Đánh giá của sinh viên khóa QH2008 hệ tiếng anh phiên dịch, khoa tiếng anh sư phạm đại học ngoại ngữ đại học quốc gia hà nội về chương trình tiếng anh chuyên ngành

Đánh giá của sinh viên khóa QH2008 hệ Tiếng Anh phiên dịch, khoa Tiếng Anh sư phạm đại học ngoại ngữ đại học quốc gia hà nội về chương trình Tiếng Anh chuyên ngành Đánh giá của sinh viên khóa QH2008 hệ Tiếng Anh phiên dịch, khoa Tiếng Anh sư phạm đại học ngoại ngữ đại học quốc gia hà nội về chương trình Tiếng Anh chuyên ngành

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION ******************* GRADUATION PAPER AN EVALUATION OF ESP PROGRAMS AT FELTE, ULIS, VNU BY QH2008 ENGLISH TRANSLATION AND INTERPRETATION STUDENTS Supervisor: M.A Nguyen Ninh Bac Student: Bui Thi Bich Thao Course: QH2008.F.1.E HANOI – 2012 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH ******************* KHOÁ LUẬN TỐT NGHIỆP ĐÁNH GIÁ CỦA SINH VIÊN KHÓA QH2008 HỆ TIẾNG ANH PHIÊN DỊCH, KHOA TIẾNG ANH SƯ PHẠM, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI VỀ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH Giáo viên hướng dẫn: ThS Nguyễn Ninh Bắc Sinh viên: Bùi Thị Bích Thảo Khố: QH2008.F.1.E HÀ NỘI – NĂM 2012 i DECLARATION I clarify that this study is the result of my own research and all the related materials of the paper have not, partly or wholly, been submitted to any ot her university or institution Hanoi, May 2012 Signature Bùi Thị Bích Thảo ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest thanks to my supervisor, Mr Nguyễn Ninh Bắc MA., lecturer of Division of ESP, FELTE, ULIS, VNU for the invaluable support, guidance, and timely encouragement he gave me while I was doing this research I am truly grateful to him for his advice and suggestions right from the beginning when this study was only in its formative stage I am grateful to my friends and roommates for their support in doing this graduation paper I also want to send the most sincere thanks to QH2008.F.1.E English Translation and Interpretation at FELTE, ULIS, VNU for their assistance in the survey The study could not have been successful without their help Last but not least, I would like to send my special thanks to my family for their constant help and encouragement so that I could concentrate on doing the graduation paper iii ABSTRACT This study was carried out with an attempt to have an insight into Translation and Interpretation students‟ evaluation of the ESP Programs at FELTE, ULIS, VNU The study is composed of three main parts: Introduction, Development, and Conclusion Firstly, the introduction discusses the rationale, aims and significance, research questions, method of the study, scope of the study, and design of the study Secondly, the development includes three chapters Chapter I, “Literature Review”, focuses on theoretical background of the study Chapter II, “An Overview of English for Economics and English for Finance and Banking at FELTE, ULIS, VNU”, presents background information about English for Economics and English for Finance and Banking at FELTE, ULIS, VNU And chapter III, “The Study”, describes the methodology employed to collect data for the study, reports on the learners‟ evaluation of the ESP programs at FELTE, ULIS, VNU and their needs, shows the major findings and provides some suggestions to improve the current ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU Finally, the study ends with the conclusion which refers to what have been found out from the study and the limitations and suggestions for further study iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY ……………… …………………………….………… ACKNOWLEDGEM ENTS ABSTRACT i ……………… ……………………… ………………………… ii ……………………………………………………………………………… iii TABLE OF CONTENTS…………………………………………………………………… iv LIST OF ABBREVIATIONS………………………………………………………………… vii LIST OF FIGURES, TABLES AND CHARTS …………………………………………………………… viii PART I: INTRODUCTION 1 Rationale Aims and significance of the study Research questions Method of the study Scope of the study Design of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 AN OVERVIEW OF ESP 1.1.1 Definition of ESP 1.1.2 Classification of ESP 1.1.3 The development of ESP 1.2 EVA LUATION 10 1.2.1 Definition 10 1.2.2 Types of programme evaluation 11 1.2.3 Purposes for evaluation 14 1.2.4 Central questions in programme evaluation design 16 CHAPTER 2: AN OVERVIEW OF ENGLISH FOR ECONOMICS AND ENGLISH FOR FINANCE AND B ANKING AT FELT E, ULIS, VNU 17 2.1 The teaching and learning situation of English for Economics and English for Finance and Banking at FELTE, ULIS, VNU 17 v 2.2 A description of current ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU 17 2.3 The learners 20 CHAPTER 3: THE S TUDY 21 3.1 METHODOLOGY 21 3.1.1 Participants 21 3.1.2 Data collection instrument 21 3.1.3 Procedure 22 3.2 DATA ANALYSIS AND DISCUSSION 22 3.2.1 Learners‟ evaluation of the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU 22 3.2.1.1 Learners‟ evaluation on the time allocation for ESP courses 22 3.2.1.2 Learners‟ evaluation on the ESP reading texts 23 3.2.1.3 Learners‟ evaluation on exercises 25 3.2.1.4 Learners‟ general evaluation 28 3.2.2 Learners‟ needs 30 3.2.2.1 Learners‟ need for organization 30 3.2.2.2 Learners‟ need for extra materials and exercises 32 3.2.2.3 Learners‟ need for the teacher‟s use of language in teaching ESP 34 3.2.3 Major findings 35 3.2.3.1 The suitability of the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU to the audience 36 3.2.3.2 The suitability of the ESP programme for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU to the aims 36 3.2.3.3 The suitability and unsuitability of the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU to the time allocation in the courses 36 3.2.3.4 The suitability and unsuitability of the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU to the contents 37 3.2.3.5 The suitability of the ESP program for Economics and ESP program for Finance and Banking to the methodology 38 3.3 SUGGESTIONS FOR THE IMPROVEMENTS OF THE ESP PROGRAM FOR ECONOMICS AND ESP PROGRAM FOR FINA NCE AND BANKING AT FELTE, ULIS, VNU 39 vi 3.3.1 Providing more up-to-date economic materials related to the contents of the courses… 39 3.3.2 Modifying of the time allocation for ESP program for Finance and Banking 39 3.3.3 Modifying the amount of economic vocabulary contained in each ESP reading text of the ESP program for Finance and Banking 40 3.3.4 Developing translation tasks 40 3.3.5 Reorganizing the time of the ESP program for Economics and ESP program for Finance and Banking 41 PATR III: CONCLUSION 42 REFERENCES: 44 APPENDICES 48 APPENDIX 1: THE QUESTIONNAIRE 48 vii LIST OF ABBREVIATIONS - CIPP : Context, Input, Process and Product - EAP : English for Academic Purposes - EBE : English for Business and Economics - EBP : English for Business Purposes - e.g : exempli gratia - ELP : English for Legal Purposes - ELT : English Language Teaching - EMP : English for Medical Purposes - EOP : English for Occupational Purposes - ESP : English for Specific Purposes - ESS : English for the Social Sciences - EST : English for Science and Technology - etc : et cetera - FELTE - i.e : id est - TEFL/TESL : the Teaching of English as Foreign or Second Language - ULIS : University of Languages and International Studies - VNU : Vietnam National University : Faculty of English Language Teacher Education viii LIST OF FIGURES, TABLES AND CHARTS Figures: Figure 1: ESP classification by experience (by Robinson, 1991)………………………… Figure 2: Macro- and micro-evaluation in language teaching (by Tomlinson, 1998)…… 14 Tables: Table 1: The CIPP model for programme evaluation (by Stufflebeam, 1971)……………12 Table 2: The description of the contents of the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU……………………………….19 Charts: Chart 1: Learners‟ evaluation on the time allocation for ESP in the courses…………… 23 Chart 2: Learners‟ evaluation on the usefulness of the topics of the ESP reading texts in the courses…………………………………………………………………………………… 24 Chart 3: Learners‟ evaluation on the amount of economicl vocabulary contained in each ESP reading text in the courses…………………………………………………………….25 Chart 4: Learners‟ evaluation on the usefulness of exercises in the courses………………26 Chart 5: Learners‟ evaluation on the most difficult types of exercises…………………….27 Chart 6: Learners‟ satisfaction towards practice through exercises in the courses…… …28 Chart 7: Learners‟ achievements after finishing the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU…………………………….…29 Chart 8: Learners‟ satisfaction towards their needs after finishing the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU……… 30 Chart 9: Learners‟ attitude towards the necessity of replacing the topics in the textbook by more up-to-date economic topics…………………………………………………………31 Chart 10: Learners‟ need of the time allocation only for ESP course…………………… 31 Chart 11: Learners‟ need for providing extra materials……………………………………32 Chart 12: Learners‟ preference to the topics of extra materials……………………………33 Chart 13: Learners‟ preference to the types of exercises………………………………… 34 Chart 14: Learners‟ preference to the teacher‟ use of languages in teaching ESP……… 35 satisfaction toward the time allocation in the courses The learners not satisfy with the time allocation