Students evaluation of ESP coursebook in faculty of geography, hanoi national university of education

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  NGUYEN THI KIEU GIANG STUDENTS’ EVALUATION OF ESP COURSEBOOK IN FACULTY OF GEOGRAPHY, HANOI NATIONAL UNIVERSITY OF EDUCATION (Đánh giá sinh viên giáo trình tiếng Anh chuyên ngành giảng dạy Khoa Địa lý - Trường ĐH Sư phạm Hà Nội) M A MINOR PROGRAMME THESIS FIELD: METHODOLOGY CODE: 601410 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  NGUYEN THI KIEU GIANG STUDENTS’ EVALUATION OF ESP COURSEBOOK IN FACULTY OF GEOGRAPHY, HANOI NATIONAL UNIVERSITY OF EDUCATION (Đánh giá sinh viên giáo trình tiếng Anh chuyên ngành giảng dạy Khoa Địa lý - Trường ĐH Sư phạm Hà Nội) M A MINOR PROGRAMME THESIS FIELD: METHODOLOGY CODE: 601410 SUPERVISOR: LE VAN CANH, M.A HANOI - 2010 ESP M.A Thesis LIST OF CHARTS, FUGURES, AND TABLES Chart 3.1: Learners’ attitude towards skill development Chart 3.2: Learners’ attitude towards the usefulness of exercises in skill development Chart 3.3: Learners’ fulfillment of exercises and activities Chart 3.4: Learners’ attitude towards the necessity of an ESP course Chart 3.5: Learners’ expectations in terms of the the time allocation for ESP course Chart 3.6: Learners’ expectations of additional topics Chart 3.7: Learners’ preference in terms of additional topics of the coursebook Figure 1.1: Stages in the ESP process Figure 1.2: The material evaluation process Figure 1.3: A preliminary framework for materials analysis and action Table 3.1: Learners’ ranking of their purposes of learning ESP Table 3.2: Learners’ needs met by the ESP coursebook Table 3.3: Learners’ attitude towards the content of the ESP coursebook Table 3.4: Learners’ evaluation on time allocation for ESP Table 3.5: Learners’ attitude towards vocabulary and grammar Table 3.6: Learners’ attitude towards exercises and follow-up activities Table 3.7: Learners’ preference for types of exercises and activities Table 3.8: Learners’ suggestions for better coursebook Table 3.9: Learners’ satisfaction towards classroom activities Table 3.10: Learners’ attitude towards teacher’s use of language and the coursebook Table 1: Teachers’ views of physical characteristics Table 2: Teachers’ views of content Table 3: Teachers’ perceived limitations of the coursebook Table 4: Students’ reactions to the coursebook as observed by teachers Table 5: Challenges to the students in using the coursebook as observed by teachers Table 6: Teachers’ self-reported challenges in using the coursebook ESP TABLE O Certificate of originality of study project report Acknowledgements Abstract List of abbreviations List of charts, figures and tables Table of contents PART I: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Research questions …………… 1.5 Method of the study 1.6 Composition of the thesis PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Approaches to ESP……………………….……………………………………….3 1.1.1 Learner-centeredness in ESP……………………………………………………3 1.1.2 Learner-centeredness vs learning-centeredness in ESP……………………… 1.2 Coursebook evaluation 1.2.1 Definition of coursebook evaluation 1.2.2 Purposes of coursebook evaluation 1.2.3 Types of coursebook evaluation 1.2.4 Coursebook evaluation in ESP 1.2.5 Rationales of students’ evaluation 1.2.6 Models for evaluation 1.2.7 Criteria for evaluation 1.3 Conclusion CHAPTER 2: METHODOLOGY 2.1 The context of the study 2.1.1 The course 2.1.2 The coursebook ESP 2.1.3 The ESP teachers 2.1.4 The students 2.2 The methodology 2.2.1 Participants 2.2.2 Data collection instruments 2.2.3 Procedure CHAPTER 3: DATA ANALYSIS AND DISCUSSION 3.1 Results and discussion 3.1.1 Learners’ attitude towards learning ESP 3.1.2 Learners’ evaluation of ESP coursebook 3.1.3 Learners’ evaluation of the teachers’ exploitation of ESP coursebook 3.1.4 Learners’ evaluation of the teachers’ exploitation of ESP coursebook 3.1.5 Teachers’ views of ESP coursebook 3.2 Major findings 3.2.1 The suitability of the coursebook to the audiences 3.2.2 The suitability of the coursebook to the aims 3.2.3 The suitability of the coursebook to the content requirements 3.2.4 The suitability of the coursebook to the methodology 3.3 Recommendations 3.3.1 Content improvements 3.3.2 Methodology improvements 3.3.3 Other recommendations……………………………………………………… 39 PAER III: CONCLUSION Conclusion Limitations of the study Suggestions for further researches REFERENCES…………………………………………………………………… 43 APPENDIX (Students questionnaire) I APPENDIX (Teachers’ views as stated in the interviews) ……………………….VI APPENDIX (A sample unit in the coursebook)………………………………….VIII ...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  NGUYEN THI KIEU GIANG STUDENTS? ?? EVALUATION OF ESP COURSEBOOK IN FACULTY OF GEOGRAPHY,. .. 1.2.1 Definition of coursebook evaluation 1.2.2 Purposes of coursebook evaluation 1.2.3 Types of coursebook evaluation 1.2.4 Coursebook evaluation in ESP ... towards learning ESP 3.1.2 Learners’ evaluation of ESP coursebook 3.1.3 Learners’ evaluation of the teachers’ exploitation of ESP coursebook 3.1.4 Learners’ evaluation of the teachers’