Designing a learner centered speaking syllabus for technicians in garment companies

Vietnam national university, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ NGUYÊN HƯƠNG Designing A LEARNER-CENTERED SPEAKING SYLLABUS FOR TECHNICIANS IN GARMENT COMPANIES THIẾT KẾ CHƯƠNG TRÌNH NĨI TIẾNG ANH THEO ĐƯỜNG HƯỚNG LẤY NGƯỜI HỌC LÀM TRUNG TÂM CHO CÁC KỸ THUẬT VIÊN TẠI CÁC DOANH NGHIỆP MAY M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Hoàng Thị Xuân Hoa HANOI, 10/2011 Table of contents PART I- INTRODUCTIONS Rationale The aims of the study The research questions The scope of the study The method of the study The design of the study Part II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 An overview on syllabus design 1.1.1 Definition of syllabus 1.1.2 Types of syllabus 1.1.2.1 Structural syllabus 1.1.2.2 The functional-notional syllabus 1.1.2.3 Situational syllabus 1.1.2.4 Topical syllabus 1.1.2.5 Task- based syllabus 1.1.2.6 Skill-based syllabus 1.1.3 Learner- centered approach in foreign language teaching 1.1.3.1.General considerations 1.1.3.2 Learner- centered approach in foreign language teaching 1.1.3.3 How the learner- centered approach differs from the teacher- centered approach 11 1.1.4 The steps in designing a learner- centered syllabus 12 1.1.4.1 Needs analysis 13 1.1.4.1.1 Target needs 13 1.1.4.1.2 Learning needs 14 1.1.4.2 Goal and objective determining 15 1.1.4.3 Content selecting and grading 15 1.1.4.4 Teaching method suggesting 16 1.2 An overview of ESP 17 1.2.1 Definition of ESP 17 1.2.2 Classification of ESP 17 1.3 Speaking 18 1.3.1 What is speaking 18 1.3.2 Speaking skills 18 1.3.3 Characteristics of a successful speaking activities 19 CHAPTER II: METHODOLOGY 2.1 The setting of the study 21 2.1.1 The teaching and learning conditions 21 2.1.2 The current syllabus 21 2.1.3 The target learners 21 2.1.4 The teacher staff 21 2.2 Methodology 26 2.2.1 The subjects 22 2.2.2 Document analysis 22 2.2.3 Instruments for collecting data 22 2.2.4 Data collecting procedure 23 CHAPTER III: DATA ANALYSIS AND DISCUSSION 3.1 The findings 24 3.1.1 Data gathered by means of English teachers’ questionnaire 24 3.1.1.1 Teachers’ opinions on objectives needed meeting at the end of ESP speaking course 24 3.1.1.2 Teachers’ selection of topics needed in the speaking syllabus…25 3.1.1.3 Teachers’ selection of grammar and structures needed in the syllabus 26 3.1.2 Data gathered by means of learners’ questionnaire 26 3.1.2.1 Learners’ opinions on objectives needed meeting at the end of ESP speaking course 27 3.1.2.2 Learners’ selection of topics needed in the ESP speaking syllabus 28 3.1.2.3 Learners’ selection of grammar and structures needed in the syllabus 28 3.1.3.Data gathered by means of employers’ interviews 29 3.2 The summary 31 CHAPTER IV A PROPOSED SPEAKING SYLLABUS FOR TECHNICIANS IN GARMENT COMPANIES 4.1 Selecting a type of syllabus for ESP learners 32 4.2 Aims and objectives of the syllabus 32 4.3 Detailed syllabus 33 4.3.1 Content selecting 33 4.3.1.1 Some topics included in the syllabus 33 4.3.1.2 Grammatical structures in the syllabus 33 4.3.2 The organization of the syllabus 34 4.3.3 Time allocation 38 4.4 Suggestions for learning and teaching 38 4.4.1 Suggestions for learning 38 4.4.2 Suggestions for teaching 38 4.5 Suggestions for assessment and test 40 PART III: CONCLUSION Conclusion 41 Limitations and recommendation for further studies 41 REFERENCES PART I: THE INTRODUCTION Rationale Hanoi Industrial College for textile, garment and fashion was founded over 40 years ago Initially, it had only one level: the vocational training After many efforts, it was upgraded into Junior College in 2005 Students are trained of different branches: Garment, Fashion designing, Mechanics, Accounting, Finance and banking English is one of the main subjects in our college Besides that, English is taught to technicians in Garment Companies for their needs Technicians in Garment Companies are those people who have good abilities, who graduated from different universities, secondary schools and even from vocational training centers Their levels in English are different They use English in their work frequently, for example, read documents, communicate and discuss with foreign customers about their contracts, their products….They can read and translate the documents, but communicating is very difficult for them So they need a speaking course, especially a speaking course in their branch To meet their needs, learner- centered English speaking syllabus was added for technicians in Garment companies So our learners need one syllabus