Designing an esp reading syllabus for civil servants of the ministry of agriculture and rural development at college of management in agriculture and rural development no1

t “■ '7* ' ỉ Ri/I-CA! * ■* , «.rt' -.ỉ „ 00 TÍM lipN G HO^ BESIGMNĨỈ AN ESPRÊ >R c n - ER\ ■ rai m NìSTP y o r ^GRICƯLTƯRE ẠND‘Rt?RAL BẸYEI ẠT-eỌlXEGE OF MANAGI ViENì I í GEi AND RƯKAL ĐEVELÌíẺNT N í ^ / O M t n i í O 'Ĩ N t e M ỉ A X ĩ O í.H U A ẫ E P l ■ ■ OE OF MASTE1 t i - Ị i i ĩ c C NT ỈVỈVRĨ MINISTRY F EDUCATION AND TRAINING H A N O I U N IV ER SITY DO THI HONG HOA DESIGNING AN ESP READING SYLLABƯS FOR CIVIL SERVANTS OF THE MINISTRY OF AGRICƯLTƯRE AND RƯRAL DEVELOPMENT AT COLLEGE OF MANAGEMENT IN AGRICULTƯRE AND RƯRAL DEVELOPMENT N°1 f - s> ^ A ^ t r u h g t Am g T THÚN6 TIN THƯ VIỆN SL NN-VH NƯỞC ỈỈGOẢI T4TV À iĩỉo í V _ — SUBMITTED IN PARTLA.L FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN TESOL Hanoi October 2007 TABLE OF CONTENTS A C K N O W L E D G E M E N T S IV A B S T R A C T V STATEMENT OF A U T H O R SH IP VI LIST OF A BBR EV IA TIO N S VIII CHAPTER I - IN T R O D U C T IO N 1.1 BACKGROƯND TO THE STU D Y 1.2 AIMS O FT H E ST U D Y 1.3 SCOPE OF THE ST U D Y 1.4 SIGNiriCANCE OFTHE STUDY 1.5 ORGANIZATION OF THE THESIS CHAPTER II - LITERATURE R EVIEW 2.1 AN OVERVIEW OF ENGLISH FOR SPECIFIC PURPOSES (E SP) 2.1.1 Deíínỉtion and characteristics of E SP 2.1.2 Types o f E S P 2.1.3 Needs Analysis in E SP 2.1.3.1 Meanings o f needs 2.1.3.2 Approaches to Needs Analysis 2.1.3.3 Data Collectìon Instruments for Needs Analysis 13 2 O V E R V IE w O F SY L L A BUS D E S IG N 15 2.2.1 Detìnitions of syllabus 15 2.2.2 Syllabus in a training program m e 15 2.2.3 Bases for ESP syllabus design 16 2.2.4 Types o f syllabi 17 2.2.4.1 A language-form syllabus 17 2.2 4.2 Atopic-based syllabus 18 2.2.4.3 Askill-based syllabus 18 2.2.5 Syllabus Specifícations .19 2.2.6 Syllabus Organization 20 2.3 MATERIAL DEVELOPMENT IN E S P 21 2.3.1 Definition of A uthenticity 22 2.3.2 Arguments for Authentic T exts 22 2.3.3 Criteria for the selection of authentic texts 23 2.4 AN OVERVIEYV O F R EAD IN G T H E O R IE S 23 2.4.1 R eading and reading com p reh en sio n 23 2.4.2 Reading process 24 2.4.3 Purposes for reading 26 2.4.4 R eading Skills/ Strategies 27 I 2.5 SUM M AR Y 29 CHAPTER III - M ETH O DO LO G Y 30 3.1 M ETH O DO LO G Y 30 3.2 DESCRIPTION OF DATACOLLECTION INSTRUM ENTS 30 3.2.1 Q uestionnaires 30 3.2.2 Interview s 31 3.2.3 Documents analysis 31 3.3 DESCRIPTION OFTH E SƯBJECTS 33 3.3.1 Course participants 33 3.3.2 The teachers at C M A R D 33 3.3.3 The administrators at M A R D 34 3.4 SUM M AR Y 34 CHAPTER IV - DATA ANALYSIS AND D ISC U SSIO N S 35 4.1 RESULTS FROM QUESTIONNAIRE1 .35 4.1.1 Learners’ background iníorm ation 35 4.1.2 Learners’ learning experiences 37 4.1.3 Learners reading habits and their diỉíiculties in reading 38 4.1.3.1 Leamers’ reading rate and reading frequency 38 4.1.3.2 Leamers’ habits while reading .39 4.1.3.3 Leamers’ diABculties while reading 40 4.1.4 Learners’ expectations towards an ESP reading syllab u s 41 4.1.4.1 Importance o f an ESP reading syllabus 41 4.1.4.2 Leamers’ purposes o f taking an ESP reading course 41 4.1.4.3 Leamers’ expectations towards an ESP reading course .42 4.1.4.4 Reading topics selected by the leam ers 43 4.2 RESULTS FROM Q UESTIO NNAIREII 44 4.2.1 Teachers’ background information 44 4.2.2 The importance and benefỉts o f an ESP reading sy lla b u s 44 4.2.3 Teachers’ suggestions on reading skills and exercises 45 4.2.4 Reading texts and specialized language item s 47 4.2.5 Diffỉculties in teaching E S P 48 4.3 RESULTS FROM INTERVIEW S .48 4.4 RESULTS FROM DOCUMENT A N A LY SIS 