Improving the esp sysllabus for hysraulic con students at the water resources university

Improving the ESP syllabus for hydraulic students at the Water Resources University by Le Thi Thuy Ngan A dissertation submitted in partial fulfilment of the requirements for the MA degree at HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Ho Chi Minh city, 2007 Certificate of originality I certify my authorship of the thesis submitted today entitled: IMPROVING THE ESP SYLLABUS FOR HYDRAULIC CONSTRUCTION STUDENTS AT THE WATER RESOURCES UNIVERSITY In terms of the statement of Requirements of Theses in Master’s Programs issued by the Higher Degree Committee Hochiminh City 10 October, 2007 LE THI THUY NGAN i Retention and use of the thesis I hereby state that I, Le Thi Thuy Ngan, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the intention 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 Hochiminh City 10 October, 2007 Le Thi Thuy Ngan ii Acknowledgements I would like to express my gratitude to my thesis supervisor, Peter Leonard, MA for his enthusiastic guidance and valuable criticism without which this thesis could not have been completed I am also extremely grateful to Dr Vu Dinh Lieu who assisted me with precious suggestions and with reference books at my request I would also like to thank Dr Nguyen Dang Tinh for his devotion to helping me with the guidelines of the revised syllabus, the pictures for illustrations and the explanation on technical terms I would like to thank Mr Nguyen Hong Ha for his enthusiastic help with my distribution and collection of the questionnaires Last, but not least, I’d like to express my gratitude to my husband for his support so that I could finish my course iii Abstract ESP has been widely recognized as a prevalent trend of foreign language teaching and has been paid more and more attention in many universities in Vietnam This is justified on the ground that teaching ESP comes closer to the very heart of what students really need in order to communicate and be successful in their near future professions or studies A good syllabus is one of the most important factors that can affect the success of the teaching and learning of ESP Being aware of the importance of syllabus, the thesis researcher endeavored to improve the existing ESP syllabus for the hydraulic construction students at the Water Resources University Areas of improvements were identified based on the findings of a study carried out to establish the students’ needs, the goals of the syllabus, the strengths and the weaknesses of the current syllabus The participants involved in the surveys and interviews were the teachers in charge of the course, some specialist subject teachers, the hydraulic construction students and the former graduates who are working in HCMC The results of the study showed that a skill and content-based syllabus using the communicative approach was the best choice The current syllabus should be improved in terms of objectives formulation, topics, time budget, tasks/activities and material developments Finally, a revised syllabus in hard copy which was built based on the suggested framework on techniques and instructional materials is presented iv Abbreviations WRU The Water Resources University ESP English for Specific Purposes EGP English for General Purposes TESOL Teaching English to Speakers of Other Languages BA Bachelor of Arts MA Master of Arts MSc Master of Science Ph.D Doctor of Philosophy ELT English Language Teaching HCMC Hochiminh City CLT Communicative language teaching MC Master of Ceremony ME Master of Engineering v Table of contents Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Abbreviations v Table of contents vi Introduction 1 State of the problem Purpose of the study Research questions Limitations of the study Significance of the study Chapter BACKGROUND OF THE STUDY 1.1 Historical background of the teaching of English to the hydraulic construction students at the WRU 1.2 Learner’s autonomy 1.3 Advantages and disadvantages of ESP teaching and learning at the WRU 1.3.1 Students 1.3.2 Teaching staff 1.3.3 Teaching and learning facilities 1.4 An evaluative analysis of the students and employees’ needs 1.5 Summary 11 Chapter 12 REVIEW OF THE LITERATURE 12 2.1 Syllabus definition 12 2.2 Syllabus functions 14 2.3 Syllabus types 15 2.4 The process of designing an ESP syllabus 17 2.4.1 Needs analysis 18 2.4.2 Formulation of goals and objectives 20 2.4.3 Decision of syllabus type(s) adopted 22 2.4.4 Syllabus development 23 2.4.4.1 Selection of content 23 2.4.4.2 Organization of content 25 2.4.5 Methodology 26 2.4.6 Materials development 27 2.4.7 Evaluation 27 2.5 A skill and