in the course and they need more time for the course In short, the time allocation for the ESP program for Economics and ESP program for Finance and Banking is evaluated suitable in the course and is evaluated unsuitable in the course 3.2.3.4 The suitability and unsuitability of the ESP program for Economics and ESP program for Finance and Banking to the contents In view of the contents, the suitability and unsuitability of the program are discussed with some aspects, such as the topics of the ESP reading texts and the amount of economic vocabulary contained in each ESP reading text A good point of the ESP program for Economics and ESP program for Finance and Banking is the learners‟ satisfaction with the topics of the ESP reading texts described in chart This is the result of the well-written textbooks although the writer wrote them many years ago In addition, most of the topics of the ESP reading texts give the usefulness for the learners (as mentioned in table 2) which is relevant to the learners‟ needs For this criterion, the program is a good choice for the learners because it provides more knowledge for the learners However, the findings of the survey show the amount of economic vocabulary contained in each ESP reading text are unsatisfactory with the learners As described in charts 3, a sudden rise of the amount of economic vocabulary contained in each ESP reading text in the course causes a problem for the learners It can be found that topics of the ESP reading texts in the course are more specific and need more background knowledge than the topics of the ESP reading texts in the course Therefore, it should be improved to meet the learners‟ needs and abilities In summary, in term of contents, it can be concluded that the ESP program for Economics and ESP program for Finance and Banking meets the course requirements and the learners‟ needs about the topics but it fails to meet 38 the learners‟ abilities about the amount of economic vocabulary contained in each ESP reading text 3.2.3.5 The suitability of the ESP program for Economics and ESP program for Finance and Banking to the methodology As described in table 2, the types of exercise are designed for comprehension check or reviewing the contents of the lessons The learners‟ evaluation on the usefulness of exercises in the courses in chart is the learners‟ satisfaction up to nearly 100% The learners‟ satisfaction towards practice through exercises in the courses showed in chart seems to be a strong point of the program One noticed thing is that the type of exercise which is evaluated most difficult (displayed in chart 5) – translation, especially the Vietnamese-English translation – is also the type of exercises which the learners need most to improve their studying (displayed in chart 13) Therefore, this type of exercises needs to be improved to make it more suitable to the learners‟ abilities Besides, the teacher‟ use of languages in teaching ESP is one of the very important factors which mostly decide whether the learners understand their lessons or not According to the survey result described in chart 14, the learners‟ need of the teacher‟ use of languages in teaching ESP is using Vietnamese mainly and sometimes using Vietnamese to explain difficult terms or expressions – the method employed by the teachers of Division of ESP at FELTE, ULIS, VNU now Generally, in view of methodology, the ESP program for Economics and ESP program for Finance and Banking meet the course requirements However, some improvement should be made in terms of translation exercises to meet the needs of the learners 39 3.3 SUGGESTIONS FOR THE IMPROVEMENTS OF THE ESP PROGRAM FOR ECONOMICS AND ESP PROGRAM FOR FINANCE AND BANKING Based on the learners‟ evaluation of the ESP program for Economics and ESP program for Finance and Banking and the survey results of the learners‟ needs, the author provides the following suggestions hoping that they may help improve the ESP program for Economics and ESP program for Finance and Banking in the coming years 3.3.1 Providing more up-to-date economic materials related to the contents of the courses According to the survey results shown in chart 9, it is not necessary to change all the topics of the current courses because the learners want to concentrate on learning basic background knowledge before learning the specific topics However, there is a strong demand for extra materials and exercises (as shown in chart 11) Therefore, it is useful to provide more extra materials and exercises so that the learners can be well prepared for the vocabulary related to economics, finance, etc These materials