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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 Rationale……………………………………………………………………………… Aims of the study…………………………………………………………………… Research questions…………………………………………………………………… Scope of the study…………………………………………………………… Methods of the study………………………………………………………………… Design of the study…………………………………………………………………… Part 2: Development…………………………………………………………………… Chapter 1: Literature review………………………………………………… 1.1 An overview of ESP…………………………………………………………… 1.1.1 Definition of ESP……………………………………………………………… 1.1.2 Classification of ESP………………………………………………………… 1.1.3 Characteristics of ESP………………………………………………………… 1.1.4 Problems of ESP teachers……………………………………………………… ESP Vocabulary…… …………………………………………………………… 1.2.1 Definitions of ESP……………………………………………………………… 1.2.2 Kinds of ESP vocabulary……………………………………………… 1.2 1.2.3 Selection of vocabulary for teaching…………………………………………… 10 1.2.3.1 Word lists at an early stage………………………………………………… iv 10 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……………………………………… 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 15 2.5 Data analysis results………………………………………………………………… 18 v vi Chapter 3: Findings and some solutions for better teaching and learning English 29 vocabulary to the second year students of pre-intermediate level at Hanoi Tourism College………………………………………………………………………… 3.1 Findings…………………………………………………………………………… 29 3.2 Suggested solutions………………………………………………………………… 32 Part 3: Conclusions…………………………………………………………… 38 Summary of the study………………………………………………………………… 38 Limitations and suggestions for further study………………………………………… 38 References……………………………………………………………………………… Appendices vi 46 vii LIST OF ABBREVIATIONS Short Forms THC FP Long Forms Hanoi Tourism College Food Production ESP English for specific purposes ELT English Language Teaching EAP English for Academic Purposes EOP English for Occupational Purposes EST English for Science and Technology EBE English for Business and Economics ESS English for Social Studies GE General English vii viii LIST OF BARS, TABLES AND CHARTS Chart Simplified Tree of ELT (cf Wen, 1996, p.16) Chart 2: Students’ residence Chart 3: English learning experience Chart 4: Elements of a new word make students have difficulty Chart 5: Students’ difficulties in learning vocabulary for Food Production Chart 6: Students’ evaluation on teachers’ teaching methods Table 1: Criteria for selection Table 2: Time for learning new words outside the classroom Table 3: Students’ evaluation on vocabulary exercises in the course book “English for Food Production Staff” Table 4: Students’ dealing with new words Table 5: Students’ vocabulary practice Table 6: Vocabulary teaching techniques Bar 1: Ways of learning English vocabulary viii PART 1: INTRODUCTION Rationale Nowadays, English is a common language in communication in the world It plays a very important part in many fields of life such as science, technology, history, politics, economics, anthropology, sociology, philosophy, psychology or world wide studies and researches in modern medicine and surgery… At present, 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: listening, speaking, reading, writing and therefore, it helps us communicate successfully with people within and outside our country To think and to express our ideas, an important factor we need is words Language is the key that helps our mind to think, to plan, to solve problems, and finally to succeed 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, which has been specialized in vocational training in tourism and hospitability for a long time, Food Production (FP) is much concerned as one of the most developed majors here and the students who major in food production management can study and practice in a better condition than others Nevertheless, only when these students are good at English will a bright future belong to them As a teacher of English in Hanoi Tourism College (HTC), 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 Hence, the teachers who teach the subject “English for Food Production Staff” is also involved 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 To teach vocabulary in FP effectively requires great efforts on the part of the teachers of foreign languages for Tourism at HTC Consequently, the task of vocational training connected with the mastery of foreign languages will be completed soon, which lays the foundation for changing Hanoi Tourism College into a university of Tourism in the country in the following years Because of the given reasons, I decided to conduct this research with the hope that I will make small but useful contribution to teaching ESP in cookery in HTC 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 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”? - What are the solutions to these problems? 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 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 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 provides the theoretical background for the study Chapter 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 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of ESP 1.1.1 Definitions of ESP ESP, which is usually thought to stand for “English for Specific Purposes”, has become an important part of English Language Teaching (ELT) As with most developments in human activity, ESP grew out of a number of converging trends to create various disciplines There have been a lot of attempts to define 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” They ensure that ESP must be seen as an approach not as a product ESP is neither a particular kind of language or methodology nor includes a particular kind of teaching material Teaching ESP does not mean teaching a „special variety‟ of English which is separate from the common language use such as matters of science words and grammar for scientist or a different kind from any other form of language teaching 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 through the medium of English" She defines that time period should be specified clearly for an ESP course, in which their objectives have to be achieved Similarly, Streven (1988: 1) stated: "ESP is a particular cause of the general category of special purpose language teaching" The above definitions stated at different time by different authors show that the growth of ESP is combination of the need for increased specialization in language learning, the expansion of demand for English to suit particular needs and developments in the fields of linguistics and educational psychology In another words, any ESP course must be based on learners‟ needs 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) Kennedy and Bolitho (1984: 4) explain the two areas quite early: “EOP is taught in a situation in which learners need to use English as part of their work or profession Instances of EOP students would be doctors in casualty or technicians servicing equipment They need English, in the first case, to talk and respond to patients and other staff, and, in the second, to read technical manuals.” And, “EAP is taught generally within educational institutions to students needing English in their studies The language taught may be based in particular disciplines at higher levels of education when the student is specializing (in-study) or intends to specialize (pre-study) in a particular subject” David Carter (1983) identifies three types of ESP: English as a restricted language, English for Academic and Occupational Purposes and English with specific topics The first type of ESP in the view of Carter is English as a restricted language, for example, the language used by air traffic controllers or by waiters According to Mackay and Mountford (1978) restricted language and language are clearly illustrated: “ the language of international air-traffic control could be regarded as 'special', in the sense that the repertoire required by the controller is strictly limited and can be accurately determined situationally, as might be the linguistic needs of a dining-room waiter or air-hostess However, such restricted repertoires are not languages, just as a tourist phrase book is not grammar Knowing a restricted 'language' would not allow the speaker to communicate effectively in novel situation, or in contexts outside the vocational environment” (pp 4-5) The second type of ESP identified by Carter (1983) is English for Academic and Occupational Purposes In the 'Tree of ELT' (Hutchinson & Waters, 1987), ESP is broken down into three branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) An example of EOP for the EST branch is 'English for Technicians' whereas an example of EAP for the EST branch is 'English for Medical Studies' Chart Simplified Tree of ELT (cf Wen, 1996, p.16) Hutchinson and Waters (1987) note that there is not a clear-cut distinction between EAP and EOP: " people can work and study simultaneously; it is also likely that in many cases the ... philosophy, psychology or world wide studies and researches in modern medicine and surgery… At present, in Vietnam, English is considered to be a key for communication in offices, companies and at schools... and hospitability for a long time, Food Production (FP) is much concerned as one of the most developed majors here and the students who major in food production management can study and practice... 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