Designing reading tasks using authentic materials as supplementary reading materials for the teaching of reading skill on ESP program to the second year nurse students at nam dinh university of nursing

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATES STUDIES LÊ THỊ HƯƠNG GIANG DESIGNING READING TASKS USING AUTHENTIC MATERIALS AS SUPPLEMENTARY READING MATERIALS FOR THE TEACHING OF READING SKILLS ON ESP PROGRAM TO THE SECOND YEAR NURSE STUDENTS AT NAMDINH UNIVERSITY OF NURSING (SỬ DỤNG TÀI LIỆU CHÂN THỰC NGỒI GIÁO TRÌNH NHẰM THIẾT KẾ NHIỆM VỤ ĐỌC THÊM DÙNG ĐỂ DẠY KỸ NĂNG ĐỌC TRONG CHƯƠNG TRÌNH DẠY HỌC TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN ĐIỀU DƯỠNG NĂM THỨ HAI TẠI TRƯỜNG ĐẠI HỌC ĐIỀU DƯỠNG NAM ĐỊNH) M.A THESIS Training course: MA in TEFL No Code: 60 14.10 Supervisor: Nguyễn Bàng, M.A HA NOI, 2010 LIST OF TABLES AND FIGURES Page List of tables: Table 1- Types of reading tasks List of figures Chart 1: Supplementary materials in use 24 Chart 2: The frequency of using supplementary reading materials 25 Chart 3: Types of supplementary reading materials normally used 25 Chart 4: Ways of using supplementary reading materials 26 Chart 5: Students' self-evaluation of progress 27 Chart 6: Students' expectation to the ways of using supplementary reading materials Figure 1: http://www.englishmed.com/nurses/reading/articles/52/ Figure 2: http://www.englishclub.com/english-for-work/medical.htm Figure 3: http://allnurses.com/main.php Figure 4: http://www.nursingcenter.com/home/index.asp LIST OF ABBREVIATIONS ESP: English for Specific Purposes EFL: English as a Foreign Language GE: General English ESL: English as a Second Language NDUN: Namdinh University of Nursing L2: Second language TABLE OF CONTENTS Declarations Acknowledgement Abstract List of tables and figures List of abbreviations A INTRODUCTION Rationales Objectives of the study Scope of the study Methods of the study Design of the study B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Features of ESP in general and English for nurses in particular 1.1.1 ESP in general 1.1.2 Characteristics of English for medical purposes in general and nursing in particular 1.1.2.1 Characteristics of English of medical terminology 1.1.2.2 Grammatical features of English for medical purposes 1.2 Overview on teaching reading 1.2.1 Definition of reading 1.2.2 The place of reading skills in teaching ESP 1.2.3 Reading tasks 1.2.4 Stages in teaching reading 1.3 Authentic materials 1.3.1 Definition of authentic materials 1.3.2 How authentic materials have been used in language teaching 1.3.3 Reasons for using authentic materials in teaching reading skills 1.3.4 Limitations of authentic materials and some solutions CHAPTER 2: METHODOLOGY 2.1 Selection of participants 2.2 Methods of data collection 2.3 Data analysis 2.3.1 Findings from the questionnaire 2.3.2 Findings from the interviews with teachers 2.3.2.1 The aims of the teachers when using authentic materials as supplementary reading materials 2.3.2.2 The advantages and drawbacks of using authentic materials 2.3.2.3 Ways of making use of authentic materials 2.3.3 Interpretations of the findings 2.3.3.1 Situation 2.3.3.2 Benefits of using authentic reading materials 2.3.3.3 Ways of using supplementary reading materials 2.3.3.4 Problems CHAPTER 3: DESIGNING READING TASKS USING AUTHENTIC MATERIALS AS SUPPLEMENTARY READING MATERIALS FOR THE TEACHING OF READING SKILLS FOR STUDENTS AT NDU ND -YEAR NURSE 35 3.1 Suggested activities to exploit supplementary for teaching reading skills 3.1.1 Organizing a lot of pair/group work 3.1.2 Getting supports from students 3.1.3 Using a lot of role-plays, and simulations 3.2 Samples of reading tasks using online materials 3.3 Some recommendary sources 3.3.1 The Internet 3.3.2 Magazines and journal 3.3.3 Academic books C CONCLUSION REFERENCES APPENDICES A INTRODUCTION RATIONALES The emergence of ESP, which began in the late 1960s, and its sequent development explained by three phenomena (Hutchinson and Alan Waters, 1987) namely:  The enormous expansion in scientific, technical and economic activity on an international scale since the Second World War;  The shift of attention in linguistics away from the formal features of language structure to the ways in which language is actually used for communication in real situation;  The new development in educational psychology, which emphasizes the central importance of learners and their attitudes to learning (Rodgers, 1979; Oller and Richards, 1973) As a result, the effect of all this development has become a strong demand for the English Language Teaching profession to meet the needs of a new generation of learners who want to learn English to “gain access to the required knowledge that is available, either exclusively or most readily, in English” (Munby, 1978:3) or to serve other different specific purposes In Vietnam, since the implementation of the “open door policy”, which started in 1986, its economy has gradually transferred from a command economy to a state regulated market one To meet the requirements of the economic renovation, the national system, particularly health care education, including Namdinh University of Nursing which is one of the leading centers in training nurses in Vietnam must reform its training objectives, curriculum design as well as its pedagogical and training methodologies Only by doing so, can the university provide society with high quality „products‟, that is, nurses who are not only well qualified but also active, creative, flexible and adaptable to the rapidly changing health care system Since the academic year 