The use extra activites to improve ESP vocabulary for third year students at faculty of tourism, USSH VNU

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES -o0o - PHẠM THANH VIỆT THE USE OF EXTRA ACTIVITES TO IMPROVE ESP VOCABULARY FOR THIRD – YEAR STUDENTS AT FACULTY OF TOURISM, USSH – VNU (Sử dụng số hoạt động bổ trợ nhằm nâng cao hiệu việc học từ vựng chuyên ngành cho sinh viên năm thứ ba Khoa Du lịch học, Trường Đại học Khoa học Xã hội Nhân văn, ĐHQG Hà Nội) MA MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi, 2009 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES -o0o - PHẠM THANH VIỆT THE USE OF EXTRA ACTIVITES TO IMPROVE ESP VOCABULARY FOR THIRD – YEAR STUDENTS AT FACULTY OF TOURISM, USSH – VNU (Sử dụng số hoạt động bổ trợ nhằm nâng cao hiệu việc học từ vựng chuyên ngành cho sinh viên năm thứ ba Khoa Du lịch học, Trường Đại học Khoa học Xã hội Nhân văn, ĐHQG Hà Nội) MA MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: MA Kim Văn Tất Hanoi, 2009 iv TABLE OF CONTENTS Page number Contents Candidate’s statement…………………………………………………………………… i Acknowledgment………………………………………………………………………… ii Abstract ………………………………………………………………………………… iii Table of contents ……………………………………………………………………… iv INTRODUCTION ……………………………………………………………………… 1 Rationale of the study……………………………………………………… Aims and objectives of the study ………………………………………………… Scope of the study ………………………………………………………… Research questions …………………………………………………………… Method of the study ……………………………………………………………….3 Design of the study ………………………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………………………………… 1.1 Definition of vocabulary ……………………………………………………… 1.2 The role of vocabulary in language learning and teaching …………………… 1.3 Principle of vocabulary teaching………………………………………………… 1.3.1 Selecting vocabulary to teach …………………………………………… 1.3.2 What needs to be taught about the vocabulary item? …………………… 1.3.2.1 Meaning ………………………………………………………… 1.3.2.2 Usage………………………………………………………………… 1.3.2.3 Form ………………………………………………………………… 1.3.2.4 Grammar …………………………………………………………… 1.4 Vocabulary teaching and learning ……………………………………………… 1.4.1 Vocabulary Learning …………………………………………………… 1.4.1.1 Explicit vocabulary learning ……………………………………… 1.4.1.2 Implicit vocabulary learning ……………………………………… 1.4.2 Vocabulary Teaching …………………………………………………… 1.4.2.1 Presentation techniques …………………………………………… 10 1.4.2.2 Practice and consolidation activities ……………………………… 1.5 Vocabulary in ESP teaching and learning ……………………………………… 1.5.1 What is ESP? ……………………………………………………………… v 1.5.2 How is ESP different from ESL/ GE? …………… 1.5.3 What is ESP vocabulary? ………………………… 1.5.4 Identify the needs of ESP learners for vocabulary 1.5.5 Important aspects of ESP vocabulary teaching … 1.5.5.1 Word formation ………………………………… 1.5.5.2 Word relations ………………………………… 1.5.5.3 Presentation techniques ………………………… 1.5.5.4 Practice and consolidation techniques ………… 1.5.5.5 Dictionaries and online – dictionaries ………… 1.5.6 Features of vocabulary in tourism ………………… CHAPTER 2: OVERVIEW OF ENGLISH TEACHING AND LEARNING AT FACULTY OF TOURISM … ………………………… 2.1 The students …………………………………………… 2.2 The teachers …………………………………………… 2.3 The teaching facilities, syllabus, and course book ……… 2.4 Problems of the students of tourism …………………… CHAPTER 3: THE STUDY …………………………………………………………… 26 3.1 Subjects of the study …………………………………… 3.2 Instruments and materials used in the study …………… 3.2.1 The questionnaires ………………………………… 3.2.2 Handouts and additional reading materials ……… 3.2.3 Supplementary listening lessons ………………… 3.3 Data analysis and findings ……………………………… 3.3.1 About the first questionnaire……………………… 3.3.2 About the second questionnaire ………………… 3.3.2.1 Students’ evaluation of the applied extra vocab 3.3.2.2 Effectiveness of extra vocabulary activities memory capacity of the student ………………………… 3.3.2.3 Students’ assessment about the effectivenes activities ………………………………………………… 3.3.2.4 Students’ favourite extra vocabulary activity … 