Đánh giá hiệu quả của giáo trình tiếng anh chuyên ngành hướng dẫn du lịch cho sinh viên năm thứ 3 khoa du lịch

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES  NGO THI MY BINH AN EVALUATION OF THE EFFECTIVENESS OF THE MATERIALS ON “ENGLISH FOR TOUR GUIDES” FOR THE RD YEAR STUDENTS OF FOREIGN LANGUAGES AND TOURISM DEPARTMENT AT SAO DO INDUSTRIAL COLLEGE AND SUGGESTIONS FOR ADAPTATION Đánh giá hiệu giáo trình Tiếng Anh chuyên ngành H-ớng dẫn Du lịch cho sinh viên năm thứ khoa Du Lịch Ngoại ngữ tr-ờng Cao đẳng Công nghiệp Sao Đỏ gợi ý cho viÖc hiÖu chØnh M.A Minor Thesis Field: English teaching methodology Code: 60 14 10 Hai Duong – 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES  NGO THI MY BINH AN EVALUATION OF THE EFFECTIVENESS OF THE MATERIALS ON “ENGLISH FOR TOUR GUIDES” FOR THE RD YEAR STUDENTS OF FOREIGN LANGUAGES AND TOURISM DEPARTMENT AT SAO DO INDUSTRIAL COLLEGE AND SUGGESTIONS FOR ADAPTATION Đánh giá hiệu giáo trình Tiếng Anh chuyên ngành H-ớng dẫn Du lịch cho sinh viên năm thứ khoa Du Lịch Ngoại ngữ tr-ờng Cao đẳng Công nghiệp Sao Đỏ gợi ý cho viÖc hiÖu chØnh M.A Minor Thesis Field: English teaching methodology Code: 60 14 10 Supervisor: MA Nguyen Thi Thom Thom Hai Duong – 2010 ii TABLE OF CONTENTS Contents Candidate’s statement Page i Table of contents ii Acknowledgements iv List of figures, tables and charts v List of abbreviation vi Abstract vii PART A: INTRODUCTION I Rationale and aims of the study II Scope of the study III Methods of the study IV Research questions V Statement of the problem VI Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Teaching Materials in Language Teaching and Learning 5 1.1.1 The Roles of Teaching Materials 1.1.2 Types of Materials 1.2 Materials Evaluation 1.2.1 Reasons for Materials Evaluation 1.2.2 Definitions of Materials Evaluation 1.2.3 Types of Materials Evaluation 1.2.4 Materials Evaluators 1.2.5 Sources of the Data 10 1.2.6 Models for Materials Evaluation 11 1.2.7 Criteria for Materials Evaluation 13 1.3 Previous Research on Materials Evaluation 15 1.4 Materials adaptation 16 1.4.1 Reason for adapting 16 1.4.2 Adapting techniques 16 1.5 Summary CHAPTER II: EVALUATION ON THE EFFECTIVENESS OF THE MATERIALS “ENGLISH FOR TOUR GUIDES”- PART IV 18 19 iii 2.1 Method of data collection and procedures 2.1.1 Survey questionnaires 19 19 2.1.1.1 Participants of the survey 19 2.1.1.2 Description of the survey questionnaires 20 2.1.2 Formal interview to teachers, students and class observations 20 2.2 Findings and Discussion 21 2.2.1 Teacher’s evaluation 21 2.2.1.1 The evaluation of the teachers in terms of audience, aims, content, methodology, and other criteria 21 2.2.1.2 The evaluation of the teachers in terms of speaking lessons 24 2.2.1.3 The suggestions of the teachers in terms of speaking lessons 24 2.2.2 Students’ evaluation 25 2.2.2.1 The suitability of the course to the audience 25 2.2.2.2 The suitability of the objective’s course in terms of skills 27 2.2.2.3 The suitability of the course’s content in terms of the speaking lessons 28 2.2.2.4 The suitability of the speaking lessons in terms of methodology 29 2.2.2.5 Students’ suggestion for the speaking lessons 30 2.3 Evaluation findings CHAPTER III: SUGGESTIONS FOR THE TEXTBOOK’S ADAPTATION 3.1 Suggestions for the adaptation of speaking lessons 3.1.1 Suggestions for the adaptation of speaking lesson in Unit 2: Hai Duong’s attractions 3.1.2 Suggestions for the adaptation of speaking lesson in Unit 3: Hanoi’s attractions 3.1.3 Suggestions for the adaptation of speaking lesson in Unit 6: National parks in Vietnam 3.1.4 Suggestions for the adaptation of speaking lesson in Unit 8: Museums in Vietnam 3.1.5 Suggestions for the adaptation of speaking lesson in Unit 10: Ha Long Bay 3.2 Evaluation of the adaptation 31 34 34 34 35 37 38 39 40 PART C: CONCLUSION 41 REFERENCES 43 APPENDIX I APPENDIX IV APPENDIX VII APPENDIX VIII v LIST OF FIGURES AND TABLES Page Figures Figure The Materials Evaluation Model of Hutchinson and Waters (1993:98) 13 Figure Preparing a presentation 36 Page Tables Table 2.1 Students' results of learning tourism English in the previous term 25 Table 2.2 Students' attitudes towards an “English for Tour guides” course 26 Table 2.3 Students' expectations from an “English for Tour guides” course 26 Table 2.4 Students’ opinion on skill’s importance 27 Table 2.5 Students’ opinions on their skills need to improve in the course 27 Table 2.6 Students’ opinion on the suitability of the speaking lessons 