2004, English for Nurses has been included as a compulsory subject in the curriculum of training students for a bachelor of nurse at Namdinh University of Nursing (NDUN) It is aimed at providing the nurse students with background knowledge and a system of terms related to the topic resource, which help them develop their communicative competence in English about health care areas in general and about nursing in particular As English for Nurses is newly taught at our department, we share an agreement that it is vital to design interesting classroom activities which can motivate the students‟ enthusiasm and involvement in an EFL classroom, and particularly for the nurse students and such activities should be useful and related to their future jobs Being aware of English serving as a bridge to connect Vietnam‟s nursing to the world‟ advanced nursing; much attempt has been made to improve the teaching and learning of English for Nurses The main purpose is to help students cope with materials on Nursing in English, thus they can read medical books, journals and other related reference materials for further study for their work after graduation However, after some years, the materials, which has been used revealed failure to meet students‟ needs and not very motivating them The materials so not appear helpful enough to assist students to improve their English for Nurses They have difficulties in memorizing and using the language due to the short diversity of grammar structures and system of contents Thus, students are not usually engaged in the reading activities, or they not concentrate on or involve in the reading tasks because the materials are out of date This existing fact caused a headache to all teachers and some solutions have been applied such as giving them some extra reading materials from some other sources, but the situation has not been significantly improved In an effort to find out a solution to this situation, the writer has found out that many authors have asserted that authentic materials have positive effect on learners‟ motivation and their language acquisition in foreign language classroom For the time being, several teachers at the department are employing available materials to teach reading skills on ESP to the students However, the use of authentic materials in designing reading tasks is done spontaneously without any formal guidance, thus, a study on designing reading tasks with authentic materials would be valuable It is hoped that the thesis would bring about some benefits to teachers who teach reading skills on English for Nurses 10 OBJECTIVES OF THE STUDY Significantly, the main objectives in carrying out this study are as follows:  Theoretically, it aims at providing a literature review that should be taken into consideration when reading skills on English for Nurses is taught  It places focus on investigating how reading skills on English for Nurses is taught to the nd year nurse students at Namdinh University of Nursing with the supplementary materials  Practically, it outlines possible prospects to use authentic materials from different sources as supplementary materials to teach reading skills on English for Nurses to the nd year nurse students at Namdinh University of Nursing It also suggests some techniques for designing reading tasks using authentic materials to teach reading skills, including how to choose authentic materials, what reading activities to design and how to design them SCOPE OF THE STUDY As this is a small-sized scale study, a number of issues would be beyond the scope of the study and would be best dealt with in a further study, for example a research of the whole process of teaching reading skills or conducting reading skills in class It would be focused on the ways to develop the use of supplementary reading materials on nursing for the second year nurse students METHODS OF THE STUDY First of all, intensive and extensive reading would help equip the author with sufficient knowledge and gain data for the literature review Secondly, survey, questionnaires, class observation as well as interview would be made among the second year nurse students and their teachers at Namdinh University of Nursing DESIGN OF THE STUDY This part has introduced rationales, objectives, scope and methods of the study Chapter one deals with theoretical back ground concerning the features of ESP in general and English for Nurses in particular, authentic materials, reading and reading task design 11 Chapter two studies in the use of authentic materials in teaching reading skills on English for Nurses to the second year nurse students Chapter three introduces some ways to exploit supplementary materials for teaching reading Also from the information in chapter 3, implications for reading task design will be presented The conclusion presents the review of the study, recommendations for further study 12 B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 FEATURES OF ESP IN GENERAL AND ENGLISH FOR NURSES IN PARTICULAR 1.1.1 ESP in general ESP has been defined differently by different authors Some regard is as “an approach to language teaching in which all decisions as to content and method are based on the learner‟s reason for learning” (Hutchinson and Waters, 1987:19) Dudley Evans and St John (1998: 4-5), in a more recent study, have modified Strevens‟ definition and exposited their review in the essence of ESP from the following two perspectives: absolute and variable characteristics of ESP, which differentiate them from General English (GE) Absolute characteristics  ESP is defined to meet specific needs of