Designing a task-based ESP reading syllabus for the third-year students at Hai Duong Central College of Pharmacy

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  VƯƠNG THỊ LIÊN DESIGNING A TASK-BASED ESP READING SYLLABUS FOR THE THIRD-YEAR STUDENTS AT HAI DUONG CENTRAL COLLEGE OF PHARMACY (THIẾT KẾ CHƯƠNG TRÌNH ĐỌC TIẾNG ANH CHUYÊN NGÀNH THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ CHO SINH VIÊN NĂM THỨ TRƯỜNG CAO ĐẲNG DƯỢC TRUNG ƯƠNG HẢI DƯƠNG) M.A MINOR PROGRAMME THESIS FIELD: MET HODOLOGY CODE: 601410 HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  VƯƠNG THỊ LIÊN DESIGNING A TASK-BASED ESP READING SYLLABUS FOR THE THIRD-YEAR STUDENTS AT HAI DUONG CENTRAL COLLEGE OF PHARMACY (THIẾT KẾ CHƯƠNG TRÌNH ĐỌC TIẾNG ANH CHUYÊN NGÀNH THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ CHO SINH VIÊN NĂM THỨ TRƯỜNG CAO ĐẲNG DƯỢC TRUNG ƯƠNG HẢI DƯƠNG) M.A MINOR PROGRAMME THESIS FIELD: METHODOLOGY CODE: 601410 SUPERVISOR: Dr DƯƠNG THỊ NỤ HANOI, 2011 iv TABLE OF CONTENTS Declaration I Acknowledgements II Abstract III Table of contents……………………………………………………… .IV List of Abbreviations viii PART A: INTRODUCTION Error! Bookmark not defined Rationale Error! Bookmark not defined Aims and objectives of the study Error! Bookmark not defined Scope of the study Error! Bookmark not defined Method of the study Error! Bookmark not defined The structure of the study Error! Bookmark not defined PART B: DEVELOPMENT Error! Bookmark not defined CHAPTER ONE: LITERATURE REVIEW Error! Bookmark not defined 1.1 An overview on ESP Error! Bookmark not defined 1.1.1 What is ESP? Error! Bookmark not defined 1.1.2 Characteristics of ESP Error! Bookmark not defined 1.1.3 ESP for Pharmacy Error! Bookmark not defined 1.2 An overview on syllabus Error! Bookmark not defined 1.2.1 Definition of syllabus Error! Bookmark not defined 1.2.2 Task-based syllabus Error! Bookmark not defined 1.3 Syllabus Design Error! Bookmark not defined 1.3.1 The approaches to syllabus design Error! Bookmark not defined 1.3.2 The language-centered approach Error! Bookmark not defined 1.3.3 Skills-centered approach Error! Bookmark not defined 1.3.4 Learning-centered approach Error! Bookmark not defined 1.3.5 The steps in syllabus design Error! Bookmark not defined 1.3.6 Needs analysis Error! Bookmark not defined 1.3.7 Determining goal and objective Error! Bookmark not defined 1.3.8 Selecting and grading content Error! Bookmark not defined 1.3.9 Suggesting teaching method Error! Bookmark not defined 1.4 Reading Error! Bookmark not defined 1.4.1 What is reading? Error! Bookmark not defined v 1.4.2 1.5 Reading skills in ESP Error! Bookmark not defined Task-based Language Teaching (TBLT) Error! Bookmark not defined 1.5.1 What is TBLT? Error! Bookmark not defined 1.5.2 Tasks in TBLT Error! Bookmark not defined 1.5.3 Advantages of TBLT Error! Bookmark not defined 1.5.4 A framework for task-based learning Error! Bookmark not defined CHAPTER TWO: THE STUDY Error! Bookmark not defined 2.1 The context Error! Bookmark not defined 2.1.1 The ESP course Error! Bookmark not defined 2.1.2 The teachers Error! Bookmark not defined 2.1.3 The learners Error! Bookmark not defined 2.1.4 The material Error! Bookmark not defined 2.2 Research Methodology Error! Bookmark not defined 2.2.1 Research questions Error! Bookmark not defined 2.2.2 Participants Error! Bookmark not defined 2.2.3 Data collection procedure Error! Bookmark not defined 2.3 The findings Error! Bookmark not defined 2.3.1 Teachers’ and students’ attitude towards the current ESP course and the need of designing a new ESP reading syllabus for the third-year students Error! Bookmark not defined 2.3.2 Teachers’ and students’ expectation for an ESP reading syllabus Error! Bookmark not defined CHAPTER THREE: DESIGNING A TASK-BASED ESP READING SYLLABUS FOR THE THIRD-YEAR STUDENTS AT HAI DUONG CENTRAL COLLEGE OF PHARMACY Error! Bookmark not defined 3.1 Selecting a type of syllabus for ESP students Error! Bookmark not defined 3.2 Aims and objectives of the syllabus Error! Bookmark not defined 3.3 Detailed syllabus Error! Bookmark not defined 3.3.1 Content selection Error! Bookmark