Designing a tentative esp listening syllabus for the second year students of tourism at cssh, vnuh

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J : ^ % ề s ,J Ё ; i V ՛ T IV I է - I iSTENlM., ■՝ : : 니 SYLLABUS F O I Kßy^ÉJ^ i l l SI I jIJEN Ф М Ш AT CSSH, VMII FD ш Ear:: ևս ỉruLrlLMBNT Ш Ш і Ш ѣ^ о п ш DEGREE ,： : ểA: ■ R ֊ ա տ օւ suphK ѵься- ІЖІ?Л Dai hoc Ha Noi Ì» |ỊỊ|ỊỊIIIIII Н ш ѵ і; - r u:y ъ т 000038790 –ᅩ i? ^ ^ í^ -.â Ị-상;֊ᅳ 礙 没 Í >Ä3-,-.»SÄ«. - i- -Jr=^ằ;rt^ f.r -w *-.-ằ *ằôã Tor/Tü^âiBỵK^vïiisaSsỵftïi- д= M INISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY LAI THỈ PHUONG THAO DESIGNING A TENTATIVE ESP LISTENING SYLLABUS FOR THE SECOND YEAR STUDENTS OF TOURISM AT CSSH，VNUH SUBMITTED IN PARTIAL FULFILMENT OF REQUIREMENTS OF THE DEGREE OF MASTER IN TESO ᄂ S U P E R V ^ R m 11Л САІѴкТАМ 쎄 ^ TRUNfiTÂM THÚNGЛИTHƯVIỆN FDBTC ձ Հ ք Լ ： Hanoi M a y 2008 ACKNOWLEDGEMENTS I am in large measure indebted to my supervisor, Dr Ha Cam Tam o f the College o f Foreign Languages, Vietnam National University, Hanoi for her scholarship, consistent guidance， detailed comments and generous encouragement at all the stages o f development o f my thesis, without which this study would have never been accomplished I also wish to acknowledge the valuable support and encouragement o f all the staff members at the Department o f Post-graduate Studies, Hanoi University M y sincere thanks are also due to Dr Lam Quang Dong, the Dean o f the Department o f Foreign Languages, the College o f Social Sciences and Humanities (CSSH), Vietnam National university, Hanoi (VNƯ H) foi his assistance and useful guidance I would albo be grateful to Ms Nguyen Hong Loan, the leader o f group o f English teachers at the Faculty o f Tourism, my colleagues and students at CSSH, VN U H for their help and cooperation In addition, my husband has earned my gratitude for his endless love, continuous help and encouragement during my w riting this thesis Finally, I am grateful to the librarians in the Resource Center at Hanoi University for their assistance in providing materials for my study ABSTRACT The present study aims to design a tentative ESP listening syllabus for the second-year students o f Tourism at CSSH, VN UH One main research question raised in the study was Whai is the relevant listening syllabus fo r the second-year students o f Tour is m l To answer the main research question, two specific research questions addressed were (1) What is the students ’ listening proficiency level by the end o f GE coursel and (2) What are the students ’ learning needs and target needs in terms o f listening skill? In order to answer the first specific research question，Sample Papers o f PET and Sample Papers o f KET in Cambridge ESOL Exams were administered on twenty-eight secondyear students o f Tourism at CSSH, VN U H in order to know what the students’ listening proficiency level by the end o f the GE course was The results o f PET showed that all the students failed to reach the passing grade, which meant that they could not reach level B lo f the CEF implied by GE teachers at FT In order to find out the real performance in terms o f listening skill, K E T was administered twice The results o f Pre-and Post-KET were compared by means o f Paired Sample T-tests using SPSS version 11.5 to see i f the results were reliable The results o f KET showed that the proficiency o f the students was generally in the middle o f level A2 o f the CEF, and that their performance in terms o f listening skill was the worst Their problems with listening comprehension were discussed in terms o f grammar, vocabulary, pronunciation and intonation, functions and notions, and listening strategies In order to answer the second specific research question, a questionnaire for Tourism students o f year 2, structured interviews w ith six employers o f travel agencies and tourism companies in Hanoi, observation o f real work done by tour guides, tour operators and travel agents mainly in terms o f communication with customers, and document analysis were conducted The preliminary results showed that an ESP