the learners;  ESP makes use of the underlying methodology and activities of the discipline it serves;  ESP is centered on the language (grammar, lexis and register), skills, discourse and genres appropriate to the activities Variable characteristics  ESP may be related to or designed for specific disciplines;  ESP may use in specific teaching situation, a different methodology from that of General English;  ESP is likely designed for adult learners, either at the tertiary level institution or in a professional work situation It could, however, be for learners at the secondary school level;  ESP is generally designed for intermediate or advanced students;  Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners.” The absolute characteristics refer to the teaching methodology as well as the language elements ESP makes use of an underlying methodology and activities of the D Rarely use reading supplementary materials 55 What kinds of materials your teachers often use? (You can choose more than one choice) A About issues related to my specification B About general knowledge of the world C About socio-economic issues D All above In which way have your teachers used reading supplementary materials (You can choose more than one choice) A Using reading supplementary materials that are accompanied by readymade tasks B Using the reading supplementary materials only and designing the tasks themselves C Assigning the reading supplementary materials to you and asking you to design the task yourself to share in class, D.Others Please specified …………………………………………………………… How you evaluate the effectiveness of the reading supplementary materials in improving your reading skills in English for nurses? A Not much: I still have troubles with reading English for nurses B Quite good: I can solve the reading tasks better C Good: I am now more active in reading D Very good: I am now confident in communicating with foreigners E Others Please specify ……………………………………………………………… How you expect your teachers of English for nurses who teach reading skills to make use of supplementary reading materials? A.The teachers use ready-made supplementary materials B The teachers only use the readings and design reading tasks on English for nurses themselves C The teachers let you involve in the designing of reading tasks D The teachers suggest the sources for you to choose suitable materials and design the tasks for yourselves 56 E Others Please specify ……………………………………………………………… III For students whose teachers have never used reading supplementary materials to teach reading What you think of your teachers who use reading supplementary materials to teach your reading? A It‟s interesting because we have a chance to approach a new source of materials B It‟s ok Nothing is different C It is boring because the tasks are too difficult D.Others Please specify …………………………………………………………… If now your teachers use reading supplementary materials, which way you prefer them to make use of them? A The teachers use ready-made reading supplementary materials B The teachers only use reading supplementary materials and design reading tasks with them C The teachers let you involve in the designing of reading tasks D The teachers suggest reading supplementary materials for you to choose suitable materials and design the tasks for yourselves E Others Please specify………………………………………………………………… 57 APPENDIX Samples of reading tasks Sample 1: nd Level: year nursing students at the Namdinh University of Nursing Aims: Read for scanning Improve general knowledge on nursing job Write about future nursing job Time: 40 mins Materials: passage extracted from “The nursing profession” (Nursing 1) Key for sample can be found in appendix Sts’ worksheet: A Before you read: Task 1: Students work in groups of four and discuss who the founder of modern nursing was? What they know about her/him? Task 2: Discuss the jobs of nurse in the list below (in terms of grade, responsibilities, etc.) Grade charge nurse nursing officer auxiliary nurse sister staff nurse A While you read Florence Nightingale (1820-1910) was the founder of modern nursing She dramatically improved conditions for soldiers in field hospitals, and educated people about the important of hygiene She saved thousands of lives and became very famous She later started her own training college for nurses, and wrote many books on nursing 58 The nursing profession One hundred and fifty years ago, nurses were unpaid, untrained, and unpopular, but then Florence Nightingale made nursing into a profession The methods she introduced in the 1850s were copied all over the world, and now nursing is a career with a three-or four-year training, qualifications, grades, unions, and pensions In Britain, every nurse is on a grade The grade depends on experience and skills, and each grade has different responsibilities and pay On the bottom grades are unqualified auxiliary nurses who the routine work on hospital wards On the top grades are nursing officers, who are usually administrators Auxiliary nurses are on the bottom grades, but student nurses get the lowest pay However, students don‟t stay at the bottom of the pay forever When they qualify, they start working on a middle grade As they get experience, they can get promotion and move up the ranks to become staff nurse, then sister (charge nurse if a man), and perhaps eventually nursing officer Many nurses work shifts, they often work overtime to earn more money After basic training, many nurses choose to further study and become specialists Nurse can specialize in many different fields - there are triange nurse working