28 Table 2.7 Students’ opinion on the methodology’s suitability of the speaking 30 lessons Table 2.8 Students’ suggestion for the speaking lessons 30 vi LIST OF ABBREVIATIONS SIC Sao Do Industrial College FLTD Foreign Languages and Tourism Department ETP English for Tourism Purpose EFT English for Tour guides ESP English for specific purposes ELT English language teaching PART A: INTRODUCTION I The rationale and aims of the study There are three reasons why I choose to carry out the research called “An Evaluation of the Effectiveness of the Materials on “English for Tour guides” for the 3rd year students of Foreign Languages and Tourism Department at Sao Do Industrial College and suggestions for adaptation” The first reason is in the importance of a material or a text book in the process of learning and teaching foreign languages ELT materials in general and textbooks in particular serve as tool and tutor, guidebook and gauge The American Association for Supervision and Curriculum Development asserted that teachers throughout the world use texts to guide their instruction, so textbooks greatly influence how content is delivered Schmidt, McKnight, and Raizen (1997) identified textbooks as playing an important role in making the leap from intensions and plans to classroom activities, by making content available, organizing it, and setting out learning tasks in a form designed to be appealing to students Therefore, they may be considered “the visible heart of any ELT program” Sheldon (1988:237) Especially in Vietnamese context, textbooks are regarded as a staple in almost every EFL class With the growth of computer-assisted language learning, the role of this material may be changing, but it is unlikely that it will ever disappear Therefore, it is necessary for teachers to be well-equipped with the assessment tools to evaluate materials to ensure that students are using the highest quality texts possible and that their language learning experience is enhanced, not hindered, by the book used in their classrooms However, there has been surprisingly little investigation done in terms of how and why materials are selected by teachers Moreover, most of them have not been adequately trained in the selection process and may be unaware of how to judge which texts best suit their situation That research gap has propelled me to choose materials evaluation as the theme for this master thesis The second reason for this option lies in the fact that in recent years there have emerged diverse opinions of both the learners and teachers on the actual effectiveness of the materials “English for Tour guides”- an in-house materials used in teaching ESP for the third year students at FLTD at SIC in Hai Duong Arguments have encompassed both the potentials and the limitations of the materials for guiding students through the learning process as well as the needs and preferences of the teachers and learners who are using it Other issues that have lately arisen include the textbook content, the methodology validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language and the appropriateness of some speaking lessons It is essential, therefore, that we should establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbook to assess its appropriateness against the learning purposes The last but not least, being a teacher of foreign languages and having taught the course of “English for Tour guides” at SIC more than two years, I have found out that there are some problems with the materials of the course which are needed to be adapted With the hope of improving the quality and minus the limitation of the materials to benefit both the learners and teachers, I conduct this research to discuss and describe the evaluation process that is to be undertaken at the FLTD at SIC of the textbook “English for Tour guides” used in this particular learning environment and thus lead to further thought on improving the quality of the materials by suggestions for the textbook’s adaptation especially in speaking lessons These are also the aims of the study II Scope of the study The study is about the evaluation of effectiveness of the in-house materials “English for Tour guides” - Part IV – Tourism destinations in Vietnam Its curriculum consists of 120 periods for the third year Tour guide students of FLTD at SIC In the scope of this study, the evaluation of the effectiveness of the materials only focuses on evaluation of the suitability of the materials’ content