An evaluation of intelligent business elementary for the first year non english major students at academy of finance

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE ĐOÀN THỊ THỦY AN EVALUATION OF INTELLIGENT BUSINESS - ELEMENTARY FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT ACADEMY OF FINANCE; SUGGESTIONS FOR BOOK USE AND ADAPTATION (Đánh giá giáo trình Intelligent Business, trình độ dành cho sinh viên không chuyên tiếng Anh năm Học viện Tài Chính; gợi ý việc chỉnh sửa sử dụng giáo trình ) MINOR PROGRAM THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 HÀ NỘI – NĂM 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE ĐOÀN THỊ THỦY AN EVALUATION OF INTELLIGENT BUSINESS - ELEMENTARY FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT ACADEMY OF FINANCE; SUGGESTIONS FOR BOOK USE AND ADAPTATION (Đánh giá giáo trình Intelligent Business, trình độ dành cho sinh viên không chuyên tiếng Anh năm Học viện Tài Chính; gợi ý việc chỉnh sửa sử dụng giáo trình ) MINOR PROGRAM THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: Assoc Prof Dr NGUYỄN VĂN ĐỘ HÀ NỘI – NĂM 2015 DECLARATION I hereby state that I, Doan Thi Thuy, being an M.A candidate of the Faculty of Postgraduate, University of Languages and International studies, Vietnam National University, Hanoi certify my authorship of the thesis submitted today entitled: “An Evaluation of Intelligent Business – Elementary for the first year non-English major students at Academy of Finance; Suggestions for book use and adaptation” The thesis is the study of my own work and substance of the thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions Hanoi, October, 2015 Doan Thi Thuy i ACKNOWLEDGEMENTS In my exploring of knowledge and in the course of completing this thesis, many individuals have assisted me I would like to acknowledge wholeheartedly their assistance, cooperation and encouragement which all contributed to make this study completed This thesis would not have been feasible without their guidance and help of which in one way or another rendered their valuable assistance during the whole process of carrying out and completing this study First and foremost, I would like to express my utmost gratitude to my supervisor, Assoc Prof Dr Nguyen Van Do for his precious guidance and constructive criticism from the start of my work He has constantly provided me with encouragement and support I would not have made steady progress without his kind support It is an honor for me to have his guidance as a supervisor to complete my thesis Second, I owe special thanks to the first year non-English major students at Academy of Finance for their enthusiastic participation throughout my research Without their patience, cooperation and attention, this study could have never been completed I also wish to thank all my colleagues at Academy of Finance who are the subjects of my thesis for their willingness to answer the questionnaire and interview Without their help, I could not have finished the thesis Last but not least, I also owe a deep debt of gratitude to my beloved friends and family members for their unfailing encouragement and valuable support until the completion of this research ii ABSTRACT Course books have played an important role in most language programs However, they are not always professionally designed and not always fit the curriculum and closely correspond with the objectives of the course and the needs of the students Within this regard, the thesis was conducted with the aims to evaluate the suitability of the material “Intelligent Business Elementary” for the first year non-English major students at Academy of Finance to investigate the suitability of the course book to the students’ needs and interests, then to suggest practical recommendations for future improvements of the material The data collection instruments employed in this study were questionnaires for teachers and students, and informal teachers’ interviews In this thesis, the material is analyzed based on the criteria proposed by Hutchinson & Waters (1987) After investigating some strengths and weaknesses of the material, the author comes to the conclusion that the material well responds to students’ needs and interests Thanks to the findings, suggestions would be given for better application of the material through adaptation techniques like addition, deletion, replacement, and reorder and combination iii LIST OF FIGURES AND TABLES No Figure Materials Evaluatio Figure Need analysis jig Figure Teachers’ and stu Business Elemen Figure Teachers’ and stu Business Elemen Figure Participants’ opini in Intelligent Bus Table Teachers and stud in Intelligent Bus Table The teachers and macro-skills iv TABLE OF CONTENTS DECLARATION……………………………………………………………… … i ACKNOWLEDGEMENTS …………………………………………………… ii ABSTRACT……………………………………………………………………… iii LIST OF FIGURES AND TABLES………………………………………… … iv TABLE OF CONTENTS………………………………………………………… v PART A: INTRODUCTION 1 Rationale of the thesis .1 Aims of the thesis The significance of the thesis Scope of the thesis Methods of the study PART B: DEVELOPMENT .4 CHAPTER 1: LITERATURE REVIEW 1.1 Materials and course book .4 1.1.1 Definitions 1.1.2 The roles of materials 1.2 Material evaluation 1.2.1 Definition 