Thiết kế chương trình tiếng anh chuyên ngành cho trường cao đẳng công nghiệp huế

BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HỒ THỊ QUỲNH NHƯ THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH HUẾ, NĂM 2018 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HỒ THỊ QUỲNH NHƯ THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 62 14 01 11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TÔN NỮ NHƯ HƯƠNG TS TRƯƠNG BẠCH LÊ HUẾ, NĂM 2018 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made Signature: Date: i _ 28 September 2018 ACKNOWLEDGEMENTS This study would not have been completed without the help and patience of many people to whom I would like to express my sincere gratitude First of all, I feel deeply grateful to both of my supervisors – Dr Ton Nu Nhu Huong and Dr Truong Bach Le – for their continuously kind supervision and warm encouragement My gratitude also goes to the lecturers of Hue University of Foreign Languages: Assoc Prof Dr Tran Van Phuoc, Dr Bao Kham, Assoc Prof Dr Pham Thi Hong Nhung, Assoc Prof Dr Truong Vien, Assoc Prof Le Pham Hoai Huong and Dr Pham Hoa Hiep who have wholeheartedly encouraged and guided me through the fulfillment of this thesis I also appreciate the enthusiastic cooperation from business administration employees from the eleven corporations in Hue City for fulfilling the questionnaires and attending the interviews I would like to express my thanks to the Rector Board of my college for granting me study leave and for their participation in this study I am also grateful to my colleagues at the Department of Foreign Languages – Business Administration – Tourism for supporting me and joining this study and taking up my workload while I was conducting the research I wish to express my profound thanks to my parents, parents-in-laws and my two little daughters who always give me great strength to overcome the tough and challenging obstacles in study and in life Last but not least, I feel truly indebted to my husband who is always by my side supporting me with unconditioned love and care ii ABSTRACT The central objective of this study was to develop a vocational English curriculum for Hue Industrial College (HUEIC) in Vietnam The development was based on identifying the students‟ target needs and learning needs regarding English for business administration (BuAdmin) and on analyzing the educational environment A combination of quantitative and qualitative approaches was adopted with the use of multiple instruments: document study, placement testing (with 114 BuAdmin students), questionnaires (delivered to students and BuAdmin employees), semistructured interviews (administered to 26 students, employees, employers, ESP teachers, content teachers and college administrators) and curriculum evaluation (HUEIC panel) The research methodology was constructed based on the statement of the problem and the theoretical discussion of situation analysis and needs assessment for the purpose of proposing an appropriate ESP curriculum The triangulation of data collection instruments, sources of information and various investigated locations helped to increase the validity and reliability of the findings The data obtained were analyzed through SPSS statistics, content analysis and triangulation The findings informed factors that were important to both the students‟ English learning and their target careers, which are: (i) all four English language skills were perceived important but listening and speaking were more needed at BuAdmin workplace; (ii) language skills for job purposes namely telephoning, speaking and listening in social situations with business partners, writing business letters and emails, reading business texts and job interviewing should be prioritized in the new ESP curriculum; (iii) the course contents recommended by the participants were marketing, sales/selling, finance, human resources and production; and (iv) content-based and skill-integrated materials should be used with the conduction of interactive activities during the ESP program Accordingly, the study proposed a new ESP curriculum for BuAdmin students It employed an integrated model of theme-based approach, skill-based approach and communicative approach The primary goals of this sample ESP curriculum were to assist the students to achieve the expected EFL learning outcomes and to promote the students‟ English knowledge and skills for BuAdmin job contexts Through this English learning program, the suggestions put forth by all the participants were catered for TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP ACKNOWLEDGEMENTS ABTRACT LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES CHAPTER 1: INTRODUCTION 1.1 Background 1.2 Rationale 1.3 Research objectives 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the