and methodology to the course’s requirement and students’ need It bases on the evaluation of teachers and students at the school From these, I give out suggestions for adaptation especially in speaking lessons to improve effectiveness and learning motivation for Tour guide students and better serve for teaching job this subject at SIC III Methods of the study To achieve the above aim, the study employs qualitative and quantitative research method The research methods employed were document analysis, survey questionnaire, informal interviews and class observation Of these methods, document analysis was one of the main instruments with a thorough objective analysis of the textbook under evaluation Survey questionnaire also plays an important role in the study According to James H Mc Millan & Sally Schumacher (1993) “in survey research, the investigator selects a sample of subjects and administers a questionnaire or conducts interviews to collect data Surveys are used frequently in educational research to describe attitudes, beliefs, opinions and other types of information” In this study, survey questionnaire was used to collect the data that relate to the teachers' and students' perspectives and attitudes towards the textbook they have just finished Informal interviews were employed to clarify information collected in the survey Lastly, class observation was used to get student’s responses to the speaking lessons after adaptation These are effective way of collecting data for this study The purposes of this evaluation research were to evaluate the effectiveness of the in-house materials “English for Tour guides” in terms of its objectives, content and methodology especially the content of the speaking lessons in the materials This summative evaluation was conducted right after the teachers and students have just finished the textbook to determine whether the material has worked well The researcher employed a method which was a combination of document analysis, survey questionnaires, informal interviews and class observation The researcher's belief was that a combination of different methods to collect data could provide more reliable and valid information for the evaluation IV Research questions The study is to find out the answers to the following research questions: How the materials “English for Tour guides” used at SIC meet the requirements of the course and meet the demands of students in terms of objectives, content, and methodology especially the content of the speaking lessons? What suggestions should be made to contribute to the improvement of the speaking lessons in the materials? To answer these research questions, the researchers employed the following evaluation procedures:  The involvement of the researcher as the evaluator who analyzed the materials under evaluation by conducting survey questionnaires for teachers and students to get their opinions about the textbook they have used and carrying out informal interviews with teachers and students to clarify issues which are raised in the surveys  The findings are expected to provide convincing evidences for the contribution to the improvement of the textbooks for future use V Statement of the problem SIC is a famous college in Hai Duong province located in Chi Linh District The school is 40 years of foundation It has more than 500 teachers and 15.000 students It is known all over country with electrical and mechanical field FLTD is a young one- only years old The number of students is only about 300 students The students related to this study are 80 students of the third year The program of English for Tourism consists of 300 periods, divided into different parts In the first Year, they learn knowledge related to hotel’s work In the second year they learnt about the tourists on holiday and common knowledge related to Vietnam Helping Students to become good tour guides in the future forms the basis of the 3rd year course, with students examining topics as tourism destinations in Vietnam from the North to the South and so on The program of part IV composes of main parts: Reading is to provide students with knowledge of famous tourism destinations in Vietnam; Speaking is to provide students with sentence forms, situations happening when dealing with foreign visitors and train student’s ability of making presentation on these destinations Listening part is to train student’s listening skill; writing part focuses on guiding and training students to write about topics