that is suitable to their specialization Being English teachers, we know that designing an appropriate speaking syllabus is really difficult The syllabus does not only fulfill the objectives of the course but also the learners‟ needs to help them improve their English and specialization Moreover, learners can deal with the enormous bulk of knowledge in English reference books to support their jobs Learners cannot use their English to communicate well So speaking syllabus has to meet the requirements that help learners to consolidate their GE and improve their vocabulary and speaking skill in ESP English In the bookshops, there are many English textbooks but I think that they are not suitable to our learners because of the content of those books The content of those books are just about social communication That is why it is difficult for our learners to use them in their jobs Because of the above – mentioned reasons, the topic “Designing a learner center English speaking syllabus for the technicians in Garment companies” was chosen 2 The aims of the study This study is aimed at designing a learner- centered speaking syllabus for the technicians in Garment companies To obtain the aim, following objectives are to be achieved: - To investigate the needs of the learners and the condition of learning - To propose an appropriate speaking syllabus for learners based on their needs and special requirements The research questions To achieve the above aims and objectives, the following questions are raised: What are the learners‟ learning in term of English speaking skill? What components should the proposal syllabus have in order to meet the students‟ needs? The scope of the study This study focuses on designing an English speaking syllabus under the light of learner- centered approach with 45 periods for the technicians in garment companies The method of the study Quantitative method is employed in this study The quantitative is used to collect the data by questionnaires The results of questionnaire are the findings about the needs of students, their opinions and expectations about the English speaking course The English teachers‟ suggestions and ideas are collected from questionnaire to find out the topics of the lessons in the syllabus Apart from survey questionnaires, personal interviews with employers of some garment companies also deployed to contribute to the validity and consistency of the data collected The design of the study This study consists of three main parts: Part I: Introduction presents the rationale, aims and objectives, research questions, scope of the study, research methods and the design of the study Part II: Development comprises of: Chapter I: Literature review provides the overview of syllabus design, ESP, learner centered English speaking syllabus Chapter II: The setting and methodology of the research Chapter III: The study presents the findings of students‟ needs, teachers‟ suggestions for the speaking syllabus Chapter IV: The proposal speaking syllabus based on the students‟ needs, teachers‟ and employers‟ suggestions and the course objectives Part III: The conclusion aims at summarizing the main ideas of the study, The last one is the Appendix that includes the questionnaires, tables PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 An overview on syllabus design 1.1.1 Definition of syllabus Syllabus is a popular notion in teaching language, it plays an important role in the success of the teaching and learning There are several ways of defining the syllabus on the views of different writers: the narrow and the broad approach to syllabus design Yalden (1984:14), a broad view scholar, defines that “The syllabus replaces the concept of „method‟, and the syllabus is now seen as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of „fit‟ between the needs and the aims of the learners (as social being and as individual), and the activities which will take place in the classroom” He considers the teachers as an assistant of the syllabus designer, teachers can adjust the syllabus and the learners‟ needs and aims in the classroom On the other hand, with a clear distinction between the syllabus design and methodology, Nunan (1988:5) points out that “Syllabus design is seem as being concern with the selection and grading of the content, while methodology is concerned with the selection of learning tasks and activities” He also affirmed: “Syllabus is a statement of content which is used as the basic for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content” According to Hutchinson and Waters (1993:90), a syllabus is a document which says what will (or at least what should) be learnt, it should state out the goals, content, and activities to be carried out in a particular, and well-defined context And Allen (1984:61) supposes: “Syllabus is concerned with a specification of what units will be taught (as distinction from how they will be taught, which is the matter for methodology) The following detailed guideline for syllabus designer was given by Dudin and Olshtain (1980:28):“what it is called, it is a document which ideally describes:  What the learner are expected to know at the end of the course, or the course objectives in operational terms  What is to be taught or learned during the course, in the form of an inventory of items?  When it is to be taught, and at what rate of progress, relating the inventory of items to the different levels and stages as well as the time constrains of the course  How it is to be taught, suggesting procedures, techniques, and materials  How it is to be evaluated, suggesting testing and evaluating mechanism In short, there are many different views in syllabus design Each one has its own strong and weak points So syllabus designers have to take account the objectives and the learners‟ needs to design an appropriate syllabus that meet the demand I will not follow anyone‟s and I will mix the above view to find out the best points 1.1.2 Types of syllabus 1.1.2.1 The Structural syllabus Traditionally, structural syllabus is also called grammatical one This is one of the most popular ways of designing syllabus for long because grammatical forms are the key to master a language Structure syllabus focuses on teaching students the forms, structures and grammatical of language such as how to use and form nouns, verbs, adjectives or tenses, voice….Discussing the structural syllabus, Yalden (1983: 36) wrote “ structural syllabus are based on the assumption that it is enough to grade the material from a linguistic point of view, i.e to look at the grading from a point of view of the structures and words to be taught” The activity in a class where the structural syllabus is used is, therefore, confined to the appraisal of utterances or structural criteria in isolation from each other Students learn question form, negation, imperative, passive……….etc They also learn phrasal verbs, complex sentences……etc But they are not taught how to answer and express appropriately to a given function in a given situation The teachers may use different methods in the class, which follow the structural syllabus, but the constraints are the same: the content of the syllabus has been determined by giving the priority to teaching the grammatical structures of the language Besides, the structural syllabus seems to bias the teacher-centered rather than the learned-centered approach so it is not highly appropriate in teaching language nowadays 1.1.2.2 The functional-notional syllabus In contrast with the structural syllabus, functional-notional one emphasizes the real communicative function of language The content of the language teaching is a collection of the functions that usually occur in daily life, for example: informing, agreeing, apologizing, requesting, and so on And the notions of the language relating to size, age, color, time, comparison….The advantage of this type of syllabus is that learners are easy to use their language in the communicative situations with the useful functions or notions However, functions and notions are quite abstract and some learners may have difficulties thinking of communicative functions outside a specific context And the different kinds of structures are often used to express the same communicative function, so that it is difficult to follow a progression from simpler to more complex structures 1.1.2.3 Situational syllabus Situational syllabus focuses on the content of the language teaching that collects the real or imaginary situations in which language is used The language interactions are closely related to social context and the participants can understand them in the certain context or setting So it usually concerns with the question “when and where will the learner need the target language” and attempts to specify the situations such as seeing the dentist, buying books at the bookstore, asking the directions, checking in the airport and so on The advantage of this type of syllabus is that the content is quite relevant to the interests and needs of the learners It is easy for the learners to master and communicate the language that they are going to use in the real