content-based syllabus and communicative approach 28 2.5.1 Skill-based syllabus 28 2.5.2 Content-based syllabus 29 2.5.3 The communicative approach 30 2.6 Summary 30 Chapter 31 RESEARCH DESIGN AND METHODOLOGY 31 3.1 Research design 31 vi 3.2 Research methodology 31 3.2.1 Description of population and sample 31 3.2.2 Data collection procedures 31 3.2.2.1 Conducting surveys 31 3.2.2.2 Interviewing 32 3.3 Investigation 33 3.3.1 An evaluation of the current syllabus design 33 3.3.2 The students’ profile and their expectation of a better syllabus 36 3.4 Summary 37 Chapter 38 FINDINGS AND RECOMMENDATIONS 38 4.1 Findings of the study 38 4.1.1 Strengths of the current syllabus design 38 4.1.2 Weaknesses of the current syllabus design 38 4.1.3 Common constraints in designing a syllabus for the hydraulic construction students 40 4.2 Recommendations for improving the syllabus 41 4.2.1 Goals and objectives setting 42 4.2.2 Content conceptualization 43 4.2.2.1 Selection and development of materials 45 4.2.2.2 Selection of tasks and activities 47 4.3 A suggested framework for the course 47 4.3.1 The time budget and course allocation 47 4.3.2 Techniques 48 4.4 A revised syllabus in hard copy 51 THE REVISED SYLLABUS IN HARD COPY 53 4.5 Summary 97 CONCLUSION 98 APPENDIX 100 THE CURRENT SYLLABUS 100 APPENDIX 110 APPENDIX 111 APPENDIX 113 APPENDIX 113 References 115 vii Introduction State of the problem The Water Resources University (WRU) is the premier university in Vietnam to educate undergraduates and postgraduates in the fields of hydraulic engineering, hydro-power and water resources, as well as being a prestigious scientifictechnological transfer center It has cooperative relations in education and scientific research with various overseas universities and institutes in the USA, England, France, Germany, Denmark and the Netherlands The WRU is carrying out its development strategy Beginning in the academic year 2007-2008, the university will follow the training program of the USA and the Costal Engineering students who are taken to be the pioneers in the renovation process of the university will study all their courses in English To make the education and training as well as the development strategy of the university a success, English in general, and ESP in particular is paid special attention The students at WRU are expected to be able to communicate in English as well as to read English technical documents that are of much help to their self-study Although the significance of ESP in the university is indispensable, the teaching and learning of ESP has not been changed and improved much for years Although in the academic year 2006-2007, the English department made efforts to build up a new ESP syllabus, it still shows weaknesses There are only 45 periods for ESP allocated for reading texts These texts, which are about 4hundred-word long each, were selected from various sources such as technical books, articles, hydraulic projects… The inappropriate ESP syllabus design is one of the causes of the students’ inability to neither read technical English books nor communicate in English after the course Consequentially, the employees as former students can’t use their acquired knowledge of English in real situations Apparently, the teaching and learning of ESP in WRU needs to be improved Purpose of the study The purpose of the research is to study and find out the strengths and weaknesses in the design of the current syllabus for hydraulic construction engineers at the WRU The strengths will be inherited meanwhile the weaknesses will be considered and overcome The study also aims at establishing a common core of needs, wants, attitudes and areas of deficient knowledge among students and the target needs of the people already working in Hydraulic Construction from which the current ESP syllabus is improved Research questions To reach the final goal of improving the design of the existing syllabus through a proposed framework on methods and instructional materials, the research endeavors to answer the following questions: -What are the needs and wants of Hydraulic Construction students at WRU? -What aspects of the current syllabus should be improved to meet their needs? Limitations of the study Problems may arise in the process of improving the syllabus in terms of limited numbers of participants, getting the instructional materials, evaluation of the revised syllabus, etc As a language teacher I see the necessity to better our students’ listening skills which is seen to be the worst and the most difficult as regard to their language learning However, in ESP, especially in the subject matter of hydraulic construction, it’s really hard