An evaluation of the syllabus of english for hopitality industry at nha trang pedagogical college

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES  ĐÀO THỊ TRANG AN EVALUATION OF THE SYLLABUS OF ENGLISH FOR HOSPITALITY INDUSTRY AT NHA TRANG PEDAGOGICAL COLLEGE A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) Supervisor: NGUYỄN THỊ KIỀU THU, Ph.D Ho Chi Minh City, 2010 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: An Evaluation of the Syllabus of English for Hospitality Industry at Nha Trang Pedagogical College In terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, April 2010 Đào Thị Trang i RETENTION AND USE OF THE THESIS I hereby state that I, Dao Thi Trang, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, April 2010 Đào Thị Trang ii ACKNOWLEDGEMENTS My special thanks are due to all those who have made great contributions to the preparation and completion of the thesis First and foremost, I would like to express my deep gratitude to my thesis supervisor, Ms Nguyen Thi Kieu Thu, Ph.D., for her constant guidance and invaluable detailed comments on every chapter of the thesis I am also very grateful to Mr Pham Duc Su, Ph.D., who gave me priceless advice and assistance in the process of doing the research I wish to thank Ms Huynh Thi Hang, Manager of KBIZ Enterprise Consultative Limited Company, for her materials as well as guidance in designing questions for the hotel staff In addition, I would like to thank the English Resource Center Department of English Linguistics and Literature at University of Social Sciences and Humanities - Ho Chi Minh City for kindly providing me with references needed for the thesis I would also like to express my gratitude to the Directors and staff of Sunrise Hotel, VinPearl Hotel, Nha Trang - Lodge Hotel, Green Hotel, Hai Au Hotel, and Vien Dong Hotel for their enthusiastic participation in the survey and their permission for the information to be used I am also thankful to the teachers of English Section and the students of English for Tourism - Course 32 at Nha Trang Pedagogical College, who were willing to give their own opinions and make useful suggestions for the current syllabus Last, but not least, I warmly thank my family for their encouragement and help iii ABSTRACT English for Tourism is a new branch at Nha Trang Pedagogical College and “English for Hospitality Industry” is one of the subjects included in the curriculum of English for Tourism at the institution As a new subject, its syllabus was first applied in the previous school-year (2008-2009) With an aim to improve the quality of the course, this study focuses on an evaluation of the syllabus to find out: whether the syllabus is suitable for students’ needs whether the syllabus provides students with knowledge that meets the employers’ requirements The main method of this research was qualitative method supported by statistical figures On the basis of the data collected from a survey based on questionnaires and interviews at Nha Trang Pedagogical College and six 3-5 star hotels in Nha Trang, findings about the suitability of the syllabus for the students’ needs as well as the local needs were drawn out Major findings could be summed up as follows: 1) It is logical for the syllabus to cover English for different hotel sections; 2) The focus of listening and speaking skills in the syllabus satisfies both students’ and target needs; 3) The teacher’s ways of organizing class activities including group work, pair work and plays (role play) are considered to be quite suitable for the course; 4) Most of the topics selected in the syllabus are necessary for students’ future jobs at the hotel; 5) The main course book “International Hotel English” is supported However, a number of aspects of the syllabus were found to be necessarily adjusted and the following recommendations were made: 1) The course should be taught in Semester 5, before students are sent to hotels for apprentice; 2) The syllabus content should be adjusted with the addition of the topic “Using the telephone” and the omission of the topics “Careers” and “Tour operation”; 3) Video clips should be more frequently used in the course; iv 4) It is advisable that authentic materials, brochures, pictures of local hotels, etc should be used; 5) Suitable follow-up activities in the main course book should be selected and relevant activities from other course books supplemented; and 6) Cooperation with hotel experts to design the hotel situations in which employees often have trouble in dealing with guests is quite necessary v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY .i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS vi LIST OF TABLES ix CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.1.1 Development of tourism industry in Vietnam 1.1.2 Development of Khanh Hoa tourism 1.1.3 The