Designing an esp reading syllabus for the second year students of accountancy at thai nguyen college of commerce and tourism submitted in fulfilment of requirement of degree of master in tesol

HANOI UNIVERSITY DEPARTMENT OF POSTGRADUATE STUDIES LE THI THU THUY DESIGNING AN ESP READING SYLLABUS FOR THE SECOND - YEAR STUDENTS OF ACCOUNTANCY AT THAI NGUYEN COLLEGE OF COMMERCE AND TOURISM (Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in TESOL) TRUNGТДІУІ THÔNHTINШѴІЁК га в Supervisor: Le Qiioc Hanh, м.A Hanoi, 2007 Ỉ TABLE OF CONTENTS I ACKNOWLEDGEMENTS III ABSTRACT IV LIST OF ABBREVIATIONS .V LIST OF FIGURES AND TABLES VI CHAPTER I: INTRODUCTION 1.1 B a c k g r o u n d t o t h e s t u d y O u t l in e o f t h e t h e s i s 3 4 CHAPTER II: LITERATURE REVIEW E n g l is h f o r S p e c if ic P u r p o s e s ( E S P ) 2.1.1 Definition and characteristics o f ESP 2.1.2 Types o f ESP 1.2 A im s o f t h e s t u d y R e s e a r c h q u e s t i o n s S c o p e a n d m e t h o d o l o g y o f t h e s t u d y 7 S y l l a b u s d e s i g n 2.2.1 What is reading? 2.2.2 Reading skills 2 R e a d i n g t h e o r y TABLE OF CONTENTS Ố / NEEDS ANALYSIS 1 8 ゾ 22 22 22 32 42 ^2 62 28 R e s e a r c h q u e s t i o n s CHAPTER III: METHODOLOGY SUM M ARY PREVIOUS STUDIES 2.4.1 What is needs analysis? 2.4.2 Approaches to needs analysis 2.4.3 Target needs 2.4.3.1 Necessities 2.4.3.2 Lacks 2.4.3.3 Wants 2.4.4 Learning needs 2.3.1 Definition o f 'syllabus\ 2.5.2 Types o f syllabuses 2.3.2.1 Structural syllabus 2.3.2.2 Situational syllabus 2.3.2.3 Topical syllabus 2.3.2.4 Notional/Functional syllabus 2.3.2.5 Skill-based syllabus 2.3.2.6 Task-based syllabus D e s c r ip t io n o f t h e d a t a c o l l e c t io n i n s t r u m e n t s a n d p r o c e d u r e s 28 o 2o 3.2.1 Questionnaires 3.2.2 Interviews 3.2.3 Document analysis Ớ 3 D e s c r ip t io n o f t h e s u b j e c t s 3 SUM M ARY CHAPTER IV: DATA ANALYSIS AND DISCUSSION 34 R e s u l t s f r o m q u e s t i o n n a i r e s f o r t h i r d - y e a r s t u d e n t s a n d g r a d u a t e s ■■■비 .3 4.1.1 Third-year students and graduates։types o f English reading materials 34 4.1.2 Third-year students and graduates ’ reading purposes 35 4.1.3 rhird-year students and graduates ’problems in reading 36 4.1.4 Third-year students and graduates ' attitude towards ESP courses and their suggestions for ESP courses 37 R e s u l t s f r o m t h e q u e s t i o n n a i r e f o r f ir s t - y e a r s t u d e n t s 4.2.1 First-year students ’ results o f learning GE 38 4.2.2 First-year students’ common reading activities 39 4.2.3 First-year students ’ difficulties in reading 41 4.2.4 First-year students' attitudes towards ESP courses 42 4.2.5.Students ' expectation for an ESP reading course 43 4.2.6 First-year students' preferences for learning styles .45 R e s u l t s FROM THE FIRST INTERVIEW WITH E n g l i s h t e a c h e r s 4.3.1 English teachers ’ assessment o f students' current level o f English 45 4.3.2 English teachers ՝suggestions for designing the syllabus 46 4 R e s u l t s f r o m t h e i n t e r v ie w w it h s u b j e c t t e a c h e r s R e s u l t s f r o m d o c u m e n t a n a l y s i s M a j o r f i n d i n g s 5 G o a l s a n d o b j e c t iv e s o f t h e s y l l a b u s _ I CHAPTER V: THE PROPOSED SYLLABUS AND CONCLUSION T im e f r a m e 4 TEACHERS75 APPENDIX ： Q u e s t i o n s f o r t h e i n t e r v i e w w i t h E n g l i s h t e a c h e r s APPENDIX ： Q u e s t i o n n a i r e 0 66 APPENDIX ： Q u e s t i o n n a i r e s p e c ia l is t s u b j e c t APPENDICES .68 APPENDIX 4: Q u e s t i o n s f o r t h e in t e r v ie w w it h 5 C o n c l u s i o n 5 SUM M ARY 5 SUGGESTIONS FOR TESTING Ố S u g g e s t i o n s f o r t e x t s e l e c t i o n Specific topics in the syllabus Reading sub-skills should be included in the syllabus Grammatical items in the syllabus Vocabulary items and suggested vocabulary exercises 5.3.1 5.3.2 5.3.3 5.3.4 5 T h e c o n t e n t o f t h e s y l l a b u s ACKNOWLEDGEMENTS On the completion o f this work, I wish to express my deepest gratitude to my supervisor, Mr Le Quoc Hanh, M A., who gave me valuable instructions, с이nments as well as his considerable assistance My special thanks go to Mrs Nguyen Thai Ha, M r Le Thanh Dung and my teachers at Hanoi University for their useftil materials, precious guidance and encouragement I would like to take this opportunity to express my sincere gratitude to the Department o f Postgraduate Studies, especially to Dr Vu Van Dai, Mr Nguyen Quoc M inh, Ms Dang Thi Lan for their help during my time o f studying at Hanoi University I also wish to acknowledge the co-operation o f my colleagues and the informants from Thai Nguven College o f Commerce and Tourism in completing questionnaires and giving their constructive