3.4 Discussion ……………………………………………… CHAPTER 4: SUGGESTED EXTRA ACTIVITIES TO IMPROVE VOCABULARY OF STUDENTS OF TOURISM ………………………… 4.1 Useful notices for extra vocabulary activities ………… 4.2 Suggested extra vocabulary activities ………………………………………… 4.2.1Vocabulary pre 4.2.2Vocabulary pra 4.2.3Vocabulary rev CONCLUSION………………………………………………………………………… Summary of the study …………………………………………………………… 41 Implications ……………………………………………………………………… 42 Limitations and recommendations for further study …………………………… 43 REFERENCE ……………………………………………………………………… 44 APPENDIXES INTRODUCTION Rationale Together with teaching General English (GE), many teachers are now required to teach English to students of different fields such as tourism, medicine, engineering, etc namely English for Special Purposes (ESP) Many universities in Vietnam, including the University of Social Science and Humanity, Hanoi, have paid more attention to ESP and offered ESP courses to English learners, especially to non – major students Despite many similarities to GE, ESP is viewed difficult to teach by language teachers due to unfavourable working conditions, lack of subject knowledge, and, sometimes, the language itself with many terms, expressions, and structures Teaching and learning ESP in general and ESP vocabulary in particular are a matter of concern for many linguistic researchers and teachers Vocabulary plays an important role in deciding language proficiency of every learner J Read (2000: 1) states “vocabulary is the basic building block of language, the unit of meaning from which larger structures such as sentences, paragraphs and whole text are formed” The great importance of vocabulary is also stressed in Harmer‟s statement: “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (Harmer 1991:153) Moreover, according to Wilkin (1972), “without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” The lack of vocabulary not only prevents learners from expressing themselves in speaking and writing but also makes it difficult for them to comprehend a reading passage Thus, learning process is hindered I also agree with Wallace when he points out that “not being able to find the words you need to express yourself is the most frustrating experience in speaking another language” (Wallace 1984:9) Having taught English to students of Tourism for several years, I find out that my students face a great difficulty in learning vocabulary, especially ESP vocabulary partly due to lack of practice and revision whereas the vocabulary activities in the course book proves to be quite few and not various Therefore, I have decided to conduct a study on “The use of extra activities to improve ESP vocabulary for third – year students at Faculty of Tourism, USSH – VNU” with a hope to help my students learn ESP vocabulary better 2 Aims and objectives of the study The study is carried out with the following aims:  Investigate the students‟ attitudes toward learning vocabulary  Investigate the students‟ attitude toward vocabulary activities in the course book  Encourage learners‟ autonomy in learning vocabulary through guidance and instruction  Investigate the effectiveness of extra activities on vocabulary learning of students  Identify which extra activities applied are most preferred by the students The author of this study, by doing such research, hopes to contribute to the improvement of ESP teaching and learning in general and ESP vocabulary teaching in particular at USSH – VNU Scope of the study Obviously, we have a wide range of choice of activities that can help to improve ESP vocabulary of students However, this research only targets on the extra activities that were designed and introduced by the author to the third – year students at Faculty of Tourism, USSH Also, it focuses on exploiting words, expressions and terms of the book English for Students of Tourism, which is now being used as textbook in class for the target students, edited by a group