role of English in tourism industry .4 1.2 Problem identification 1.3 Purpose of the study .5 1.4 Description of the syllabus .5 1.5 Limitations of the study 1.6 Organization of the study .8 CHAPTER 2: LITERATURE REVIEW .10 2.1 Overview of ESP 10 2.1.1 Definition of ESP 10 2.1.2 Types of ESP 11 2.1.2.1 English as a restricted language 11 2.1.2.2 English for academic and occupational purposes 11 2.1.2.3 English with specific topics 12 2.1.3 The differences between English for specific purposes (ESP) and general English (GE) 12 2.2 Overview of syllabus 13 2.2.1 Distinction between syllabus and curriculum 13 2.2.2 Reasons for having a syllabus 15 2.2.3 Types of syllabuses 16 2.2.3.1 Structural Syllabus (or Formal Syllabus) 16 2.2.3.2 Situational Syllabus 17 2.2.3.3 Topical Syllabus .17 2.2.3.4 Functional Syllabus 18 2.2.3.5 Notional Syllabus .19 2.2.3.6 Skills-Based Syllabus .20 2.2.3.7 Task-Based Syllabus 20 2.2.3.8 A Content-Based Syllabus 21 2.2.4 Choosing and integrating syllabuses 21 vi 2.3 Materials .22 2.3.1 Definition 22 2.3.2 The role of materials in language instruction 23 2.3.3 The relationship between syllabus and materials .23 2.4 Syllabus design .24 2.4.1 The concept of syllabus design 24 2.4.2 Stages in language syllabus design 26 2.4.2.1 Needs analysis 26 2.4.2.2 Content specification 27 2.4.2.3 Syllabus organization .28 2.5 Summary .30 CHAPTER 3: METHODOLOGY .31 3.1 Research questions .31 3.2 Research design 31 3.2.1 Subjects of the study .32 3.2.1.1 Selection of subjects .32 3.2.1.2 Characteristics of subjects 33 3.2.2 Instruments .35 3.2.2.1 Questionnaires 35 3.2.2.2 Interviews 38 3.2.3 Procedures of data collection 40 3.3 Summary .40 CHAPTER 4: DATA ANALYSIS AND FINDINGS 42 4.1 Data analysis .42 4.1.1 Responses to the questionnaires 42 4.1.1.1 Students’ responses 42 4.1.1.2 Hotel employees’ responses .59 4.1.2 Responses to interview questions 68 4.1.2.1 Teachers’ responses 68 4.1.2.2 Hotel representatives’ responses .72 4.2 Findings 74 4.3 Remarkable similar and different opinions about the current syllabus 80 4.4 Summary .83 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION .84 5.1 Recommendations for the current syllabus .84 5.2 Conclusion 91 BIBLIOGRAPHY 95 APPENDIX 102 APPENDIX 105 APPENDIX 109 vii APPENDIX 113 APPENDIX 115 APPENDIX 117 APPENDIX 119 APPENDIX 121 APPENDIX 123 APPENDIX 10 125 APPENDIX 11 126 APPENDIX 12 127 APPENDIX 13 133 viii LIST OF TABLES Page Table 1.1 Content of the current syllabus Table 3.1 Information of the consulted hotels and their representatives 34 Table 4.1 Appropriate semester for teaching English for Hospitality Industry 43 Table 4.2 Time budget 44 Table 4.3 The focus of the syllabus 45 Table 4.4 The preferred focus of English for Hospitality Industry 46 Table 4.5 The focus on language skills 46 Table 4.6 Evaluation of the focus on language skills 47 Table 4.7 Time allotment for practice in class 47 Table 4.8 Class activities 48 Table 4.9 Suggested topics to be omitted 49 Table 4.10 Suggested topics to be added 50 Table 4.11 Suggested topic arrangement 50 Table 4.12 Use of audio-visual aids 51 Table 4.13 General evaluation of the course book “International Hotel English” 52 Table 4.14 Evaluation of the sections in the course book 52 Table 4.15 Evaluation of activities in the course book 54 Table 4.16 Evaluation of vocabulary in the course book 55 Table 4.17 Evaluation of grammatical patterns in the course book 56 Table 4.18 Difficulties during apprentice time 58 Table 4.19 Difficulties during apprentice time 58 Table 4.20 The number of questionnaires delivered and received 60 Table 4.21 The number of hotel employees involved in the survey 60 Table 4.22 Staff experience 61 Table 4.23 Staff English training 62 Table 4.24 Staff previous English study 62 Table 4.25 Frequency of English use at work 63 Table 4.26 Frequency of English use at work 63 ix APPENDIX 10 CÂU HỎI (Dùng để vấn doanh nghiệp) Xin anh/chị cho biết hàng năm khách sạn anh/chị có đón nhiều du khách nước ngồi khơng? Trong số họ có nhiều khách sử dụng tiếng Anh ngữ nói tiếng Anh ngoại ngữ không? (chiếm tỉ lệ khoảng %?) Khách có hài lịng khả sử dụng tiếng Anh nhân viên không? Họ thường hài lịng khơng hài lịng (nếu có) điểm nào? Bằng cách anh/chị biết điều đó? Xin anh/chị cho biết tiêu chí tiếng Anh dùng để xét tuyển nhân viên (bộ phận lễ tân, phục vụ buồng, an ninh khách sạn) vào doanh nghiệp anh/chị (dựa vào cấp, kết vấn hay kết test, v.v…)? Theo anh/chị, chương trình Tiếng Anh Khách sạn cần cung cấp cho người học kiến thức hay kỹ nào? Kiến thức hay kỹ ưu tiên? Theo kinh nghiệm anh/chị, sinh viên Cao đẳng tốt nghiệp ngoại ngữ thường làm tốt công việc vị trí phận nào? Theo nhận xét anh/chị, tiếng Anh sinh viên CĐSP Nha Trang thực tập phận lễ tân hạn chế điểm nào? Anh/chị có đề nghị để cải thiện tình hình hay khơng ? Theo anh/chị điểm cần cải tiến trước ? Xin anh/chị cho biết lý 125 APPENDIX 11 INTERVIEW QUESTIONS (For the enterprises) Do you receive lots of foreign visitors every year? What percentage of these foreign visitors communicates in English? Are visitors satisfied with your employees’ English competence? What aspects of their English are visitors often satisfied (or dissatisfied) with? How can you realize their satisfaction (or dissatisfaction)? What are your requirements of English for recruiting receptionists, housekeepers and security guards (degree/certificate, interview result or test result, etc.)