listening course was extremely important to their future jobs The study also found out the ESP language specifications necessary to the students o f tourism Based on the major findings, a tentative ESP listening syllabus for improving listening proficiency o f the second-year students o f Tourism was designed From the findings o f the study, some limitations were made together with suggestions for further studies LIST OF ABBREVIATIONS ALTE: The Association o f Language Testers in Europe ВЕС: Business English Certificates CAE: Certificate in Advanced English CEF: The Common European Framework CIÌLS: Certificates in English Ьапциаце Skills CPE: Certificate o f Proficiency in English CSSH: College o f Social Sciences and Humanities DFL: Department o f Foreign Languages ESL: English as a second language ESOL: English for Speakers o f other Languages FCE: First Certificate in English FT: The Faculty o f Tourism GE: General English KET: Key English Test PET: Preliminary English Test SPSS: Statistical Package for the Social Sciences VUNH: Vietnam National University, Hanoi YLE: Cambridge Young Learners English Tests Pre K R & W : Pre-KET Reading and W riting Pre K _L: Pre-KET Listening Pre K _ s ：Pre-KET Speaking Pre K_T: Total Mean score o f Pre-KET Post K R & W : Post-KET Reading and W riting Post K_L: Post-KET Listening Post K_s ：Post-KET Speaking Post К T: Total Mean score o f Post-KET LIST OF TABLES AND FIGURES Table 1.1: The English teaching program for Students o f Tourism at CSSH, VN U H Table 2.1 : Levels in Cambridge ESOL Exams equivalent to the CEF levels Table 2.2: The aims and objectives o f PET (Level B1 o f the CEF) Table 2.3: The aims and objectives o f KE T (Level A2 o f the CEF) Table 3.1: KET Content: An overview (Source: The KE T handbook, pp.5, www.CambridgeESOL.org/KET) Table 3.2: PET Content: A n overview (Source: The PET handbook, pp.5, www.CambridgeESOL.org/PET) Table 3.3: Second-year students’ profile Table 3.4: Employers’ profile l able 3.5: ümployees, profile Table 4.1 : Paired Samples Statistics Table 4.2: Paired Samples Correlations Table 4.3: Paired Samples Test Figure 2.1: Learning-centered approach to course design Figure 4.1 : Percentage o f the students at each grade (PET) Figure 4.2: The mean score o f PET paper 3-Listening components Figure 4.3: Percentage o f the students at each grade (pre-KET) Figure 4.4: The mean score o f each part o f Paper 1-Reading and W riting (Pre-KET) Figure 4.5: The mean score o f Pre-KET listening parts Figure 4.6: Percentage o f the students at each grade (Post-KET) Figure 4.7: The results o f Post-KET Paper 2-Listening TABLE OF CONTENTS A C K N O W L E D G E M E N T S i A B S T R A C T ii L IS T OF A B B R E V IA T IO N S iii L IS T OF T A B L E S A N D F IG U R E S .iv C H A P T E R 1: IN T R O D U C T IO N .1 1.1 Background to the s tu d y 1.2 Aim s and research questions o f the stu d y 1.2.1 Aims o f the study 1.2.2 Research questions 1.3 Scope o f the s tu d y 1.4 Significance o f the s tu d y 1.5 O rganization o f the thesis C H A P T E R 2: L IT E R A T U R E R E V IE W 2.1 Listening com prehension 2.1.1 Definition o f listening comprehension 2.1.2 Listening processes: top-down and bottom -up 1.3 Listening sub-skills MM,., ,, 10 2.1.4 Factors affecting listening comprehension 11 2.2 ESP syllabus design 16 2.2.1 D efinition and classification o f ESP 16 2.2.2 Syllabus d e s ig n 17 2.2.2.1 D efinition and types o f syllabus 17 2.2.2.2 Approaches to syllabus design 19 2.2.2.3 Components o f a sylla b u s 20 2.2.3 Needs an alysis 21 2.2.3.1 D efinition o f needs and needs analysis 21 2.2.3.2 Approaches to needs analysis 22 2.2.3.3 Conducting needs analysis 24 2.3 S u m m a ry .26 C H A P T E R 3: M E T H O D O L O G Y 27 3.1 Research questions 27 3.2 Data collection in s tru m e n ts .27 3.2.1 Document analysis .28 3.2.2 К Е Т and PET 29 3.2.3 The questionnaire 34 3.2.4 Structured in te rv ie w s 35 3.2.5 Observation 36 3.3 The subjects o f the stu d y 36 3.3.1 The students 37 3.3.2 The em ployers .38 3.3.3 The em ployees 38 3.4 Data collection procedures and data analysis 39 C H A P T