suggestions for this research Finally, my thanks go to my fam ily and my friends for their help, encouragement and understanding ABSTRACT English reading ability is considered very important to academic studies, professional success, and personal development because so much professional, technical, scientific materials and many literary works are published in English today For students at Thai Nguyen College o f Commerce and Tourism (TCCT) reading reference materials in English w ill help them much in their studies at the college as w ell as in their jobs in the filture So teaching English for Specific Purposes (ESP) to students is considered necessary at TCCT In order to teach ESP to the students effectively we need an ESP syllabus and ESP materials But there has been no ESP reading syllabus for the students o f TCCT For this reason, the main purpose o f this study was to design an ESP syllabus for second-year students o f accounting specialty at TCCT Due to the lim itation o f time for teaching ESP to students at TCCT, this study lim its itse lf to designing an ESP reading syllabus for second-year students o f accounting specialty at TCCT The syllabus was designed based on the results o f students5 needs analysis which was conducted by means o f questionnaires, interviews and documents analysis Information about students’ target needs and learning needs was collected from different resources such as first-year and third-year students at TCCT, English teachers and subject teachers at TCCT, graduates, and relevant documents The research question o f the study was 4What are the target needs and learning needs o f second-year students o f accounting specialty at TCCT?， The study consists o f five chapters including introduction and conclusion: • Chapter 1: Introduction •Chapter 2: Literature review • Chapter : Methodology • Chapter 4: Data analysis and discussion • Chapter 5: The proposed syllabus and conclusion LIST OF ABBREVIATIONS ESP English for Specific Purposes GE General English ELT English Language Teaching TCCT Thai Nguyen College o f Commerce and Tourism EST English for Science and Technology EOP English for Occupational Purposes EAP English for Academic Purposes EBE English for Business and Economics ESS English for Social Sciences V LIST OF FIGURES AND TABLES Figure Types o f ESP Table Third-year students and graduates’ types o f reading materials Table Third-year students and graduates’ reading purposes Table Third-year students and graduates' problems in reading Table Third-year students and graduates’ attitude towards ESP courses and suggestions for ESP courses Table The results o f first-year students' learning GE Table First-year students’ common reading activities Table First-year students’ difficulties in terms o f reading sub-skills Table First-year students’ attitude towards ESP courses Table First-year students’ expectations for an ESP reading course Table 10 First-year students’ preferences for learning styles Table 11 Subject teachers5 ranking o f the topics for the content o f the syllabus ГаЫе 12 The suggested ESP reading syllabus for second-year students o f accounting specialty at TCCT CHAPTER I: IN TRO DUCTIO N 1.1 BACKGROUND TO THE STUDY In recent years, thanks to the Door-Open Policy o f the Vietnamese Government, Vietnam has developed cooperative relationships in many fields with other countries in the region and in the world Foreign languages, especially English, play a considerable role in helping develop these relationships To make a better contribution o f foreign languages to the cause o f industrialization and modernization o f the country, there should be a reform in foreign language teaching and learning The starting point in this reform is to revise and renovate all the language programs and curricula at all levels throughout the country Like any other training institution, Thai Nguyen College o f Commerce and Tourism (TCCT) cannot stand outside this process Thai Nguyen College o f Commerce and Tourism (TCCT) trains accountants, shop assistants, business managers, etc w ith college qualifications for provinces o f Northern Vietnam A fter graduation, the students are expected to work in commercial fields where English is needed for their jobs A t the College, English is useful for the students’ studies, too There are a lot o f reference specialist materials written in English Reading these materials w ill help increase their knowledge o f economics, business, and accounting field o f other countries, which is very usefiil both for their studies at the college and for their jobs in the future In order to read these materials, our students need to know not only General English (GE) but also some English for Specific Purposes (ESP) Especially they have to obtain good reading