to find listening materials For sources from television channels and conferences, they are beyond my ability to seek for and adapt them for teaching It’s also too difficult for the students to understand Therefore, the improvements of the syllabus will focus on other skills although the data collected showed the students’ desires for listening The English program at WRU offers two courses in ESP for the second year students The first one of which the duration is 30 periods focuses on grammatical structures that often found in academic writing and the general information related to the subject matter It is called a “basic” ESP course The second course which lasts for 45 periods touches the most typical themes that the hydraulic construction students meet in their major Due to the limited time and capacity, the research endeavored to deal with the ESP syllabus for the second course only Significance of the study The study is expected to pave the way for the changes and improvements in the teaching and learning of ESP at the WRU The current syllabus was designed mainly by selecting the content The designing process didn’t strictly follow the steps suggested by syllabus designers The most obvious evidence is the selection of content which didn’t take the needs analysis as a starting point The outcome of trade capital and international maritime transport, and the birth of mining and metallurgical industries The rapid economic development of those times called for speedy solution of new technological problems Increase in international maritime trade perpetuated the need for bigger ships which in turn entailed changes in their design; at the same time it became necessary to reconstruct the existing and to build new internal waterways, including canals and sluices These new technical problems could not be solved by simply copying the existing designs of ships; it became necessary to judge the strength of elements keeping in mind their size and the forces acting upon them Galileo devoted a considerable part of his work to the study of the dependent between the dimensions of beams and bars and the loads they could with stand He pointed out that the results of his experiments may prove very useful in building big ships, especially in strengthening the deck and covering because low weight is very important in structures of this type Galileo’s works have been published in his book: Discorsie Dimostrazioni Matematiche… (“Dialogue on Two New Sciences”…) (1638,Leiden,Holland) Further development of strength of materials went on in step with the progress of mechanical and civil engineering, and materialized owing to the research work done by a large number of eminent scientists, mathematicians, physicists and engineers Unit 3: PREFACE A hydraulic structure may be defined as any structure which is designed to handle water in any way This includes the retention , conveyance, control, regulation, and dissipation of the energy of water Such water handling structures are required in many fields of civil engineering, the principal ones being water supply and conservation , hydro-electric power, irrigation and drainage, navigation, flood control, fish and wildlife services, and certain aspects of highway engineering In order to insure that the function intended for a structure will actually be achieved, a hydraulic design must be carried out Various equations, based on continuity , energy, and momentum principles , may be used to calculate the most suitable length, width, shape, elevation and orientation of the structure 103 The application of these basic principles to the practical problem of the design of hydraulic structures is called hydraulic design Although Chapter one and Chapter two deal specifically with dams and spillways, the reader is advised that these two chapters are, in a sense , prerequisite to the remaining chapters The method of load determination and stability analysis used in Chapter one apply to many blocks , retaining walls, spillways sidewalls , diversion dams , drop structures, and others The gravity dam was selected simply as a vehicle to demonstrate the method Similarly , the method of discharge calculation, velocity determination, and stilling basin design , discussed for spillways in Chapter two , apply as well to many of the hydraulic structures discussed in later chapters Design details for all possible hydraulic structures are beyond the intended scope for the book The object has been to present general information on the form and function of many types of structure, and to give detailed theory and design procedures on some of the more common ones The application of principles is intended to be sufficiently