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VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRAN THI THU HUONG AN EVALUATION OF THE TEXTBOOK ENGLISH FOR GRADUATE STUDENTS OF SOCIAL SCIENCES AND HUMANITIES AT USSH, VNU (Đánh giá giáo trình Tiếng Anh chuyên ngành dành cho học viên cao học ngành xã hội nhân văn, trường Đại học Khoa học xã hội Nhân văn, Đại học Quốc gia Hà Nội) M.A Combined Programme Thesis English methodology Major code: 60 14 10 Hanoi - 2011 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ THU HƢƠNG AN EVALUATION OF THE TEXTBOOK ENGLISH FOR GRADUATE STUDENTS OF SOCIAL SCIENCES AND HUMANITIES AT USSH, VNU (Đánh giá giáo trình Tiếng Anh chuyên ngành dành cho học viên cao học ngành xã hội nhân văn, trường Đại học Khoa học xã hội Nhân văn, Đại học Quốc gia Hà Nội) M.A Combined Programme Thesis English methodology Major code: 60 14 11 Supervisor: Nguyễn Thúy Hƣơng, M.A Hanoi - 2011 TABLE OF CONTENTS Chapter I: Introduction 10 1.1Background to the study 10 1.2 Aims of the study 13 1.3 Research questions 13 1.4 Scope of the study 14 1.5 Design of the study 14 Chapter II: Literature review 16 2.1 Materials in language teaching and learning 16 2.1.1 Roles of teaching material EFL/ESL classes 16 2.1.2 Types of materials 18 2.2 ESP and ESP materials 20 2.2.1 A brief overview of ESP 20 2.2.2 The role of ESP materials 23 2.3 Materials evaluation 25 2.3.1 Definitions of materials evaluation 25 2.3.2 Techniques of materials evaluation 26 2.3.3 Criteria for materials evaluation 28 2.3.4 Types of materials evaluation 33 Models for material evaluation 34 Material adaptation 38 2.4.1 Reasons for adaptation 38 2.4.2 Techniques for adaptation 39 2.5 Previous studies on materials evaluation 41 Summary 43 Chapter III: Methodology 45 3.1 Research questions 45 3.2 Data collection instruments 45 3.2.1 Document analysis 45 3.2.2 Questionnaires 47 Summary 50 Chapter IV: RESULTS AND DISCUSSION 51 4.1 Results of data analysis 51 4.1.1 Document analysis 51 4.1.2 Data collected from questionnaires 57 4.2 Major findings 71 4.2.1 The suitability of the ESP material to the aims 71 4.2.2 The suitability of the ESP material to the content of the material 71 4.2.3 The suitability of methodology 73 CHAPTER V: CONCLUSION AND RECOMMENDATIONS 75 5.1 The strengths and weaknesses of the material 75 5.1.1 Strengths 75 5.1.2 Weaknesses 76 5.2 Recommendations 76 5.2.1 To the content 77 5.2.2 To the methodology 78 5.3 Limitations 79 5.4 Suggestion for further study 79 5.5 Conclusion 79 REFERENCES………………………………………………………………….74 List of abbreviations CFL College of Foreign language VNU Vietnam national university, Hanoi USSH University of Social Sciences and Humanities ESP English for special purposes ESL English as second language ELT English Language Teaching EFL English as a Foreign Language TESOL Teaching English to Speakers of Other Languages Lists of Figures and Tables Figure 1: Materials Evaluation Model of McDonough and Shaw (1993, p.3) Figure 2: Material Evaluation process (Hutchinson and Waters, 1993, p.98) Figure 3: Teachers‟ experience of teaching graduate students at USSH Figure 4: Number of ESP classes of each teacher Figure 5: Students‟ working experience in their specialist field Figure 6: Student‟s purposes of taking ESP course Figure 7: Opinions of the ESP teachers and ex-students on the aims of the material Figure 8: Students‟ opinions on the difficulty level of the language items in the material Figure 9: Teachers‟ opinions on the difficulty level of the language items in the material Figure 10: Opinions of the ESP teachers and ex-students on the specialist vocabulary Figure 11 : Opinions of the ESP teachers and ex-students on the topics of reading texts Figure 12 Figure 13 : Opinions of the ESP teachers and ex-students on grammar structures : Opinions of the ESP teachers and ex-students on the frequency of different types of class-arrangement Table : The Selected criteria checklist for materials evaluation by Hutchinson and Waters (1993) and Cunningsworth (1984) Table : The frequency of specialist topics students read Table : Description of language focus in the material Table : The frequency of skills covered in the material 10 Chapter I Introduction 1.1Background to the study 1.1.1 An overview of English teaching and learning for