing…………………………………………………… 21 2.2.1 Need Analysis 21 2.2.1.1 Situation Analysis 21 2.2.1.2 Needs analysis…………………………………………… 24 2.2.1.3 The findings …………………………………………… 30 2.2.2 Aims and objectives of the syllabus………………………………… 32 2.2.2.1 The aims of second-year ESP speaking syllabus………… 32 2.2.2.2 The objectives of the syllabus……………………………… 32 2.3 While-designing …………………………………………………………… 33 2.3.1 The content of the Proposed ESP Speaking Syllabus for second- 33 year students of Marine Department at MCI……………………………… 2.3.1.1 General consideration 33 2.3.1.2 Some specific topics included in the syllabus 33 2.3.1.3 The language functions in the syllabus…………………… 34 2.3.1.4 The timing of the syllabus 34 2.3.1.5 The organization of the syllabus 34 2.3.2 Methodology 2.3.3 A suggested speaking syllabus for second-year students of Marine viii 35 Engine Department at Maritime College No.I 35 2.3.4 Test for student progress/syllabus effectiveness 40 2.3.4.1 Testing procedure 40 2.3.4.2 Form of testing 40 2.3.4.3 Sample of a speaking test 40 2.3.4.4 Marking scales for Speaking test ………………………… 40 PART C: CONCLUSION 42 Summary of the study……………………………………………………… 42 Limitations of the study……………………………………………………… 42 Suggestions for further study……………………………………………… 43 Guidelines on implication…………………………………………………… 43 Reference i APPENDIX A student questionnaire iii APPENDIX A questionnaire for teachers of English xi APPENDIX A questionnaire for ex-students working onboard xv ix PART A: INTRODUCTION Rationale In the context of globalization, English has become more and more important for everybody all over the world, especially for those who work in an international environment Seafarers are one of the most typical examples Nowadays we can see different nationalities on board This cross-cultural labour mobility makes maritime English teachers aware that the quality of cadets in the global seafarer‟s community needs a proper teaching pedagogy For this reason, much attention has been paid to the teaching and learning English at MCI According to the curriculum, students at MCI have to study English for semesters of which two semesters are for General English and three for English for Specific Purposes (ESP) Each semester consists of 60 periods After completing this course, their English proficiency will reach Intermediate level by Vietnamese standard Although many seafarers have brought some English knowledge to their workplaces, their language skills may not be sufficient for communicating instructions and commands This deficiency is most apparent among multi-national crews in emergency situations when the use of English is critical The International Maritime Human Element Bulletin (Issue No 14 May 2007) asserts: The ability to properly convey information by word of mouth and/or by written communication is important not only to the safety of ships‟ crews, visitors and passengers, but also to the wellbeing of crews It would seem that the standard of English of some seafarers is so bad that they have difficulty communicating not only between themselves but also with agencies outside the ship (p.5) Students of MCI also have the same problem after graduating They meet difficulty finding out a job onboard a foreign ship because of their poor English proficiency Some of them who are working onboard say that the ESP they have learnt at MCI does not meet the demand of their current work When they work on a ship (i.e they live and work in an international environment), English becomes their most important communication instrument and speaking and listening become their essential skills to carry out their daily communication The ESP course at MCI seems to be not practical enough for them to survive on board a ship The question here is “What are causes of this problem?” The answer will be addressed below The course book in use for teaching English to the second-year students of Marine Engine Department in MCI is named Basic English Marine Engine Students This book was written by teachers of the English Division in MCI It consists of units which are taught in two semesters Each unit is concerned with one theme familiar with oilers‟ actual job Every unit includes a text on the topic and some related exercises followed The themes of these units are practical for marine engine students They are, however, poorly designed with very few communicative tasks for students to develop their language skills Furthermore, most ESP teachers follow the fixed order offered in the course book which is: vocabulary  text  questions about the text  translation This has undoubtedly diminished the chances for students to improve four language skills equally It seems that vocabulary, reading and translation are the foci that students have to deal