situation But the limit of this syllabus is the unpredictable situation and the problem of grading of the items It is clear that the primary purpose of a situational language syllabus is to teach the language that occurs in the situations Examples of situations include: going shopping, buying books, asking directions, making complaints…… 1.1.2.4 Topical syllabus Topical syllabus uses topics or themes as its starting points The syllabus designers select the topics that are relevant and necessary for the learners Resulting of this is the learners will be interested in the lessons because of their purposes relating to the topics As Robinson(1931:37) stated about this kind of syllabus: “ It motivates the students and as a 37 introducing tense service department periods Working  Describing commodity - instruction - periods 10 Greeting and  introduce yourself Modifications from the original sample Fit sample and delivery date Passive voice Original sample and delivery date  Discussing ideas  Meetings: opinions Exchanging  Talking about making - Relative clause mistakes when making - clothes sentences Dimensions Conditional and specification s periods periods Stop and review for the final test 38 4.3.4 Time allocation The speaking course is applied to the technicians in Garment companies It is taught in 45 periods, each period lasts 45 minutes Learners will have 4- periods a week for about 10 weeks After learning 20 periods, students are asked to one oral test and one final test at the end of the semester 4.4 Suggestions for learning and teaching 4.4.1 Suggestions for learning As mentioned above, learner-centered approach will be applied in our syllabus so the learners‟ needs and expectations are the first priority in the syllabus planning The topics and activities must attract and motivate students as much as possible In contrast, students have to try their best to contribute and cooperate with the teachers to achieve the effective results in learning process In order to speak better, students have to prepare for the topic at home In the class, they are motivated to take part in group discussion, and they are also supposed to express their own ideas about the topic given For example, before speaking part, each student should prepare silently and as fast as possible Then they make some ideas before speaking The most important thing is that students have to be aware of self-study They should learn the technical vocabulary, grammatical structures by heart through the context and exercises Additionally, they should usually discuss to their friends or teachers to improve their English and confidence as well 4.4.2 Suggestions for teaching - Teachers help learners learn easier and more effectively with the roles of guiders or assistants Most of the learners‟ English is not very good so when teaching speaking skill we should integrate teaching grammatical structures and speaking skills carefully so that our learners can get the best results The teachers should create motivation for the students in the speaking lessons - Teacher should provide learners special materials in English relating to the lessons or give them some reliable sources of information for self-studying - Speaking activities often just provide a scenario for interaction whereas learners might find it helpful to consider first what the features of a successful 39 interaction would be This would focus their attention on appropriate language and skills, and provide a basis for evaluation at the feedback stage Role play: The students in the class are divided into pairs or groups and given situations and roles to act out The use of role play has added tremendous number of responsibilities for communication practice Students are no longer limited to the kind of language used by learners in the classroom Role play gives students an opportunity to develop fluency and confidence Problem solving: The class is divided into groups of about four students and is given “ problems” Each group selects a representative to report in front of the class after working out a solution to that problem Most of the problem solving tasks requires pair or group work throughout The language, which is needed for problem solving activities, depends on the topic of each exercise, but in general, learners will have to make suggestions, give reasons, and accept, modify or reject suggestions and reasons given by others Discussion: groups of four or five learners are working on a topic of common interest for ten or fifteen minutes A representative is selected in the group to report what they have discussed