related to tourism Language focus helps students to pronounce the words and intonation correctly and revise some important languages This course is a basic part providing necessary knowledge for tourism students and at the same time practice effectively skills listening, speaking, reading, writing, develop students’ communicative ability completely VI Design of the study The study consists of parts: Part I: Introduction composes of rationale and aims, scope, method of the study, research questions, statement of the problem and design of the study Part II: Main content consists of chapters: Chapter I: Literature review deals with Textbook, course book, and materials, Materials Evaluation, Materials adaptation; Chapter II: is about evaluation on the materials’ effectiveness and Chapter III: Suggestions for the materials adaptation Part III: Conclusion presents a review of the study, implication, limitation and the recommendations for the improvement of the materials 38 Content * National Parks in Vietnam: * Some famous national parks in Vietnam: Ba Be National park; Cuc Phuong National Park; Cat Tien National Park and so on The knowledge of these destinations should be taken from the Extension III in the syllabus under brief information Practice Task 1: Make a short presentation to introduce about National Parks in Vietnam, one of famous national parks in Vietnam Task 2: Base on the given knowledge to make a tour commentary on Cuc Phuong National Park The information about Cuc Phuong National Park should be taken from the Extension III in the textbook Therefore reordering technique should be used here 3.1.4 Suggestions for the adaptation of speaking lesson in Unit 8: Museums in Vietnam This materials is used for tour guide; therefore, it is necessary to practice speaking on describing the sight That is also the reason why I choose describing the sight as a situation in this speaking lesson I Situation: Describing the sight (Adding) II Topic: Museums in Vietnam (Simplifying and adding) Vocabulary & structures The syllabus should give out a list of vocabulary and structure related to museum Content: This lesson is about museums, it is useful to provide students with how to make a presentation on a museum especially main content when making presentation on a museum Some famous museums in Vietnam Some brief information about some famous museums in Vietnam such as Ho Chi Minh Museum, Vietnam Museum of Ethnology, The Fine Arts Museum … should be given Practice Task 1: Make short presentation on the above destinations 39 Task 2: Make a tour commentary on one of museum you like 3.1.5 Suggestions for the adaptation of speaking lesson in Unit 10: Ha Long Bay To get on well with foreign visitors successfully, the cultural knowledge is really necessary especially some knowledge related to small talks This will help student to break the iceberg in communication at the first time and then deal with foreign visitors better I  Situations: Small talks after introduction (Adding) Avoid certain topics: Money; Age; Religion; Politics; Physical appearance and certain information about marriage  Using common topics: Job, work; School; Weekend and vacation activities; Family; Weather… II Topic: Ha Long Bay (Adding & Simplifying) Vocabulary & structures Words and phrases to describe a destination Words and phrases to describe the beauty of a destination Content The information about Quang Ninh Province; Ha Long City; Ha Long Bay- A World natural Heritage… should be added to give students common knowledge on Ha Long Bay Practice Task 1: Make short presentation on the above destinations Task 2: Make presentation based on video clip about Ha Long Bay The purpose of this task is to help students to get similar to making tour commentary in reality about Ha Long Bay in particular and other destinations in general Certainly, all students have time to prepare well for the presentation In summary, this part has presented some suggestions for the adaptations of the course especially in speaking lessons of units: Unit 2: Hai Duong’s attractions, Unit 3: Hanoi’s attractions, Unit 6: National parks in Vietnam, Unit 8: Museums in Vietnam and Unit 10: Ha Long Bay The writer applied all the adapting techniques and made use of her knowledge and experiences in the process of making adaptation the material She hopes 40 that it will be useful for her students The implication lays behind the study that evaluation is really necessary in language teaching and