with throughout the course Many students, after the ESP course, complain about their inability to speak and listen properly Also, complaints from the shipping companies about their employees who fail to communicate successfully in their job are not uncommon Ex-students who graduated from MCI and are now working onboard point out that what they achieved after their ESP courses is not practical for their current jobs The problem here is, among four language skills, speaking and listening are more necessary for Marine Engine students in there future jobs but current ESP courses haven‟t met this requirement Based on that fact, this thesis attempts to propose an ESP speaking syllabus for secondyear students of Marine Engine students in MCI with the aim at improving their speaking skills so that after finishing the course they will be able to carry out simple conversations with their colleagues in English on board Aim and objectives of the study As mentioned above, the study aims at designing an ESP speaking syllabus for the second-year students of Marine Engine Department at Maritime College No.I To achieve this aim, the study first attempts to look at the current ESP course for secondyear students of Marine Engine Students in MCI to see if it meets the students‟ needs of the students Then it will carry out a research to identify the students‟ needs The final stage is devoted to proposing an ESP speaking syllabus for the second-year students of the Marine Engine Department at Maritime College No I Research questions To make the tasks manageable, the following questions are raised for exploration: Does the current ESP course for second-year students of Marine Engine Students in MCI meet the students‟ needs to learn? What are the learning needs of the second-year students of Marine Engine Department in MCI in terms of present situation needs and target situation needs? How can the ESP speaking syllabus be designed to meet the demand of the learning needs of the students? Of these three questions, question is the main focus Scope of the study As set in the aim and the objectives which are operationalized in the research questions above, this study will confine itself to designing an ESP speaking syllabus for the second-year students of Marine Engine Department at Maritime College No.I However, one cannot design a viable syllabus without some understanding about the current situation of the institution, the teachers, the students and their needs to learn English These are also parts of the research which help to provide the backgrounds of the research Methods of the study This study uses both qualitative and quantitative research methods Qualitative method is concerned with the researcher‟s reading the literature on syllabus and ESP syllabus design in order to establish the senses in which the term ESP speaking syllabus is employed Quantitative method is used to see whether students need to learn English, whether their needs are real, and what level of proficiency is required from them after they graduate from the college, etc Design of the study The study is divided into three parts:  Part A - INTRODUCTION – includes the rationale, the objectives, the research questions, the scope, the methods and the design of the study  Part B - DEVELOPMENT – consists of chapters: - Chapter provides an overview of syllabus design, ESP and speaking skill - Chapter presents a small research on MCI students‟ needs to learn English in general and speaking skills in particular Then it focuses in the presenting and discussing on how the ESP speaking syllabus for second-year students of Marine Engine Department at MCI is designed  Part C – CONCLUSION – summarizes the main contents which have been studied, presents the limitations of the study and makes some suggestions for further study PHỤ LỤC PHIẾU KHẢO SÁT SINH VIÊN NĂM THỨ HAI KHOA MÁY TÀU BIỂN TRƯỜNG CAO ĐẲNG HÀNG HẢI I Phiếu khảo sát thiết kế nhằm phục vụ cho nghiên cứu chúng tơi việc "Thiết kế chương trình nói tiếng Anh chuyên ngành cho sinh viên năm thứ hai khoa Máy tàu biển, trường Cao đẳng Hàng Hải I" Chúng đánh giá cao hỗ trợ anh/chị việc hồn thành khảo sát Tất thơng tin cung cấp dành riêng cho mục đích nghiên cứu thông tin anh/chị bảo mật trường hợp Xin vui lòng cung cấp câu trả lời chân thực có điều đảm bảo thành công điều tra Cảm ơn anh/chị nhiều giúp đỡ anh/chị Phần A Câu Anh/chị đánh giá chương trình tiếng Anh chuyên ngành mức độ khó tính thiết thực a Khó thiết thực b Khó khơng thiết thực c Tạm d Dễ thiết thực e Dễ không thiết thực VII Câu Chỉ tần suất mà anh/chị gặp phải khó khăn cách đánh dấu (√) vào phương án thích hợp Often Sometimes Never Gặp khó khăn việc đưa thuyết trình Gặp khó khăn khơng diễn đạt đủ nhanh điều cần nói Lo lắng việc