E R 4: T H E S TU D Y R E S U LTS A N D T H E T E N T A T IV E S Y L L A B U S 40 4.1 The results o f the study and discussion 40 4.1 ! The results o f PET and KET and discussion 40 4.1.1.1 The results o f PET and discussion 40 4.1.1.2 The results o f K E T and discussion 43 4.1.1.2.1 The results o f pre-KET and discussion .43 4.1.1.2.2 The results o f post-KET and discussion 47 4.1.1.2.3 Comparison o f Pre-KET and Post-KET results 50 4.1.2 The results o f the questionnaire, structured interviews, observation and document analysis 52 4.1.2.1 The results o f the questionnaire and discussion .52 4.1.2.2 The results o f the structured interviews and observation and discussion •• 54 4.1.2.3 The results o f document analysis and discussion 56 4.1.3 Summary o f the major findings 57 4.1.3.1 The з Ш с к г ^ listening input level 58 4.1.3.2 The students’ target needs 59 4.1.3.3 The students4 learning needs 60 4.2 The tentative s y lla b u s 62 4.2.1 Rationale 62 4.2.2 The syllabus 62 C H A P T E R 5: C O N C L U S IO N 74 5.1 Conclusion 74 5.2 Im p lic a tio n s 75 5.3 L im ita tio n s 70 5.4 Suggestions fo r fu rth e r studies R EFER ENC ES A P P E N D IX 1: The language specifications o f PET and K E T Sample Papers A P P E N D IX 2: The questionnaire A P P E N D IX 3.1: Questions fo r structured interviews A P P E N D IX 3.2: Observation sheets A P P E N D IX 3.3: Sample jo b adverts A P P E N D IX 4: Sum m ary o f results o f PET, P re-K E T and Post-KET A P P E N D IX 5: Sum m ary o f results o f the questionnaire A P P E N D IX 6: Sum m ary o f results o f structured interviews and observation A P P E N D IX ᄀ : The Form at o f a credit-based syllabus by CSSH A P P E N D IX 8: A Sample U n it CHAPTER 1: INTRODUCTION This chapter includes four sections The first section (1.1) is the background to the study The second section (1.2) presents the aims and the research questions o f the study The scope o f the study is in the third section (1.3) Then the significance o f the study is discussed in the fourth section (1.4) The chapter ends by the organization o f the thesis in the last section (1.5) 1.1 Background to the study Along the development o f the society, the English language in Vietnam has been utilized mostly in most o f the fields like Economics, Banking, Commerce, Business and so on Moreover, Vietnam has been trying to integrate into the W orld’ s tco n o m y，which is exemplified by the event that it has become the 150th member o f World Trade Organization Teaching and learning the English language w ill definitely become more imperative at schools and universities in response to the increasing tendency o f Vietnam’ s integration into the ạlobal economy The College o f Social Sciences and Humanities (CSSH)，one o f the constituents o f VN UH , comprises fifteen faculties and two departments The Department o f Foreign Languages (D FL) is responsible fo r teaching foreign languages to students o f all the faculties A t all the faculties, two courses o f English, a GE course and an ESP one, are delivered This is the case for FT, at which the English language learning and teaching is carried out in two stages In the first stage, they take a three-level GE course at elementary, pre-intermediate, and intermediate levels The GE course is carried out in 420 forty-five minute class hours in three semesters The textbooks used for teaching and learning GE are Life lin es by Tom Hutchinson (1997) A ll the four skills are taught equally in term o f time allocation Actually, the FT as well as the DFL has issued no official document about the level that students w ill be able to reach by the end o f the GE course However, referring to the CEF and the three-level Lifelines by Tom Hutchinson (1997) being currently taught, the GE teachers make out that the objective o f the GE course is to help students master the lower intermediate level o f English proficiency (Level B1 o f the CEF) at all the four skills so that they w ill be able to get involved in the ESP course w ithin 240 forty-five minute class hours СЛ ԼՈ Kí ы oe 니 - ժ X Լքւ Nỉ Os er NỈ •JX 了 СЛ c/5 Լ Ո