Interview: A learner is directed to get information from another learner or learners A popular activity for pair work, but also appropriate for group work, interviews are useful at all level of proficiency At the lower level, interviews can be very structured, both in terms of the information, the grammatical difficulty and variety The goal of an interview could at this level be limited to using requesting functions, learning vocabulary for expressing personal data, producing questions, etc Learners might ask each other questions like: - What‟s your name? - Where are you from? - What company you work for? ………… And learn to give appropriate responses At the higher levels, interview can be prove more complex facts, opinions, ideas, and feelings 40 Games: Brown (1994: 181,182) holds that “ games are various kinds of language game activity, if not like other previously defined activities” A game could be any activity that formalizes a technique into units that can be scored in some way Guessing games are common language classroom activities Twenty questions, for example, is easily adapted to a small group Oral report/ presentation A final task type, which is common in ESP, is the oral presentations Learners feel secure to choose one out topics they are most familiar with to prepare at home In class they are required to present it before the crowd followed by some questions raised by their friends While making a presentation may seem to be a more limited activity than other tasks discussed, it can in fact involve all the language skills The teacher will then need to help students to refine their non- linguistics skills, as well as their language skills; body language, planning and the effective use of visual aids are all as important as language 4.5 Suggestions for assessment and test Assessment is a very necessary in learning and teaching process Through assessment, teachers know the students‟ level and appropriateness of the syllabus There are many ways of measuring students‟ progress When testing the oral proficiency of learners we may simply interview them and assess their responses; or use other techniques like role play, group discussion between learners, presentation, products description and evaluation and so on To motivate students, we will assess their learning in the class such as volunteer, behavior, homework, group work Because our course only lasts 45 periods, we design two kinds of test: one oral progressive test (mid-term) and one achievement test (final test) The form of the test includes: vocabulary, grammatical exercises, speaking and writing At the end of the speaking course, the result of students will be assessed as our suggestion: 10% for their regular attendance and the contribution in class activities; 30% for the mid-term test and 40% for the final test 41 PART III: CONCLUSION Conclusion To meet the requirements of the curriculum and the learners‟ needs, we design an appropriate speaking syllabus for the technicians in Garment companies by surveying the opinions of learners, English teachers Hopefully, the results of the study will make contribution to improving speaking teaching and motivating students to learn better and help them much for their present career Aiming at designing a learner- centered speaking syllabus, the researcher has reviewed literature review of syllabus design, ESP and speaking, which is the basic for the main part of the study Via the nature of the types of syllabus, approaches to the syllabus design, steps of syllabus design, and the author has found the strong and weak points and choose the best one for her own syllabus That is syllabus of combinations of the topic syllabus and skill-based and task-based syllabus with the learner-centered approach In order to identify the target needs, two questionnaires were conducted The findings of the need analysis reveal that course is necessary for learners Four objectives of the syllabus are chosen with the high positive responses of learners and teachers The components in the proposal syllabus are: topics, the speaking skills, tasks, grammatical structures and vocabulary Limitations and recommendation for further studies However, the study has some unavoidable limitations Firstly, the data collected may not be very reliable and generalized because of the small population of the study Secondly, this is the first time the researcher conducts a research like this so there might be some mistakes on the procedure, questionnaires and the lack of special subject experience Moreover the author could not interview the ex-learners to ask more