mắc lỗi nói điều tiếng Anh Khơng biết cách diễn đạt điều tiếng Anh Khơng biết cách tơt để diễn đạt điều tiếng Anh Gặp khó khăn với việc phát âm từ Thấy khó để nhập thảo luận Những khó khăn khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………… VIII Phần B Câut Anh/chị chuẩn bị tham gia khóa học nói tiếng Anh chuyên ngành, mục tiêu sau anh chị mong muốn đạt cuối khóa học? Hãy đánh giá mức độ quan trọng mục tiêu cách đánh dấu (√) vào phương án phù hợp Objectives High Low Để học từ vựng chuyên ngành hàng hải Moderate Để củng cố kiến thức ngữ pháp thơng qua việc nói tiếng Anh Để học chức ngôn ngữ phục vụ cho việc thực nhiệm vụ nghề nghiệp tương lai Để củng cố kĩ nói tiếng Anh Các mục tiêu khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… IX Part Để giúp đỡ thành công việc thiết kế chương trình này, xin điền vào bảng Những nhiệm vụ sau anh/chị thấy cần thiết cho việc sử dụng tiếng Anh thân nghề nghiệp tương lai? Hãy đánh giá mức độ quan trọng nhiệm vụ cách đánh dấu (√) vào phương án phù hợp Nhiệm vụ tình Rất cần liên quan đến cơng việc thiết Cần thiết Khơng cần Khơng có thiết câu trả lời Giao tiếp với đồng nghiệp Sử dụng trang thiết bị thông tin liên lạc Giao thiệp với du khách Báo cáo với cấp Giao tiếp với người đến từ nhiều quốc gia khác làm việc tổ chức hàng hải Thuyết trình Tham gia hội nghị Các nhiệm vụ khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………… X Part Để giúp đỡ thành cơng việc thiết kế chương trình này, xin điền vào bảng Những chủ đề sau anh/chị thấy có lien quan đến việc sử dụng tiếng Anh thân nghề nghiệp tương lai? Hãy (√) vào phương án phù hợp Chủ đề Lựa chọn Chủ đề bạn Lựa chọn bạn Safety equipment 11 Personal injuries Meeting people 12 Incident at sea In the mess-room 13 Dealing with an engine telegraph order Emergency 14 Refueling work Store and Supplies 15 Repair work Watch keeping 16 Loading port survey Tools or instruments 17 Spare parts supplies Maintenance work 18 Dealing with a radio telephone message Have you checked the 19 General arrangement of the machines? engine room 10 Dealing with visitors 20 Describing engines Các chủ đề khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… XI APPENDIX A questionnaire for teachers of English This survey questionnaire is designed for my research into the “Designing an ESP speaking syllabus for the second-year students of Marine Engine Department at Maritime College No.I” Your support in completing the survey is highly appreciated All the information provided is reserved for the study purpose and your confidentiality is assured in any circumstances Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your help Part How you evaluate the current ESP course(s) in terms of difficulty and practicality for the students? a difficult but practical b difficult and unnecessary c Ok d Easy and practical e Easy and unnecessary XII Part Indicate how often the followings happen to your students by putting a tick (√) in the appropriate box Often Never Have difficulty giving oral presentations Sometimes Have trouble wording what you want to say quickly enough Worry about saying something in case you make a mistake in your English Not know how to say something in English Not know the best way to say something in English Have difficulty with your pronunciation of words Find it difficult to enter discussion Others (please specify and rate) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… XIII PHỤ LỤC PHIẾU KHẢO SÁT GIÁO VIÊN GIẢNG DẠY TIẾNG ANH CHUYÊN NGÀNH MÁY TÀU BIỂN TRƯỜNG CAO ĐẲNG HÀNG HẢI I Phiếu khảo sát thiết kế nhằm phục vụ cho nghiên cứu chúng tơi việc "Thiết kế chương trình nói tiếng Anh chuyên ngành cho sinh viên năm thứ hai khoa Máy tàu biển, trường Cao đẳng Hàng Hải I" Chúng đánh giá cao hỗ trợ anh/chị việc hoàn thành khảo sát Tất thông tin cung cấp dành riêng cho mục đích nghiên cứu thơng tin anh/chị bảo mật trường hợp Xin vui lịng cung cấp câu trả lời chân thực có điều đảm bảo thành công điều tra Cảm ơn anh/chị nhiều giúp đỡ anh/chị Câu Anh/chị đánh giá chương trình tiếng Anh chuyên ngành mức độ khó tính thiết thực sinh viên anh/chị? a Khó thiết thực b Khó khơng thiết thực c Tạm d Dễ thiết thực e Dễ không thiết thực XIV Câu Chỉ tần suất mà sinh viên anh/chị gặp phải khó khăn cách đánh dấu (√) vào phương án thích hợp Often Sometimes Never Gặp khó khăn việc đưa thuyết trình Gặp khó khăn khơng diễn đạt đủ nhanh điều cần nói Lo lắng việc mắc lỗi nói điều tiếng Anh Khơng biết cách diễn đạt điều tiếng Anh Không biết cách tôt để diễn đạt điều tiếng Anh Gặp khó khăn với việc phát âm từ Thấy khó để nhập thảo luận Những khó khăn khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………… XV APPENDIX A questionnaire for ex-students working onboard This survey questionnaire is designed for my research