not defined 3.3.2 The organization of the syllabus Error! Bookmark not defined 3.3.3 Time allocation Error! Bookmark not defined PART C: CONCLUSION Error! Bookmark not defined REFERENCES Error! Bookmark not defined APPENDICES Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix 2: Questionnaire for the ESP teachers Error! Bookmark not defined vi Appendix 3: Questionnaire for the third-year students (Phiếu điều tra) Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix Error! Bookmark not defined Appendix Error! Bookmark not defined 10 Appendix 10 Error! Bookmark not defined PART A: INTRODUCTION Rationale In recent years, important role of English in our society has been much enhanced by the trends of global integration People without English seem to be difficult to find a good job However, to be successful in careers, only English in general is not enough but English for specific purposes (ESP) is the most important because each field has its own specific characteristics That is the reason why ESP has been widely taught in every University and College in Vietnam and Hai Duong Central College of Pharmacy is not an exception ESP has been taught for middle level students for several years but for college students, it has been taught for only one year It is a compulsory subject for third-year students after they have learnt two semesters of General English with the course books are Lifelines Elementary and Pre-Intermediate by Tom Hutchinson (Oxford University Press, 1997) In the ESP course, reading skill is focused on Through one year of implementation, the recent ESP syllabus reveals many short comings and needs being replaced by a better one It is too long for duration of 30 periods and it is completely a text-based syllabus which seems not to motivate students much in their learning In addition, pharmacy is a field in which changes occur every day, therefore, up-dating new information is very important Students seem not to have chance to update new modern medicines with the recent ESP syllabus because the medicines in it are old ones Thus, designing an appropriate task-based syllabus for the pharmaceutical students at Hai Duong Central College of Pharmacy is of great importance to help motivate students in their learning ESP as well as to prepare for their future job From the above mentioned reasons, I decided to choose “Designing a task-based ESP reading syllabus for the third-year students at Hai Duong Central College of Pharmacy” as the topic of my thesis Aims and objectives of the study This study aims at designing a task-based ESP reading syllabus for the third-year students at the Hai Duong Central College of Pharmacy To achieve this aim, the study sets out to obtain the following specific objectives: To get an overview of the theories related to task-based approach, ESP reading and syllabus design To investigate the needs perceived by the ESP students, the ESP teachers towards an appropriate reading syllabus for the ESP students of Hai Duong Central College of Pharmacy To propose a reading syllabus based on needs analysis Scope of the study This study is carried out with its focus on designing an ESP syllabus for pharmaceutical students at Hai Duong Central College of Pharmacy on the basic of needs analysis Due to the characteristics of the college, only reading skill is covered Within the scope of minor thesis, this study focuses on the designing process itself, only the main theories related to task-based approach; ESP reading and syllabus design are mentioned Methods of the study In this study, both quantitative and qualitative methods are employed The quantitative is used to collect the data by delivered questionnaires and the qualitative is applied when discussing the data The methodology of the study is described as follows: - To gain theoretical background for the study, a careful examination of related literature has been carried out What has been perceived from this examination will be the foundation for the study - The study is carried out with 43 students and teachers at HCCP, which will be presented in great detail in chapter Data about the participants