information for the needs analysis In the future, if we have chances to design syllabus for other fields such as Informatics Technology, Fashion designing at Hanoi Industrial College for textile garment and fashion, we will avoid the above limitations and conduct a better study 42 REFERENCES Alderson, J.C, Water, A (1982) A course in Testing and Evaluation for ESP teachers Lancaster Practical papers in English Language Education, Pergamon Press P.40 Allen, J.P.B (1984) General purposes Language Teaching A Variable Focus Approach in Brumfit (Ed) Oxford: Pergamon Breen, M (1984) Process in Syllabus Design and Classroom Language Learning in Bristish Council Oxford: Pergamon Davies, P & Pearse, E (2000) Success in English Teaching Oxford University Press Donna, S (2000) Teach Business English Cambridge University Press Dubin, F &Olshtain, E (1986) Course design Developing programs and materials for language learning Cambridge: Cambridge University Press Broughton, G., Brumfit, C., Flavell, R., Hill, P., Pincas, A (1978) Teaching English as a Foreign Language Routledge and Kegan Paul London Goodman, K.S (1971) Psycholinguistic Universals in Reading Progress Cambridge: Cambridge University Press Graves, K (1996) Teachers as Course Developers Cambridge: Cambridge University Press 10 Harmer, J (1998) How to teach English London Longman 11 Hutchinson, T and Waters, A (1987) English for Specific Purposes: a learningcentered Approach Cambridge: Cambridge University Press 12 Hoang Van Van (1999) Nghien cuu giang day cac ky nang loi noi tieng Anh o giai doan nang cao theo duong huong lay nguoi hoc lam trung tam Vietnam National University, Hanoi 13 Kenedy, C & Bolitho, R (1984) English for Specific Purposes London: Modern English Publication 14 McDonough, J & Shaw, C (1993) Materials and Methods in ELT A Teacher’s Guide Oxford: Oxford University Press 43 15 Munby, J (1978) Communicative Syllabus Design Cambridge: Cambridge University Press 16 Nguyen Kieu Oanh (2005) Towards designing a speaking syllabus for the final year students of Business English Department at Thang Long University M.A Thesis Vietnam National University, Hanoi 17 Nguyen Thanh Giang (2000) The application of the learner- centered approach to designing a speaking syllabus for the third year student in teacher- training section M.A Thesis Vietnam National University, Hanoi 18 Nunan, D (1989) Designing Tasks for the communicative Classroom Oxford: Oxford University Press 19 Nunan, D (1988) Syllabus Design Oxford: Oxford University Press 20 Richards, J., Platt, J and Weber, H (1985) Longman Dictionary of Applied Linguistic Great Britain: Richard Clay Ltd 21 Richards, J.C and Rogers, T.S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press 22 Richterich, R & Chancerel, J.L (1980) Identifying the Needs of Adults learning a Foreign language, Pergamon 23 Robinson, P.C (1991) ESP today: A Practitioner’s Guide Hemel Hempstead Prentice Hall International 24 Robinson, P.C (1980) English for Specific Purposes Oxford: Pergamon Press 25 Strevens, P (1980), Functional English (ESP), in Teaching English as an Internal Language: from practice to principle Oxford: Pergamon Press 26 Truong Thuy Ngoc ( 2004) Towards a speaking syllabus for the third year ESP students of Business administration at Hanoi university of Business and Management M.A Thesis Vietnam National University, Hanoi 27 Tudor, I (1996) Learner- centeredness as language education Cambridge Cambridge University Press 28 Ur, P (1996) A Course in language teaching: practice and theory- Cambridge University Press 29 Widdowson, H.J (1983) Language Purposes and Language Use Oxford: Oxford University Press 44 30 Wilkins, E (1997) Notional Syllabuses Great Britain: Oxford University Press 31 William, E (1984) Reading in a Language Classroom New York: Macmillan 32 Yalden, J (1984) Syllabus design in General Education, In Brumfit, D.J (ed), General English Syllabus Design Oxford: Pergamon I APPENDIX A SURVEY QUESTIONNAIRE Part A: For teachers Dear teachers, This questionnaire is aimed to get the teachers’ opinions on objectives needed to be achieved at the end of learner- centered speaking course for technicians in garment companies The invaluable information collected from this survey would contribute significantly to the design of a speaking syllabus for technicians in Garment Companies Your assistant will be of precious help towards the development of a practical speaking course Please tick (v) in the appropriate box Thank you for your cooperation! Section I: Teachers’ selection of topics needed in the speaking syllabus