in Casualty; and psychiatric nurses who treat the mentally ill There are health visitors who visit patients in their own houses, practice nurse working in GP‟s surgeries, and midwives who deliver babies Many of them say they not get enough pay and respect for the work they They say that the work is physically and mentally hard, that they work long hours and get very tired But they also say that there are many great rewards which have nothing to with money Task Read the article and decide if these sentences are true (T) or false (F) The more responsibility you have, the higher your grade _ Nursing officers are the same as auxiliary nurses _ Students are paid less than auxiliary nurses _ A charge nurse is a man. _ There are not many opportunities for British nurses to specialize _ Many nurses say that the job is rewarding, but the pay is low _ Task Number these jobs from the highest grade (1) to the lowest (4) Two of them are equal 59 a charge nurse _ b nursing officer _ c auxiliary nurse _ d sister _ e staff nurse _ Task Find words in the articles with these meanings exams and courses that you have taken q _ money that you will receive when you are old p _ similar work that you have before e _ special abilities s _ levels of pay p _s _ extra hours you can work to earn more money o _ study and practice to learn how to a job b _t _ more advanced learning f _s _ B After you read Task Go online and try to find the answers to the questions What is the NHS? What‟s the starting salary for a qualified nurse in the UK? How much annual leave does a grade B nurse get? How many hours a week does a nurse work? What English language exam you need to pass to work in the UK? What grades can a staff nurse be? What is the salary range for a staff nurse in the UK? Search the word “nursing” at the bookstore www.amazon.co.uk What is the first book that comes up? Task Find a site that advertises nursing jobs Find a job that would interest you in the future and find these details if possible Job title salary and benefit Grade qualifications and experience Location how to apply Duties closing date for application 60 Task In the next class, compare your answers Task Writing about your future nursing job Using the information you have found, write a paragraph on your own future nursing job (in terms of where you want to work, which ward you want to work in, what job title you want to get, etc) 61 Sample 2: nd Level: year nursing students at the Namdinh University of Nursing Aims: read for scanning make a real - life conversation relating to nursing Time: 25 mins Materials: passage extracted from “Visiting hours” (http://www.englishclub.com/english-for-work/medical-visiting.htm) Key for sample can be found in appendix Sts’ worksheet: Visiting Hours Part of being a nurse, involves dealing with the people who are close to your patients When a patient is staying in a hospital or other health facility, it is often necessary to welcome, monitor, and inform visitors on a daily basis In many cases you may form stronger relationships with the patients' visitors than the patients themselves Depending on the condition of the patient, certain loved ones will be allowed to visit, while others will not It is a difficult time for people who have loved ones in the hospital Showing them compassion and explaining the rules is much easier if you have the necessary English skills Study the different people that may come to visit the patient Then read some typical concerns and questions that visitors may have, and some appropriate responses that you may be able to give them Immediate family Mother and Father (patient's parents) Husband or Wife (the man or woman the patient is married to) Son and Daughter (children of the patient, boy and girl) Brother and Sister/siblings (other children of the patient's parents) Extended family Grandmother and Grandfather (mother and father of patient's parents) Aunt and Uncle (brother and sister of patient's parents) 62 Niece and Nephew (girl and boy child of patient's siblings) Cousins (children of patient's aunt or uncle) Friends and other loved ones Best friend (patient's closest friend) Room-mate (a person the patient lives with) Neighbor (a friend who lives near the patient) Co-worker (a person who works with the patient) Boyfriend or Girlfriend (the man or woman the patient loves/dates) Fiancé (the man or woman the patient is engaged to marry) Questions and Concerns of Loved Ones  We're Michael's grandparents  Could you tell me which room Mrs Smythe is in?  Is my child going to be okay?  When can we speak with the doctor?  What time are visiting hours?  I'm trying to locate my sister (I'm trying to find my sister's room.)  Is there anything you can to make him more comfortable  My child would like something to drink  Is there somewhere I can lie down for a while  Could you tell me where the chapel is?  Please tell her to get well soon Questions and Responses from Nurses  What is your relation to Jessica?  You'll have to come back during visiting hours  Ms Lee is too tired for visitors  Room is down the hall to your right  I'll give you two some privacy now  Does your daughter need anything?  I'm afraid she's not having a very good day today  We the best we can around here 63  There's a quiet room for families down the hall  The doctor would like to have a word with you (The doctor wants to speak to you.)  