iii ABSTRACT In teaching vocabulary in general and ESP vocabulary in particular, teachers employ many techniques and activities in order to help their students retain learned lexical items Therefore, this thesis is carried out with the aim to: (1) investigates the difficulties encountered by the second year students at AETD, SDU when learning ESP vocabulary, (2) to find out the techniques/ activities that teachers at SDU used in teaching ESP vocabulary, and (3) to find out how far the use of simulation tasks improve ESP vocabulary for the second year students at AETD, SDU To achieve the given aim of the study, a pre – task survey questionnaire and a post – task questionnaire have been designed to gather information from 170 students The findings show that pronunciation and retention of word meaning are factors prevent students from mastering vocabulary and among various techniques employed by the teachers at SDU, simulation tasks prove its effectiveness in the ESP vocabulary improvement of the students iv TABLE OF CONTENTS Declaration…………………………………………………………………………… Acknowledgements…………………………………………………………………… Abstract……………………………………………………………………………… Table of contents……………………………………………………………………… List of tables and figures……………………………………………………………… List of abbreviation…………………………………………………………………… PART A: INTRODUCTION Rationale………………………………………………………………………… … Aims of the study………………………………………………………………… Research questions………………………………………………………………… Research methodology…………………………………………………………… Scope of the study………………………………………………………………… Design of the study………………………………………………………………… PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Simulation……………………………………………………………………… 1.1.1 Definitions……………………………………………………… 1.1.2 Characteristics of simulation…………………………………… 1.1.2.1 Reality of function…………………………………………………………… 1.1.2.2 Simulated environment……………………………………………………… 1.1.2.3 Structured environment……………………………………………………… 1.1.3 Advantages of simulation……………………………………… 1.1.4 Criteria for applying simulation……………………………… v 1.2 Vocabualry……………………………………………………………………… 1.2.1 Definitions……………………………………………………… 1.2.2 Vocabulary classification……………………………………… 1.2.3 The role of vocabulary in language learning…………………… 1.2.4 Aspects of vocabulary teaching………………………………… 1.2.4.1 Form………………………………………………………………………… 1.2.4.2 Meaning……………………………………………………………………… 1.2.4.3 Usage………………………………………………………………………… 1.3 Techniques in vocabulary teaching…………………………………………… 1.3.1 Techniques in presenting and practising new words…………… 1.3.1.1 Presenting techniques………………………………………………………… 1.3.1.2 Practising techniques………………………………………………………… 1.3.2 Vocabulary teaching in ESP…………………………………… 1.3.3 Simulation tasks in ESP vocabulary teaching………………… 1.3.3.1 Simulation tasks……………………………………………………………… 1.3.3.2 Simulation tasks in ESP vocabulary teaching………………………………… CHAPTER 2: RESEARCH METHODOLOGY 2.1 English teaching and learning context in SDU – background information… 2.1.1 The course objectives and the textbook “ English for Automob 2.1.2 Students’ English background and vocabulary learning……………………… 2.1.3 The teachers and current ESP teaching methods……………… 2.2 Methodology…………………………………………………………………… 2.2.1 Subjects of the study…………………………………………………………… 2.2.2 Methods of the study …………………………………………………………… vi 2.2.3 Instruments……………………………………………………………………… 2.2.3.1 The pre – task questionaire…………………………………………………… 2.2.3.2 The post – task questionaire………………………………………………… 2.2.3.3 Interview……………………………………………………………………… 2.2.5 Study procedures……………………………………………………………… 2.2.5 Data analysis…………………………………………………………………… CHAPTER 3: DATA ANALYSIS AND FINDINGS 3.1 Data analysis of the pre – task survey questionaire…………………………… 3.1.1 The students’ perception and purpose in learning ESP vocabulary…………… 3.1.1.1 The students’ opinion of the importance of ESP vocabulary learning……… 3.1.1.1 The students’s purpose in learning ESP vocabulary………………………… 3.1.2 The students’ evaluation of vocabulary in the coursebook English for Automotive Engineering……………………………………………………………… 3.1.2.1 How many terminologies? …………………………………………………… 3.1.2.2 How difficult is the terminology? …………………………………………… 3.1.3 The students’ difficulties in learning ESP vocabulary………………………… 3.1.3.1 Difficulties encountered by the students when learning ESP vocabulary…… 3.1.3.2 Factors causing the difficulties……………………………………………… 3.1.4 Techniques/ activities exploited by the teachers in teaching ESP vocabulary… 3.1.4.1 Techniques exploited by the teachers in presenting ESP vocabulary………… 3.1.4.2 Techniques exploited by the teachers in practising ESP vocabulary………… 3.1.4.3 Techniques exploited by the teachers in consolidating ESP