rigorous that a student of the subject will gain a working knowledge of the basic procedures used in hydraulic design While , of necessity, certain design procedures are empirical, this book is not concerned with the “how” aspect of hydraulic design alone Equal emphasis is placed on the “why” aspect, since it is only through this approach that the engineer can properly assess the merits of a proposed design for a specific application The author has chosen to use SI units exclusively, rather than dual units, in order to avoid the frustrations of constant conversions which add little to the learning process Of course the engineer will be confronted by other systems of units every time he or she consults a references are and shall remain an invaluable source of engineering information , and therefore the engineer must maintain some working knowledge of other systems of units for some time into the future This is not expected to be a very difficult task , as engineers traditionally have been required to understand and use different systems In a few decades, however, most other systems should become of historic interest only A section on the practice, usage and conversation factors for SI units has been added as Appendix Material for Appendix has been extracted largely from the Universities Council on Water Resources pamphlet on use of SI units in water resources engineering This pamphlet was 104 originally prepared by P.C.Klingeman, Director, Water Resources Research Institute, Oregon State University The University of Saskatchewan in an Affiliate of the Universities Council on Water Resources, and the author in the University delegate The current edition is an updated version of the 1978 edition There is new material on ice, waves and earthquake in Chapter one and new material on conduit bends in Chapter three The chapter on Culvert Hydraulics has been totally rewritten to account for new technology, and a new chapter has been added on stone structures Unit 4: ENGINEERING Engineering, term applied to the profession in which knowledge of the mathematical and physical sciences, gained by study, experience, and practice, is applied to the efficient use of the materials and forces and nature The term engineer properly denotes a person who has received professional training in pure and applied science; however, there are also individuals such as technicians, inspectors, and drafters, who apply scientific and engineering skills to technical problems Before the middle of the 18th century, large-scale construction work was usually placed in the hands of military engineers Military engineering involved such work as the preparation of topographical maps, the location, design, and construction of roads and bridges, and the building of forts and docks; see Military Engineering below In the 18th century, however the term civil engineering came into use to describe engineering work that was preformed by civilians for non-military purposes With the increasing use of mechanical engineering was recognized as a separate branch of engineering, and later mining engineering was similarly recognized The technical advances of the 19th century greatly broadened the field of engineering and introduced a large number of engineering specialities, and the rapidly changing demands of the socio-economic environment in the 20th century have widened the scope even further Fields of engineering The main branches of the engineering are discussed below in alphabetical order The engineer who works in any of these fields usually requires a basic knowledge of the other engineering fields, because most engineering problems 105 are complex and interrelated Thus a chemical engineer designing a plant for electrolytic refining of metal ores must deal with the design of structures, machinery, and electrical devices, as well as with purely chemical problems Besides the principal branches discussed below, engineering includes many more specialities than can be described here, such as acoustical engineering, architectural engineering (see Architecture: Construction), automotive engineering, ceramic engineering, transport engineering, and textile engineering Mechanical engineering Engineers in this field design, test, build, and operate machinery of all types; they also work on a variety of manufactured goods and certain kinds of structures The fields are divided into (1)machinery, mechanisms,materials, hydraulics, and pneumatics, and (2) heat as applied to engines, work and energy, heating, ventilating, and air conditioning The mechanical engineer, therefore, must be trained in mechanics, hydraulics, and thermodynamics and must e fully grounded in such