skills Students o f TCCT come from mountainous provinces o f Northern Vietnam Before entering this college all o f the students had learnt English at school At TCCT English is a compulsory subject Students have 270 class hours to study it As discussed above, at the college students need English to read reference specialized materials for their current studies A fter graduation our students often come to work in commercial field where English is necessary for their jobs So teaching ESP to students at TCCT has been considered necessary However, up to now we have not taught ESP to our students because we not have an ESP syllabus as well as ESP materials A t present, we are teaching the students only GE The course book for GE is New Headway Elementary and Pre-intermedi ate by L iz & John Soars (2000) In the years to come we intend to give our students only 180 class hours o f GE and 90 class hours o f ESP However, due to the lim itation o f time for teaching and learning ESP at the college we cannot improve all four language skills for our students We can teach them only one o f these four skills Moreover, our graduates have very few opportunities to communicate face-to-face w ith foreigners in their jobs Usually they need English only for reading specialized materials in English Therefore, we have decided to give our students ESP reading courses The problem is that we not have an ESP syllabus and we not have any ESP materials, either Some researchers indicated that syllabuses play an important role in language teaching and learning According to W ilkins (1981)， syllabuses are “ specifications o f the content o f language teaching which have been submitted to some degree o f structuring or ordering w ith the aim o f making teaching and learning a more effective process” Brum fit (1984) suggested that ^successful teaching requires that there should be selection o f materials depending on the prior definition o f objectives, proficiency level, and duration o f course This selection takes place at the syllabus planning stage” Hutchinson and Waters (1987) said that the syllabus plays a complex role, but it clearly satisfies a lot o f needs And they also suggested that we need to be aware o f the different roles that the syllabus plays, so that we can use it most appropriately Obviously, syllabuses play an important role in teaching and learning in general, and language teaching and learning in particular Thus, in order to teach our students ESP effectively we must have a syllabus In this research we would like - to measure language proficiency regardless of any language courses that candidates may have followed - to discover how far students have achieved the objectives of a course of study - to diagnose students’ strengths and weaknesses, to identify what they know and what they not know -to assist placement of students by identifying the stage or part of a teaching program most appropriate to their ability Hutchinson & Waters (1987, p 147) suggest some criteria for designing tests as follows: - Test what you can reasonably assume the learners have learned - Your test should test what you actually want it to test - Avoid bias in the test The students who take part in this ESP reading course are expected to two tests: a progress test and a final achievement test The purposes o f the progress test are: to see how the students are progressing, to find out students’ strengths and weaknesses, to see i f the syllabus meets the objectives o f the course or not, to make changes i f necessary, to modify the teaching methodology i f necessary, and to find out ways o f helping students The final achievement test aims to measure students’ achievement, to assess whether the course achieves the objectives or not, and to measure the teachers’ ability It is recommended that when designing tests the test makers should base on the content o f the syllabus and the objectives o f the course The course aims to help students to practise different reading sub-skills, to provide them as many specialist terms and expressions as possible, and to help them to consolidate basic grammatical items Therefore, the test designers should take all these into account when designing both the progress and achievement tests 61 5.6 SUMMARY In this chapter, based on the results o f data analysis and the major finding presented in the previous chapter, the researcher has proposed an ESP reading syllabus for second-year students o f accounting specialty at TCCT First, we have set the goals and objectives o f the syllabus Then the content o f the syllabus has been presented We have suggested some criteria for selecting texts and designing tests for the course, too 5.7 CONCLUSION Being aware o f the fact that ESP becomes more and more important and useful for students’ current studies as well as for their jobs after graduation, teaching ESP has been included in the training program o f TCCT The problem is that we have not had an ESP syllabus as well as ESP materials yet Designing an ESP syllabus has been matters o f urgency for the purpose o f helping students learn E S P e ffe c tiv e ly W ith the purpose o f designing an ESP reading syllabus for second-year students o f accounting specialty at TCCT, the author o f this study has reviewed the literature related to ESP, syllabus design, reading theory and needs analysis This provides theoretical basis for the process o f designing an ESP reading syllabus that meets both the students’ needs and the objectives o f the course A needs analysis was conducted by means o f questionnaires, interviews and document analysis in order to collect information about students’ target needs and learning needs The subjects o f the study were the third-year students and graduates, the first-year students, the English teachers and subject teachers The findings o f the study show that most o f the students, graduates and teachers express their good attitude towards an ESP course and share the same point o f 62 view on the expectations from the course They all expect that the course w ill provide students w ith a large amount o f specialized vocabulary, help students improve their reading skills and help them to be able to read English materials relating to their professional areas A fter considering the advantages and disadvantages o f different types o f syllabuses, based on the training goals o f the college and the reading theory, the researcher has proposed a mixed syllabus (a topic-based and skill-based syllabus) for the second-year students o f accounting specialty at TCCT Then we have also suggested some criteria for selecting texts and designing tests for the course Although the author has tried her best, this study may contain certain limitations First, due to the lim itation o f time and financial means, the questionnaires were delivered to a very lim ited number o f participants Second, this is the first time the researcher has involved in such a study so the shortcomings in the data collection, analyzing and interpreting the collected data were unavoidable This thesis lim its itse lf to designing an ESP reading syllabus for second-year students o f accounting specialty It is considered as a guide for the teachers and students who w ill take part in teaching and learning ESP at TCCT The syllabus was designed based on the results o f needs analysis conducted before the course start During the teaching and learning process the students5 needs may change, so it is suggested that an on-going needs analysis should be conducted and some items in the course content can be adjusted to be suitable w ith the learners’ needs Being the pioneer research on ESP syllabus design for the students o f accounting specialty at TCCT, this study consists certain shortcomings and limitations, but it is hoped to make ESP teaching and learning at TCCT effectively 63 REFERENCES Breen, M (1984) ^Process syllabuses fo r the language classroom ” ，in Brum fit, C.J (Ed) General English Syllabus Design Oxford: Pergamon В rum fit, C J (1984) General English Syllabus Design Oxford: Pergamon Brown, D.J (1995) The Element o f Language Curriculum USA: Heinle and Heinle Publishers Carter, c & Nunan, D (2001) The Cambridge Guide to Teaching English to Speakers o f Other Languages Cambridge University Press Carter, D (1983) Some propositions about ESP The ESP Journal, ，131-137 Dubin, F & Olshtain, E (1992) Course Design Cambridge University Press Dudley-Evans, T & St John, M (1998) Developments in ESP: A multi­ disciplinary approach Cambridge University Press Grellet, F (1992) Developing Reading Skills Cambridge University Press Hermanson,R.H & Edwards, J.D (2005) Financial Accounting Freeload Press Hoang Mai An (2003) M.A Thesis: Designing a reading syllabus fo r third-year students at the Faculty o f Literature, Thai Nguyen College o f Education Hanoi University Hughes, A (1994) Testing fo r Language Teachers Cambridge University Press Hutchinson, T & Waters, A (1987) English fo r Specific Purposes - A learning Centred Approach Cambridge University Press 64 Karl, K (1987) Approaches to Syllabus Design fo r Foreign Language Teaching Eaglewood C liffs, New Jersey: Prentice Hall Kennedy, c and Bolitho, R (1984) English fo r Specific Purposes Macmilan Publishers Ltd Krahnke K.(1987) Approaches to Syllabus Design fo r Foreign Language Teaching Eaglewood C liffs: Prentice Hall, Inc Krashen, s & Terrell, T (1983) The Natural Approach Language Acquisition in the Classroom Pergamon Press Munby, J (1978) Communicative Syllabus Design Cambridge University Press Nguyen Dinh Hung (2003) M.A.Thesis: Designing an ESP reading syllabus for the third-year students o f computer science at Quang Binh college o f education Hanoi University Nunan, D (1988) The Learner-Centred Curriculum Cambridge University Press Nuttal, c.