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UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ---    --- MAI TUYẾT NHUNG DIFFICULTIES IN TEACHING AND LEARNING VOCABULARY IN THE TEXTBOOK “ENG

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UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-    -

MAI TUYẾT NHUNG

DIFFICULTIES IN TEACHING AND LEARNING VOCABULARY IN THE TEXTBOOK “ENGLISH FOR FOOD PRODUCTION STAFF” FOR THE SECOND YEAR STUDENTS OF PRE-INTERMEDIATE

LEVEL AT HANOI TOURISM COLLEGE

KHÓ KHĂN KHI DẠY VÀ HỌC TỪ VỰNG TRONG GIÁO TRÌNH “TIẾNG ANH CHUYÊN NGÀNH CHẾ BIẾN THỰC PHẨM” CHO SINH VIÊN NĂM CUỐI HỆ

TRUNG CẤP Ở TRƯỜNG CAO ĐẲNG DU LỊCH HÀ NỘI

M.A MINOR THESIS

Field: English Teaching Methodology Code: 601410

Hanoi, 2011

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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

-    -

MAI TUYẾT NHUNG

DIFFICULTIES IN TEACHING AND LEARNING VOCABULARY IN THE TEXTBOOK “ENGLISH FOR FOOD PRODUCTION STAFF” FOR THE SECOND YEAR STUDENTS OF PRE-INTERMEDIATE

LEVEL AT HANOI TOURISM COLLEGE

KHÓ KHĂN KHI DẠY VÀ HỌC TỪ VỰNG TRONG GIÁO TRÌNH “TIẾNG ANH CHUYÊN NGÀNH CHẾ BIẾN THỰC PHẨM” CHO SINH VIÊN NĂM CUỐI HỆ

TRUNG CẤP Ở TRƯỜNG CAO ĐẲNG DU LỊCH HÀ NỘI

M.A MINOR THESIS

Field: English Teaching Methodology Code: 601410

Supervisor: Trần Hiền Lan, M.A

Hanoi, 2011

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iv

TABLE OF CONTENTS

Certificate of originality……… i

Acknowledgements……… ii

Abstract……… iii

Table of contents……… iv

List of abbreviations……… vi

List of tables……… vii

Part 1: Introduction……… 1

1 Rationale……… 1

2 Aims of the study……… 2

3 Research questions……… 2

4 Scope of the study……… 2

5 Methods of the study……… 3

6 Design of the study……… 3

Part 2: Development……… 4

Chapter 1: Literature review……… 4

1.1 An overview of ESP……… 4

1.1.1 Definition of ESP……… 4

1.1.2 Classification of ESP……… 5

1.1.3 Characteristics of ESP……… 7

1.1.4 Problems of ESP teachers……… 8

1.2 ESP Vocabulary…… ……… 9

1.2.1 Definitions of ESP……… 9

1.2.2 Kinds of ESP vocabulary……… 9

1.2.3 Selection of vocabulary for teaching……… 10

1.2.3.1 Word lists at an early stage……… 10

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v

1.2.3.2 Awareness of criteria in selection……… 10

1.2.3.3 The use of concordances……… 10

1.3 What should be taught in teaching vocabulary……… 11

1.3.1 Word form……… 11

1.3.2 Grammar……… 11

1.3.3 Collocation……… 11

1.3.4 Aspects of meaning……… 11

1.3.5 Word formation……… 12

1.4 Teaching and learning vocabulary items……… 13

1.4.1 Techniques used in the presentation of new vocabulary items……… 13

1.4.1.1 Visual techniques……… 13

1.4.1.2 Verbal techniques……… 13

1.4.1.3 Translation……… 13

1.4.2 Techniques in practicing new words……… 14

1.4.3 Independent learning strategies ……… 14

1.4.3.1 Contextual guessing……… 14

1.4.3.2 Memorizing……… 14

1.4.3.3 Affixes learning……… 15

1.4.3.4 Repetition and recycling a word……… 15

1.4.3.5 Relating the word in reality……… 15

1.4.3.6 Brainstorming activities……… 15

Chapter 2: The Research Methodology……… 16

2.1 Context of the study……… 16

2.2 Descriptions of the subjects……… 16

2.3 Descriptions of data collection instruments……… 17

2.4 Data collection procedure……… 17

2.5 Data analysis results……… 18

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vi

Chapter 3: Findings and some solutions for better teaching and learning English vocabulary to the second year students of pre-intermediate level at Hanoi