therefore, should be regularly implemented This is also the main content of the next part in this chapter 3.2 Evaluation of the speaking lessons’ adaptation With the hope of making the adaptation part more reliable and perfect, the writer continues to evaluate the suitability of the five adapted speaking lessons by conducting a class observation sheet for teachers and students in the scope of these lessons The evaluation criteria of Hutchinson & Water are still applied in this case In the class observation sheet, teachers and students are required to give out their opinions on the suitability of adapted speaking lessons in terms of the audience, aims, content and methodology The result of the class observation sheet is quite optimistic All the teachers and students said that they paid much attention to the adapted ones Concerning the audience and the aims, these lessons are suitable because they can meet the demand of students who are really interested in learning speaking tourism English The content part was added many useful information about situations and topics about famous destinations in Vietnam, which can solve the main problems of the old one The methodology used in these lessons was evaluated suitable and effective Students have many chances to practice speaking with various and interesting types of activities and modern teaching aids They were excited when learning these lessons However, the content of the lessons are too long They require students quite a lot of time to prepare in advance to have a useful and effective speaking lesson This will be ok if students have time for preparation Moreover, there is a shortage of illustration for the destinations which made the lesson less interesting In general, the adaptation of speaking lesson has met the demand of the students and the aim of the course The result of the study, indeed, brings effectiveness for teaching and learning the materials 41 PART C: CONCLUSION Review of the study Evaluating teaching materials is obviously a very important process in language learning The results from materials evaluation help to determine whether the set of materials is suited for a particular situation Most often materials evaluation is carried out to find out the strengths and weaknesses of the materials so that changes need to be made to improve the suitability and enhance the effectiveness of the materials This is also the reasons for carrying out this evaluation research The ultimate target of the study is to find out how the current textbook used for the 3rd year students at Foreign Languages and Tourism Department at SIC meet the demand of the students in terms of the objective, methodology, content and especially the content of speaking lessons Besides document analysis, teachers’ and students’ opinions were gathered by two sets of survey questionnaires and informal interviews were also employed The analysis of the data collected actually addressed the issues investigated to find out the answer for the research questions The findings of this study show that this in-house textbook for the 3rd year students could meet some of the course requirements and suitable to the students’ level of English in terms of objectives, methodology and content However, the textbook has some problems with the content of speaking lessons Particularly, the content of these lessons are not suitable because they lack of knowledge related to the destinations, lack of language competence used to practice speaking situations about these destinations Moreover, the types of exercise are not various; the illustration for speaking lessons on destinations is not interesting From the results of this study, some possible suggestions to improve the textbook are proposed In order to enhance the effectiveness of this textbook, the aspects of content of speaking lessons need to be adjusted are exposed through providing more brief knowledge about the destinations to help students have basic and necessary knowledge on the destinations Besides, the types of exercise are made more various focusing on training students’ speaking ability on these destinations The illustration is made more interesting to motivate students’ interest The two research questions in the study were answered completely 42 Application of the study It is believed that the findings of this research help to make a valuable contribution to the development of the in-house text-book to totally meet the objective of the materials and at the same time