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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* Lê Thị Hồng Hƣơng DESIGNING AN ESP READING SYLLABUS FOR THIRD-YEAR STUDENTS OF GEOGRAPHY AT THAI NGUYEN UNIVERSITY OF EDUCATION THIẾT KẾ ĐỀ CƢƠNG ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ BA KHOA ĐỊA LÍ TRƢỜNG ĐẠI HỌC SƢ PHẠM THÁI NGUYÊN M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 Hanoi, 2012 TABLE OF CONTENTS TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES AND FIGURES viii PART I: INTRODUCTION Rationale Aims and objectives Scope of the study Significance of the study Methods of the study Design of the study PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 An overview of ESP 1.1.1 Definition of ESP 1.1.2 Types of ESP 1.1.3 GE and ESP 8 1.2 An overview of syllabus design 1.2.1 Definition of syllabus 1.2.2 The importance of syllabus design 1.2.3 Types of syllabus 10 1.2.3.1 Content – based syllabus 10 Structural/ Grammar syllabus 10 Notional/ Functional syllabus 10 Situational syllabus 11 Topic-based syllabus 11 1.2.3.2 Skill – based syllabus 12 1.2.3.3 Method – based syllabus 12 iv Task – based syllabus 12 Process syllabus 13 1.2.4 Approaches to ESP syllabus design 13 1.2.4.1 Language – centered approach 13 1.2.4.2 Skill – centered approach 15 1.2.4.3 Learning – centered approach 16 1.2.5 Steps to design a syllabus 18 1.3 An overview of need analysis 18 1.3.1 Needs analysis in syllabus design 18 1.3.2 Types of needs 18 Target needs 18 Learning needs 19 1.4 An overview of reading 20 1.4.1 Definition of reading in ESP 20 1.4.2 Reading skills in ESP 21 1.4.3 Reading exercises 21 1.5 Summary 22 CHAPTER II: THE STUDY 23 2.1 The teaching and learning situation at TUE 23 2.2 The methodology 24 2.2.1 The research questions 24 2.2.2 Data collection instruments 25 2.2.3 Subjects of the study 27 2.2.4 Data collection procedures 27 2.2.5 Data analysis 27 2.2.6 Steps to design a syllabus 27 2.3 Findings and discussion 28 2.3.1 The needs for an ESP syllabus as expressed by the ESP teachers of FLF at TUE v 28 2.3.2 The needs perceived by the third year-students of Geography at TUE 30 2.4 Summary 33 CHAPTER III: AN ESP READING SYLLABUS FOR THIRD-YEAR 34 STUDENTS OF GEORAPHY AT TUE 3.1 Aims and objectives of the syllabus 34 3.2 Selecting the type of ESP syllabus 34 3.3 Syllabus content 35 3.3.1 Topics in the syllabus 35 3.3.2 Reading skills in the syllabus 35 3.3.3 Reading exercises in the syllabus 35 3.3.4 Grammar and structures in the syllabus 36 3.3.5 Organization and duration of the syllabus 36 3.3.6 A proposed syllabus 36 PART III: CONCLUSION 37 Main findings 37 Suggestions for applying the syllabus 37 2.1 Suggestions for teaching methodology 37 2.2 Suggestions for assessment procedures 38 2.3 Suggestions for material selection 38 39 REFERENCES APPENDICES I APPENDIX QUESTIONS FOR THE INTERVIEW WITH THE ESP TEACHERS I APPENDIX QUESTIONAIRES FOR THE THIRD-YEAR STUDENTS APPENDIX 3-7: TABLE – TABLE II VI APPENDIX 8: A PROPOSED SYLLABUS FOR THIRD – YEAR STUDENTS OF GEOGRAPHY AT TUE vi XII LIST OF ABBREVIATIONS ESP: English for Specific Purposes TUE: Thai Nguyen University of Education GE: General English FLF: Foreign Languages Faculty EOP: English for Occupational Purposes EEP: English for Educational Purposes EAP: English for Academic Purposes EPP: English for Professional Purposes EVP: English for Vocational Purposes EAST: English for (Academic) Science and Technology EAMP: English for (Academic) Medical Purposes EALP: English for (Academic) Legal Purposes EMFE: English for Management, Finance and Economics EMP: English for Medical Purposes EBP: English for Business Purposes Pre-VE: Pre-Vocational English VE: Vocational English vii LIST OF FIGURES, CHARTS, AND TABLES Figure 1.1: ESP Classification by experience……………………………… Figure 1.2: ESP classification by professional area……………………… Figure 2.1 A language-centered approach to course design……………… 14 Figure 2.2 A skills-centered approach to course design………………… 15 Figure 2.3 A learning-centered approach to course design……………… 17 Chart 1: Students‟ ideas on the current textbook………………………… 30 Chart 2: Students‟ opinions on designing new ESP reading syllabus…… 30 Table 1: Students‟ problems in reading ESP……………………………… 31 Table 