vocabulary…… 3.1.4.4 The students’ expectation toward teacher’s vocabulary teaching techniques 3.2 Data analysis of the post – task survey questionaires………………………… 3.2.1 The impact of simulation tasks on the students’ interest and participation…… vii 3.2.1.1 The students’ interest in simulation tasks…………………………………… 34 3.2.1.2 The students’ participation in simulation tasks……………………………… 34 3.2.1.3 The students’s feelings after taking part in simulation tasks………………… 35 3.2.2 The benefits and effectiveness of simulation tasks toward ESP vocabulary learning……………………………………………………………………………… 3.2.2.1 The students’ ESP vocabulary practice situation through simulation tasks… 3.2.2.2 The students’ confirmation of the effectiveness of simulation tasks toward ESP vocabulary learning…………………………………………………………… 3.2.3 The students’ preferences and expectations to make use of the simulation tasks in ESP vocabulary learning…………………………………………………………… 3.2.3.1 The students’s preference to make use of simulation tasks in ESP vocabulary learning……………………………………………………………………………… 36 36 37 39 39 3.2.3.2 The students’ expectation for the frequency of exploiting simulation tasks… 40 3.3 Findings………………………………………………………………………… 40 3.4 Sample of simulation tasks used in ESP teaching…………………………… 42 PART C: RECOMMENDATIONS AND CONCLUSION Summary of the findings…………………………………………………………… Suggestions on applying simulation tasks to improve ESP vocabulary…………… Limitations of the study and Recommendations for further study ………………… Conclusion………………………………………………………………………… REFERENCES APPENDICES viii LIST OF TABLES Table 1: Knowledge of a word Table 2: Garage job sheet LIST OF FIGURES Figure 1: Students' opinion of the importance of ESP vocabulary Figure 2: Students' purpose in learning ESP vocabulary Figure 3: Students’ evaluation of the amount of ESP terminologies Figure 4: Students’ evaluation of the difficulty level of ESP terminologies Figure 5: Students’ difficulties in learning of ESP vocabulary Figure 6: Factors caused students’ difficulties in learning of ESP vocabulary Figure 7: Frequency of techniques used in presenting ESP vocabulary Figure 8: Students’ preference toward vocabulary presenting technique Figure 9: Students’ preference toward vocabulary practising technique Figure 10: Students’ preference toward vocabulary consolidating technique Figure 11: Students’ expectation toward vocabulary teaching technique Figure 12: Students’ interest in simulation tasks Figure 13: Students’ participation in simulation tasks Figure 14: Students’ feelings after taking part in simulation tasks Figure 15: Students’ ESP vocabulary practice in simulation tasks Figure 16: Students’ confirmation of the effectiveness of simulation tasks toward ESP vocabulary learning Figure 17: How effective? Figure 18: How beneficial? Figure 19: Students’ preference to simulation tasks Figure 20: The frequency of exploiting simulation tasks ix LIST OF ABBREVIATIONS AETD : Automotive Engineering Technology Department EAE : English for Automotive Engineering EAP : English for Academic Purposes ED : English Division EGP : English for General Purposes ESP : English for Special Purposes L2 : Second language SDU : Sao Do University TFLD : Tourism and Foreign Language Department PART A: INTRODUCTION This part presents the rationale, aims, research question, research methodology and scope of the study In addition, design of the study is also briefly mentioned Rationale Vocabulary teaching and learning plays an important role in the process of language acquisition because there is a close relationship between vocabulary and the four language skills of listening, speaking, reading and writing Reality shows that due to the shortage of vocabulary, many learners fail to communicate smoothly though their knowledge of grammar is fairly good Therefore, Wilkins (1972) emphasized: “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”(p.11) In addition, with the development of profession in many fields such as engineering, information science, finance and banking…, there is a worldwide increase in the need for English for specific purpose (ESP) However, the prominent difference between ESP and English for General Purpose (EGP) is the lexicon as Zimmerman (1997 as cited in Eyraud, el al, 200, p.2) states “Vocabulary is central to language and of critical importance to the typical language learner” and it is further described by Jahangard (2007, p.8) that vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP At Sao Do University, ESP is offered to both English majors and non – English majors However, ESP vocabulary teaching and learning have not been paid enough