satisfy students’ need and interest at SIC This is also a good reference material for teachers in the school in particular and teachers interested in English for tourism in general Limitation of the study Like other research thesis, this study also has some limitations First, there was a limitation regarding the data collection of the study: because of the time constraint, and the condition of the 3rd year students at SIC, the survey questionnaires were administered to a small sample Second, the system of English for Tour guide consists of textbooks: English for Tour guide part I, II, III, and part IV, within the scope of the current study, the author finds it difficult to evaluate the three first set of textbooks Recommendation for further study From what have obtained in the study, the evaluation on effectiveness of the materials and suggestions for adaptation, the further research may be conducted to evaluate the effectiveness of using this adapted material From the limitation of the study, the recommendation for further research is about the evaluation and adaptation on the set of in-house textbook English for Tour guide part I, II and part III which can meet the demand of the students and suitable with the learning and teaching context at SIC Finally, the study has been completed to the best of my knowledge; however, mistakes and shortcomings are unavoidable Therefore, I am looking forward to receiving comments and suggestions from any readers for the perfection of the course work 43 REFERENCES Breen, M., & Candlin, C N (1987) ELT Textbooks and Materials: Problems in Evaluation and Development ELT Document London, Modern English Publications Brown, J.D (1989) Language Program Evaluation Canbridge: CUP Cunningsworth, A (1984) Evaluating and Selecting EEL Teaching Materials Heinemann Educational Books Dudley - Evans, T., & St John, M J (1998) Developments in English for Specific Purposes Cambridge University Press Freeman, L.D (1986) Techniques and Principles in Language Teaching Oxford: Oxford University Press Gillham, B (2000) Developing a Questionnaire Continuum Hutchinson, T., & Water, A (1993) English for Specific Purposes Cambridge University Press Johnson, R K (ed) (1989) The Second Language Curriculum Cambridge: Cambridge University Press Lynch, B K (1996) Language Program Evaluation Theory and Practice Cambridge University Press 10 Madsen, K S., & Bowen, J D (1978) Adaptation in Language Teaching Rowley, MA: Newbury House 11 Murphy, D F (1985) Evaluation in Language Teaching: Assessment, Accountability and Awareness, in Alderson pp 1- 17 12 Nunan, D (1988) Syllabus Design Adelaide: Oxford University Press 13 Nunan, D (1991) Language Teaching Methodology: A Textbook for Teachers Prentice Hall 14 Nunan, D (1992) The Learner - Centered Curriculum - A Study in Second Language Teaching Cambridge University Press 15 Rea-Dickin, P.,& Germaine, K Evaluation Oxford University Press 44 16 Richards, J and Rodgers, T (1986) Approaches and Methods in Language Teaching Cambridge University Press 17 Richards, J.C (2001J Curriculum Development in Language Teaching New York: Cambridge University Press 18 Sheldon, L.E (1988) Evaluating ELT textbooks and materials ELT Journal 42/4 October 1988, pp 237-246 Oxford University Press 19 Skierso, A (1991) Textbook Selection and Evaluation In Celce-Murcia (Ed ) Teaching English as a Second or Foreign Language, (pp 432 - 453) Heinle and Heinle Publishers 20 Tomlinson, B (1998) Materials Development in Language Teaching Cambridge University Press 21 Wallace, M.J (1998) Action Research for Language Teachers Cambridge University Press 22 William, M., & Burden, R (1994) The role of Evaluation in ELT Project Design ELT Journal Volume 48/1 January 1994 Oxford University Press 23 William, D (1983) Developing Criteria for Textbook Evaluation ELT Journal Vol 37 / Oxford University Press 24 James H Mc Millan & Sally Schumacher (1993): Research Methods Harper Collins College Publishers 25 Ellis, R (1997) The Empirical Language Teaching Materials ELT Journal, Volume 51 Issue 1: January 1997, pp 36-42 26 McDonough, J., & Shaw, C (1993) Materials And Methods In ELT A Teacher's Guide Black well 27 Robinson, P.C (1991) ESP Today: A practitioner's Guide Prentice Hall I APPENDIX QUESTIONAIRE FOR TEACHERS Dear my colleagues, This questionnaire was built up to evaluate the material “English for Tour guides” In the questionnaire, your attitudes toward whether the objectives, the content, and especially, the