can be news, articles on TV or newspapers, magazine or some websites (online newspapers), or even from financial statements of some companies, etc The teachers can ask the students to read the news, find the vocabulary and the reflection on the news or translation the news or even prepare for some exercises and then present in class 3.3.2 Modifying the time allocation for ESP program for Finance and Banking According to the current ESP program for Economics and ESP program for Finance and Banking, the time allocation for the course is 30 periods As can be seen in chart 1, nearly a half of the learners evaluate that it is little and 40 they need more time In addition, the survey result of the learners‟ needs in chart 10 shows that over half of the learners find 45 periods for only ESP suitable to them Therefore, the time allocation for ESP in the course should be 45 periods 3.3.3 Modifying amount of economic vocabulary contained in each ESP reading text of the ESP program for Finance and Banking The ESP reading texts of the ESP program for Economics and ESP program for Finance and Banking were designed by getting the ESP texts from a lot of collected ESP materials and then were edited by Ass Prof., Dr Nguyen Xuan Thom The amount of economic vocabulary contained in each text of the book “English for Finance and Banking” does not satisfy the learners with their evaluation as illustrated in chart 3, especially the sudden rise in the economic vocabulary Therefore, omitting or simplifying some paragraphs may be one of the improvements The understanding of the ESP texts and applying ESP vocabulary in the real life are the main targets which most teachers and learners want Therefore, the improvement of the time allocation is considered a useful method At present, the time allocation for each lesson in the course is periods and from the view point of the writer of this minor thesis, the time allocation for each lesson of the ESP program for Finance and Banking should be periods in the future 3.3.4 Developing translation tasks According to the survey results shown in charts and 14, translation is the most difficult type of exercise evaluated by the learners and it is also the type of exercises which the learners need most to improve their studying in ESP courses and their major because they are English Translation and Interpretation students That survey results suggest developing this type of 41 exercises The writer of this minor thesis would like to give some suggestions to develop translation as follows: - Instead of just doing the English-Vietnamese tasks or asking the students to read the texts, the teachers can prepare some notes, which contains some key words or phrases in that lesson or some exercises or games related to the topic of that lesson - After the lesson, the teacher gives the learners some extra exercises or materials so that the learners can at home and revise the content of the lesson 3.3.5 Reorganizing the time of the ESP program for Economics and ESP program for Finance and Banking The ESP program for Economics and ESP program for Finance and Banking are taught in the sixth semester and the seventh semester respectively However, the target learners are students of English Translation and Interpretation; therefore, the writer suggests that these courses should be taught in earlier semesters, for example, in the third or fourth semester Besides that, some other ESP programs should be added to enhance the vocabulary and background knowledge for the learners, especially those of English Translation and Interpretation In summary, this chapter describes the methodology employed to collect data, then it provides the data presentation of the learners‟ evaluation on the ESP program for Economics and ESP program for Finance and Banking and their needs after analyzing the collected data Based on the data analysis and discussion, major findings are given Finally, it provides some suggestions for the improvements the ESP program for Economics and ESP program for Finance and Banking 42 PART III: CONCLUSION It cannot be denied that ESP and learning ESP are very important in the integration of the global economy Besides General English, ESP also serves as the main requirement of the employers Many ESP programs have been designed to meet the demands of the society; therefore, evaluation of the ESP programs is very important not only in language learning but also in checking the suitability of the programs In the same trend of other university, the ESP program for Economics and ESP program for Finance and Banking at FELTE, ULIS, VNU have been taught for 13 years and