Tourism College………

29 3.1 Findings……… 29

3.2 Suggested solutions……… 32

Part 3: Conclusions……… 38

1 Summary of the study……… 38

2 Limitations and suggestions for further study……… 38

References……… 46

Appendices

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ACKNOWLEDGEMENTS

In competition of this study, first of all I would like to express my sincere and deep gratitude

to Ms Tran Hien Lan, M.A – my supervisor for her invaluable advice, careful instructions and helpful encouragement during the process of writing this minor thesis

Secondly, I would like to send my thanks to all of my lecturers in the Faculty of Post-graduate Studies, the University of Foreign Languages and International Studies whose lectures and advice gave me the inspiration to complete this thesis

Thanks are also extended to Mr Nguyen Viet Dung, M.A- my colleague at Hanoi Tourism College for his useful materials and great aids Besides, I would like to acknowledge my other colleagues and the students at the Faculty of Food Production Management as well for their kind help and great contribution to my survey

My very deep thanks also go to all my friends who have encouraged me and shared their experience during the study

Last but not least, I really appreciate the support and encouragement from my family,

especially my parents

Without all of these aids, this study would hardly have been accomplished

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ABSTRACT

In learning a foreign language, vocabulary is the key to success Without vocabulary, it is so difficult to convey anything Thus, to teach vocabulary efficiently to students is the desire of any teachers In the context of Hanoi Tourism College, teaching and learning English vocabulary for Food Production cope with many difficulties, which needs a lot of discussion

The aims of the study are to find out some difficulties facing the students and teachers in the process of teaching and learning vocabulary of Food Production and to propose some solutions to these problems as well

The study was carried out among the ESP teachers and the second year students of Food Production at Hanoi Tourism College The statistics revealed that most of the students and teachers are coping with many difficulties The students have not had right English learning strategies or a good motivation in the study and lack of ESP vocabulary as well while the teachers have shortage of specialized knowledge, various teaching technique or teaching aids and reference materials are very poor Some solutions are suggested to reduce these difficulties including improving specialized knowledge for ESP teachers, teachers’ activities and teaching facilities; encouraging students to develop their self-study to become more active learners

The result of the study can be useful for those who teach ESP in general and those who teach vocabulary to students of Food Production at Hanoi Tourism College in particular

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PART 1: INTRODUCTION

1 Rationale

Nowadays, English is a common language in communication in the world In Vietnam, English is considered to be a key for communication in offices, companies and at schools Being a compulsory subject, it is thought to give students and workers chances to study and work all over the world

Talking about learning a foreign language, the first thing we think about is words Vocabulary plays an essential role in acquiring a language and it is also an important tool to activate four language skills in English Hence, the more words we know, the more we succeed However,

to acquire words is not easy at all, therefore, it is a necessary and interesting theme for any researches on

In the context of Hanoi Tourism College, as a teacher of English, I have found out that students have difficulties in studying the English in the course book entitled “English for Food Production Staff” mainly due to their limited vocabulary, which covers nearly 70% of exercises in the book, especially in reading and translating exercises They often learn vocabulary passively through teachers’ explanations and forget words quickly after a short time

Teaching ESP (English for specific purposes) is a difficult task for the teachers of the English language Beside vocational knowledge, teachers need to carry out researches in teaching vocabulary so as to open their views and instruct students later In my opinion, ESP in cookery

is very interesting but teaching it successfully is extremely hard

2 Aims of the study

The study aims to achieve two purposes The first one is to find out some difficulties facing the students of FP and the ESP teachers in the process of learning and teaching English vocabulary in the textbook “English for Food Production Staff” The second one is to find some solutions to these problems

3 Research questions

This research was carried out to find out the answers to the following research questions:

- What are the main difficulties facing the students of FP and the ESP teachers in the process of teaching and learning English vocabulary in the text book “English for Food Production Staff”?

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- What are the solutions to these problems?