Items Objectives High To learn vocabulary garment To consolidate grammatical structures through speaking To learn language functions to perform tasks To consolidate speaking skill in garment field Others ( please specify and rate) Moderate Low II Section 2: Teachers’ selection of topics needed in the speaking syllabus Please put a tick (v) at the following topics you think are necessary for the learners to perform in their jobs Thank you for your cooperation! Number Content of topics You and your company In the workshop Describing company Telephoning to make arrangements Company profile Producing Planning Customers and contracts Working instruction 10 Discussing ideas 11 Evaluating products 12 Problem solving 13 Interviewing people 14 Giving sales figures 15 Giving directions 16 Giving prices and discount 17 Describing trends 18 Travelling 19 Socializing 20 Making schedules 21 Doing market research 22 Reviewing the sales Your choice III Section 3: Teachers’ selections of grammar and structures needed in the syllabus Please tick (v) in the appropriate box Thank you for your cooperation! Grammar and structures Uses of tenses (simple present and past tense, future tense….) Your Grammar choice structures The articles -Modal verbs Word formation Comparison Adverbs clauses -ed and –ing adjectives Passive voice Gerunds Conditional sentences Infinitive Relative clauses Prepositions and phrases Compound nouns preposition Indirect speech and Your choice IV Part B: For students APPENDIX B TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP – DỆT MAY THỜI TRANG HÀ NỘI PHIẾU KHẢO SÁT Chúng tiến hành nghiên cứu xây dựng chương trình nói tiếng Anh ngành May để phục vụ cho đối tượng cán kỹ thuật doanh nghiệp May Để giáo trình có tính thực tiễn hiệu sử dụng cao, xin anh (chị) vui lòng điề n vào bảng thông tin đây: * Xin anh (chị) cho biết số thông tin cá nhân - Giới tính Nam - Độ tuổi: Dưới 30 Nữ 31-40 41-50 Trên 50 - Trình độ chun mơn: Trung cấp Cao đẳng Đại học Sau đại học - Số năm công tác: Dưới năm 1-3 năm 3-5 năm 5-10 năm 10-15 năm Trên 15 năm *- Anh (chị) học tiếng Anh? Có Khơng V Phần 1: 1- Anh /chị thấy việc nói tiếng Anh có cần thiết cho công việc anh/ chị? cần thiết không cần thiết 2- Anh/ chị tick(v) vào lợi ích mà anh/chị hy vọng đạt sau khố học nói tiếng Anh? Items Objectives High To learn garment vocabulary ( Học từ vựng chuyên ngành may) To consolidate grammatical structures through speaking skill ( Củng cố cấu trúc ngữ pháp thơng qua kỹ nói) To learn language functions to perform tasks ( Học chức ngôn ngữ để thực nhiệm vụ) To consolidate speaking skill in garment field ( Củng cố kỹ nói liên quan đế n chuyên ngành may) Others ( Khác) Moderate Low VI Phần 2: Learners’ selection of topics needed in the learner-centered speaking syllabus ( Sự lựa chọn người học chủ điểm khố học nói) Anh/ chị tick(v) vào chủ điểm mà anh/ chị cho cần thiết đưa vào giảng dạy khoá học: Number of topics Content You and your company In the workshop Describing company Telephoning to make arrangements Company profile Producing Planning Customers and contracts Working instruction 10 Discussing ideas 11 Evaluating products 12 Problem solving 13 Interviewing people 14 Giving sales figures 15 Giving prices and discount 16 Giving directions 17 Describing trends 18 Travelling 19 Socializing 20 Making schedules 21 Doing market research 22 Reviewing the sales Your choice VII Phần 3: Learners’ selection of grammar and structures needed in the syllabus ( Sự lựa chọn nội dung ngữ pháp cấu trúc sử dụng khoá học) Anh/ chị tick(v) vào nội dung ngữ pháp mà anh chị thấy cần thiết khoá học Grammar and structures Uses of tenses (simple present and Your Grammar choice structures The articles and Your choice past tense, future tense….) -Modal verbs Word formation Comparison Adverbs clauses -ed and –ing adjectives Passive voice Gerunds Conditional sentences Infinitive Relative clauses Prepositions and preposition phrases Indirect speech Compound nouns Thank you for your cooperation! ... giving instructions, personal information; writing wellformed paragraphs, presenting oral talk and reading as skimming and scanning or reading texts for main ideas The ability to use language in. .. This study is aimed at designing a learner- centered speaking syllabus for the technicians in Garment companies To obtain the aim, following objectives are to be achieved: - To investigate the needs... Definition of syllabus Syllabus is a popular notion in teaching language, it plays an important role in the success of the teaching and learning There are several ways of defining the syllabus