? What knowledge or skills should be covered in the syllabus of English for Hospitality Industry? Which knowledge or skills should be taught first? Please give your reasons In which divisions or jobs students with English college degree often work well, from your experience? What aspects of English you think Nha Trang Pedagogical College students working as trainee receptionists need to improve? What are your suggestions to improve this situation ? What aspects you think should be improved first ? Please give your reasons Thank you for your help 126 APPENDIX 12 TEACHERS’ RESPONSES TO INTERVIEW QUESTIONS Teacher Question 1: “It’s right time to teach English for Hospitality Industry in Semester because students have already learned the subject of Hotel-Restaurant Orientation in Vietnamese and they also have 10-period practice time at the hotel in the middle of the semester.” Question 2: “45 periods is enough to provide language knowledge for students because students will have another 45 periods for apprentice at hotel.” Questions and 4: “Students should not be taught English for a particular section but they should be taught English for different sections; however, the syllabus has also focused on teaching English for the sections such as reception, guest relation and tour desk because students are assigned to work in these sections during their apprentice time.” Question 5: “The syllabus focuses on listening and speaking These skills help students in their apprentice as well as in their future job.” Question 6: “Class activities usually consist of group work, pair work and short plays These activities help students practice the theoretical knowledge that they have already learned and they also motivate students, so students are very interested in class activities.” 127 Question 7: “The choice of topics in the syllabus is based on the selection of hotel sections including reception, guest relation and tour desk as I mentioned in Question The topics are arranged in the same order as the topics in the course book.” Question 8: “Cassette tapes and DVD records are usually used.” Question 9: “- The sections of each unit are arranged in a logical order - At the end of each unit, there’s a list of grammatical patterns and vocabulary, so students can remember grammatical patterns and vocabulary more easily - The course book is not too difficult for students - There are authentic situations in the book.” Question 10: “From the students’ results, I find that their English competence has improved a lot.” Question 11: “I’ll supplement some specialized articles and exercises from the Internet I’ll also illustrate lessons with pictures to make them more interesting.” Teacher 2: Question 1: “So far, English for Hotel-Restaurant (English for Hotel and English for Restaurant) is allotted 90 periods and it is taught in Semesters and - before and after students’ apprentice time 128 In fact, it is not advisable to teach the subject in Semester 6; however, this cannot be carried out earlier because students have not been equipped with enough basic language knowledge.” Question 2: “45 periods is relatively enough because according to the objectives of the subject, students will be equipped with enough necessary language knowledge and skills Students have also been supplied with the knowledge of hotel in the subject of Hotel-Restaurant Orientation in Vietnamese in Semester 5.” Questions and 4: “The syllabus should supply students with English needed for different hotel sections but it also should focus more on some particular sections, especially reception, because receptionists have to frequently contact with foreigners I also think that English for housekeeping should be covered in the syllabus.” Question 5: “Students should be given a lot of time for listening and speaking Pronunciation practice and listening to different English accents, for example, Australian English, should be combined For reading and writing, the syllabus should focus on kinds of documents, email, graphs, charts, forms, etc.” Question 6: “For me, role play is the most suitable class activity, with the aid of video because students will be able to combine the application of theory and the practice of language skills, even the non-language skills such as the skill of analyzing