subjects as metallurgy and mechanical engineers specialize in particular types of machines such as pumps or steam turbines A mechanical engineer designs not only the machines that make products but the products themselves, and must design for both economy and efficiency A typical example of the complexity of modern mechanical engineering is the design of a car, which entails not only the design of the engine that drives the car but also all its attendant accessories such as the steering and braking systems, the lighting system, the gearing by which the engineering power is delivered to the wheels, the controls, and the body, including such details as the door latches and the type of seat upholstery Civil Engineering Civil engineering is perhaps the broadest of the engineering fields, for it deals with the creation, improvement, and protection of the communal environment, providing facilities for living, industry and transport, including large buildings, roads, bridges, canals, railway lines, airports, water-supply systems, dams, irrigation, harbours, docks, aqueducts, tunnels, and other engineered constructions The civil engineer must have a thorough knowledge of all types of surveying, of the properties and mechanics of construction materials, the mechanics of structures and soils, and of hydraulics and fluid mechanics Among the important subdivisions of the field are construction engineering, irrigation 106 engineering, transport engineering, soils and foundation engineering, geodetic engineering, hydraulic engineering, and coastal and ocean engineering Naval or Marine Engineering Naval architects are engineers who have the overall responsibility for designing and supervising construction of ships The ships they design range in size from ocean going supertankers as long as 1.300 feet, to small tugboats that operate in rivers and bays Regardless of size, ships must be designed and built so that they are safe, stable, strong, and fast enough to perform the type of work intended for them To accomplish this, a naval architect must be familiar with the variety of techniques of modern shipbuilding, and must have a thorough grounding in applied sciences, such as fluid mechanics, that directly on how ships move through water Marine engineering is a specialized branch of mechanical engineering devoted to the design and operation of systems, both mechanical and electrical, needed to propel a ship In helping the naval architect design ships, the marine engineer must choose a propulsion unit, such as a diesel engine or geared steam turbine that provides enough power to move the ship at the speed required In doing so, the engineer must take into consideration how much the engine and fuel bunkers will weigh and how much space they will occupy, as well as the projected costs of fuel and maintenance Unit 5: TYPES OF DAMS Dams are classified on the basis of structural form and materials used The basis types of dams are gravity, arch, buttress, and embankment The first three types usually are built of concrete A single structure may include more than one type of dam; for example, a curved dam may combine both gravity and arch action to achieve stability, and an embankment dam may have a solid concrete gravity section containing the overflow spillway The selection of the dam type for a given site is determined by both engineering and economic considerations The cost of various types of dam depends upon availability dictate the type of dam to be built at a particular site Gravity dams 107 Gravity dams are solid concrete structures with triangular cross sections; the dam is thick at its base and thinner towards its tops When viewed from above, they are either straight or only slightly curved; the upstream face is nearly vertical Such dams depend primarily on their own weight for stability No type of dams has more permanence and requires less maintenance than the gravity dam Height is generally restricted by strength of the foundation Because of weight, gravity dams more than 20m (more than 65ft) high are usually built on bedrock Completed in 1962, Grande Dixence Dam is Switzerland, with a height of 284m (932ft), is one of the highest dams in the world It is concrete gravity structure 700m (2.296ft) long, built on solid rock The Grand Coulee Dam, completed in 1942, on the Columbia River in Washington State, United States, is an outstanding example of massive gravity structure It is 168m (550ft) high and 1.272m (4.173ft) long and contains about 7.645.550 cu m (10 million cu yd) of concrete Arch dams This type of dam employs the same structural principles as the arch bridge The arch curves towards the flow of water, and the main water