graduate students at USSH, VNU The University of Social Sciences and Humanities (USSH) is a prestigious educational institution where thousands of students of social sciences and humanities at different levels, ranging from undergraduate to graduate ones are being trained They are trained to work in different fields of social sciences, including Journalism, Tourism, History, Sociology, etc After graduation, a large number of learners will need English for their jobs Therefore, English is taught as a compulsory subject, aiming at providing learners sufficient knowledge and skills During the whole course of graduate study, English accounts for credits, equal to 105 class hours According to the syllabus, there are two main stages: General English (GE) and English for Specific Purposes (ESP) In stage comprising the first credits, students are to achieve Basic English level C with general English knowledge and communication skills 45 periods of English for Specific Purposes are expected to be covered in stage However, for years, there was no ESP material for use, so during this stage, teachers and learners had to use the last units in New Headway Intermediate by Liz and John Soars (1998) instead 1.1.2 The graduate learners To become a graduate student at the university, one has to be in the top group in entrance written exam of English and a specialized subject of their field; their results of English test scores must be from 50 out of 100 points at the minimum It means that their English should be at pre-intermediate level Thus, graduates are quite good at grammar, vocabulary and have fairly good writing skill Moreover, before taking ESP 11 course, the graduates have already finished the GE stage with 60 class hours and at the end of this stage they are assumed to have achieved the intermediate level of proficiency In addition, they pay much attention to ESP because they are aware of the importance of English language in general and ESP in particular to their future job and study However, most of them have very limited access to documents in English, even in their field of work 1.1.3 The teaching staff The Department of Foreign languages at USSH, VNU, has now become a unit under ULIS, VNU since 2009 It has a large teaching staff of English, both full-time and part-time teachers and all of them have to pass a serious recruitment exam which involves both English knowledge and skills and teaching skill, which helps to select qualified teaching staff 1.1.4 The ESP material Graduates of social sciences and humanities are from different fields: Literature, Journalism, Psychology, International studies, Tourism, etc whose demands for terminologies and specialized English expressions are varied Practically, providing a helpful ESP program that can meet the demands of different sub-groups of learners of social sciences and humanities is a great challenge To be more precise, with one textbook, not only learners of Tourism but also other groups of students like Journalism or International studies can get useful knowledge and skills As has been mentioned previously, for many years, the English teachers at USSH used the last units in New Headway Intermediate by Liz & John Soars together with teaching materials designed or selected by themselves for the 45 periods for ESP However, the demand of a specially designed ESP material for an ESP training course of social sciences and humanities was increasing, which forced the authorities of USSH to find a solution, and English for graduate students of social sciences and humanities, compiled by the Dean of the Department of Foreign 12 language, Dr Lam Quang Dong, who is the most experienced teacher with more than 10 years teaching English at USSH, was the result This material has been officially used as the core teaching material for students of social sciences and humanities at USSH since 2008 This material contains topic areas: Population and economic issues, Superstitions and customs, and Religions Each unit is organized in such sections as follows: Language focus, Reading, Listening, which in some lessons is replaced by Writing Language focus section deals with certain grammatical points in which learners are required to rewriting exercises, gap-fill and correcting mistakes exercises or translating sentences