situations to adjust behavior, gestures, facial expressions, etc for their future job.” Questions and 8: “The thirteen topics listed in the syllabus are acceptable Concerning the arrangement of the content, it is more logical for the topics to be arranged from more general to more particular for each hotel 129 section However, at the time the syllabus was applied, this arrangement of content is relatively reasonable because it gives students the knowledge necessary for their apprentice at the hotel The rest of the syllabus will be taught after students finish their apprentice as it is concerned with English for the sections students are not assigned to work in during their apprentice time The more important thing is that the teacher should not use only the course book but has to associate it with the reality, for example, teaching students the types of hotels in Nha Trang – Khanh Hoa to familiarize students, helping students realize the differences between these hotels, etc.” Question 9: “It is necessary for students to watch films, records and photos of hotel sections, etc to help them familiar with their future job It is also advisable to record students’ accent so that they will be able to compare their own with the accent in conversation and record samples Moreover, students are recommended to use Internet to exploit necessary information of Hospitality Industry such as the worldwide hotel services, etc.” Question 10: “In my opinion, the evaluation of the material is not really necessary in this case Although any course book of tourism is considered to have standard grammatical structures or vocabulary, it can’t keep up with the rapid development pace of tourism industry Therefore, the teacher should use the course book as a frame on which the sources of authentic information, articles, figures, data, etc from the Internet or newspapers will be supplemented The ratio between what is chosen from the course book and what is taken from the reality should be : 1, or even reality is predominant.” Teacher 3: Question 1: “Semester (February – May) is not the suitable time to teach English for Hospitality Industry because during this period of time, students have to 130 concentrate on revision for their final examination in June For me, this subject should be taught in Semester when students can spend all their time studying and it is also more convenient for hotels to arrange students’ apprentice time.” Question 2: “The time budget – 45 periods – is enough to carry out the content of the syllabus.’ Questions and 4: “The syllabus should not teach English for only one section but instead, it should equip students with the language knowledge for different sections at the hotel However, the syllabus should focus on teaching English for reception and tour operation because employees of these sections are required to use English more frequently than employees in other hotel sections.” Question 5: “The syllabus had better focus on the two skills: listening and speaking because it is quite necessary for hotel employees to make direct communication with guests.” Question 6: “Role play should be applied in class activities and students should also be trained the skill of solving situations or contexts.” Questions and 8: “Among the topics designed in the syllabus, Conference facilities and Careers are considered not important and thus should be omitted The topic Telephoning should be added to the list of topics in the syllabus because this skill is very difficult for students but it’s also very important for hotel employees of some sections like receptionists and reservation clerks The topics Room types and Room rates should be combined with the topic Room furnishings and equipment and taught in one week as they are easy and simple to study; these topics only focus on providing general knowledge, not on training language skills 131 There’s no problem with the arrangement of content because the syllabus is not designed on the basis of knowledge generalization.” Question 9: “I think audio and video players should be used in teaching this subject Students should also be encouraged to use Internet to get more information about Hospitality Industry.” Question 10: “In general, the course book is too easy for students’ level (Intermediate and Upper-intermediate as mentioned in the syllabus).” 