load is distributed along the dam to the side walls of the narrow valley or canyon in which such dams are built Under favourable conditions, the arch dam contains less concrete than the gravity dam Relatively few sites are suited for this type of dam Pontalto Dam, built in Austria in 1611, was the first arch dam built The highest arch dam in the United States in Glen Canyon Dam on the Colorado River is Arizona, which is 216m (710ft) high and 475m (1.560ft) long The highest archgravity type is Hoover Dam, also on the Colorado River along the ArizonaNevada border Completed in 1936, it is 221m (726ft) high and 379m (1.244ft) long Lake Mead, backed up by the Hoover dam, is one of the largest artificial lakes in the world, with an area of 694sq km (247sq mi.) Buttress Dams A buttress dam has an upstream face or deck to support the impounded water, and a series of buttresses or triangular vertical walls built to support the deck and transmit the water load to the foundation These dams are sometimes called hollow gravity dams because they require only 35 to 50 percents of the concrete used in a solid gravity dam of comparable size Of the several types of buttress dams, the flat-slab and multiple-arch types are the most common In a flat-slab buttress dam, the water supporting member is actually a series of flats, reinforced 108 concrete slabs spanning the space between buttresses In a multiple-arch buttress dam, a series of arches permits wider spacing of buttresses Despite the considerable saving in concrete, buttress dams are not necessarily less expensive than gravity dams The cost of the complex form work for concrete and the installation of reinforcing steel generally offset saving in construction materials Such dams may be necessary, however, at sites with poor underlying soil conditions The first reinforced concrete buttress dam was built in Theresa, New York, in 1903 The Daniel Johnson Dam, completed in 1968 on the Manicouagan River in Canada, is a very large multiple-arch buttress dam It is 1,306m (4,284ft) long and, at a height of 214m (703ft), it is among the highest in the world Embankment dams Earth and rockfill, dams, levees, and dykes are the structures most commonly used to impound water Everything from clay to large stones is used in their construction Earth and rock dams use natural materials with a minimum of processing Therefore availability of usable material near the site influences the choice of this type of dam Development of large earth-moving equipment has made embankment dams competitive in cost with concrete dams The slow slope stability of most earth materials requires that the base of this type of dam be from four to seven times wider than the height Seepage is inversely proportional to the distance water must travel; therefore the wide earth embankment is well suited to sites that have pervious foundations Aswan High Dam in Egypt, for instance, is 1,000m (3,280ft) wide and is built on sand and gravel that is 213m (700ft) deep Embankment dams may consist of almost entirely impermeable material, such as clay, or may have a core of impermeable material bounded both upstream and downstream by zones of more permeable material, such as sandy gravel or rockfill The core may extend well below the level of the main dam foundation in order to reduce seepage Tarbela Dam, completed in 1977 on the Indus River in Pakistan, is 148m (485ft) high and 2,743m (9000ft) long It contains 126,151,570 m3 (165 million curriculum yd) of earth and rock in the main dam, the largest volume ever used in an embankment dam The project including hydroelectricpower facilities cost more than $1 billion 109 APPENDIX BẢNG CÂU HỎI (Dùng để vấn trực tiếp giáo viên) I Phỏng vấn giáo viên tiếng Anh Xin thầy/cơ vui lịng cho biết thầy cô giảng dạy tiếng Anh chuyên ngành cho sinh viên bao lâu? Thầy/cơ có nhận xét chương trình tiếng Anh chuyên ngành (học phần 6) sinh viên khoa Cơng trình Cụ thể về: - giáo trình (Ưu nhược điểm giáo trình đoạn trích: khó, dễ, phù hợp; phát triển kỹ ngơn ngữ; tập; hình ảnh minh họa… ) -phân bố thời gian (45 tiết cho đọc) -những khó khăn q trình giảng dạy Phương pháp giảng dạy tiếng Anh chuyên ngành thầy/cơ? Theo thầy/cơ, để cải thiện chương trình tiếng Anh chuyên ngành hịên cho sinh viên khoa Công trình cần phải thay đổi, bổ sung phương diện nào? -Về giáo trình -Về thời lượng tồn chương trình việc phân bố thời gian cụ thể cho -Về giáo viên -Về phương pháp giảng dạy II Phỏng vấn giáo viên chuyên ngành Thầy/cô có nhận xét giáo trình giảng dạy cho sinh viên khoa Cơng trình? - chủ đề (phù hợp, khơng phù hợp) - đoạn trích (khó, dễ, phù hợp; phát triển kỹ ngôn ngữ; tập; hình ảnh minh họa… ) Theo thầy/cơ, để