4 Scope of the study

The study focuses on teaching and learning English vocabulary in the course book “English for Food Production Staff” for the students who major in cookery Then, the difficulties found out will be analyzed and the solutions will be made to help to improve the teaching and learning of cookery English at HTC

5 Methods of the study

The study uses the following methods to achieve its objectives First, the survey questionnaire

is conducted to investigate difficulties for students at HTC in the process of learning vocabulary in the textbook “English for Food Production Staff” Then, the teachers are interviewed to get more information of their difficulties in teaching English vocabulary for FP and the solutions to these problems as well

6 Design of the study

The research includes three main parts:

Part 1: Introduction: In this part the rationale, the aims, the research questions, the scope, the

method, and the design of the study are presented

Part 2: Development: It consists of two chapters

Chapter 1 provides the theoretical background for the study

Chapter 2 is the main part of the study including the context of the study, the subjects, and the data collection methods and data collection procedure Also in this chapter, the data will be analyzed and the findings will reveal teachers and students’ difficulties in teaching and

learning vocabulary in the textbook “English for Food Production Staff” for the second year

students of pre-intermediate level at Hanoi Tourism College On the basis of these findings,

the way of teaching and learning cookery vocabulary will be suggested

Part 3: Conclusion: This part offers a summary of the research and some suggestions for

further study

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PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1.1 An overview of ESP

1.1.1 Definitions of ESP

Hutchinson and Waters (1987:19) define ESP as “an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning” As an

approach to language teaching, ESP is directed by specific and apparent learner need

According to Munby (1978: 2), "ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learner"

And Robinson (1991: 3), also emphasizes the students' needs element of ESP when discussing

the criteria to ESP: " An ESP course is based on a needs analysis, which aims to specify as closely as possible what exactly it is that students have to do through the medium of English"

1.1.2 Classification of ESP

There are many types of ESP which are classified in different ways Traditionally, ESP has been conveniently divided into two main types differentiated according to whether the learner requires English for academy study: English for Academic Purposes (EAP) or for work training: English for Occupational Purposes (EOP)

1.1.3 Characteristics of ESP

Absolute characteristics:

- ESP is designed to meet specific needs of learners;

- ESP makes use of the underlying methodology and activities of the disciplines it serves;

- ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities

Variable characteristics:

- ESP may be related to or designed for specific disciplines;

- ESP may use, in specific teaching situations, a different methodology from that of general English;

- ESP is likely to be designed for adult learners, either at tertiary level institution or in a professional work situation IT could, however, be used for learners at secondary school levels;

- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners

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The absolute and variable characteristics of ESP determine what ESP is and what ESP is not ESP should be seen simple as an 'approach' to teaching, based on analysis of learner needs and their own personal specialist knowledge of using English for real communication

1.1.4 Problems of ESP teachers

Robinson (1980:83) supposed that the problems of ESP teachers are “lack of sufficient preparation time, lack of personal and professional contact with subject teachers, and the content may be very specific indeed, requiring a high degree knowledge and skill from teachers”

Tom Hutchinson and Alan Waters (1987:158) focus on three problems for ESP teachers: the lack of an ESP orthodoxy to provide a ready-made guide, the new realms of knowledge the ESP teacher has to cope with, the change in the status of ELT

1.2 ESP vocabulary

1.2.1 Definitions of vocabulary

According to Penny Ur, (1996: 60) vocabulary is defined as “the words we teach in the foreign language” He accepted “a new item of vocabulary may be more than a single word, a compound of two or three words and multi-word idioms”

According to Michael Lewis (1993:89), vocabulary “may be individual words, or full sentences – institutionalized utterances – that convey for social or pragmatic meaning within

a given community”

1.2.2 Kinds of ESP vocabulary

 Technical= lexis only really used in the specialism (e.g TVP, alternator)

 Semi-technical= general lexis that has a higher frequency in the specialism,

sometimes with a specific or changed meaning (e.g bug)

 Enabling= general lexis that occurs frequently in the specialism with no change of meaning, helping to bind discourse together (often verbs like produce, cause, or generate)

1.2.3.1 Word lists at an early stage

As a matter of fact, word lists not only help teachers to select the words worth attention and teaching but also enable learners to have a systematic study of academic words they need for academic purposes

1.2.3.2 Awareness of criteria in selection

 Frequency

 Range

 Language needs

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