is collected by the form of questionnaires The questionnaire is designed to investigate information about students’ needs, wants, and learning-style preference… The structure of the study This study is divided in three main parts: Part A: Introduction In this part, the rationale for the study, the aims and objectives of the study, the scope of the study, the methodology and the structure of the study are mentioned Part B: Development This is the main part of the study which contains three chapters as the follows: - Chapter reviews the literature concerning ESP, task-based approach, syllabus design, and reading theories - Chapter is served as the central part of the study because it includes the background, subjects, instrument for collecting data as well as the findings of the study - Chapter proposes a task-based reading syllabus for the third-year students at Hai Duong Central College of Pharmacy basing on the findings of the study Part C: Conclusion This part is the summary of the whole study It reveals the limitations of the thesis and some suggestions for further research are given as well PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 An overview on ESP 1.1.1 What is ESP? ESP which stands for English for Specific Purposes has become a familiar concept in English Language Teaching and many scholars have tried to define it in different ways Even today there is a large amount of on-going debate as to how to specify what exactly ESP constitutes (Belcher, 2006, Dudley-Evan & St John, 1998, Anthony, 1997) According to Strevens (1977:57) “ESP concerns the emergence of a number of activities, movements and subjects that are carried out predominantly (though) not exclusively in English across the world)” It looks at the purpose for which the student needs to learn English, i.e for occupational or for study purposes ESP is a term that refers to teaching or studying English for a particular career (like law, medicine) or for business in general The fact that learners know specifically why they are learning a language is a great advantage on both sides of the process The learners are therefore motivated, and this enables the teacher to meet learners’ needs and expectations more easily Learner and the way of learning (“acquiring language”) are considered to be the main factors in the whole process Hutchinson and Waters (1992:19) emphasize ESP to be an approach and not a product which means language learning not language use is highlighted They draw attention to a learning-centred approach “in which all decisions as to content and method are based on the learner´s reason for learning” Coffey (1985:79) observes that ESP is “a quick and economical use of the English language to pursue a course of academic study (EAP) or effectiveness in paid employment (EOP)” Lorenzo (2005:1) reminds us that ESP “concentrates more on language in context than on teaching grammar and language structures” He also points out that as ESP is usually delivered to adult students, frequently in a work related setting (EOP), that motivation to learn is higher than in usual ESL (English as a Second Language) contexts Carter (1983) believes that self-direction is important in the sense that an ESP course is concerned with turning learners into users of the language 1.1.2 Characteristics of ESP We have established the relationship between ESP and ELT Now you will be informed about some characteristics of ESP ESP is seen as an approach by Hutchinson and Waters (1987) They suggest that ESP does not concern a particular language, teaching methodology or material If you want to understand ESP, they suggest that you find out exactly why a person needs to learn a foreign language Your need for learning English can be for study purposes or for work purposes However, it is the definition of needs that is the starting point for decisions which determine the language to be taught Strevens (1988) makes a distinction between absolute characteristics and variable characteristics of ESP The absolute characteristics are that ESP courses are: Designed to meet the specific needs of the learner; Related in content to