ԼՈ 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ƠN i è to 니 40 і н Я 4노 ᄋ 、 00 ỉ 4느 Os 수 4노 4느 4노 4노 ᄋО О 4느 •니 О 4노 ᄂ Л 4느 ON ON ᄂո 4노 ᅭ О vo 4느 '֊ յ LAI LO ᄍ -t^ ON ON 4느 (у \ 4노 00 L f\ К) 4느 公 чО о ưì О LTì 00 U) LTì о а * GO ԸՅ О 38.88 ᄂк) L»J 00 с 、 L j -vj U) U) ᄋ、 4노 ᄂ^) ᄂJ LO о k) L k) L k) LO 니 Լ) L k) 00 L k) -p^ 4느 bc о Lk) чО 4느 bo k) ᄂJ LO 00 ևյ ᄂ »J cs ᄂյ UJ 00 LO Լ) L/1 니 LO 公 О Ố о U) bo 公 U) U) 4느 О 4^ 4노 է ᄂ/ì О - ost-KWT U M A D I Z GA2Ö W I S I N G CCMIWCINEIVIS "O 4느 25 l/ ì ^ M Ü L H0 s4 ᄂл ᄂ/ì RESULTS OF Post-K ET SPEA K IN G C O M PO N E N T Ss'code Part (10) P art (10) Total (20) Total (25) S ib 16 20 S2b 16 20 S3b 7 14 17.5 S4b 15 18.75 S5b 8 16 20 S6b 10 10 20 25 S7b 17 21.25 S8b 8 16 20 S9b 13 16.25 SlOb 15 18.75 S llb 15 18.75 S12b 8 Ỉ6 20 S13b 9 18 22.5 S14b 7 14 17.5 S15b 10 16 20 S16b 16 20 S17b 15 18.75 S18b 15 18.75 S19b 12 15 S20b 15 18.75 S21b 13 16.25 S22b 15 18.75 S23b 7 14 17.5 S24b 12 15 S25b 8 16 20 S26b 15 18.75 S27b 14 17.5 S28b 6 12 15 7.93 7.1 15.03 18.8 Mean score APPENDIX 5: RESULTS OF THE QUESTIONNAIRE PART I: STUDENT’S PROFILE Frequency Percent Where they St니 died City Rural areas 24 37 39.3 60.7 Age 19-20 21-22 39 21 23-30 Other 63.9 34.5 1.6 0.0 Male Female 12 47 3.3 19.7 Years of learning English 1,5 3-5 Over 20 12 29 Where St니 died English Secondary school 63.9 High school 39 41 Center Other 22 36.1 0.0 Tour guide Tour operator 27 44.2 16.4 Missing Gender Job ambition 10 16 Hotel receptionist Hotel manager Travel company's manager Others Total 77.0 32.8 19.7 47.5 67.2 26.2 6.6 6.6 0.0 61 100.0 PART II: STUDENTS’ LEARNING NEEDS Students5 purpose o f ta kin g the ESP course p 니 rposes of study Study Work St니 dy and work Exam Promotion Other Gommu 门 icati ᄋ n Widen knowledge Liking Freq니 ency 15 j 39 35 22 1 Percent 24.6 63.9 57.4 14.8 36.1 3.3 1.6 1.6 Students9 perceived English skills im po rta n t to th e ir fu tu re jo b Extremely important F I p Very important F I p Important F I p Not very important F I p Unimportant F I p Missing Reading Listening Speaking Writing Grammar Vocabulary 29 43 1 14 1.6 47.5 70.5 1.6 1.6 23.0 30 18 11 32 1.6 49.2 29.5 18.0 11.5 52.5 12 19.7 3.3 27 44.3 18 29.5 22 16 36.1 26.2 11.5 27 36 44.3 59.0 13.1 1.6 (F: Frequency, p ：Percent) S tudents’ likinq learning listening Frequency No Yes No idea Total Percent 13 47 21.3 77.0 1.6 61 100.0 Students, self-assessing th e ir listening ability Frequency Very good Good Not very good Poor Total Percent 4.9 32 52.5 26 61 42.6 100.0 §；S tudents’ problem s w ith listening com prehension Frequency Understanding details Understanding main ideas Understanding general meaning Concentrating Remembering the content information Recognizing individual words Lacking vocabulary Lacking background knowledge Quality o f tapes Speakers9 speed and accent Others Total or Percent 38ᄀ 62.3 33 54.1 21 34.4 15 24.6 26 42.6 28 45.9 38 62.3 57 27.9 12 19.7 29 47.5 0.0 61 100.0 3.3 S tu d en ts，expectation o f listening skills practiced in the first ESP m odule Frequency Listening for main ideas Listening for specific ideas Listening for the general meaning Note-taking Dictating Identifying speakers’ attitude from voice and tones Recognizing stressed words Differentiating facts and opinions Differentiating main ideas from supporting ones Analyzing kinds o f listening tasks Understanding sentence construction Summarizing spoken texts Other Percent 61 100.0 61 100.0 61 100.0 57 93.4 I 39 63.9 36 59.0 ! 38 62.3 57 93.4 12 19.7 I 53 86.7 29 47.5 42 68.9 Total 0.0 100.0 ᄀ Students' expectation o f listening skills in the firs t ESP module Exercises Gap-fill True/False/N o Inform ation Q uestion A nsw ering Sum m ary com pletion Sequencing sentences N ote-taking R ecognizing stressed w ords Picture ordering D ictating M ultiple choice question (M CQ) M atching M istake identification Fill in the form Translation Total Frequency Percent 61 61 100.0 100.0 61 61 51 40 41 100.0 100.0 83.6 65.6 67.2 61 34 61 100.0 55.7 100.0 61 53 48 15 61 100.0 86.9 78.7 24.6 100.0 The students9 fam iliarity of tonics and situations before the ESP course Topics and