from English into Vietnamese and vice versa In the reading section, students read a passage on some topics related to their studying fields, like What is in a name?, Black cats and broken mirrors, Customs, and so on Learners are provided tasks to gain some new terminologies, cultural and social knowledge and they also have much chance to practice reading and translating skills For Listening, teachers in charge of each class have to select their own listening passages to teach their students In the writing section, the author provides different kinds of exercises varying from gap-fill to matching, writing stories or essays and describing graphs or charts, etc in order for students to build sentences and extend them into paragraphs and essays The material was highly appreciated by the administrators, teachers and students at USSH because it seemed to meet learners‟ needs 1.1.5 Arising problem However, after two semesters using the new course-book, there have been a lot of reflections from both teachers and learners on the appropriateness of the material and the learning outcomes Some reflections were positive but some were extremely negative Therefore, an investigation into the appropriateness of this textbook to 106 a Các tập yếu tố ngôn ngữ b kĩ đọc hiểu c kĩ viết d kĩ nói e kĩ nghe Có Có Có Có Có Khơng Khơng Khơng Không Không Không chắn Không chắn Không chắn Không chắn Không chắn E Phân bổ thời gian: 11 Bạn nghĩ thời lượng (3 tiết học cho bài) phù hợp hay khơng? Có khơng Nếu khơng, theo bạn, thời gian phù hợp? 2 tiết 3 tiết hơn tiết F Đề xuất: 12 Theo bạn, sách nên có thay đổi hay cải thiện để sử dụng hiệu tương lai? Hãy đưa đề xuất bạn theo lĩnh vực sau: Đề xuất Mục tiêu khóa học Nội dung ………………………………………………… Từ vựng ………………… Ngữ pháp ……………… Chủ đề ………………… Các kĩ ………………… Phương pháp giảng dạy ……………………………………………… Phân bổ thời gian …………………………………………………… Cảm ơn giúp đỡ bạn! 107 Appendix Skills No No of contact hours Reading Translation 3 Writing Reading and grammar 3 Learning points - Introduction of course content and evaluation scheme - Study skills: Skimming, scanning in reading - Reading for main ideas - Sentence structure: (S + V + O/ S + V + A…) - Practice on identifying sentence elements - Brief introduction of translation methods - Introduction of paragraph structure: Topic sentence + Supporting sentences + Concluding sentence - Writing topic sentence and concluding sentence - Reading task: How people earn their living? - Language focus: Prefix - Present Perfect and Past simple: Some rules for differentiation Suggested materials - Course schedule - Reading materials prepared by teachers - FSAW (p 1115) - Handouts Homework/ Selfstudy TB: 45-46 Identify different parts of a sentence in a reading passage TB: 40-41 - FSAW (p 4-7) - FSAW (p 3752) - SB: P 3-6 - TB: p SB: p 2-3 SB: 108 Grammar Reading and And translation vocabulary Writing - Some rules for passive and active voices/ what and which - Translation of passive sentences, sentences with which - Reading tasks: Skimming and scanning: Manufacturing in the Less Developed Countries - Language focus: negative prefixes: un-, im-, Extra practice and Test 1: Reading – Translation (45 minutes) - Write a contrastive paragraph - Coherence: point-bypoint organization or block organization - Cohesion: combining sentence with contrastive ideas (while, whereas, although ) - SB: p 8-9-1011 TB: - SB: p 12-14 - TB: p 10 Extra materials - SB: p 14-15 - Handouts: block and point-bypoint organization for contrastive paragraph - SB: 65-66 - Write a contrastive paragraph 109 Speaking, 10 Grammar 11 Reading 12 vocabulary grammar Vocabulary 13 Reading 14.Reading and 15 Writing writing - Introduction of line chart and bar chart - Interpret a chart (line/bar) - Language focus: past simple tense, comparison and contrast - Vocabulary development: Words to describe trends - Relative clauses - Translation of relative clauses - Reading: Some ecoKhôngmic laws Extra practice and test 2: Writing (30 minutes): Write a paragraph - Reading : Black cats and broken mirrors - Practice on summarizing a paragraph - Reading tasks: Body rituals among the Nacirema - Practice on summarizing a paragraph Revision and Final Test - SB: 19-23 SB: 17-18-19 TB: 15-25 - SB: 23-26 TB: 55-56 - SB: 26-27 - TB: 12-13 Translate the text - SB: 32-34 - TB: 36-37 Translate the text Or Summaries a paragraph Translate the text Or Summaries a paragraph - SB: 39-41 - TB: 40-41 110 APPENDIX Checklist for evaluating ESP materials by Hutchinson and waters (1993) Subjective analysis Objective analysis (e.g analysis of the course in terms of (e.g analysis of the materials being evaluated) materials requirements) Audience 1A Who are your learners? 