of teachers at the Department of Foreign Languages, USSH – VNU, and some additional reading materials as well as supplementary listening lessons provided by the teacher With such limited scope, the result of this research, of course, may not be applicable to students of all levels or of all classes as well Research questions This study was carried out in order to find the answer to two questions as follows: How extra activities help improve ESP vocabulary of third-year students at Faculty of Tourism, USSH – VNU? Which applied activity is most favoured by the students? Method of the study The study applied quantitative approach which included two questionnaires for the target students (one questionnaire is provided before the application of extra activities, and the other is provided after the students have done all the activities designed and provided by the teacher) The data collected from the two questionnaires is analyzed statistically Moreover, the author‟s own experience in designing specific vocabulary activities and the analysis of the used textbook, additional reading and supplementary listening materials will contribute to the completion of the study Design of the study The study is designed as follows:  Introduction This part provides a general introduction of the research including the rationale, the aims and objectives, the scope, the research questions, the methodology, and the design of the thesis  Chapter 1: Literature review This chapter deals with the theoretical background of the research It concerns with the issues of vocabulary teaching and learning in general as well as ESP teaching and learning in particular  Chapter 2: Overview of English teaching and learning at Faculty of Tourism, USSH – VNU This chapter reveals the fact of the students, teachers, as well as the problems students facing in English learning  Chapter 3: The study The study itself is described in this chapter It provides information about the participants and the questionnaires, the material to be used The later part of this chapter provides the analysis of collected data as well as findings and discussion  Chapter 4: Suggestions for extra activities used to improve ESP vocabulary for students of tourism, USSH – VNU In this chapter, extra activities used in the research are described in detail  Conclusion The conclusion summarizes the issues addressed and presents limitation of the research as well as recommendations for further improvements or research CHAPTER 1: LITERATURE REVIEW Vocabulary learning is central to language acquisition, whether the language is first, second or foreign Although vocabulary has not always been recognized as a priority in language teaching, interests in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic and principled approach to vocabulary by both the teacher and the learner This chapter deals with theoretical background of vocabulary in general and ESP vocabulary in particular 1.1 Definition of vocabulary Nobody can deny that vocabulary, together with grammar, phonology, is an essential component of language Thus, there exit various concepts relating to vocabulary In Longman dictionary of language teaching and applied linguistic, vocabulary is defined as “a set of lexemes, including single words, compound words and idioms” (Richards, 1997:400) Pyles and Algeo (1970) stated “it is true that vocabulary is the focus of language with its sound and meaning, which interlock to allow us to communicate with one another, and it is words that we arrange together to make sentences, conversation and discourse of all kind” Meanwhile, Penny Ur (1996) maintained “a new item of vocabulary may be more than a single word, a compound of two or three words and multi-words idioms” The above quotations about vocabulary have given us at least a partial answer to the question of what vocabulary is in terms of vocabulary teaching and learning Vocabulary deals not only with simple