She's doing much better this morning  He's in isolation because of the transplant  We had to transfer your mother-in-law to the ICU  It's in your brother's best interest Sample Conversation Nurse: I'm afraid visiting hours are over, sir Visitor: My wife's in room 3B Nurse: Sorry, you'll have to come back in the morning Visitor: And leave her all alone overnight? Nurse: I'm afraid that's the policy, sir Visitor: Surely you can make an exception? What if she needs me in the night? Nurse: Don't worry, we'll look after her What she really needs is her rest Visitor: Some of her friends want to see her too When can they come? Nurse: Visiting hours are from to 11 in the morning and to in the evening, but I'm afraid while your wife is on bedrest the doctor has requested that only immediate family members come in to see her Visitor: Can't her friends even stop by to bring her flowers? Nurse: Flowers are not permitted in this ward We just can't risk any germs that might come in with them Visitor: Well, I guess it's all in her best interest Nurse: Thanks for understanding Now, I'm going to bring your wife her dinner Why don't you head home and get something to eat yourself? Visitor: Okay I really hate to leave her, but that's probably a good idea Nurse: She's in good hands here I'll tell her you were here and that you'll see her in the 64 morning Task Check your understanding What is the man's relation to the patient? a brother b uncle c husband d son Why does the nurse send the man away? a because he isn‟t immediate family b because the patient can‟t have flowers c because the patient is in isolation d because the visiting hours have finished The nurse thanks the man because a he bought a gift for the patient b he understands the rules benefit patients c he loves his wife so much d he apologized to her Task Work in pair One is a nurse in charge, one is a visitor Practice the conversation with your partner (Simulation work) Task Cover the worksheet Work in pairs Have you ever been a situation of asking for a permission to visit your relative in the hospital? Make a nearly-similar conversation between a nurse and a visitor You can add more information into the conversation 65 Sample 3: nd Level: year nursing students at the Namdinh University of Nursing Aims: Read for scanning Talk about an experience in your life that relating to nursing Time: 25 mins Materials: passage extracted from “Nursing 1” Key for sample can be found in appendix Sts’ worksheet: I Before you read Task Look at the pictures What you think the article is about? Task Discuss these questions with a partner Have you ever helped with a birth? How was it? Were you born in hospital, at home, or somewhere else? Have you heard of any births that happened in an unusual place? II While you read A surprise passenger 66 British taxi driver, Clive Lawrence, became a midwife for an hour when a passenger gave birth to a baby in the back of his taxi Ash Gemechu‟s baby was due in a month, but when her contractions started she called for a taxi to take her to hospital Mr Lawrence answered the call The expectant mum was in the taxi for ten minutes when she realized that things were happening too fast The baby was not going to wait Its head appeared, and Mr Lawrence stopped the taxi to help with the birth Mr Lawrence said “I was there when my kids were born, so this was not completely new for me I spoke to a nurse on the taxi radio and she gave me instructionsI only did what she told me There‟s nothing special about that One minute I had one passenger, then I had two, but there is no extra charge” A midwife at the hospital said, “Giving birth on the way to hospital doesn‟t happen often, but if you are there when it does, just support the baby‟s head and guide it out-don‟t pull Then clean the baby‟s head but don‟t cut the umbilical cord-just lay the baby on the mother‟s chest, cord and all Dry the baby with a clean towel or cloth, gently rub its back, then cover mum and baby with a dry blanket to keep them both warm, and wait for medical help to arrive “Clive was wonderful‟”, the mother said later, he did everything right.” Asha is naming the baby Mohammed Clive Mother and baby are both doing well Read the text and answer the questions Was this Clive‟s first experience of a birth? Who gave instructions to Clive? Who is Mohammed Clive? How is the baby now? III After you read 67 Task Work in pairs Cover the article Can you remember the midwife’s instructions? Look at the words below to help you remember blanket head Task 2: Work in pair Student A: Being a nurse student, have you ever been a situation something like the story above? Describe the situation to your partner Tell him/her what happened Give an account of how you feel when you were in that situation and afterwards Student B: Listen to your partner tell you about that situation in her/his life Draw a picture or take note what happened to your partner Show him/her your picture or your note taking when you have finished it 68 APPENDIX 5: KEYS Sample While you read: Task Task Task pensions experience skills pay scale overtime basic training further study Sample Task Sample While you read No, it wasn‟t A nurse on the taxi radio Mohammed Clive is Asha‟s baby The baby is good now ... modify the tasks One of them confirms that they 38 have ever assigned the reading to their students to design the tasks as well as asked them to search the readings and self-design the tasks This... materials as supplementary reading materials to teach reading skills to nurse students The most common reason for using authentic materials as supplementary materials is to keep students informed... situation to see how reading skills on English for Nurses are taught to the second year nurse students and what materials the lecturers are using as supplementary reading materials for their students,