2: Students‟ ideas about the needed topics………………………… VI Table 3: Students‟ attitudes to the reading skills………………………… VII Table 4: Students‟ opinions about grammar and structures in syllabus…… VIII Table 5: Students‟ attitudes to the different reading exercises…………… IX Table 6: Students‟ opinion about the evaluation………………………… X Table 7: Students‟ ranking their objectives after taking ESP course……… XI viii PART I: INTRODUCTION Rationale for the study English language has been considered the most widely - used means of communication and a compulsory subject in Vietnam education system at all levels for the last few decades In teaching and learning English as a foreign language in Vietnam, the English for Specific Purposes (ESP) area proves to be in great demand People with good English proficiency are highly needed in many areas, such as business, banking, tourism, etc Students learning ESP in Vietnam mainly have access to popular documents written in English through reading Hence, the skills reading English texts are naturally of special importance in teaching and learning ESP Reading has always received a lot of attention because it is not only an important means to get knowledge but also a means of further study Reading also plays an important role in teaching ESP at Thai Nguyen University of Education (TUE) At TUE, in General English (GE) courses, the teachers of English at Foreign Languages Faculty (FLF) can select from a wide range of syllabuses for non English- majors They can choose one of the English textbooks available in Vietnam and employ it as a main part of the syllabus Difficulties have arisen in ESP courses where the responsibility for the syllabus design absolutely lies with the teachers What are the difficulties? The lack of a common appropriate ESP syllabus affects all teachers of English at FLF because it is obligatory that they have to design their own syllabus and introduce it to students of different specialized subjects as the chief learning material This variation of syllabus contents also has a serious influence on the quality of teaching in different classes For those reason, as a new teacher of English for geography section, the author is encouraged to choose the study “Designing a Reading Syllabus of English for Geography for third-year students of geography at Thai Nguyen University of Education” Aims and objectives of the study The study aims at designing an ESP reading syllabus for third – year students at TUE In order to achieve this aim, the following objectives are targeted: + To identify the needs of the ESP teachers, and the needs of the third-year students of Geography at TUE for an appropriate reading syllabus + To propose the concept of an ESP reading syllabus for third-year students of geography at TUE based on the relevant theories and their needs + To design the components of the syllabus, including the material selection, teaching methods as well as students assessment Scope of the study The study focuses on designing an ESP reading syllabus for students of geography at TUE who are at pre-intermediate level of English proficiency Significance of the study The study will be useful for not only language teachers but also course designers Methods of the study The quantitative method is used to collect date by means of survey questionnaires It aims at investigating the needs of students for ESP syllabus and the goals after the ESP course The qualitative method is pursued to collect in-depth data through interviews with the ESP teachers at TUE Design of the study There are three parts and a list of references and appendices in this study Part I: Introduction Part II: Development Chapter I: Literature review Chapter II: The study Chapter III: An ESP reading syllabus for third –year students of geography at TUE Part III: Conclusion PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW This chapter will present the theories concerning ESP reading syllabus design It consists of four main sections:  The first section, an overview of ESP, will review the opinions of different language researchers on the definition of ESP, its types, and the comparison between GE and ESP  The second section, an overview of syllabus design, will present the definitions of syllabus, its