situations Com m unicative activities Frequency Percent Talking about past 12 19.6 Personal experiences experiences 31.1 19 Landscapes D escribing landscapes A passenger survey Reasons for traveling 25 41.0 Q uestions and Answers M aking a conversation at the 11.5 Booking a holiday travel agents’ Stages in booking a holiday Com plaining about a package 0.0 A package holiday holiday At a travel agency 0.0 Buying and selling tickets Travel agents and tour operators Preliminary negotiations Com plaints W orking guide as a On tour Airport announcements Holiday advertisements Welcoming visitors Effective and ineffective questions Hotel reservation 12 19.7 0.0 0.0 11.5 0.0 0.0 0.0 13.1 13.1 14.8 10 16.4 13.1 tour Guide instructions Money matters D ifferiating the role o f a travel agent and that o f a tour operator A rranging a m eeting Identifying and proposing areas o f discussion Introducing a com plaint Responding to com plaint A pologizing Prom ising action A nsw erphone m essages Making changes to the guide instructions Describing people and places G iving guide commentaries Listening to airport announcem ents and get inform ation Indentifying the features o f a holiday Introductions: opening a small talk Responding to questions Exchanging money Making a reservation for a hotel room APPENDIX 6: R ESU LTS OF IN T E R V IE W S W IT H E M P LO Y E R S R ESU LTS OF O B S E R V A T IO N PART I: EMPLOYERS' PROFILE Frequency Age Sex Percent 27-30 years 83.3 31-40 years 16.7 Male 100.0 Female Job expe 门 enee 0.0 1-2 years 16.7 3-5 years 66.6 Over years Total 16.7 100.0 PART II: DATA OF STUDENT’ S TARGET NEEDS The importance o f an English-for- Tour im course fo r the employees ’ career Valid Very important Frequency Percent 83.3 16.7 0.0 Important Somewhat important Unimportant Total 0.0 100.0 The importance o f skills and lin g u istic competences at workplace Very important Frequency Reading Listening Speaking Writing Vocabulary Grammar Percent Somewhat important Important Frequency 0.0 83.3 100.0 0.0 16.7 0.0 Percent 0.0 16.7 16.7 50.0 0.0 Frequency Unimportant Percent Frequency 33.3 66.7 I 2 16.7 33.3 33.3 66.6 66.7 I Benefits o f good listening a b ility at workplace Frequency Being able to understand what customers say Being able to communicate well with customers Being able to widen knowledge o f tourism Can get promoted Percent 100.0 100.0 83.3 83.3 Percent Can have more chance to go on business abroad Can be offered an English course Others 83.3 33.3 0.0 Most frequent means o f communication at work Means of communication at work Frequency Face-to-face On the telephone By email At presentations Percent 100.0 83.3 50.0 33.3 16.7 At meetings " Others Total I ' 0.0 100.0 Employees9m ain tasks at work ^ Frequency ■■■■- Percent Picking up customers at the airport Communicating with customers on tour 100.0 100.0 Describing landscapes Providing information about kinds o f holiday 66.7 83.3 Handling complaints 100.0 Booking a holiday for customers 66.7 Making reservations for hotel rooms 66.7 Helping customers to book airport tickets 100.0 M aking adverts for kinds o f trip 50.0 Others: m aking phone calls 33.3 ᄀ Total 100.0 ᄀ R E S U L T S OF O B S E V A T IO N The people w/u) were observed Number Tour guides Travel agents 丁 our operators Who they communicated w ith Proficiency level Custom ers native, Foreign counterparts as Colleagues language, a second fluent D iffic u lty o f and problems w ith listening in English at work ! Problem s Frequency Customers' different accent Customers' fast speed Customers’ soft voice unfamiliar vocabulary cross-cultural differences lack of background knowledge others: problems with pronunciation 6 6 Percent 100.0 83:3 66.7 100.0 100.0 83.3 j 100.