132 APPENDIX 13 HOTEL REPRESENTATIVES’ RESPONSES TO INTERVIEW QUESTIONS Interviewee (Green Hotel): Question 1: “75% of the guests speak English The high season lasts from December to March and the low season from June to August.” Question 2: “Through guests’ comments, we find that they often have no complaints about receptionists’ English competence However, there are still some problems with housekeepers’, porters’ and security guards’ English such as their limited listening skill and slow reaction At the same time, it’s difficult for guests to understand what employees want to express Guests often reflect these problems to receptionists when their requests are not satisfied.” Question 3: “The criteria of English for recruiting employees are degree and oral test result In particular, university degree for receptionists, level B for supervisors of floor who are required to use English more often than housekeepers, and at least level A for housekeepers and security guards as employees of these sections don’t have to use English frequently.” Question 4: “The syllabus should put an emphasis on listening and speaking skills It should also pay attention to supplying students with language knowledge including professional terms and communicative language patterns Moreover, it’s necessary for students to learn about local history, culture, beautiful sights, places for entertainment, etc to introduce them to guests.” 133 Question 5: “According to the recruitment criteria of the hotel, receptionists are required of university degree of English, so students graduating from college are often recruited as room attendants.” Question 6: “Mainly students of French are sent to the hotel for apprentice, so I can’t give remarks on trainee students of English.” Interviewee (Hai Au Hotel): Question 1: “The annual number of international guests staying at our hotel is high Especially, the percentage of English-speaking guests is really high, taking 95%.” Question 2: “Sometimes, employees can’t understand what guests say and can’t make themselves understood either In this case, guests usually have to repeat what they want to mean, use gestures or even give up and go away.” Question 3: “The criteria of English for recruitment are degree and interview result For receptionists, at least college degree is required but for porters and housekeepers, at least level A is required.” Question 4: “In my opinion, students must be supplied with professional terms and language structures used for communication Besides, employees have to frequently communicate with visitors, either face-to-face or on the phone, so listening and speaking skills must be focused in this subject.” Question 5: “From my experience, students of English graduating from college can be recruited to the reception section.” 134 Question 6: “In general, trainee students are not self-confident and too shy They’re afraid of making mistakes, so they only keep silent in front of guests.” Question 7: “For me, the syllabus should focus on training listening and speaking skills The school should also give students opportunity to practice their English such as participating in English-speaking clubs or collaborate with other hotels to send students there for frequent practice during the course.” Interviewee (Vien Dong Hotel): Question 1: “The high season of the hotel lasts from September to December with 90% of foreign guests Most of them are British and Australian The low season starts in May and ends in September with mostly Vietnamese, Canadian and French travelers.” Question 2: “General speaking, guests are pleased with employees’ English Sometimes, they aren’t satisfied with employees’ listening and speaking ability In some cases, employees can’t understand guests’ requests because their accent, especially Australian accent, is difficult to catch.” Question 3: “Recruitment of employees is based on English degree and interview result: university degree for receptionists, level B for room attendants and at least level A for housekeepers, porters and security guards.” Question 4: “The two skills - listening and speaking are indispensable for hotel employees The general knowledge of the hotel, professional terms and language patterns used in communication are necessary as well Moreover, employees should have knowledge of history, geography, culture and society.” 135 Question 5: “For my hotel, students with college degree of English are often recruited as housekeeping mangers However, they can be recruited as receptionists if they have good result of oral test.” Interviewee (Nha Trang - Lodge Hotel): Question 1: “The yearly percentage of foreign guests to the hotel is about 60 50% of them can speak English.” Question 2: “English competence of employees at different sections is not equal; however, most of the employees can satisfy guests’ requirements In particular, guests are often pleased with receptionists’ English ability but not quite pleased with English ability of employees at other sections like housekeepers because of their limited listening comprehension and ability of expressing themselves This is shown in guests’ comments In these cases, guests have to ask receptionists for help.” Question 3: “The recruitment is decided by interview result and English degree: at least college degree for receptionists and level B for employees of other sections such as porters, housekeepers and security guards.” Question 4: “Communicative skills and language knowledge are essential for hotel employees Social and cultural knowledge of the locality, (beautiful sights, festivals, etc.) is also necessary.” Question 5: “Recruitment of employees depends on hotel requirements For example, English students graduated from college are often recruited as receptionists at small hotels whereas receptionists at large hotels are often required university English degree.” 