1B Who are the materials intended for? Age Sex Study of work specialist Knowledge of English/ specialist Educational backgrounds Interests Aims 2A What are the aims of the course? 2B What are the aims of the materials? (Note: check that the aims are actually what they are said to be, by looking carefully at the material itself) Contents 3A What language points should be 3B What language points the materials covered? (What particular grammar, cover? structures, vocabulary areas?) 4A What micro-skills are taught? (e.g 4B What micro-skills are covered in the deducing the meaning of unfamiliar materials? words) 5A What proportion of work on each 5B What proportion of work on each micromicro-skill? Is there integrated work? skill? Is there integrated work? 6A What micro-skills does the course 6B With micro-skills are covered in the need? materials? 7A What text types should be 7B What kinds of texts are there in the included? materials? - The length of the reading texts 8A What subject matters are required? 8B What are the subject matters assumed - What level of knowledge should be level of knowledge, and types of topics in the assumed (e.g second year/third year materials? college)? Methodology 111 9A What kinds of tasks and exercises are needed? 10A What teaching – learning techniques are to be used? Lockstep Pair work Group work Students presentation Other kinds 11A What aids are available for used? Cassette recorders? Overhead projectors? Video? Other? 12A What guidance/ support for teaching the course will be needed? Statements of aims? List of vocabulary and other language-skills points? Language guidance? Other kinds? 13A What kinds of exercises/ tasks are needed? E.g - Guided – free? - Comprehension – production? - Language/skills practice – language/ skills use - One right answer – many possible answers - Whole class –group – individual? -Language – skill based/content based? - Self study? - Some other kinds 9B What kinds of tasks and exercises are included in the materials? 10B What teaching – learning techniques can be used with the materials? 11B What aids the materials require? 12B What guidance the materials provide? 13A What kinds of exercises/ tasks are needed? 112 APPENDIX LỊCH TRÌNH GIẢNG DẠY TIÊNG ANH CHUYÊN NGÀNH TC- 45 học Cao học khóa 2009- Tháng 12 năm 2009 (từ ngày 28/12/2009) Mục tiêu môn học (trích từ đề cương mơn học Khoa Sau Đại học ĐHQG ban hành) Kết thúc môn học, học viên phải có khả năng: - đọc hiểu số tài liệu chuyên ngành mình; - dịch viết (xuôi, ngược) số liên quan đến chuyên ngành; - viết tóm tắt vấn đề đọc liên quan đến chuyên ngành (viết đoạn, viết tóm tắt); - củng cố ngữ pháp nhằm luyện số tượng ngôn ngữ dùng phổ biến văn cấu trúc khó thường gặp dịch Tài liệu sử dụng cho môn học a Tài liệu Lam Quang Dong (2008) English for graduate students of social sciences and humanities Student‟s book USSH Lam Quang Dong (2008) English for graduate students of social sciences and humanities Teacher‟s book USSH b Tài liệu tham khảo First Steps in Academic Writing by Hogue, A 2008.Longman ELT College Writing From paragraph to essay (Dorothy E Zemach & Lisa A Rumisek) Interaction Reading Silver Edition Pamela Hartmann- Elaine Kirn 113 Hướng dẫn giảng dạy - Tiếng Anh chuyên ngành tập trung vào kỹ đọc, viết đoạn, viết tóm tắt, đọc biểu đồ, dịch - Ngữ pháp từ vựng giới thiệu phục vụ mục đích dạy đọc dịch Không nên tập trung nhiều vào học ngữ pháp dạy tiếng Anh nâng cao - Phần tập nhà, giáo viên sử dụng sách học viên sách giáo viên (phần đọc) tùy theo trình độ học viên chuyên ngành học viên theo học - Khi dạy phần đọc, giáo viên phải phô tô đọc sách giáo viên cho học viên phát buổi dạy, khơng phát trước tránh tình trạng học viên tra từ trước dịch nhà, không phát triển kỹ đọc - Nội dung Test thông báo cho thầy cô sau Lịch trình giảng dạy cụ thể Ký hiệu viết tắt: TB: teacher‟s book: Lam Quang Dong (2008) English for graduate