particular disciplines or occupations; Centred on language specific to those disciplines or occupations; In contrast to General English The variable characteristics are that courses may: Be restricted in the skills to be learned; Not be taught according to a particular methodology Robinson (1991) also suggests two absolute criteria for defining ESP courses The first is that ESP programmes are normally goal-oriented The second is that they derive from a needs analysis The needs analysis will state as accurately as possible what the learners will have to when speaking the language Two divisions of the characteristics of ESP are outlined by Dudley-Evans and St John (1998): some absolute and some variable to resolve arguments about what ESP is This followed on from the earlier work by Strevens (1988) These characteristics include: Absolute Characteristics ESP is defined to meet specific needs of the learners ESP makes use of underlying methodology and activities of the discipline it serves ESP is centred on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre Variable Characteristics II Unit/Time Topic Reading skill Task Objective information that is some kinds of not explicitly natural drugs Homework stated in a paragraph/ text periods Right and - Skimming to - Information - To help - Listing wrong use of identify the main gap activity: students some bad modern idea in the text using understand the results caused - Comprehension information in main content by wrong use questions the text to and specific of medicines information of - Guessing complete a table (in groups) the text unfamiliar words (in groups) in a text: Guess - Ordering unfamiliar words mixed understand more in a text via a information about right and context about right and wrong use of wrong use of the different kinds drugs of drugs medicines 4 periods - To help students Antibiotics: - Guessing - Comparing: - To help What are the what they are unfamiliar words finding and students common and how to in a text: Guess comparing the understand the antibiotics use them unfamiliar words use and side topic thoroughly used in your in a text via a effect of two and seek for local? context kinds of - Comprehension antibiotics (in questions groups) - Listing some new generations of antibiotics you know (in pairs) more information about the topic III Unit/Time Topic Reading skill Task Objective Homework - Information gap activity: discussing some wrong uses of antibiotics (in groups) period Mid-term test (45 minutes) - Read the text and answer the questions (5 questions) - Guess unfamiliar words in the text via the context (5 words and contexts) - Rearrange mixed information (10 items and two topics) - Read the two directions of drugs and compare their use and side effects Information - Inferring: - Information - To help Find periods on medicines Identify the gap activity: students information information that is using understand the about some not explicitly information in main content specific stated in a the text to and specific medicines (in paragraph/ text complete a table information of groups) - Scanning: Scan a (in groups) text quickly to - Ordering: answer a question rearrange mixed about specific information information about the drugs Allergies to - Skimming to - Listing the - To help - How to medicines identify the main common allergies students avoid idea in the text to medicines (in understand the allergies to - Comprehension groups) main and medicines? questions - Listing the kinds specific content of drugs which of the topic periods - Inferring: Identify the can easily cause allergies (in the text and the topic IV Unit/Time Topic Reading skill Task information that is groups) not explicitly - Information stated in a gap activity: paragraph/ text using Objective Homework information in the text to complete a table (in groups) periods Use and side - Understanding the writer’s - Information - effects of attitude: Choose the option gap activity: students medicines that best describes theusing understand the effects writer’s attitude information in main and medicines? - Comprehension the text to questions complete