У] Topics and communicative activities they involve in at work + W elcom ing visitors: opening a talk + A irp o rt announcem ents: Listening to airport announcem ents and get inform ation + E ffective and ineffective questions: Respoding to questions + A package holiday: complaining about a package holiday +Booking a holiday: making a conversation at the travel agent’ s; stages in booking a holiday + Landscapes: Making presentations on a becauty spot + Festivals: Leading customers in a festival 누 W orking as a tour guide: Answerphone messages + Guide instructions: Making changes to the guide instructions + On tour: Desccribing people and places; giving guide commentaries + Preliminary negotiations: Making negotiations about changes o f a trip schedule + A package holiday: Complaining about a package holiday + A t a travel agency: Buying and selling tickets + Complaints: Introducing a complaint, responding to complaint, apologizing, promising action + Holiday advertisements: Identifying the features o f a holdiay + Travel agents and tour operators: Differiating the role o f a travel agent and that o f a tour + Money matters: Exchanging money + Hotel reservation: Making a reservation for a hotel room APPENDIX ᄀ : THE FORMAT OF A CREDIT-BASED SYLLABUS BY CSSH, VNUH1 Teacher 9S profile • F u ll name: • Q ualification: • Address at work: • Telephone number: • Inform ation o f co-operating teachers ( if any) Em ail: Course description - Course’ s name: - Course's code: - Course: Compulsory or Optional - Course value: ֊ Previous course(s): - Follow ing course(s): - The requirements o f the subject ( if any): ֊ Time frame: O verall g o al and objectives Sum m ary o f syllabus contents The course contents Suggested m aterials 6.1 • Com pulsory materials 6.2 Reference materials Organization o f the contents Week (2006) 'T i liệu tập huấn tham khảo vé Phương thức đào tạo theo Tín c h ỉ， VN Ư H : CSSH Types o f in-class activities Time, room M ain contents Students ’ required preparation fo r the lesson Week Types o f in-class activities Time, room M ain contents Course policies and teacher’ s requirements 8.1 Teacher， s requirements 8.2 Course p o licy T ypes o f assessment and evaluation 9.1 Continuous assessment 9.2 Achievement assessment 9.3 Testing schedule ֊ M id-term exam: - Continuous tests: Final exam: Students ’ required preparation fo r the lesson APPENDIX 8: A SAMPLE UNIT UNIT 12 B o o tin g a I lö M a y Listen to this conversation which takes place in a travel agency The customers want to travel to somewhere hot for a beach holiday in November Tick (사) the correct column fo r the places they choose Then write the reasons fo r the places they don ， t choose Places Yü^* 'N o - — 一 Reasons 〜 The Gambia Spain Tenerife La Gomera France Listen again and complete tm s customer enquiry form R esort Playa Blanca H o te l R oom single □ twin □ balcony □ sea view □ M e a l-p la n self-catering □ bed & breakfast □ half-board □ full-board □ A ir p o r t from to Departure on November Dep: 09.35 Arr: Return on November Dep: Arr: C lie n t name C o n ta ct Tel No B o o k in g reference • L A M Л A GE FOCUS ĩ ã k ĩ n ị i a lMíolvinu w ill be given a list o f the holiday types You w ill be given one or two holiday types y/oiu specialize in Think about the details o f in which you are interested in Try to find a tlhe holidays you are offering Customers travel agent who can provide you with the w iill come to you w ith particular holiday’ s same holiday or a similar one V isit as many requests Try to sell them a holiday that travel agents as possible so that you can be s>uiits their needs, but it is also one o f the sure you have got the best holiday for you holidays you specialize in Feedback Feedback H o w many holidays did you sell with a Customers-Did you find the holidays you dfinite reservation? wanted? How helpful did you find the travel agent? ... design a tentative ESP listening syllabus for the second-year students o f Tourism at CSSH, VN UH One main research question raised in the study was Whai is the relevant listening syllabus fo r the. .. format was two candidates and two examiners One examiner acted as both assessor and intercultural and managed the interaction by asking questions and setting up the tasks The other acted as assessor... who fail in listening exams seem much higher than that o f other skills The teaciers at FT say that they the best o f their ability to teach students listening in the way that they apply the common