1.2.2 Types of materials evaluation 1.2.3 Purposes and importance of materials evaluation .7 1.2.4 Material evaluators 1.2.5 Models for Materials evaluation 1.2.5.1 Evaluation by Ellis (1997) .9 1.2.5.2 Evaluation by Hutchinson and Waters (1987) 10 1.2.5.3 Evaluation by McDonough and Shaw (1993) 11 1.2.6 Criteria for Materials evaluation 11 1.2.6.1 Sheldon‟s Criteria 12 1.2.6.2 Hutchinson and Waters‟ Criteria 12 1.2.7 Need analysis 13 1.3 Materials adaptation 15 1.3.1 Purposes of materials adaptation 16 1.3.2 Techniques for adaptation 16 1.4 Previous Researches on Materials Evaluation 18 v 1.5 Suitability of the present study in the research area 20 CHAPTER 2: RESEARCH METHODOLOGY 21 2.1 Description of the context 21 2.1.1 The setting 21 2.1.2 Course material 22 2.1 Course objectives 24 2.1.4 Course assessment 24 2.2 Research methodology 24 2.2.1 Subjects 24 2.2.2 Instruments 25 2.2.3 Methods and procedures 26 CHAPTER 3: DATA ANALYSIS AND RESULTS DISCUSSION 27 3.1 Data analysis 27 3.1.1 Comments on the course book Intelligent Business Elementary 27 3.1.2 The Appropriateness of the Material to the Course Objectives 28 3.1.3 The Appropriateness of the Contents 29 3.1.4 Teachers‟ suggestions for the materials improvement 33 3.2 Summary of major findings 36 3.3 Recommendation for future material improvements 36 3.3.1 Why teachers have to adapt the book 37 3.3.2 Adaptation Techniques 37 3.3.2.1 Addition 37 3.3.2.2 Deletion 38 3.3.2.3 Replacement 38 3.3.2.4 Reorder or combination 39 PART C: CONCLUSION 40 1.The Conclusion of the study 40 2.Limitation and suggestions for future research 41 REFERENCES 43 APPENDICES I vi PART A: INTRODUCTION Rationale of the thesis It is said that there are many factors leading to the success of the teaching and learning a foreign language which can be divided into internal and external ones Internal factors are those that the individual language learner brings with him or her to the particular learning situation such as students‟ age, personality, motivation, experience, etc And external factors are those that characterize the particular language learning situation including curriculum, instruction, culture and status and so on Course book choice is directly related to those factors with strong effects on the entire process of obtaining a foreign language According to Richards (2001:35), course books are a key component in most language programs They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in Therefore, “textbook should be carefully evaluated and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a particular course It also helps to identify the strengths and weaknesses of a particular textbook that is already in use” (Minh 2007) At Academy of Finance (AOF), the course book Intelligent Business, Elementary began to be used for the first year non-English major two years ago instead of Business Basics at the same level, but no evaluation or consultation has been conducted before applying it at AOF to determine its strengths and weaknesses and to see how well it suits the desired and attainable goals of the course For all above reasons, the author has decided to choose the topic “An Evaluation of Intelligent Business - Elementary for the first year non-English major students at Academy of Finance; Suggestions for book use and adaptation.” Aims of the thesis This thesis aims at evaluating the course book Intelligent Business Elementary by getting both teachers and students‟ opinions Then it recommends some adaptation With regard to speaking, firstly teachers organize interesting activities for students and motivate them to get involved in the lesson without shyness or unwillingness and passiveness Also, to help students speak more naturally and fluently teachers had better provide them with language functions Sometimes teachers can combine both reading and speaking with the consultation of other same topic sources like Market leader,etc to diversify the speaking activities in the book Reading: Besides teaching students reading skills, teachers help students learn word forms in different contexts and turn passive word learning into dynamic use of word Writing: I think we should motivate students to write dairy and assign them writing exercises with checklists, remember to remind them to use the Style guide booklet It contains a lot of useful techniques for writing Teacher 2: In terms of listening and reading, I suggest that teachers should design detailed questions by asking why or what to help students develop their critical thinking skills And speaking, it is vital that teachers prepare some games and speaking cards to get students involved in the activities For writing, the book, I think supplies a good source of learning and practising their writing skills The problem is that we have limited time in class So we can guide students to write at home and send the writing to us and then we give them feedbacks Teacher : For speaking, reading and listening, we should follow three stages when teaching these skills: pre, while and post because these activities fully develop the first year students‟ language ability And writing, we try to give students more samples well as motivate them to learn writing Teacher 4: Listening skill: we