research 1.7 Structure of the study Chapter 2: LITERATURE REVIEW 10 2.1 Introduction 10 2.2 Language curriculum design 10 2.2.1 Definition of the term curriculum 10 2.2.2 Difference between syllabus and curriculum 11 2.2.3 Model of language curriculum design 12 2.2.3.1 Environment analysis 14 2.2.3.2 Needs analysis 14 2.2.3.3 Following principles 15 2.2.3.4 Setting goals 16 2.2.3.5 Content and sequencing 17 2.2.3.6 Format and presentation 17 2.2.3.7 Monitoring and assessing 17 2.2.3.8 Evaluation 18 2.2.4 Curriculum approaches in language teaching 19 2.2.4.1 Forward design 20 2.2.4.2 Central design 20 2.2.4.3 Backward design 21 2.3 English for Specific Purposes (ESP) 22 2.3.1 ESP 22 2.3.1.1 Development and definition of ESP 22 2.3.1.2 Characteristics of ESP 24 2.3.1.3 ESP types 25 2.3.2 English for Business Purposes (EBP) 26 2.3.3 ESP and needs analysis 29 2.3.4 ESP needs 31 2.3.5 Approaches to ESP curriculum design 35 2.3.5.1 Language-centred approach 35 2.3.5.2 Skills-centred aproach 36 2.3.5.3 A learning-centred approach 37 2.3.6 Theory to language instruction 37 2.3.6.1 Communicative approach 37 2.3.6.2 Task-based approach 39 2.3.6.3 Theme-based instruction 40 2.4.The current English curriculum at HUEIC 47 2.5 Previous studies related to the current research 49 2.6 Chapter summary 52 Chapter 3: METHODOLOGY 53 3.1 Introduction 53 3.2 Research design 53 3.3 Data collection 55 3.3.1 Participants 60 3.3.1.1 Business administration students 61 3.3.1.2 Business administration employees 62 3.3.1.3 ESP teachers and content teachers 63 3.3.1.4 HUEIC administrators 64 3.3.2 Instruments 65 3.3.2.1 Document study 65 3.3.2.2 Placement testing 66 3.3.2.3 Questionnaires 70 3.3.2.4 Interviews 74 3.3.2.5 Curriculum evaluation 78 3.4 Data analysis 79 3.5 Reliability and validity 81 3.6 The role of the researcher 84 3.7 Ethical issues 85 3.8 Chapter summary 85 Chapter 4: FINDINGS AND DISCUSSION 86 4.1 Target needs analysis 86 4.1.1 Employers‟ expectations of their employees‟ English competence 86 4.1.2 Language requirements at work 88 4.1.3 Language skills for job contexts 91 4.1.4 Frequency of English communicative activities 94 4.1.5 Communicative topics at work 96 4.1.6 Types of problems in English use encountered by BuAdmin employees 98 4.1.7 BuAdmin employees‟ suggestions to students‟ English preparation 100 4.2 The students‟ English learning needs analysis 102 4.2.1 Students‟ purposes of learning English 102 4.2.2 Students‟ English proficiency 104 4.2.3 Students‟ assessment of their English language competence 108 4.2.4 Students‟ accessibility to learning facilities 111 4.2.5 Perceptions about English teaching and learning 112 4.2.5.1 Students‟ perceptions of English courses at HUEIC 112 4.2.5.2 Students‟ perceptions of language skills needed for communication 114 4.2.5.3 The frequency of communicative activities conducted in English 117 4.2.5.4 Preference for ESP materials 119 4.2.5.5 Preference for learning approach 121 4.3 The development of a new vocational English curriculum for HUEIC 125 4.3.1 The sample vocational English curriculum design 125 4.3.1.1 Overview of the program 126 4.3.1.2 Target students 129 4.3.1.3 ESP teachers 129 4.3.1.4 Physical environment and resources 129 4.3.1.5 Approaches 129 4.3.1.6 Goals and objectives 130 4.3.1.7 Knowledge and skills 130 4.3.1.8 Course framework 135 4.3.1.9 Teaching methodology 141 4.3.1.10 Teaching materials 142 4.3.1.11 Testing and assessment 143 4.3.2 The evaluation of the sample ESP curriculum 143 4.3.2.1 The alignment of the new curriculum to the identified needs 143 4.3.2.2 The college‟s evaluation of the new curriculum 149 4.4 Chapter summary 150 CHAPTER 5: CONCLUSION AND IMPLICATIONS 151 5.1 Introduction 151 5.2 Summary of key findings 151 5.3 Implications 154 5.4 Contributions of the research 156 5.4.1 Theoretical contributions 156 5.4.2 Pedagogical contributions 158 5.5 Limitations of the present study and directions for future studies 160 THE AUTHOR‟S PUBLICATIONS 161 REFERENCES 162 APPENDICES i Appendix A: QUICK PLACEMENT TEST i ANSWER KEYS TO THE QPT xi MARKING KIT xi Appendix B: QUESTIONNAIRES xii B1: QUESTIONNAIRE FOR BUSINESS ADMINISTRATION EMPLOYEES xii Appendix B2: QUESTIONNAIRE FOR STUDENTS xviii Appendix C: INTERVIEW SCHEDULES xxvi Appendix C1: INTERVIEW SCHEDULE WITH ESP TEACHERS xxvi Appendix C2: INTERVIEW SCHEDULE WITH CONTENT TEACHERS xxvii Appendix C3: INTERVIEW SCHEDULE WITH ADMINISTRATORS xxviii Appendix C4: INTERVIEW xxix vii SCHEDULE WITH STUDENTS Appendix C5: INTERVIEW SCHEDULE WITH BUADMIN EMPLOYEES xxx Appendix C6: INTERVIEW SCHEDULE WITH EMPLOYERS xxxi Appendix D: TRANSCRIPTS OF INTERVIEWS xxxii Appendix D2: SAMPLE INTERVIEW WITH CONTENT TEACHERS xxxiv Appendix D3: SAMPLE INTERVIEW WITH HUEIC ADMINISTRATORS xxxvi Appendix D4: SAMPLE INTERVIEW WITH