types, approaches to ESP syllabus design, and steps to design a syllabus This part plays an important role in producing an appropriate syllabus  The third one, an overview of needs analysis, will focus on needs analysis, types of needs and how to conduct needs analysis  The last section, an overview of reading, will provide the reading theories, reading skills, reading strategies and reading test techniques in ESP 1.1 An overview of ESP 1.1.1 Definition of ESP Different authors have defined ESP differently As Hutchinson and Waters (1987) define it, ESP is not a) a matter of teaching „specialized varieties‟ of English b) just a matter of science words and grammar for scientists, hotels and so on c) different from any other form of language teaching in that it should be based in the first instance on principles of effective and efficient learning Hutchinson and Water also state that “ESP must be seen as an approach, not as a product.” (Hutchinson & Waters, 1987, p.19) This means ESP does not involve a particular kind of language, teaching material or methodology Having the same ideas with Hutchinson and Walter, Strevens (1988) also defines the notion of ESP by describing its absolute and variable characteristics Four absolute characteristics of teaching ESP are that it is  designed to meet specified needs of the learner;  related in content (that is in its themes and topics) to particular disciplines, occupations and activities;  centered on language appropriate to those activities in syntax, lexis, discourse, semantics, and so on, and analysis of this discourse;  in contrast with „General English‟ Two variable characteristics of teaching ESP are that it is:  restricted as to the language skills to be learned (e.g reading only);  not taught according to any pre-ordained methodology Robinson (1991) also gives a definition based on two key criteria and a number of characteristics of ESP The two key criteria are:  ESP is „normally goal-directed‟;  ESP courses develop from the need analysis, which „aims to specify as closely as possible what exactly it is that students have to through the medium of English‟ The characteristics of ESP courses are that:  they are generally constrained by a limited period, in which their objectives have to be achieved;  they are taught to adults in homogeneous classes in terms of work or specialists studies that the students are involved in Strevens' (1988) definition had a great impact on the definition of ESP offered by Dudley-Evans and St John (1998) They substantially improved Strevens' APPENDICES APPENDIX 1: QUESTIONS FOR THE INTERVIEW WITH THE ESP TEACHERS In order to design an appropriate reading syllabus for third – year students of Geography, I would like to know your ideas about the current textbook, your opinions regarding the contents, and the materials that should be useful and interesting for the students Thank you for your co-operation! Which university did you graduate from? And when? How long have you been teaching ESP? What are your ideas about the current textbook? I mean: The topics are very interesting, interesting, boring or very boring? The length of each unit is too long, long enough, short or too short? The vocabulary is too many, right number, very few, or few? The grammar is extremely difficult, difficult, normal, easy, or too easy? The activities are very useful, useful or not useful?  Is it very appropriate, appropriate, or not? What are your difficulties in teaching ESP reading? I mean the material, students‟ background, students‟ attitude, the environment … How necessary you think it is to design an ESP reading syllabus? very necessary/necessary or not? What are your suggestions for the new ESP syllabus? (methods, content…) Can you tell me some useful and interesting books or materials you know? Do you think 50 minutes for each period is enough? What is the suitable time allocated for the ESP course? And Why? 30 periods 10 45 periods 60 periods 75 periods periods periods How many periods are there per week? periods periods II APPENDIX 2: QUESTIONAIRES FOR THE THIRD-YEAR STUDENTS Mục đích phiếu điều tra thu thập ý kiến sinh viên năm thứ – khoa Địa Lý trường ĐHSP – ĐHTN, nhằm xây dựng chương trình dạy đọc tiếng Anh chuyên ngành phù hợp với mục