cải thiện chương trình tiếng Anh chuyên ngành hịên cho sinh viên khoa Cơng trình cần phải thay đổi, bổ sung khía cạnh nào? -Về giáo trình (các chủ đề phải lược bỏ bổ sung) -Về giáo viên -Về phương pháp giảng dạy Xin cảm ơn hợp tác quý thầy cô! 110 APPENDIX BẢNG CÂU HỎI (Dành cho sinh viên năm khoa Cơng trình ĐH Thủy lợi) Đây bảng câu hỏi nhằm thu thập thơng tin thích hợp chương trình tiếng Anh chuyên ngành áp dụng cho sinh viên khoa Cơng trình ĐH Thủy lợi Xin bạn vui lòng trả lời đầy đủ câu hỏi sau: Bạn đánh giá trình độ tiếng Anh mình? Yếu Bình thường Khá Giỏi Nghe Nói Đọc Viết Ngữ pháp Từ vựng Nếu học khoá tiếng Anh chuyên ngành bạn muốn nâng cao kỹ thành tố ngôn ngữ sau đây? Bạn chọn (3) nhiều phương án trả lời _ Nghe _ Nói _ Đọc _ Viết _ Ngữ pháp _ Từ vựng Ý kiến khác:……………………………………………………………………… Theo bạn, tổng số 75 tiết (hai hoc kỳ) cho chương trình tiếng Anh chuyên ngành là: a Ít b Vừa đủ c Nhiều Bạn đánh giá khố giáo trình bạn học? ………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… 111 Ý kiến bạn phương pháp giảng dạy tiếng Anh chuyên ngành tại? …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Bạn cho ý kiến để cải thiện chương trình học (về giáo trình, khố, số tiết, giáo viên, phương pháp giảng dạy…)? …………………………………………………………………………… …………………………………………………………………………… Xin cảm ơn hợp tác bạn! 112 APPENDIX APPENDIX BẢNG CÂU HỎI (Dành cho cựu sinh viên khoa Cơng trình ĐH Thủy lợi) Đây bảng câu hỏi nhằm xác định nhu cầu tiếng Anh chuyên ngành cựu sinh viên khoa Cơng trình ĐH Thủy lợi Xin cảm ơn hợp tác bạn! Xin bạn vui lịng cung cấp số thơng tin cá nhân trả lời đầy đủ câu hỏi đây: Tuổi:………………… Nam: Nữ Nghề nghiệp:………………………………………………………………… Nơi làm việc:……………………………………………………………… Số năm làm việc: ………………………năm Bạn có nghĩ tiếng Anh quan trọng cơng việc bạn? Có Có quan trọng chút Khơng Bạn sử dụng tiếng Anh cơng việc mình? ln ln thường xuyên Ít chưa bao Bạn sử dụng tiếng Anh với mục đích gì? Bạn chọn (3) nhiều phương án trả lời _ Để trao đổi với đối tác đồng nghiệp nước _ Để đọc sách tài liệu _ Để phiên dịch _ Để viết (thư, đơn từ…) Mục đích khác : ……………………………………………………………………………………… ………………………………………………………………………………………L oại tiếng Anh bạn cần cho cơng việc mình? Tiếng Anh giao tiếp Cả hai Các thuật ngữ, từ vựng chuyên ngành Học phần tiếng Anh chun ngành học có giúp ích cho bạn khơng? Khơng Chút Rất nhiều Nếu đựơc theo học khoá tiếng Anh chuyên ngành khác bạn mong muốn học gì? Bạn chọn (3) nhiều phương án trả lời _ Nghe _ Nói 113 _ Đọc _ Viết _ Ngữ pháp _ Từ vựng Ý kiến khác: ……………………………………………………………………………………… ……………………………………………………………………………………… Lĩnh vực hay chủ đề (tiếng Anh chuyên ngành) bạn muốn học chuyên sâu hơn? ……………………………………………………………………………………… …………………………………………………………………………………… Theo bạn, để nâng cao chất lượng dạy học tiếng Anh chuyên ngành nhà trường cần phải có thay đổi gì? a giáo trình, khoá: ……………………………………………………………………………………… ……………………………………………………………………………………… b số tiết, thời điểm học (năm thứ mấy?) ……………………………………………………………………………………… ……………………………………………………………………………………… c giáo viên, phương pháp giảng dạy? 114 References Amreet Kaur (1990) Considerations in Language Syllabus Design, The English Teacher Vol XIX July 1990 Anna Jureckov, Toward more reality and realism in ESP syllabuses Retrieved May 15, 2006 from the World Wide Web: http://exchanges.state.gov/forum/vols/vol36/no2/p43.htm Benson (2001) Teaching and researching autonomy in language learning Harlow: Pearson Education Limited Brumfit C.J and John K (1979) Communicative Approach to Language Teaching Chen, Yong Designing an ESP program for multi-disciplinary technical learners Retrieved May 20, 2006 from the World Wide Web: http://www.esp-world.info/Articles-10/Chen-Yong.htm David Nunan (1988), Syllabus design Oxford University Press David Nunan (1999), Second language teaching and learning Heinle & Heinle Publishers David Nunan, Aspects of Task-Based Syllabus Design The English centre, University of Hongkong, December 2001 Retrieved May 20, 2006 from the World Wide Web: http://www3.telus.net/linguisticsissues/syllabus design.html Designing a Learning-Centered Syllabus Retrieved May 20, 2006 from the World Wide Web: http://www.udel.edu/cte/syllabus.htm Dimitrios Thanasoulas (2000) What is Learner Autonomy and How Can It Be Fostered? 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?? desires for listening The English program at WRU offers two courses in ESP for the second year students The first one of which the duration is 30 periods focuses on grammatical... matters related to water resources The rest of 45 periods focuses specifically on the subjects necessary for the students in their future occupation Despite the efforts from the English Department