(1996) Teaching Reading Skills in a Foreign Language London: Heineman Richards, J (1990) The Language Teaching Matrix New York: Cambridge University Press Richards, J (2001) Curriculum Development in Language Teaching Cambridge University Press Richards, J & Rodgers (1986) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press 65 Robinson, P.C (1991) ESP Today: A Practitioner’s Guide Prentice Hall Strevens, p (1980) English fo r Specific Purposes Oxford Pergamon Press Strevens, p (1988) ESP after twenty years: a re-appraisal, in M Tickoo (ed) ESP: State o f the A rt, Singapore: SEAMEO Regional Language Centre Stern, H H (1984) ‘Introduction, Review and Discussion ' in C.J.Brum fit (ed.) 1984a Than Thi Hien Giang (2004) A proposed ESP reading syllabus for second-year students o f Economics at Tay Nguyen University Hanoi University Tran Thi Oanh (2003) M A Thesis: Towards Designing an ESP Syllabus for the 3rd year Students at the Faculty o f Environment, Hanoi University o f Technology Hanoi University Tran Thi Phuong (1999) M A Thesis: Designing an ESP Reading Course for the Third-year Students o f Faculty o f Electronics and Telecommunication at Hanoi University o f Technology Hanoi University Vu Thi Lua, (2004) M A Thesis: The ESP Programme for Students o f Business and Management at Hanoi University o f Business and Management - A Critical Look and recommendations Hanoi University Webster,W.H (2004) Accounting fo r Managers The Me Graw - H ill Companies Widdowson, H.G (1984) English fo r Specific Purposes: Criteria fo r Course Design Newbury House W ilkin, D A (1976) Notional Syllabuses Oxford University Press W ilkin, D A (1981) 'Notional Syllabuses Revisited: A Further Reply \ Applied Linguistics II 66 W illiams, E (1990) Reading in the Language Classroom Macmillan Publisher Yalden，J.(1984) uSyllabus Design in General Aducation” in Brum fit, D.J.(ed)， General English Syllabus Design Oxford: Pergamon Yalden， J.(1987) Principles o f Course Design fo r Language Teaching Cambridge University Press 67 APPENDICES APPENDIX 1: QUESTIONNAIRE (For third-year students and graduates) The purpose o f this questionnaire is to identify the students’ target needs based on which an ESP reading syllabus for second-year students o f accounting specialty at TCCT w ill be designed Your sincere answers are very useful and make an important contribution to my study Please respond to all the following questions Thank you for your co-operation 1.What types o f English materials you often read? □ Specialized newspapers, magazines □ Research reports □ Books on economics, business, accounting field □ Information on the Internet □ Business letters/ faxes □ Economic contracts □ Manuals, charts, instructions 2.What you read English materials for? □ updating inform ation □ improving specialist knowledge □ improving English competence □ getting necessary information for current studies/ jobs 3.When you read in English, you often read: □ To grasp main points 68 □ To search for a specific idea, fact, or detail □ To understand the information in detail □ To extract key idea and gist □ To obtain specialized terms □ To summarize texts □ To write critical review 4.When you read in English, how often you have difficulties in ? ~ Comprehending specialized vocabulary, expressions, and terms? □ Often - Understanding □ Sometimes □ Never grammatical structures? □ often □ Sometimes DNever _ Using reading sub-skills? □ O fte n □ Sometimes DNever 5.ІП your opinion, an ESP reading course is for students o f accounting specialty at TCCT □ necessary □ not very necessary □ no idea 6.D0 you think in an ESP reading syllabus for students o f accountancy at TCCT □ grammatical structures should be consolidated; □ students' reading skills should be improved; □ reading tasks and activities should be various; □ topics and vocabulary should be relevant to students' specialist; □ list o f vocabulary w ith Vietnamese equivalent should be given 69 APPENDIX 2: QUESTIONNAIRE (For first-year students at TCCT) The purpose o f this questionnaire is to identify the students’ learning needs based on which an ESP reading syllabus for second-year students o f accounting specialty at TCCT w ill be designed Your sincere answers are very useful and make an important contribution to my study Please respond to all the following questions Thank you for your co-operation 1.Did you learn English before entering this college? I f “ yes” , for how long? □ Yes DNo .years months What's the result o f your learning GE at TCCT? -Termi: □ -4 marks □ - marks □ - marks - Term 2: □ -4 marks □ - marks □ - 10 marks 3.H0W often you each o f the following things when you read an English text? a Discussing something related to the text before reading it □ Never □ Sometimes □ Often □ Always b Predicting what you are going to read □ N ever □ Sometimes □ Often □ Always c Reading instructions for exercises before reading texts □ N ever □ Sometimes □ Often 口Always d Reading quickly to establish a general idea o f the content □ N ever □ Sometimes □ Often и Always e Translating the text word by word into Vietnamese □ N ever и Sometimes □ Often □ A l wavs f Paying attention to topic sentences to guess main ideas 70 □N ever □ Sometimes □ Often □ Always g Looking quickly through the text to locate specific information □N ever □ Sometimes □ Often □ Always h Using the context (fam iliar words, pictures ) to guess the meaning o f unfam iliar words □N ever □ Sometimes □ Often □ Always i Looking up any new words in dictionaries □N ever j □ Sometimes □ Often □ Always Looking up only some key words and ignoring unimportant new words □N ever □ Sometimes □ Often □ Always k Reading the text carefully to understand every words and grammatical structures □N ever □ Sometimes □ Often □ Always 4.How often you have difficulties w ith each o f the follow ing things when you read in English? a Reading a text quickly to establish a general idea o f the context □ V e ry often □ Sometimes DNever b Looking through a text quickly to locate specific information □ Very often □ Sometimes DNever c Identifying the topic sentence o f a paragraph □ Very often □ Sometimes DNever d U tilizing non-text information □ V e ry often □ Sometimes □ Never e Recognizing and interpreting cohesive devices □ V e ry often □ Sometimes □ Never f Understanding the main points o f the text □ Very often □ Sometimes 71 DNever g Understanding the text organization □ Very often □ Sometimes □ Never h Reading a text slowly and carefully to understand the details o f the text □ Very often i □ Sometimes DNever □ Sometimes □ Never Reading speed □ Very often j Understanding the relationship between ideas □ Very often □ Sometimes □ Never k Understanding the w riter’s attitude and purposes □ Very often □ Sometimes DNever General comprehension □ Very often □ Sometimes DNever m Guessing unknown words in a context □ V ery o ften □ Som etim es □ N ev er n Understanding specialist vocabulary in a text □ Very often □ Sometimes □ Never □ Sometimes DNever o Translation □ V e ry often 5.Do you think that an ESP reading course is .for you? □ Necessary □ Not very necessary □ No idea What are your expectations from an ESP reading course? Please rank the follow ing items from the most important (1) to the least important one (7) □ To be provided w ith English terms o f economics, business, and accounting specialty □ To be able to read and understand concepts and principles o f accounting □ T o be able to read and understand English materials relating to your specialty 72 □ To consolidate basic grammatical structures □ To be able to communicate in English with foreigners on topics relating to your specialty □ To be able to take part in seminars on your specialty □ To be able to translate books and newspaper articles from English into Vietnamese 7How you want to learn? □ In pairs □ In small groups □ In a large group under teachers’ guidance □ Independently 73 APPENDIX 3: QUESTIONS FOR THE INTERVIEW WITH ENGLISH TEACHERS How you assess your students' level of GE? What's your students' proficiency in reading sub-skills? 3.Which reading sub-skills should be developed in an ESP reading course for students o f accountancy at TCCT? Which grammatical items should be consolidated in the course? Which vocabulary items and vocabulary exercises should be included in the syllabus for the course? What are your other suggestions for an ESP reading syllabus for second-year students o f accounting specialy at TCCT? 74 APPENDIX 4: QUESTIONS FOR THE INTERVIEW WITH SPECIALIST SUBJECT TEACHERS We are designing an ESP reading syllabus for second-year students o f accounting specialty Which topics should be included in the syllabus in your opinion? Please give at least 10 topics that you think the most essential 75 ...HANOI UNIVERSITY DEPARTMENT OF POSTGRADUATE STUDIES LE THI THU THUY DESIGNING AN ESP READING SYLLABUS FOR THE SECOND - YEAR STUDENTS OF ACCOUNTANCY AT THAI NGUYEN COLLEGE OF COMMERCE AND TOURISM. .. purposes o f reading: I - Recognizing the script of a language 2- Deducing the meaning and use of unfamiliar lexical items 3- Understanding explicitly stated information 4- Understanding information... materials (question 4)， their opinion about the importance o f an ESP reading course for students at 丁CCT (question 5), and their suggestions for designing an ESP reading syllabus for second- year