choose outstanding points to teach in class and assign them to the rest at home with redesigned tasks and suitable extra supplementary materials In terms of Speaking and reading, we can provide XIV students with more content-based samples and analyze the language functions For Writing, we ask them to read more topics to get their ideas for their writing Teacher 5: Speaking: we should organize more group activities and teach reading and speaking integratedly For writing, we can offer them more homework to practise XV APPENDIX 4: THE SYLLABUS OF THE ENGLISH COURSE AND SCHEDULE FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT AOF I GOALS General goals: After having studied the book, students are hoped to achieve some objectives as follows: Firstly, they can apply vocabulary relating business field and basic grammar Secondly, they are able to make correct sentences about related topics in speaking, writing and translating Last but not least, students can develop their solutionsolving skills Specific objectives  Pronunciation: By the end of the term, students can pronounce quite clearly and fluently although they are still affected by their mother tongue and need some negotiations so that conversationalists can understand them  Grammar: By the end of the semester, students can be provided with basis English grammatical structures and develop basic grammatical points  Vocabulary: students are hoped to have an adequate range of language to exchange simple situations as well as their familiar topics Students can use grammar and vocabulary to talk about basic communicative business situations such as making contacts, talking about a company, ordering goods, describing products and so on  Language skills: Students are provided many chances to develop their skills compatible with their levels II Audience: The first year non-English major students at Academy of Finance The students‟ level is Elementary III Time allocation Total budget: 105 periods (45 periods for the first term, and 60 periods for the XVI second term)/ 33 weeks IV: Instructional materials: The material “Intelligent Business Elementary (used for the first year nonEnglish major students at AOF) Teachers and students are supposed to make use of any other English references suitable for their levels XVII Appendix HUTCHINSON AND WATER’S CRITERIA CHECKLIST FOR MATERIAL EVALUATION SUBJECTIVE ANALYSIS (i.e analysis of your course, in terms of materials requirements) AUDIENCE 1A Who are your learners? E.g Ages/Sex/Nationality Study or work specialism ( mechanics, banking….) Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist… ) Knowledge of English/ specialism/ other ( e.g knowledge of “ the world” Education backgrounds/Interests AIMS 2A What are the aims of your course? CONTENT 3A What kind of language description 3B What type(s) of linguistic you require? Should it be structural, description is/ are used in the materials? notional, functional, and discoursebased, some other kind, a combination of one or more of these? 4A.What language points should be 4B What language points the covered? ( i.e What particular materials cover? structures, functions, vocabulary areas 5B What is the proportion of work on XVIII etc) 5A What proportion of work on each macro- skill (e.g reading) is designed? Should there be skills –integrated work? 6A What micro- skills you need? (e.g deducing unfamiliar words) 7A What included? Dialogues? Visual texts ( pictures, diagrams, charts, graphs, cartoons etc)? listening texts, any other kind? 8A What subject- matter area (s) is /are required( e.g medicine, biology etc)? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post graduate etc) What type of topics are needed (e.g in medicine: medical technology etc)? What treatment should the topics be given( e.g “ straightforward” “ factual; human interest‟s unusual perspective; taking into account issues, controversy, etc) 9A How should the content be organized throughout the course? XIX Around language points? By subject matter? By some other means (e.g study skills) By a combination of means 10A How should the content be organized within the course units? By a set of pattern of components? By a variety of patterns? By some other means? To allow a clear focus on ( e.g certain skill area, a communication task etc)? 11A How should the content be sequenced throughout the course? e.g from easier to more difficult? To create variety? To provide recycling? By other criteria Should there be no obvious sequence? 12A How should the content be sequence within a unit? e.g from guided to free? From comprehension to production? Accuracy to fluency? By other means? Should there be no obvious sequence? XX METHODOLOGY 13A What theory/ies of learning should 13B What theory/ies of learning are the materials based on? the course based on? Should it be behavourist, cognitive, affective, some other kind, and a combination of one or more of these? 14A What aspects of the learners’ 14B What attitudes to/ expectations attitudes to/ expectations about learning about learning English are the materials English should the course take into based on? account? 