tiêu đào tạo nhà trường đáp ứng nguyện vọng sinh viên Em trả lời câu hỏi Những ý kiến đóng góp em hữu ích, góp phần quan trọng nghiên cứu Xin chân thành cảm ơn hợp tác em! Em đánh dấu X vào ô tương ứng (ghi thêm ý kiến em có) Ý kiến em giáo trình nay? (Chủ đề, nội dung, độ dài bài, từ vựng, ngữ pháp, số lượng tập, dạng tập…) Rất thích hợp hữu ích Thích hợp hữu ích Khơng thích hợp khơng hữu ích Khác: ……………………………………………………………………… Sự cần thiết phải thiết kế chương trình đọc hiểu tiếng Anh chuyên ngành Địa Lý? Rất cần thiết Cần thiết Không cần thiết Khác: ……………………………………………………………………… Khi đọc tài liệu chuyên ngành Tiếng Anh, em gặp khó khăn về: Từ vựng chuyên ngành Cấu trúc ngữ pháp Chủ đề lạ Khả tập trung Khác: ……………………………………………………………………… Theo em chủ để sau cần có chương trình tiếng Anh chun ngành Địa Lý? III Chủ đề STT Rất Cần Tương Không cần thiết đối cần cần thiết thiết thiết Vị trí địa lí Việt Nam Lịch sử hình thành, phát triển lãnh thổ Đặc điểm tự nhiên Địa lí Việt Nam Đặc điểm dân cư Việt Nam Sự phân bố dân cư Việt Nam Lao động việc làm Đặc điểm nông nghiệp nước ta Phát triển lâm sản thủy sản Cơ cấu ngành công nghiệp 10 Vấn đề phát triển giao thông vận tải thong tin liên lạc 11 Phát triển thương mại du lịch 12 Các vùng kinh tế trọng điểm Khác Theo em kỹ đọc quan trọng cho việc đọc tài liệu chuyên ngành? Đọc lưới lấy thông tin cụ thể Đọc hiểu khái niệm Đọc lướt lấy ý Tóm tắt khóa Tìm mối liên hệ đoạn Hiểu mối liên hệ câu Đoán nghĩa từ Dự đoán, suy luận Khác:………………………………………………………………………… Theo em loại ngữ pháp nên có chương trình? IV Thời ngữ pháp Giới từ cụm giới từ Bị động Tính từ với –ed - ing Câu điều kiện Danh động từ Mệnh đề quan hệ Mệnh đề trạng ngữ Cấp so sánh Từ nối Số nhiều Từ ghép Khác: …………………………………………………………………… Dạng tập em thấy cần thiết phải luyện tập chương trình? Đọc hiểu Biểu đồ Câu hỏi đúng/sai Điền vào chỗ trống thuật ngữ Multiple choices Dịch xuôi dịch ngược Cấu tạo từ Viết lại câu cho nghĩa khơng thay đổi Ghép, nối Hồn thành câu Xác định chủ đề Đoán nghĩa từ dựa vào khóa Khác: ………………………………………………………………………… Mục đích em thấy quan trọng mà em muốn đạt sau khóa học gì? Hãy xếp theo thứ tự tăng dần từ quan trọng (1) đến quan trọng (6) Items Mục đích 1 Đọc hiểu khái niệm Địa lí Đọc hiểu tài liệu viết chuyên ngành Địa lí Tiếng Anh Ôn tập, củng cố cấu trúc ngữ pháp sử dụng khóa chuyên ngành Địa lí Dịch tài liệu chuyên ngành Địa lí từ Anh V sang Việt Tích lũy vốn thuật ngữ Tiếng Anh có liên quan đến chun ngành Địa lí dung sách, báo… Nâng cao kĩ đọc đạt điểm cao Trong kiểm tra đọc hiểu Các mục đích khác… Em mong muốn kiểm tra, đánh giá theo hướng nào? kiểm tra đọc hiểu định kì kiểm tra vấn đáp hàng tuần có kiểm tra đọc hiểu cuối khóa có kiểm tra vấn đáp cuối khóa kiểm tra đọc hiểu định kì kiểm tra đọc hiểu cuối khóa kiểm tra đọc hiểu định kì kiểm tra vấn đáp cuối khóa VI APPENDIX Table 2: Students’ ideas about the needed topics Items Topics Very Important important Not important Geographical location of Vietnam 56% 44% 0% History and development of 64% 36% 0% 40% 60% 0% territories Natural characteristics of Vietnam Geographic Vietnam's population characteristics 43% 57% 0% The Vietnam population distribution 67% 23% 10% Labor and Employment 54% 34% 12% Characteristics of agriculture 64% 36% 0% Development of forest products and 58% 35% 7% seafood Industry structure 44% 56% 0% 10 The development of transportation 52% 44% 4% 42% 58% 0% 45% 55% 0% and communication 11 The development of commercial and tourism 12 The main economic areas Others VII APPENDIX Table 3: Students’ attitudes to the reading skills Items Reading skills Percentage of respondents Skimming for main ideas 75% Scanning for specific information 60% Finding the relation within the paragraphs 54% Word guessing 68% Understanding conceptual meaning 20% Summarizing in the text 15% Understanding the relations within the sentences 56% Predicting and inferring 52% VIII APPENDIX Table 4: Students’ opinions about grammar and structures in syllabus Items Linguistic elements Percentage of respondents Use of tenses 72% Passive voice 68% Conditional sentences 53% Relative clause 58% Comparison 66% Plural 0% Prepositions and prepositional phrases 20% - ed and – ing adjectives 28% Gerunds 32% 10 Adverbial clause 72% 11 Linking words 22% 12 Compound