attention and still far from satisfactory due to many reasons such as course book, mixed – level students, large class, low learner motivation and poor participation Thus, it is necessary for teachers to create an active and motivated learning environment to get students to involve in learning vocabulary Among various kinds of techniques, simulation is defined as “reality of function in a simulated and structured environment” (Jones, K 1982) Simulation with its characteristics and advantages is considered one of the most useful activities that can help students enlarge their vocabulary Moreover, up to now, there has been little research on the application of simulation tasks in improving ESP vocabulary for foreign language learners VIII Nếu em chọn không, trả lời câu hỏi tiếp tục trả lời câu đến câu 10 Em nghĩ nhiệm vụ mô làm gia tăng vốn từ em nào? A Rất nhiều Theo em lợi ích nhiệm vụ mơ việc học TACN (em chọn nhiều phương án) A thúc đẩy động học tập sinh viên làm việc học từ vựng chuyên ngành vui hơn, thú vị B tạo tương tác sinh viên C giảm bớt e ngại rụt rè sinh viên, làm sinh viên tự tin D tạo nhiều hội cho sinh viên sử dụng từ học cách sáng tạo E làm cho từ vựng chuyên ngành có tính giao tiếp hơn, dễ Nếu việc sử dụng nhiệm vụ mô không làm tăng vốn từ vựng em, theo em nguyên nhân (ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……… .… Để phát huy hiệu việc sử dụng nhiệm vụ mô việc nâng cao vốn từ vựng chuyên ngành, theo em giáo viên cần (em lựa chọ nhiều phương án) A Giải thích nhiệm vụ cách rõ ràng B Làm mẫu cho sinh viên C Lựa chọn nhiệm vụ mô phù hợp với chuyên ngành D Lựa chọn nhiệm vụ mô phù hợp với trình độ sinh viên 10 Em nghĩ nhiệm vụ mô nên tổ chức: A Thường xuyên C Hiếm Cám ơn em trả lời câu hỏi! IX Appendix 5: INTERVIEW What you think the vocabulary in the course book “English for Automotive Engineering” difficult? (Điều khiến em nghĩ từ vựng giáo trình tiếng Anh chun ngành kỹ thuật Ơ tơ khó?) What you think it make an ESP word difficult to learn? (Theo em điều làm cho từ vựng chuyên ngành khó học?) Do you think simulation tasks improve your ESP vocabulary? Why? (Em có cho nhiệm vụ mơ làm tăng vốn từ vựng chuyên ngành em không? Tại sao?) Do you wish your teacher employ simulation tasks in ESP lesson more often? Why? (Em có mong muốn giáo viên tiếng anh áp dụng nhiệm vụ mô vào học tiếng anh chuyên ngành không? Tại sao?) Appendix 6: SAMPLES OF SIMULATION TASKS Simulation 1: Simulation of a presentation of the electrical system of a car (http://pearsonlongman.com/technicalenglish/members/level1/automotiveindustries/units/Unit-05.pdf ) Simulation – Giving instruction (http://pearsonlongman.com/technicalenglish/members/level1/automotiveindustries/units/Unit-12.pdf) X Automotive Industries Unit Read the text and label the diagram with the words in bold The electrical system of a car The battery stores electricity When you turn the ignition key, electricity flows from the battery to the starter motor This turns the engine The engine drives the alternator This acts as a generator and produces electricity It also charges the battery The alternator produces alternating current (AC) A rectifier pack changes AC to DC (direct current) Diodes in the rectifier pack make sure that output from the alternator flows in one direction to the battery But current can’t flow from the battery to the alternator Electrical current runs through the cables of the car’s electrical circuit The current leaves the battery through the positive terminal It returns to the battery through the negative terminal Cable Flow Frame Which words in the text these words refer to? This (line ) This (line ) It (line ) It (line ) Read the text Match the parts with their functions The battery The cables The engine The alternator The diodes The rectifier pack © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Unit Complete the sentences with words from the box around / from / into / out of / through / to Electricity flows Electricity flows Electricity flows Electricity flows Match an If clause with a result clause 30 40 50 20 60 10 70 ignition off ignition on If clause Result clause If the ignition is on, a) electricity does not flow from the battery to the starter motor If the lights switch is on,b) current flows from the battery to the lights If the ignition is off, c) electricity flows around the circuit Rewrite this sentence with the correct punctuation if the ignition is off the starter motor doesnt work → Complete the sentences Use the present simple, with or without not If the battery is charged and the lights switch is on, current flows from the battery to the lights (current / flow / battery / lights) If the battery is charged and the radio switch is off, (current / flow / battery / radio) If the battery is not charged, (current / flow / starter motor / battery) If the alternator is broken, (current / flow / alternator / battery) If no electricity flows from the alternator to the battery, (battery / become flat) If the battery is flat, no 對 對 (electricity / flow / battery / starter motor) If the ignition is off, (electricity / flow / around / electrical circuit) © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Word List Write the meanings of these words and phrases in your own language NOUNS alternator battery cable diode generator output VERBS charge store Unit © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Unit 12 Read the text and complete the specification chart Mining Trucks A mining truck is a very large vehicle that carries earth and rocks around mines It doesn’t travel on public roads The truck has a powerful engine at the front, with a driver’s cab mounted above it The body rests on the chassis, which is supported by two axles The body is raised to empty its load of rocks The largest mining truck in the world has a height of 6,494 mm, a width of 7,680 mm and a length of 12,862 mm The wheelbase is 5,905 mm Unloaded, the truck weighs about 116,707 kg It can carry a load of up to 218 tonnes The truck has six wheels and a top speed when loaded of 54.3 kph The maximum engine speed is approximately 1,750 rpm The mining truck is high enough to move over rough ground without difficulty It has a ground clearance of 1,005 mm The standard fuel tank holds 4,354 litres If the customer wishes, a bigger one can be fitted, holding 4,922 litres Number of wheels Fuel tank capacity Max engine speed Max speed (loaded) Number of axles Weight (empty) Use the phrases in the language table and the information in brackets to complete the sentences ~ about, approximately The mining truck has a height of about 6.5 metres and a length of more than 12.8 metres (height ~ 6.5 m; length > 12.8 m) The truck (weight > 116 tonnes) It can carry (load 218 tonnes ) The largest fuel tank (capacity 4,900 litres) When empty, (front axle / carry / ~ 46% of the weight; rear axle / carry / ~ 54% of the weight) When loaded, (front axle / carry / ~ 33% of the weight; rear axle / carry / ~ 67% of the weight) © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Unit 12 Match the parts of the car with words from the box body / chassis / disk brakes / drive shafts (transmission) / drum brakes / battery / engine / exhaust / fuel tank / silencer / steering wheel / suspension 12 4 Read the garage job sheet and the example answers Then complete the dialogue between the supervisor (S) and the mechanic (M) Disconnect old radiator ✓ [FINISHED] Connect new radiator ✗ [THIS AFTERNOON] Lubricate drive shafts and axles ✓ [FINISHED] Disconnect and dismantle fuel pump ✓ [FINISHED] Repair fuel pump ✗ [IN PROGRESS] Inspect alternator ✗ [TOMORROW MORNING], Take off door panel ✓ [FINISHED] Remove dents in door panel ✗ [TOMORROW AFTERNOON] S: Have you (1) disconnected the old radiator? S: Have you (7) M: Yes, (2) I have M: No, (8) S: Have you (3) connected the new radiator yet? S: (10) M: No, (4) I haven’t I’ll that this afternoon M: (11) tomorrow morning S: Have you (5) axles? M: Yes, I have S: Have you (6) fuel pump? M: Yes, I have S: Have you (13) M: (14) S: Have you (15) M: No, (16) tomorrow afternoon garage © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Automotive Industries Word List Write the meanings of these words and phrases in your own language NOUNS cab capacity earth load mine rock suspension wheelbase VERBS connect disconnect inspect lubricate remove Unit 12 © Pearson Longman 2008 www.pearsonlongman.com/technicalenglish Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger 對 Merge multiple PDF files into one 對 對 Select page range of PDF to merge Select specific page(s) to merge Extract page(s) from different PDF files and merge into one ... Aims of the study The study aims at investigating the use of simulation tasks to improve vocabulary among the second year students at Automotive Engineering Technology Department (AETD), SDU The. .. teaching ESP vocabulary To find out how far the use of simulation tasks improved ESP vocabulary for the second year students at AETD, SDU Research questions What difficulties students of Automotive Engineering. .. 2 For the above reasons, the author would like to carry out this research entitled, ? ?Using simulation tasks to improve ESP vocabulary for the second – year students of Automotive Engineering Technology