methodology of the material are appropriate for the course and also for your students’ level and their communicative needs are expected to be found out Your ideas are very important and useful, making a great contribution to my study Thank you in advance for your cooperation! Please answer the following questions or tick () in the box where necessary I Personal information Your gender   Male Female Your age How long have you been teaching English? year(s) How long have you been teaching English for Tourism? year(s) III Your opinions on the textbooks What you think of the suitability of the materials “English for tour guides”- Part IV based on these following criteria Evaluation criteria Very Suitable Normal Not Not suitable very suitable suitable Audience      Aims      Content      Methodology      Other criteria      What you think of the suitability of the content of the materials? Evaluation criteria to content Language points Skill Text- type Subject- matter (Topic) Content organization thought the course Content organization within the course unit Very Suitable Normal suitable                Not very suitable          Not suitable       II Evaluation criteria to content Content sequence throughout the course Content sequence within a unit Very Suitable Normal suitable    Not very suitable      Not suitable   Of skills in the textbook which one is necessary to improve?  Listening  Reading  Speaking  Writing What you think about the speaking lesson in the textbook? Evaluation criteria to speaking lesson Very Bad O.K bad    Content Good Very good   Topics      Exercise kinds      Illustration (pictures, enclosed tape, video…)      Order of lessons      Other ideas (specify) : What you think of the suitability of the speaking part in each unit? Speaking lesson Unit 1: Travelling around Vietnam Unit 2: Haiduong’s attractions Unit 3: Hanoi’s Attractions Unit 4: Traditional handicraft villages Unit 5: Historical places in Vietnam Unit 6: National Parks in Vietnam Unit 7: Celebrations in Vietnam Unit 8: Museums in Vietnam Unit 9: Sa pa Unit 10: Ha Long Bay    Not very suitable                                               Very Suitable Normal suitable Not suitable  III Unit 11: Phong Nha Cave Unit 12: Hue Citadel Unit 13: Hoi An Unit 14: Nha Trang Unit 15: Da Lat Unit 16: Ho Chi Minh City                               What should we to improve the speaking lessons?  Provide more knowledge of Tourism destinations in Vietnam  Add vocabulary, structures related to the speaking topic  Providing cultural knowledge suitable with the speaking topic  Add grammatical items to express the topic effectively  Add some more kinds of exercises  Illustrate the topics with more beautiful pictures Other ideas (specify): Thank you very much for your cooperation! APPENDIX PHIẾU KHẢO SÁT SINH VIÊN IV Đối tượng: Sinh viên năm thứ chuyên ngành Hướng dẫn du lịch, khoa Du lịch ngoại ngữ, trường Cao đẳng Cơng nghiệp Sao Đỏ Mục đích: Để đánh giá giáo trình tiếng Anh chuyên ngành Hướng dẫn du lịch - học phần IV- Các địa danh du lịch Việt Nam dành cho sinh viên năm thứ chuyên ngành Hướng dẫn du lịch, khoa Du lịch ngoại ngữ, trường Cao đẳng Cơng nghiệp Sao Đỏ chúng tơi cần tìm hiểu ý kiến đánh giá, nguyện vọng nhu cầu bạn học giáo trình Những thơng tin nhận cần thiết quan trọng để giúp chúng tơi đánh giá giáo trình, tìm điểm chưa thật phù hợp để có hiệu chỉnh hợp lý giúp cho việc ứng dụng dạy học có hiệu phù hợp với điều kiện dạy học tiếng Anh du lịch trường ta Bạn vui long trả lời đầy đủ xác câu hỏi đánh dấu “  ” vào ô bạn chọn Xin chân thành cảm ơn! Kết đánh giá việc học tiếng anh du lịch học phần trường Cao đẳng Công Nghiệp Sao Đỏ bạn nào?  Giỏi  Trung bình  Khá  Dưới trung bình Bạn đánh giá tầm quan trọng khoá học tiếng Anh chuyên ngành hướng dẫn du lịch học phần IV- Các địa danh du lịch Việt Nam nào?  Rất quan trọng  Không quan trọng  Quan trọng  Không quan trọng Bạn mong đợi từ khố học tiếng Anh chun ngành hướng dẫn du lịch – phần 4: Các địa danh du lịch Việt Nam?  Củng cố nâng cao vốn ngữ pháp tiếng Anh  Có thể giao tiếp tiếng Anh tình du lịch cụ thể  Phát triển kỹ đọc hiểu  Có thể viết số loại văn liên quan tới lĩnh vực du lịch  Mở rộng vốn từ tiếng Anh địa danh du lịch  Có thể dịch khố sang tiếng Việt  Có thể thuyết trình tuyến điểm du lịch tiếng Việt Nam  Rèn luyện phát âm ngữ điệu Trong kỹ năng, kỹ quan trọng nhất, sử dụng nhiều V bạn trường :  Listening skill  Speaking skill  Reading skill  Writing skill Sau học xong học phần này, kỹ sau đây, bạn nhận thấy có tiến kỹ nào?  