a table - Recognizing text (in groups) organization: - Comparing: Rearrange the finding and paragraph, Choose comparing the and put the use and side phrases/ sentences effects of some to where they fit kinds of in a text medicines (in help - How limit specific content Give of the topic groups) period To Final test (45 minutes) - Choose True / False sentences (10 sentences) - Use information in the text to complete a table - Read the text and answer the questions (5 questions) - Use the given words to fill in the gaps (10 sentences) to side of some examples V Appendix 2: Questionnaire for the ESP teachers Questionnaire for the ESP teachers The purpose of this questionnaire is to collect ideas of the teachers of English at HCCP to design a task-based ESP reading syllabus for the third-year students at HCCP The syllabus is expected to be appropriate to the training objectives of HCCP and to fulfill the students’ needs Your assistance in completing the following items makes a great contribution to my study All the information you give will be used for research purposes only Thank you very much for your co-operation! What is your opinion about the current ESP reading syllabus for third – year students at Hai Duong Central College of Pharmacy (HCCP)? a Very appropriate and useful b Appropriate and useful c Not very appropriate and useful d No idea What you think about designing an ESP reading syllabus for third – year students at HCCP? a Very necessary b Necessary c Not very necessary d No idea Please number the following objectives needed to be achieved at the end of the ESP course for the students of HCCP in order of importance from the most important to the least important (from to 6) and add other expectations of your own ……… to read and understand prescriptions of medicines in English ……… to build up range of English terms relating to medicines in medical instructions and materials ……… to translate English materials in medicines from English into Vietnamese and vice versa ……… to work for an international pharmaceutical company VI ……… to communicate with foreigners about medicines in English ……… to take part in international seminars, workshops on pharmacy In your opinion, what topics are needed to be included in the ESP syllabus for pharmaceutical students at HCCP? Please tick the boxes the topics that you think should be included in the ESP reading course and add more topics of your own if you think they are necessary Items Very Topics Drugs Natural medicines Right and necessary wrong use Necessary Slightly Not necessary necessary of modern medicines Antibiotics: what they are and how to use them Instructions and precautions for injections Nutrition: vitamins and minerals Information on medicines Working in the laboratories Allergies to medicines 10 Use and side effects of medicines 11 Other (specify) In your opinion, what kinds of grammar and structures should be included in the syllabus? Please tick the boxes the types of grammar and structures that you think should be included in the syllabus and add more of your own if necessary VII Items Grammar-structures Uses of tenses (present tenses and past Very often Often Sometimes tenses) -ed and –ing adjectives Gerunds Relative clauses Linking words Adverb clauses Model verbs The infinitive and the “ing” form Prepositions and propositional phsases 10 Conditional sentences 11 Passive voice 12 Indirect speech 13 Comparisons of adjectives 14 Plurals 15 Others (specify) ………………………… In your opinion, how many words should students at basic level get after finishing the ESP reading course? a 500 b 1000 c 2000 d No idea In your opinion, within 30 periods, how many lessons should be included? a b c 10 d No idea VIII What kind(s) of text types should be provided to students? a Reading passages b Directions for drugs c Conversations d All of the above What is your opinion about the number of tasks (activities) in a lesson? a Each reading lesson should include many kinds of tasks b Only one kind of tasks should be included in all the lessons c No idea 10 What kind of teaching approach should be adopted? a Communicative b Grammar – translation c Other (specify) ……… ………………………… 11 In your opinion, students should a extra reading assignments at home b reading tasks in the class only c No idea Thank you very much for your cooperation! Appendix 3: Questionnaire for the third-year students (Phiếu điều tra) Questionnaire for the third-year students (Phiếu điều tra) Mục đích phiếu điều tra thu thập ý kiến sinh viên năm thứ ba trường Cao Đẳng Dược Trung ương Hải Dương nhằm xây dựng chương trình dạy đọc tiếng Anh chuyên ngành phù hợp với mục tiêu đào tạo nhà trường đáp ứng nguyện vọng sinh viên Những ý kiến đóng góp bạn quan trọng cho nghiên cứu Xin chân thành cảm ơn hợp tác bạn! Hãy mức độ đồng ý bạn giáo trình Tiếng Anh chuyên ngành Dược mà bạn vừa học cách đánh dấu tick () vào ý kiến mà bạn chọn: Ý kiến Khóa học hữu ích cho nghề nghiệp Đồng ý Tương đối Không đồng đồng ý ý IX Ý kiến Đồng ý Tương đối Không đồng đồng ý ý tương lai Chủ đề giáo trình liên quan đến ngành Dược Có nhiều hoạt động tập nâng cao khả giao tiếp giáo trình Các hoạt động tập giáo trình giúp sinh viên nâng cao khả làm việc nhóm Các hoạt động tập giáo trình gây hứng thú cho sinh viên Giáo trình tập trung nhiều vào ngữ pháp cấu trúc câu Một số đọc có nhiều từ Theo bạn, việc thiết kế chương trình đọc Tiếng anh chuyên ngành cho sinh viên năm thứ Trường CĐ Dược TƯ Hải Dương là: a Rất cần thiết b Cần thiết c Không cần thiết d Khơng có ý kiến Hãy đánh dấu mục tiêu mà bạn muốn đạt sau học xong khóa học Tiếng Anh chuyên ngành Dược trường CĐ Dược TƯ Hải Dương theo thứ tự từ quan trọng (1) đến quan trọng (6) ……… Đọc hiểu đơn thuốc viết tiếng Anh ……… Xây dựng vốn thuật ngữ tiếng Anh có liên quan đến chuyên ngành Dược hướng dẫn sử dụng thuốc tài liệu thuốc ……… Dịch tài liệu thuốc từ tiếng Anh sang tiếng Việt ngược lại ……… Làm việc cho công ty Dược quốc tế …… Giao tiếp với người nước loại dược phẩm X …………Tham dự hội thảo quốc tế chuyên ngành Dược Hãy đánh dấu tick () vào ô tương ứng chủ đề cần có chương trình tiếng Anh chuyên ngành Dược (ghi thêm chủ đề cần có theo ý kiến bạn) TT Rất cần Chủ đề thiết Các loại thuốc Các loại thuốc tự nhiên Cách sử dụng tân dược Cần thiết Tương đối Không cần thiết cần thiết sai Thuốc kháng sinh sử dụng nào? Hướng dẫn sử dụng lưu ý sử dụng thuốc tiêm Dinh dưỡng: loại vitamin khống chất Thơng tin loại thuốc Làm việc phòng thí nghiệm Dị ứng thuốc 10 Cơng dụng tác dụng phụ thuốc 11 Các chủ đề khác (nêu rõ) …… Hãy mức độ thường xuyên hoạt động bạn giáo viên hướng dẫn thực có hội thực cách đánh dấu tick () vào ô tương ứng đây: TT Hoạt động Đọc, dịch trả lời câu hỏi Rất thường Thường Thỉnh Không bao xuyên xuyên thoảng XI TT Hoạt động Thảo luận theo nhóm Thuyết trình Làm việc theo cặp Rất thường Thường Thỉnh Không bao xuyên xuyên thoảng Các hoạt động sau mà bạn mong muốn thực khóa học Tiếng Anh chuyên ngành Dược trường CĐ Dược TƯ HD (Có thể nhiều lựa chọn): e Làm tập đọc hiểu dựa theo khóa trả lời câu hỏi, chọn Đúng – Sai, v.v… f Tự tìm thơng tin theo nhóm chủ đề định sau thuyết trình g Thảo luận theo nhóm chủ đề định sau báo cáo kết h Sắp xếp thông tin bị xáo trộn theo chủ đề theo cặp / nhóm sau báo cáo kết i Hoạt động khác (nêu rõ): ……………………………………………… Theo bạn, số lượng nhiệm vụ giao cho sinh viên học nên là: a Nhiều nhiệm vụ b Mỗi nên có nhiệm vụ c Khơng có ý kiến Bạn mong muốn đọc loại văn giáo trình Tiếng Anh chuyên ngành (Có thể nhiều lựa chọn): a Các đọc gồm nhiều đoạn nhỏ b Các hướng dẫn sử dụng thuốc c Các đoạn hội thoại d Tất loại Theo bạn, sinh viên nên: a Làm tập giao thêm nhà b Chỉ hoàn thành nhiệm vụ đọc giao lớp c Khơng có ý kiến Trân trọng cảm ơn giúp đỡ bạn! XII Appendix Table 2: Students’ attitude towards the current ESP course Opinions Agree The course is very useful for my future job There are a lot of activities and exercises to enhance communicative competence in the course book The activities and exercises in the course book help improve students’ team work ability The activities and exercises in the course book interest students a lot The course book focuses too much on grammar and sentence structures Some readings have too many new words Slightly Not agree agree 30 13 69.8% 30.2% 0.0% 36 0.0% 16.3% 83.7% 13 