words which may express a single idea, but also with complex, compound words and multi – words idioms which can only be understood in a given sentence or context 1.2 The role of vocabulary in language learning and teaching “When most of us think about language, we think first about words” (Pyles and Algeo, 1970) The quotation has proved the essential role of vocabulary in language Obviously, for most language learners it is important to acquire the components of a language before developing its skills People, in communication, can understand each other even if they make grammatical mistakes However, not knowing the exact word that you need makes it frustrating for both you and the interlocutor That is why Flower and Berman (1989) came to a conclusion that “good English means having a big vocabulary” Unit Tourists & common problems Unit 10 Complaints Unit 11 Giving directions Unit 12 Travel Requirements Unit 13 Cultural activities & Customs Unit 14 Tour Operation – Planning Unit 15 Local Tour Unit 16 Foreign tour III Appendix Questionnaire PHIẾU ĐIỀU TRA VỀ TÌNH HÌNH HỌC TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH Đây phần nghiên cứu nhằm tìm số hoạt động nâng cao hiệu học từ vựng tiếng Anh chuyên ngành cho sinh viên năm thứ ba khoa Du lịch học, trường Đại học Khoa học Xã hội Nhân văn, Đại học Quốc gia Hà Nội Các em điền vào câu hỏi khảo sát thơng tin xác trung thực việc học từ vựng thân Trước trả lời câu hỏi khảo sát, em cho biết số thông tin cá nhân cách khoanh trịn thơng tin với thân trả lời câu hỏi sau đây: Giới tính: Nam / Nữ Tuổi: Hiện bạn sinh viên Khoa:…………………………… Năm thứ: ………………………… Bạn học tiếng Anh chuyên ngành bao lâu: a tháng b tháng c năm Điểm tổng kết môn tiếng Anh kỳ II năm học 2007 – 2008 bạn bao nhiêu: ………………… Dưới câu hỏi khảo sát việc học từ vựng Khơng có câu trả lời hay sai, mà có câu trả lời cho biết xác em học từ vựng tiếng Anh chuyên ngành Hãy khoanh tròn vào câu trả lời với cá nhân em Cảm ơn giúp đỡ em! Theo bạn vai trò từ vựng việc học tiếng Anh chuyên ngành là: a Rất quan trọng c Không quan trọng b Tương đối quan trọng d Hồn tồn khơng quan trọng Mục đích học từ vựng chuyên ngành quan trọng bạn? a Làm kiểm tra c Đọc hiểu tài liệu b Giao tiếp lớp d Phục vụ cho công việc sau Trên lớp bạn muốn học từ vựng chuyên ngành từ nguồn đây: a Sách giáo khoa c Các tập từ vựng giáo viên thiết kế b Tài liệu đọc thêm d Nguồn khác: …………………………… IV Bạn có thường xuyên giành thời gian học từ vựng chuyên ngành học lớp không? a Luôn c Rất b Thỉnh thoảng d Hồn tồn khơng 10 Bạn thường chọn cách học từ số cách đây? (Có thể khoanh trịn nhiều phương án trả lời) a Viết từ nhiều lần b Đọc từ nhiều lần c Đặt câu với từ d Xác định từ loại từ 11 Khi học từ mới, bạn gặp khó khăn với điểm sau (Có thể khoanh trịn nhiều phương án trả lời) a Cách phát âm c Nhớ từ e Xác định từ loại b Viết từ tả d Sử dụng từ để dựng câu 12 Bạn nghĩ loại hình tập từ vựng sách “English for Students of Tourism” mà bạn học? (Có thể khoanh trịn nhiều phương án trả lời) a Dễ c Ít e Đơn điệu b Khó d Nhiều f Đa dạng 13 Bạn có cho cần có thêm hoạt động liên quan đến từ vựng chuyện ngành ngồi học? a Có b Không V Appendix Questionnaire PHIẾU ĐIỀU TRA VỀ HIỆU QUẢ CỦA CÁC HOẠT ĐỘNG BỔ TRỢ ĐỐI VỚI VIỆC HỌC TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH Đây phần nghiên cứu nhằm nâng cao hiệu học từ vựng tiếng Anh chuyên ngành qua việc sử dụng hoạt động bổ trợ cho sinh viên năm thứ ba khoa Du lịch học, trường Đại học Khoa học Xã hội Nhân văn, Đại học Quốc gia Hà Nội Khảo sát thực sau hoạt động bổ trợ tiến hành ngồi học lớp Khơng có câu trả lời hay sai, mà có câu trả lời cho biết xác ý kiến em hoạt động bổ trợ từ vựng tiếng Anh chuyên ngành sau tham gia hoạ động Hãy khoanh tròn vào câu trả lời với cá nhân em Cảm ơn giúp đỡ em! Bạn có tham gia vào hoạt động bổ trợ học từ vựng chuyên ngành ngồi học lớp khơng? a Có Theo bạn hoạt động bổ trợ học từ vựng chuyên ngành bạn tham gia là: a Rất phong phú b Tương đối phong