nouns 23% IX APPENDIX Table 5: Students’ attitudes to the different reading exercises Items Reading exercises Percentage of respondents Reading comprehension 60% T/F/N questions 67% Multiple choices 70% Word formation 68% Matching 52% Identifying the topic 34% Diagrams 75% Gap-filling 52% Translating 87% 10 Sentence transformation 89% 11 Sentence building 33% 12 Guessing the meaning of the words 28% X APPENDIX Table 6: Students’ opinion about the evaluation Items Evaluation Percentage of respondents reading comprehension tests 10% Oral test every week 2% Only one final reading comprehension test 5% Only one final oral test 4% reading comprehension tests and final reading test 78% reading comprehension tests and final oral test 1% XI APPENDIX 8: Table 7: Students’ rankings of their objectives after taking ESP course Items Objectives To read and understand 1st 2nd 3rd 4th 5th 6th 0% 2% 1% 0% 12% 0% 3% 82% 15% 0% 0% 0% 4% 68% 2% 26% 85% 4% 0% 11% 0% 0% 12% 0% 80% 0% 12% 25% 60% concepts of geography To read and understand written 9% 65% 14% English materials relating to geography To consolidate basic 0% 0% grammatical structures used in specific texts for geography To translate documents relating to geography from English to Vietnamese To build up English terms of geography used in books, documents, Newspapers, etc To improve reading skills and get high mark in exams XII 8% 0% A proposed ESP reading syllabus for third year students of Geography at TUE Week Unit Topic Skills Grammar Vocabulary Exercises Skimming for main ideas Use of tense: Present Simple Revision Words to describe geographical location (text- Reading comprehension based) 1 Geographical location of Vietnam 2 History and development of territories Skimming for main ideas Use of tense: Present continuous Revision Words related to history (text-based) T/F/N questions 3 Natural characteristics of Vietnam Geographic Word guessing Use of tense: Past simple Revision Terms related to natural characteristic (text - based) Multiple choice 4 Vietnam's population characteristics Word guessing Use of tense: Past continuous Revision Words describe levels of knowledge, etc (textbased) Word formation Consolidation, test and feedback The Vietnam population distribution Scanning for specific information XIV Terms related to Use of tense: Present perfect Revision population's density (text based) Matching Labor and Employment Scanning for specific information Use of tense: Past perfect Revision Characteristics of agriculture Understanding relations within the sentences Passive voice Revision Development of forest products and seafood Understanding relations within the sentences Passive voice Revision 10 11 12 Words related to labor and employment (text-based) Words about plants, animals, lands…(textbased) Words related to forestry and seafood (text-based) Diagram Gap-filling Translating Consolidation, test and feedback 10 Industry structure The development of transportation and communication Predicting and inferring Predicting and inferring XI Conditional sentences Revision Relative clause Revision Words to describe industrial structure Translating (text-based) Words such as ,matter of establishment, Sentence work transformation architecture… (text-based) 13 11 The development of commercial and tourism 14 12 The main economic areas 15 Finding relation of each paragraph Comparison Revision Finding relation of each paragraph Adverbial clause Revision Consolidation, test and feedback Final test XII Terms related to commercial and tourism (text-based) Words about the main economic areas (textbased) Sentence transformation Word formation 13 ... Predicting, inferring, and guessing  Identifying main ideas, supporting ideas and examples  Processing and evaluating the information during reading  Transferring or using the information... chương trình? IV Thời ngữ pháp Giới từ c? ?m giới từ Bị động Tính từ với –ed - ing Câu điều kiện Danh động từ M? ??nh đề quan hệ M? ??nh đề trạng ngữ Cấp so sánh Từ nối Số nhiều Từ ghép Khác: ……………………………………………………………………... lí Việt Nam Lịch sử hình thành, phát tri? ??n lãnh thổ Đặc đi? ?m tự nhiên Địa lí Việt Nam Đặc đi? ?m dân cư Việt Nam Sự phân bố dân cư Việt Nam Lao động việc l? ?m Đặc đi? ?m nông nghiệp nước ta Phát tri? ??n