24 14.0% 30.2% 55.8% 16 22 11.6% 37.2% 51.2% 20 17 46.5% 39.5% 14.0% 26 11 60.5% 25.6% 14.0% Appendix Table 3: Students’ frequency of activities in the class Items Activities Reading, translating and answering questions Discussing in groups Presenting Working in pairs Very often Often Sometimes Never 43 0 100.0% 0.0% 0.0% 0.0% 0 43 0.0% 0.0% 0.0% 100.0% 0 43 0.0% 0.0% 0.0% 100.0% 11 19 13 0.0% 25.6% 44.2% 30.2% XIII Appendix Table 4: Teachers’ and students’ opinions about objectives Unit: % Items Topics Ts Sts Ts Sts Ts Sts Ts Sts Ts Sts Ts Sts 25.0 44.2 50.0 30.2 25.0 11.6 0.0 7.0 0.0 2.3 0.0 4.7 50.0 11.6 50.0 55.8 0.0 14.0 0.0 7.0 0.0 7.0 0.0 4.7 0.0 9.3 25.0 20.9 50.0 34.9 25.0 27.9 0.0 2.3 0.0 4.7 0.0 4.7 0.0 4.7 0.0 9.3 50.0 41.9 0.0 25.6 50.0 14.0 0.0 2.3 0.0 11.6 0.0 14.0 0.0 23.3 50.0 25.6 50.0 23.3 0.0 4.7 0.0 2.3 0.0 4.7 0.0 14.0 0.0 14.0 100 60.5 To read and understand prescriptions of medicines in English To build up range of English terms relating to medicines in medical instructions and materials To translate materials in medicines from English into Vietnamese and vice versa To work for an international pharmaceutical company To communicate with foreigners about medicines in English To take part in international seminars, workshops on pharmacy Appendix Table 5: Teachers’ and students’ opinions about interesting topics for a new reading ESP syllabus Unit: % Very Items Topics Drugs necessary Necessary Ts Sts Ts Sts 50.0 67.4 50.0 30.2 Slightly Not necessary necessary Ts Ts 0.0 Sts 2.3 0.0 Sts 0.0 XIV Very Items necessary Topics Ts Natural medicines Right and wrong use of modern medicines Antibiotics: what they are and how to use them Instructions and precautions for Necessary injections Sts Ts Sts Slightly Not necessary necessary Ts Ts Sts Sts 0.0 23.3 100 58.1 0.0 11.6 0.0 7.0 100 58.1 0.0 37.2 0.0 4.7 0.0 0.0 75.0 41.9 25.0 51.2 0.0 7.0 0.0 0.0 0.0 37.5 0.0 25.0 50.0 27.5 50.0 10.0 Nutrition: vitamins and minerals 0.0 0.0 11.6 75.0 39.5 25.0 41.9 Information on medicines 0.0 52.3 100 31.8 0.0 15.9 0.0 0.0 Working in the laboratories 0.0 0.0 25.0 25.6 75.0 67.4 Allergies to medicines 25.0 46.5 50.0 20.9 25.0 14.0 0.0 18.6 25.0 55.8 75.0 18.6 0.0 23.3 0.0 2.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Use 10 side effects of medicines 11 and Other (specify) ……………… Appendix Table 6: Teachers’ choice of grammar – structures needed to be used in the syllabus Items Grammar-structures Uses of tenses (present tenses and past tenses) -ed and –ing adjectives Gerunds Relative clauses Very appropriate Appropriate Not appropriate 25.0% 75.0% 0.0% 0.0% 0.0% 100.0% 2 50.0% 50.0% 0.0% 25.0% 75.0% 0.0% XV Items Grammar-structures Linking words Adverb clauses Model verbs The infinitive and the “ing” form Prepositions and prepositional phrases 10 Conditional sentences 11 Passive voice 12 Indirect speech 13 Comparisons of adjectives 14 Plurals 15 Others (specify) ………………………… Very appropriate Appropriate Not appropriate 2 50.0% 50.0% 0.0% 0.0% 75.0% 25.0% 2 50.0% 50.0% 0.0% 0.0% 75.0% 25.0% 0.0% 100.0% 75.0% 25.0% 75.0% 25.0% 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0% 75.0% 25.0% 75.0% 25.0% 0.0% Appendix Table 7: Students’ choice of tasks to carry out in the ESP course a b Doing comprehension reading basing on the texts such as answering the questions, choosing True/False sentences, and so on Listing (listing new vocabulary in a text, list some kinds of drugs ….) 30 69.8% 36 83.7% XVI c d e 35 Ordering and sorting (ordering the mixed information about some kinds of drugs, ranking some kinds of drugs based on their use…) 81.4% 32 Comparing (finding the similarities and differences of specific kinds of drugs…) 74.4% 35 Information gap activity (using information in a text to complete a chart or table…) 81.4% 10 Appendix 10 Table 8: Grammar-structures used in the syllabus Uses of tenses (present tenses and past The infinitive and the “ing” form tenses) -ed and –ing adjectives Prepositions and propositional phsases Gerunds Conditional sentences Relative clauses Passive voice Linking words Indirect speech Adverb clauses Comparisons of adjectives Model verbs Plurals