into the “Designing an ESP speaking syllabus for the second-year students of Marine Engine Department at Maritime College No.I” Your support in completing the survey is highly appreciated All the information provided is reserved for the study purpose and your confidentiality is assured in any circumstances Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your help Part How you rate the ESP course(s) you have learnt? f difficult but practical g difficult and unnecessary h Ok i Easy and practical j Easy and unnecessary XVI Part To help us to design a successful syllabus, please fill out the form below Which of the following tasks are useful to you in your current job using English? Rate the importance of each item by putting a tick (√) in the appropriate box Tasks in job-related Very situations necessary Not No Necessary response Talking to colleagues Necessary Using the communication equipment Dealing with the visitors Reporting to managers Talking to people from various countries who also work in international maritime organizations Giving presentations Attending meeting Others (please specify and rate) ………………………………………………………………………………………… ………………………………………………………………………………………… ……………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………… XVII Part To help us to design a successful syllabus, please fill out the form below Which of the following tasks are related to your current job using English? Topics Your Topics choice Safety equipment 12 Incident at sea In the mess-room choice 11 Personal injuries Meeting people Your 13 Dealing with an engine telegraph order Emergency 14 Refueling work Store and Supplies 15 Repair work Watch keeping 16 Loading port survey Tools or instruments 17 Spare parts supplies Maintenance work 18 Dealing with a radio telephone message Have you checked the 19 General arrangement of the machines? engine room 10 Dealing with visitors 20 Describing engines Others (Specify) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… XVIII PHỤ LỤC PHIẾU KHẢO SÁT CỰU SINH VIÊN CHUYÊN NGÀNH MÁY TÀU BIỂN CỦA TRƯỜNG CAO ĐẲNG HÀNG HẢI I HIỆN ĐANG LÀM VIỆC TRÊN TÀU Phiếu khảo sát thiết kế nhằm phục vụ cho nghiên cứu việc "Thiết kế chương trình nói tiếng Anh chun ngành cho sinh viên năm thứ hai khoa Máy tàu biển, trường Cao đẳng Hàng Hải I" Chúng đánh giá cao hỗ trợ anh/chị việc hoàn thành khảo sát Tất thông tin cung cấp dành riêng cho mục đích nghiên cứu thơng tin anh/chị bảo mật trường hợp Xin vui lòng cung cấp câu trả lời chân thực có điều đảm bảo thành công điều tra Cảm ơn anh/chị nhiều giúp đỡ anh/chị Câu Anh/chị đánh giá chương trình tiếng Anh chuyên ngành mà anh/chị học trước mức độ khó tính thiết thực nghề nghiệp anh/chị? a Khó thiết thực b Khó khơng thiết thực c Tạm d Dễ thiết thực e Dễ không thiết thực XIX Part Để giúp đỡ thành cơng việc thiết kế chương trình này, xin điền vào bảng Những nhiệm vụ sau cần thiết phải sử dụng tiếng Anh nghề nghiệp tại? Hãy đánh giá mức độ quan trọng nhiệm vụ cách đánh dấu (√) vào phương án phù hợp Nhiệm vụ tình Rất cần liên quan đến công việc thiết Cần thiết Khơng cần Khơng có thiết câu trả lời Giao tiếp với đồng nghiệp Sử dụng trang thiết bị thông tin liên lạc Giao thiệp với du khách Báo cáo với cấp Giao tiếp với người đến từ nhiều quốc gia khác làm việc tổ chức hàng hải Thuyết trình Tham gia hội nghị Các nhiệm vụ khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………… XX Part Để giúp đỡ thành công việc thiết kế chương trình này, xin điền vào bảng Những chủ đề sau anh/chị thấy có liên quan đến việc sử dụng tiếng Anh thân nghề nghiệp tại? Hãy (√) vào phương án phù hợp Chủ đề Lựa chọn Chủ đề bạn Lựa chọn bạn Safety equipment 11 Personal injuries Meeting people 12 Incident at sea In the mess-room 13 Dealing with an engine telegraph order Emergency 14 Refueling work Store and Supplies 15 Repair work Watch keeping 16 Loading port survey Tools or instruments 17 Spare parts supplies Maintenance work 18 Dealing with a radio telephone message Have you checked the 19 General arrangement of the machines? engine room 10 Dealing with visitors 20 Describing engines Các chủ đề khác (xin nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… XXI ... used for second-year and third-year students (English for Maritime engineering students and officers for Engine department students; English for nautical Students and Officer for Navigation department. .. of the syllabus The syllabus is meant for two semesters and for the 2nd year students of Marine Engine Department at MCI The course is in 15 weeks The students have English lessons per week and... the rationale, the objectives, the research questions, the scope, the methods and the design of the study The aim of the study is to design an ESP speaking course for the 2nd year students of Marine