phú 3.Các hoạt động bổ trợ giúp bạn có hội tiếp xúc với từ vựng chuyên ngành nào? a Rất nhiều b Tương đối Theo bạn hoạt động bổ trợ học từ vựng chuyên ngành giúp bạn (Có thể khoanh trịn nhiều phương án) a Xác định xác từ loại từ d Hiểu nghĩa từ e Có khả sử dụng từ để dựng câu b Viết từ tả f Thói quen học từ vựng c Làm giàu thêm vốn từ vựng Theo bạn hoạt động bổ trợ học từ vựng chuyên ngành tác động đến khả nhớ từ bạn a Cải thiện nhiều c Cải thiện chút b Cải thiện tương đối d Hồn tồn khơng cải thiện VI Bạn thích hoạt động hoạt động bổ trợ từ vựng chuyên ngành a Ghép nghề với nhiệm vụ f Điền dạng từ vào chỗ trống b Ghép biẻu tượng với tên gọi g Nghe băng điền từ chỗ trống c Tìm nghĩa từ từ điển online h Nhóm từ theo chủ điểm d Chuẩn bị tự cho đọc i Hộp từ vựng e Chọn từ VII Appendix Extra vocabulary activities Activity - Matching professions with duties Jobs: Receptionist  Duties: a make daily operational decisions b give order to chambermaids and cleaners c have direct personal contact with the guests d deals with reservation enquiries e is concerned with guest‟s comfort and security f supervise front -of –house operations g allocate accommodation h provides for guests‟ need and special requests i contacts companies for external information and services j welcomes and registers the guests Keys: Receptionist: c, j Advance reservation clerk: d, g Concierge: c, h, i Front office manager: a, f e House keeper: b VIII Activity – Icon/sign matching Icons:  a Air conditioning b Laundry service c Indoor swimming pool d 24-hour room service e Conference facilities Keys: 1: e – f  ……………………………………………………………………………………………………………… Icons:  a Sauna b Airport shuttle c Solarium d Money exchage e Bar or lounge Keys: 1: c – i 2: d – j 3: e – h 4: b – f 5: a – g IX Activity - Pre – reading vocabulary work Words Brochure Cuisine Reservation Spacious Hospitable Activity - Collocational multiple choice Complete the following sentences by circling a, b, c, or d The gueridon waiter has to _ procedures such as filleting, carving and cooking dishes at the table a Thank you for your request _ a reservation at King‟s Hotel a on Please retain this letter and present it to the receptionist _ registration a upon Reservations are only until p.m unless otherwise notified a allocated Once the registration process has been completed, the guest is _ to a room a welcomed One of the most important tasks undertaken by the reception department is the _ the newly arrived guest a paying for 7.Please make a reservation _ one double room in the name of Mr and Mrs Clinton a of 8.Staff of front offices usually has direct personal or telephone _ with the guests a respond 9.The receptionist deals with reservation inquiries, bookings and _ of accommodation a preservation 10 The reservation clerk normally completes a reservation _ and enters the information in a reservation diary a cheque b ticket c sheet d form Keys: 1- c, – b, – a, – d, – b, – d, – c, – b, – b, 10 – d X Activity - Word formation Supply the correct form of the word in bracket The design of the _ form was shown to the guest (register) Method of payment should be _ at the time of checking in (clarity) As the guest‟s needs for accommodation become more sophisticated, there is an increase in the _ of room rates (vary) Prior to the guest‟s _ the receptionist needs to be aware of the room status (arrive) VIPs, CIPs, and SPATTs are guests who need to be (allocate) I‟ll send you a reservation card by post your booking, Mr Browns (confirm) Could you arrange for a bottle of champagne to be placed in their room on _ (arrive) It is easy to see why people get confused about the difference between hotels, motels, inns, and other establishments (lodge) We would also like to know about _ charge if we can change the dates of our holiday (amend) 10 _ here please find a full table of discount rate for your consultation (enclose) Keys: registration clarified variation arrival pre-allocated