Listening  Reading  Speaking  Writing Sau học xong học phần này, kỹ cần làm bổ sung thêm?  Listening  Reading  Speaking  Writing Bạn đánh giá phù hợp cuả nói học Rất Bài học phù hợp Phù Bình hợp thường Chưa phù Không hợp phù hợp      Unit 2: Haiduong’s attractions      Unit 3: Hanoi’s Attractions      Unit 4: Traditional handicraft                Unit 7: Celebrations in Vietnam      Unit 8: Museums in Vietnam      Unit 9: Sa pa      Unit 1: Travelling around Vietnam villages Unit 5: Historical places in Vietnam Unit 6: National Parks in Vietnam VI Rất Bài học phù hợp Phù Bình hợp thường Chưa phù Khơng hợp phù hợp Unit 10: Ha Long Bay      Unit 11: Phong Nha Cave      Unit 12: Hue Citadel      Unit 13: Hoi An      Unit 14: Nha Trang      Unit 15: Da Lat      Unit 16: Ho Chi Minh City      Bạn đánh giá phù hợp cuả phương pháp nói học Rất Phương pháp phù hợp Phù Bình hợp thường Chưa Khơng phù hợp phù hợp Kinds of exercise/ tasks      Teaching learning techniques     hợp  Teaching aids      Flexibility of the materials      Support for teaching the      Theo bạn để học nói hiệu giáo trình cần bổ sung : course  Kiến thức địa danh du lịch  Kiến thức văn hoá  Vốn từ vựng địa danh du lịch Việt Nam  Cấu trúc ngữ pháp  Các ý kiến khác:…………………………………………………………… Chân thành cảm ơn! APPENDIX QUESTIONS FOR INTERVIEW Bạn nghĩ tầm quan trọng giáo trình tiếng anh chuyên ngành du lịch học phần IV - Các địa danh du lịch Việt nam? Bạn nhận xét giáo trình tiếng Anh dã học? Mong muốn bạn học giáo trình nay? VII Trong kỹ giao tiếp: nghe, nói, đọc viết, theo bạn kỹ có ảnh hưỏng lớn tới nghề nghiệp bạn tương lai? Đối với kỹ nghe, nói, đọc, viết trình bày giáo trình bạn thấy kỹ cần bổ sung thêm? 6.Giờ học nói tiếng anh bạn nào? Sôi nổi, thoải mái hay căng thẳng? Bạn mong muốn từ học nói tiếng Anh giáo viên ? Bạn đánh khả nói tiếng Anh sau học xong giáo trình? Kiến thức hoạt động đưa giáo trình có giúp rèn luyện hiệu khả nói tiếng Anh bạn hay khơng? Theo ban, cần bổ sung thêm kiến thức để học nói tiếng Anh hiệu hơn? 10 B¹n thích giáo viên thực hoạt động lớp học? (Giải thích từ mới, tổ chức hoạt động nhóm, sử dụng phương tiện dạy học ) 11 Điều gây hứng thú gây cản trở cho bạn học nói tiếng Anh? 12 Trong số bi hc noi đà học giáo trình, bạn thích bi nào, không thích bi nào? Tại sao? 13 Bạn đánh giá hoạt động nhóm từ học nói tiếng Anh trªn líp thÕ nào? 14 Các hoạt động ngoại khoá nh- thăm quan, thực hành điểm du lịch địa bàn lân cận có tác dụng việc nâng cao kỹ nói tiếng Anh bạn hay không? 15 Theo bạn, đề nâng cao khả nói Tiếng Anh sinh viên, giáo viên nên làm gì? Chõn thnh cảm ơn! OBSERVATION SHEET Evaluation on the suitability of adapted speaking lessons Date: ……………………… Period: … Room: … Mentor’s name: …………………………………… Mentee’s name: ………………………………………… Audience Aims Content Are students interested in the adapted speaking lessons? Yes  No Which speaking lessons are suitable with the audience?  Unit  Unit Are the speaking lessons suitable with the aims of the course? Yes  No Do students have chance to practice speaking about famous places in Vietnam effective? Yes  No Can student make good presentation on the tourism places? Yes  No Are adapted speaking lessons solved problems of the old one? Yes  No Which adapted speaking lessons are unsuitable?  Unit  Unit Which speaking activities are employed?  Individuals  Pairs How effectively are teaching aids employed? Very effective  Effective Are kinds of exercise/ tasks various and useful? Yes  No Is the speaking lesson flexible? Yes  No How is supporting for teaching the course effective? Very effective  Effective  Not very effective Which adapted speaking lessons are suitable?  Unit  Unit Methodology Other comments  Unit  Unit  Unit  Unit 10  Unit  Unit  Unit 10  Groups  Whole class  Not very effective  Unit  Unit 10 ……………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………… ... DEPARTMENT AT SAO DO INDUSTRIAL COLLEGE AND SUGGESTIONS FOR ADAPTATION Đánh giá hiệu giáo trình Tiếng Anh chuyên ngành H-ớng dẫn Du lịch cho sinh viên năm thứ khoa Du Lịch Ngoại ngữ tr-ờng Cao... speaking lesson in Unit 10: Ha Long Bay 3. 2 Evaluation of the adaptation 31 34 34 34 35 37 38 39 40 PART C: CONCLUSION 41 REFERENCES 43 APPENDIX I APPENDIX IV APPENDIX VII APPENDIX VIII v LIST OF FIGURES... adaptation of speaking lesson in Unit 2: Hai Duong’s attractions 3. 1.2 Suggestions for the adaptation of speaking lesson in Unit 3: Hanoi’s attractions 3. 1 .3 Suggestions for the adaptation of speaking