15A What kinds of exercises/ tasks are 15B What kinds of exercises/ tasks are needed? included in the materials? e.g guided ↔ free? Comprehension ↔production Language /skills practice ↔ language/ skills use? One right answer↔ many possible right answers? Whole class ↔ group individual? Language/ skills- based ↔ content – based? Mechanical ↔ problem – solving ? Role- play, simulation, drama, games, ones involving visuals? Self- study? Some other kinds? 16B 16A What teaching- learning techniques can be used with the techniques are to be used? materials? XXI What teaching- learning e.g lockstep? Pair work? Small- group work? Student presentations? Work involving technical subject matter? Other kinds? 17A What aids are available for use? 17B What aids the materials e.g require? Cassette recorders? Overhead projectors? Realia? Wallcharts? Video? Others? 18B What guidance the materials 18A What guidance/support for provide? teaching the course will be needed? e.g statements of aims? Lists of vocabulary and language – skills points? Language guidance? Technical information? Methodological directive or hints? Suggestions for further work? Tests? other kinds? 19B In what ways are the materials 19A How flexible the materials need flexible? to be? e.g XXI I - can they be begun at different points? Can the units be used in different orders? Can they be linked to other materials? Can they be used without some of their components ( e.g cassettes) OTHER CRITERIA 20A What price range is necessary? 20B What is the price? 21A When and in what quantities 21B When and how readily can be the should the materials be available? Etc materials be obtained? XXIII APPENDIX THE SAMPLES OF MATERIAL ADAPTATION Adaptation 1: Grammar As discussed in the main part of the thesis, almost all grammar points in this book are introduced after the reading part with examples drawn exactly from the reading This makes students more familiar and aware The aimed grammar points are in bold to be easily recognized Then, by looking at the examples given there are some incomplete rule sentences for students to complete This helps students themselves investigate the grammar, and afterthat, the book provides students with exercises to practise They are arranged really logically, and the researcher as well as her colleagues appreciate them very much However, there are still some parts can be adapted to make the teaching-learning process more effective Here, the author would like to introduce an example way Looking at the grammar points in Unit “Present simple affirmative:, then in Unit “Present simple negative, question and short answer”, or in Unit “Past simple affirmative” then in Unit “ Past simple negative, question and short answer”, and so on In the real teaching context, teachers tend to combine the grammar points in each two Units to teach together so that students will have a full look at the tenses As a result, practice exercises also can be combined at the same time In addition, some activities can be reordered,omitted and replaced Action Reorder Combination Omitting Replacement Omit exercise (page 27) and replace it by giving students the homework Homework: Use the present simple tense to: - Introduce and say what you - Say what time you start/finish college - Say what you in your free time Adaptation 2: Unit 14 “Travel-Business and Pleasure” –Listening page 122 Action Add: listening Why people want to have a career break? If you had one, how long would you like to go? Where would you like to go? What kind of transport would you like to use? Leave time for them to discuss Ask them to answer Summarize theirs ideas Give students ideas: People want to have a career break because some of the following reasons First, their work is so stressful that they want to leave Second, they want to travel to know the world especially for the one who go straight from university to work Thirdly, they want to voluntary work, so they may take a year off to help the world The answer may vary; however, months or a year can be the most suitable amount of time, then we come back to work to save money If you wanted to escape from work, you might go to some of your favorite places to relax even in your home country or abroad If you wanted to know the world, you could go to somewhere new to experience new climates and cultures If XXV Add:postlistening Adaptation 3: Unit “Projects” page 61 This unit teaches students Past simple tense Here, teacher can add the way to pronounce the –ed ending Action Addition XXVI Adaptation : Unit “Contacts” Write it up page 14 (write an email giving opinion of who to interview) Action Reorder Add: pre-writing Giving your Opinion • In my opinion / view • Generally speaking, I think • To my mind • I‟d just like to say • As far as I‟m concerned • I‟m quite convinced that (only use this expression to express a very strong opinion!) • To be quite honest / frank • If you ask me Supporting sentences - The first (second,third) reason is… - Another reason is… - First (firstly), second (secondly), third (thirdly)… - Moreover, furthermore, in addition… Ask students about the format of an email Give them an sample email & analyse it Ask student to write the email XXVII Adaptation 5: Unit “Money”-Reading page 50 Action Add: pre-reading Reorder & Combination XXVIII ... 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