confirming arrival lodging amending 10 enclosed Activity – Gap filling Fill each of the following gaps with one of the words in the list given below When you have finished, check with your partners then listen to the tape for the final check suites poolside bar selling point water-sports jacuzzi en suite Lotus rep: So you‟ve got a swimming pool and a restaurant Any other facilities? General Manager: Not yet But we‟re going to try to negotiate a deal with the (1) club so that our guests can use their facilities And we‟re also going to build a (2) during the winter Lotus rep: Good idea Now, let me see…You‟ve got 120 rooms altogether, is that right? General Manager: Yes At the moment there are 120 rooms plus two (3) , each with its own (4) _ and private bar Our twins and doubles are divided into two categories There are some with balcony and beach view, and there are a number of rooms with garden view Lotus rep: What about family rooms? XI General Manager: We have eleven family rooms At the end of this season we‟re going to start building an extension with thirty deluxe doubles Lotus rep: Mmm I see Are all the current rooms (5) _? General Manger: Yes They‟re all got private bathrooms with bath and shower Lotus rep: Good Are any of the rooms interconnecting? General Manager: Yes There are a number of interconnecting doubles on each floor Twenty altogether Lotus rep: Right Well perhaps we should go in and take a look at those rooms now I think it‟s going to rain! General Manager: Yes, I think you‟re right Not a very good (6) _! Keys: water sports poolside bar suites jacuzzi en suite selling point Activity – Putting words in categories Put the following words in the correct group: swimming pool CIP valet service Keys: XII Activity – Keeping vocabulary box jacuzzi /dʒə'ku:zi/ (n) Recreational /,rekri'ei∫ənl/ (adj) bồn tắm mát xa tia nước liên quan đến hoạt động giải trí  cuisine /kwi':zi:n/ (n) inclusive /in'klu:siv/ (adj) cách nấu nướng, phương pháp chế biến bao gồm ăn hospitable /,hɔspi'təbl/ (adj) facility /fə'siliti/ (n) hiếu khách sở vật chất, tiện nghi occupancy /'ɒkjʊpənsi/ (n) confirm /,kɔnfə'm/ (v) cư ngụ, lưu trú phòng khách xác nhận, chứng thực sạn overcharge /'ouvət∫ɑ:dʒ/ (v) allocate /,ælə'keit/ (v) tính gía cao thực tế, tính giá đắt định rõ vị trí, phân phối Examples: Making sentences with a given word „occupancy‟, „cuisine‟, „allocate‟, and „confirm‟ a The occupancy level of our hotel this summer is 80% b Many foreign tourists are interested in Vietnamese cuisine c Some special guests need to be pre-allocated while others don‟t d They sent us a letter to confirm their reservation Making up a story with the words learnt Last year we went to Halong Bay for our summer holiday It was a wonderful holiday and we enjoyed it so much The hotel in which we stayed was not so big but it had very good facilities including jacuzzi, sauna, cocktail bar, and a restaurant on the ground floor It was near the beach so from the window in our room we could have a good view of the bay Moreover, the room rate was reasonable and breakfast was inclusive The staff here was helpful and hospitable They gave us some advice on recreational activities and local cuisine They also told us how to avoid being overcharged when going shopping We hope this summer we can come back to the hotel for another holiday ... follows: How extra activities help improve ESP vocabulary of third- year students at Faculty of Tourism, USSH – VNU? Which applied activity is most favoured by the students? Method of the study The study... TEACHING AND LEARNING AT FACULTY OF TOURISM 2.1 The students Like the majority of students in the USSH, VNU, most students of Faculty of Tourism are at low level of English Moreover, there exists a... in the course book proves to be quite few and not various Therefore, I have decided to conduct a study on ? ?The use of extra activities to improve ESP vocabulary for third – year students at Faculty