136 Question 6: “From my own experience, students as trainees are too shy to communicate with guests Their lack of professional terms and limited listening ability are also big problems.” Question 7: “I think that listening and speaking skills should be focused in the syllabus.” Interviewee (Sunrise Hotel): Question 1: “Every year, the hotel welcomes about 70% of English-speaking visitors.” Question 2: “Guests are almost satisfied with employees’ English competence In some cases, guests are still not pleased with employees’ pronunciation, their lack of specialized vocabulary and even their hotel knowledge.” Question 3: “The recruitment of employees depends on their English degree and the result of interview Particularly, receptionists are required at least college degree, and supervisors of floor are required level C while housekeepers and security guards need only level A.” Question 4: “The objectives of the syllabus should rely on the target needs so that students needn’t be re-trained after they are recruited It means that students should be equipped with the general knowledge of the hotel and language knowledge Moreover, students’ listening and speaking skills must be improved because these two skills play a very important part in hotel job Besides language knowledge, language skills and general knowledge of the hotel, students should also be provided with local knowledge of history, culture, beautiful sights, etc.” 137 Question 5: “English students graduated from college will be offered the job of any section up to their English competence.” Question 6: “Trainee students’ pronunciation and intonation is still limited Their listening comprehension is acceptable, professional terms and language structures used for communication can be supplemented after a period of time working at the hotel.” Question 7: “The syllabus should include practicing students’ pronunciation and intonation.” Interview (Vinpearl Hotel) Question 1: “Every year, the hotel receives about 70% of foreign visitors; 60% of them can speak English.” Question 2: “The employees’ English ability can basically satisfy guests’ requests In only a few cases guests have bad comments or complaints about the employees’ English ability.” Question 3: “The criteria of recruitment concerning English depends on degree and interview result In particular, receptionists are required at least level C, supervisors of floor level B, housekeepers, porters and security guards only level A.” Question 4: “It’s necessary for students to be equipped with language knowledge including language patterns and professional terms Moreover, students should be properly trained listening and speaking skills.” 138 Question 5: “In reality, students with college degree of English often apply for the position of receptionists Receptionists usually have to communicate directly with guests, have general knowledge of hotel and also the skill of solving situation.” Question 6: “Some of the trainee students are over-confident about their English competence while their pronunciation is not quite good and should be improved, especially their final sounds.” Question 7: “In my opinion, the course book should only be used as a foundation from which suitable topics are selected for the syllabus In other words, the design of the syllabus should be based on the target needs At the same time, the syllabus should prepare common hotel situations to familiarize students with hotel job and to help them understand more about the reality through real contexts Therefore, experts on tourism should be consulted about the design of such hotel situations Besides, students should be given a chance to attend workshop or English-speaking clubs to improve their listening and speaking skills.” 139 ... new branch, including the syllabus of English for the Hotel, the syllabus of English for the Restaurant and the syllabus of English for Tourist Guides 1.3 Purpose of the study In the scope of this... students of English for Tourism of Nha Trang Pedagogical College, (2) the teachers of English Section of Nha Trang Pedagogical College, (3) the representatives of boards of management of six -... numbered 1, and were designed, two of them for the teachers of Nha Trang Pedagogical College (Group 2) and the other for the representatives of boards of management of 3-5 star hotels in Nha Trang (Group