students of social sciences and humanities Teacher‟s book USSH SB: Lam Quang Dong (2008) English for graduate students of social sciences and humanities Student‟s book USSH FSAW: First Steps in Academic Writing by Hogue, A 2008.Longman ELT 114 Skills No 16 Reading 17 Translation No of contact hours 3 Learning points - Introduction of course content and evaluation scheme - Study skills: Skimming, scanning in reading - Reading for main ideas - Sentence structure: (S + V + O/ S + V + A…) - Practice on identifying sentence elements - Brief introduction of translation methods Suggested materials Homework/ Selfstudy - Course schedule - Reading materials prepared by teachers TB: 45-46 - FSAW (p 1115) - Handouts Identify different parts of a sentence in a reading passage TB: 40-41 115 18 Writing - - 19 Reading and grammar - - 20 Grammar - And translation - Introduction of paragraph structure: Topic sentence + Supporting sentences + Concluding sentence Writing topic sentence and concluding sentence Reading task: How people earn their living? Language focus: Prefix Present Perfect and Past simple: Some rules for differentiation Some rules for passive and active voices/ what and which Translation of passive sentences, sentences with which - FSAW (p 4-7) - FSAW (p 3752) - SB: P 3-6 - TB: p SB: p 2-3 SB: - SB: p 8-9-1011 TB: 116 21 Reading and vocab 22 23 3 Writing - Reading tasks: - SB: p 12-14 Skimming and - TB: p 10 scanning: Manufacturing in the Less Developed Countries - Language focus: negative prefixes: un-, im-, Extra practice and Test 1: Reading – Translation (45 minutes) - Write a contrastive - SB: p 14-15 paragraph - Handouts: - Coherence: pointblock and by-point point-byorganization or point block organization organization - Cohesion: for combining sentence contrastive with contrastive paragraph ideas (while, - SB: 65-66 whereas, although ) Extra materials - Write a contrastive paragraph 117 24 Speaking, vocabulary grammar 25 Grammar Vocabular y 26 Reading 27 3 28 Reading Writing 29 Reading and writing - Introduction of line chart and bar chart - Interpret a chart (line/bar) - Language focus: past simple tense, comparison and contrast - Vocabulary development: Words to describe trends - Relative clauses - Translation of relative clauses - Reading: Some economic laws Extra practice and test 2: Writing (30 minutes): Write a paragraph - Reading : Black cats and broken mirrors - Practice on summarizing a paragraph - Reading tasks: Body rituals among the Nacirema - Practice on summarizing a paragraph - SB: 19-23 SB: 17-18-19 TB: 15-25 - SB: 23-26 TB: 55-56 - SB: 26-27 - TB: 12-13 Translate the text - SB: 32-34 - TB: 36-37 Translate the text Or Summarize a paragraph - SB: 39-41 - TB: 40-41 Translate the text Or Summarize a paragraph 118 30 Revision and Final Test B2 Môn Ngoại ngữ chuyên ngành Đầu điểm (Bài kiểm tra số 1): buổi (20% điểm môn Ngoại ngữ chuyên ngành) Bài kiểm tra Số Kĩ Đọc Ngữ liệu cho trước đọc có độ dài 300350 từ Dịch câu tiếng nước câu tiếng Việt Tổng cộng Số câu 10 10 Dạng thức câu hỏi -5 câu T/F/NI -5 câu đọc hiểu -dịch xuôi -dịch ngược 20 câu Thời gian Điểm 20 phút 10 25 phút 10 45 phút 20 điểm Chú ý: 20 điểm = điểm 10 Đầu điểm (gồm kiểm tra số 2: buổi 12, điểm chuyên cần) (20% điểm môn Ngoại ngữ chuyên ngành) 2.1 Bài kiểm tra số 2: Bài kiểm tra Số Kĩ Viết Nội dung Số từ Viết đoạn văn Dạng thức đoạn văn 150-nghị luận: trình bày 200 từ quan điểm vấn đề - viết tóm tắt đọc Cách chấm điểm viết đoạn văn: Thời gian Điểm 30 phút 15 119 Điểm Tiêu chí đánh giá 14Nội dung yêu cầu viết truyền tải đầy đủ phù hợp 15 Bài viết rõ ràng, dễ hiểu, nội dung chặt chẽ; câu cú ngữ pháp; từ vựng xác; có độ dài từ 150-200 từ 11Nội dung yêu cầu viết truyền tải đủ phù hợp 13 Nhìn chung viết rõ ràng, nội dung chặt chẽ; có vài lỗi ngữ pháp từ vựng 8-10 Tất nội dung yêu cầu cố gắng truyền tải đủ viết Một số câu viết đòi hỏi người đọc phải cấu trúc lại hiểu Hoặc Bài viết thiếu 01 nội dung yêu cầu viết nội dung khác viết rõ ràng, dễ hiểu 6-7 Bài viết thiếu 02 nội dung yêu cầu viết 02 nội dung trình bày rõ ràng dễ hiểu Người đọc hiểu ½ nội dung viết Hoặc Bài viết ngắn (80-100 từ) 4-5 Hầu ý trình bày viết khơng phù hợp với chủ đề yêu cầu Hoặc người đọc cần phải cố gắng hiểu nội dung viêt Hoặc viết ngắn (
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