provided an useful knowledge for the learners In the changing world, it is necessary to determine whether these ESP programs are suitable with students‟ abilities and needs so that some changes should be made to improve the programs In general, the findings have shown that most of the students were satisfied with the current ESP program for Economics and ESP program for Finance and Banking The fact is that these students are of the English Translation and Interpretation; hence, they learn economic vocabulary and the translation tasks very carefully so that they can have a better preparation for their future jobs These ESP programs were evaluated to be suitable to audience, aims, methodology and to be both suitable and unsuitable to time allocation in the courses and contents Therefore, if these ESP programs are used again in the future, some changes should be made based on the suggestions in chapter of part II The learners would like to have more time allocation for ESP program for Finance and Banking and more materials to read and translate In addition, translation should be developed because this is the most difficult type of exercise evaluated by the learners and it is also the type of exercises which the learners need most to improve their studying 43 Like other studies, this study has its own limitations due to the limited time and scope of the study The greatest limitation is that this study only used one instrument which is the questionnaire for data collection, if it could use some more instruments, the evaluation would be better and more reliable It is hoped that the study will contribute a significant part for the improvements of the ESP program for Economics and ESP program for Finance and Banking to make it more suitable for the learners‟ needs and abilities in the coming years The writer would be very grateful for the readers‟ comments and tolerance for the shortcomings and deficiencies of the study 44 REFERENCES: Brumfit, C (1984), Communicative Methodology in Language Teaching, Cambridge University Press Davies, P (2000), Success in English Teaching, Oxford University Press Douglas, D (2000), Assessing Language for Specific Purposes, Cambridge University Press Dudley-Evans,T and St John, M.J (1998), Developments in ESP: A multidisciplinary approach, Cambridge University Press Ewer, J R (Ed.) (1976), Teaching English for Science and Technology: The specialized training of teachers and program organizers, J C Richards (Ed.), Teaching English for Science and Technology, SEAMEO Regional English Language Centre Gueye, M (1994), One Step beyond ESP: English for Developments Purposes (EDP), in Thomas Kral (Ed.), Teacher Developments: Making the right moves Harmer, J (2001), The Practice of English Language Teaching, Pearson Educational Limited Hedge, T (2000), Teaching and Learning in the Language Classroom, Oxford University Press Hutchinson, T and Waters, A (1987), English for Specific Purposes: A learning-centred approach, Cambridge University Press Jodan, R.R (1997), English for Academic Purposes, Cambridge University Press Kral, Th (Ed.), (1994), Teacher Development: Making the right moves, Selected Articles from the English Teaching Forum 1989-1993 Lam, T L H (2005), ESP at Hanoi Water Resources University – Recommendations and Suggestions for the Current Course 45 Martin, I (1992), An Invitation to ESP, SEAMEO Regional Language Centre, Singapore McGrath, I (2002), Materials Evaluation and Design for Language Teaching, Edinburgh University Press Nguyen, T X T (2008) Construction Engineering Students’ Evaluation of the ESP Programme at Vinh University Nunan, D (1985), Language Teaching Course Design: Trends and Issues, Commonweath of Australia Nunan, D (1988), The Learner-centered Curriculum, Cambridge University Press Nunan, D (1992), Research Methods in Language Learning, Cambridge University Press Rea-Dickins, P and Germaine, K (1992), Evaluation, Oxford University Press Richards, J C (Ed.), (1976), Teaching English for Science and Technology, SEAMEO Regional English Language Centre Robinson, P (1991), ESP Today: A Practitioner’s Guide, Hemel Hempstead: Prentice Hall International Schleppegrel, M J (1994), English for Specific Purposes: A Program Design Model, in Thomas Kral (Ed.), Teacher Developments: Making the right moves Strevens, P (1988), ESP After Twenty Years: A Re-Appraisal, in M Tickoo (Ed.) ESP: State of the Art, Anthology Series 21, SEAMEO Regional Language Centre Tan, Christine (1994), The Case for Quality Assurance in ESP Programs, in Rosemary Khoo (Ed.), The Practice of LSP: Perspectives, Programs and Projects, Anthology Series 34, SEAMEO