STUDENTS xxxvii Appendix D5: SAMPLE INTERVIEW WITH COMPANY MANAGERS xxxviii Appendix D6: SAMPLE INTERVIEW WITH EMPLOYEES xl Appendix E: STATISTICS xlii Appendix E1: BuAdmin employee questionnaires xlii E1a: BuAdmin employees‟ demographic data xlii E1b: Reliability Statistics of the BuAdmin employee questionnaires xlv Appendix E2: BuAdmin student questionnaires xlix E2a: Demographic data about the students xlix E2b: Reliability Statistics of the BuAdmin student questionnaires l Appendix E3: Factor analysis results liii E3a Questionnaires for BuAdmin employees liii E3b Questionnaires for BuAdmin students lv Appendix F: CURRICULUM EVALUATION FORM lxi Appendix G: DECISION ON ASSESSING THE NEW CURRICULUM AND THE PANEL‟S EVALUATION lxiii provide necessary professional 866 knowledge and skills develop all of my language 856 skills include clear instructions, attractive illustration and 845 appropriate arrangement include sufficient activity books 840 and CDs inlude various types of practice exercises enable me to be independent user of English include various topics of general and professional knowledge Presentations in English Finding and using information from different English sources English textbooks, journals, Internet resources Writing job applications and CV’s in English Telephoning in English 825 812 791 876 791 796 789 Writing English e-mails CV’s, job applications English presentation AV’s Social situations (meeting friends, teachers, supervisors; small talk, etc.) English emails, letters English essays, summaries, reports Itineraries use English materials related to professional knowledge design skillintegrated lessons 761 759 supply students with exercises and activities towards using 699 English independently use appropriate testing and assessment 685 methods encourage discussions in 680 English in class use various teaching aids 662 frequently apply studentcentered teaching 639 methods in class lvii have a lot of knowledge of specialized 573 contents I learn English for entertainment I learn English to follow English-based training programs I learn English to attend English-based forums and conferences I learn English to conduct professional correspondenc e I learn English for other purposes I like the methodology used by 892 English teachers I like the coursebooks being used in the current English courses I like the testing and assessment in the current English courses 58 The current English courses at college adequately adress my needs Writing skills needed for 854 communication Reading skills needed for 784 communication Speaking skills needed for communication Listening skills needed for 731 communication I find the learning environment well-equipped at my college I learn English to translate 737 English language sources I learn English 724 to communicate I learn English to read job- 695 related materials I learn English to pass English exams I learn English to apply for a job 59 I like to study English with 615 project-based activities I like to study English in the 806 whole class I like to study English in groups I like to study English 894 individually I like to study English in pairs I like to study English with 834 lectures from teachers Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in 17 iterations 60 Appendix F: CURRICULUM EVALUATION FORM BỘ CƠNG THƯƠNG CỘNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG CĐ CÔNG NGHIỆP HUẾ Độc lập - Tự - Hạnh phúc BẢN NHẬN XÉT NỘI DUNG CHƯƠNG TRÌNH ĐÀO TẠO Thơng tin chung chương trình: - Tên chương trình : Số tín chỉ: Thành viên nhận xét: - Họ tên: Chức danh hội đồng: Nhận xét: 3.1 Nội dung chương trình: TT Chương/Mục I Chương… … Mục… … II III Nội dung cần chỉnh sửa Ghi … Chương… Mục… … Chương… Mục 3.2 Mức độ phù hợp mục tiêu nội dung chương trình đào tạo: Ý kiến khác: Ghi chú: - Phần “Nội dung cần chỉnh sửa” Ghi nội dung cần điều chỉnh, bổ sung để đáp ứng mục têu - Phần “Mức độ phù hợp mục tiêu nội dung chương trình đào tạo” ghi rõ phần mục têu chưa đáp ứng so với chương trình đề - Phần “ý kiến khác” nhận xét ý kiến chưa trình bày nội dung bổ sung ý kiến để góp phần xây dựng hồn thiện thêm cho giáo trình Ngày tháng năm 20 Người nhận xét (ký, ghi họ tên) lxii Appendix G: DECISION ON ASSESSING THE NEW CURRICULUM AND THE PANEL’S EVALUATION lxiii lxiv lxv lxvi lxvii lxviii lxix lxx ... THỊ QUỲNH NHƯ THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 62 14 01 11 NGƯỜI HƯỚNG DẪN... a small part of the total school programme Curriculum is a far broader concept Curriculum is all those activities in which children engage under the auspices of the school This includes not only... beginning with primary language education (starting from grade 3, then 4, onward to grade 12 of high school education) throughout the country Within the context of this Decision, The MOET has delivered