Regional Language Centre 46 Tarone, E and Yule, G (1989), Focus on the Language Learner, Oxford University Press Tickoo, M L (Ed.), (1988), ESP: State of the Art, Anthology Series 21, SEAMEO Regional Language Centre Tomlinson, B (1998), Materials Developments in Language Teaching, Cambridge University Press Ur, P (1996), A Course in Language Teaching, Cambridge University Press Wallace, M.J (1991), Training Foreign Teachers: A reflective approach, Cambridge University Press Waters, A (Ed.) (1983), Issues in ESP: Lancaster Practical Papers in English Language Education, Vol.5, Pergamon Press Ltd and Lancaster University Widdowson, H G (1990), Aspects of Language Teaching, Oxford University Press 47 APPENDICES: APPENDIX 1: THE QUESTIONNAIRE SURVEY QUESTIONAIRE I am Bui Thi Bich Thao, a senior student of Translators and Interpreters Training Division, FELTE, ULIS, VNU This survey questionnaire is designed to collect data for my graduation paper whose title is “An evaluation of ESP programs at FELTE, ULIS, VNU by QH2008 English Translation and Interpretation students” Therefore, your assistance in responding to the following questions is highly appreciated All the information you give will be treated with the STRICTEST confidence The questionnaire includes sections I would like you to answer all the questions based on the instructions provided Section 1: Your gender: Male/Female Do you take the double degree program? Yes/No How old are you? ………… How long have you been learning English? ………… Do you think it important or very important to learn ESP? Important/Very important What are your purposes of learning ESP? A To be able to read and translate ESP texts/documents B To widen ESP vocabulary C To learn grammar D Others (Please specify)………………………… Section 2: 48 How you evaluate the time allocation of ESP courses? Course Course A Extremely important B Very Important C Somewhat important D Not very important E Not important at all How you evaluate the usefulness of the topics of the ESP reading texts in the courses? Course Course A Very useful B Useful C Not very useful D Useless How you evaluate the amount of economic vocabulary contained in each ESP reading text in the courses? Course Course A Too much B Much C OK D Little E Too little How you evaluate the usefulness of the exercises in the courses? Course A Very useful B Useful 49 Course C Not very useful D Useless How you evaluate the most difficult types of exercises in the courses? Course Course A Definition of terms/Matching B Text information processing/Multiple choice C English-Vietnamese translation D Vietnamese-English translation How you evaluate your satisfaction towards practice through exercises in the courses? Course Course A Too much B Much C Enough D Little E Too little What you achieve after finishing the two ESP courses? A Enriching ESP vocabulary B Improving reading C Translating ESP texts D All above E None of above 50 How you evaluate your satisfaction towards your needs after finish the two ESP courses? A Very much B Much C Enough D Little E Very little F None Section Do you think it necessary to replace the topics in the textbook by more up-to-date economics topics? A Yes B No 10 Which is the suitable time allocation for ESP course? A 30 periods B 45 periods C More than 45 periods 11 Do you think it necessary to provide extra materials and exercises? A Yes B No If you choose Yes, Which topics of extra materials you prefer? A International business and management B Business law C Business administration D Others (Please specify) ………………………… And, Which types of extra exercises you prefer? A Definition of terms/Matching B Text information processing/Multiple choice C English-Vietnamese translation 51 D Vietnamese-English translation E Others (Please specify)……………………… 12 Which strategies of the teacher’s use of languages in teaching ESP you prefer? A Only use English B Mainly use English and sometimes use Vietnamese to explain difficult expressions C Mainly use Vietnamese Thank you very much for your contribution!!! 52 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH ******************* KHOÁ LUẬN TỐT NGHIỆP ĐÁNH GIÁ CỦA SINH VIÊN KHÓA QH2008 HỆ TIẾNG ANH PHIÊN DỊCH, KHOA TIẾNG ANH SƯ... ANH SƯ PHẠM, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI VỀ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH Giáo viên hướng dẫn: ThS Nguyễn Ninh Bắc Sinh viên: Bùi Thị Bích Thảo Khố: QH2008. F.1.E HÀ NỘI –... for their support in doing this graduation paper I also want to send the most sincere thanks to QH2008. F.1.E English Translation and Interpretation at FELTE, ULIS, VNU for their assistance in