51 4.4.1 Institutionai documents analysis 51 4.4.2 Text analysis 51 4.5 M A JO R FIN D IN G S AND D ISC U SSIO N 52 4.5.1 L e a rn e rs ’ ta rg e t needs 52 4.5.2 Learners’ learning needs .53 4.6 SU M M A R Y 54 II CHAPTER V - A PROPOSED ESP READING SYLLABUS AND CO N C LU SIO N 55 5.1 A PROPOSED READING SYLLABUS 55 5.1.1 Rationale for the chosen syllabuses 55 5.1.2 Goals and objectives 55 5.1.2.1 G oals 55 5.1.2.2 Objectives 56 5.1.3 Contents Speciíication 57 5.1.3.1 5.1.3.2 5.1.3.3 5.1.3.4 5.1.3.5 Chosen topics 57 Reading skills 58 Grammar items 58 Vocabulary and comprehension exercises .58 Reading activities 63 5.1.4 Time schedule and Sequencing of teaching u n its 64 5.1.4.1 Time schedule 64 5.1.4.2 Sequencing o f teaching units 64 5.2 RECOMM ENDATIONS AND CO NCLƯ SION 70 5.2.1 R ecom m endations 70 5.2.1.1 Materials selection 70 5.2.1.2 Teaching methodology 70 5.2.1.3 ESP staff development .71 5.2.1.4 Assessment and Evaluation and on-goữig improvement in the syllabus 72 5.2.1.5 Other suggestions .73 5.2.2 C onclusion .74 R EFER EN C ES 76 APPENDIX 80 APPENDIX 82 APPENDIX 85 APPENDIX 88 APPENDIX 90 III ACKNOVYLEDGEMENTS I am extremely grateful to my supervisor, Dr Nguyen Duc Hoat, from University of Foreign Trade for all his considerate assistance and criticism, his valuable instructions and comments and suggestions I would like to express my gratitude to Dr Vu Van Dai, Head o f Department o f PostGraduate Studies and Ms Nguyen Thai Ha, Senior lecturer o f Department o f PostGraduate Studies, Hanoi University, who have made favourable conditions and opportunities for the preparation and completion o f the study I also would like to thank all my teachers, lecturers and staff at the Department of PostGraduate Studies, Hanoi University for their considerations and enthusiasm in helping me complete this thesis I wish to acknowledge all my íriends, colleagues, heads o f departments and civil servants at MARD for their cooperation and suggestions in conducting the study IV ABSTRACT The study on designing an ESP reading syllabus for the civil servants of the Ministry of Agriculture and Rural Development at the College o f Management in Agriculture and Rural Development N°1 was conducted to meet the civil servants’ needs in leaming for their proíessional study The aims o f the study are to identiíy the leam ers’ leaming needs and target needs by carrying out a needs analysis and propose a suitable ESP reading syllabus for the civil servants at MARD The study started with the reviev/ o f the relevant literature on ESP, syllabus design and reading theory to provide a theoretical base for the study Then the surveys were conducted by using some means o f data collection instruments such as questionnaires, interviews and document analysis to get data o f leaming needs and target needs The íindings from data analysis set up the goals, objectives o f the syllabus, the basic components o f designing an ESP reading syllabus such as topics, skills, grammatical items, technical vocabulary and exercises as well as the organization and time arrangement for the course The som e suggestions on matcrials sclcction, tcaching methodology, ESP teachers’ development, assessment and evaluations procedures are also given at the end o f the thesis Hopeíully, this study will be applied in teaching and leaming situation in the reíresher courses at CMARD1 and meet the institutional requirements and the needs of leaming English o f the civil servants at MARD At the same time, this study will be used as reíerence for people working in the fíeld of agriculture and rural development V STATEM ENT OF A U T H O R SH IP I certify that the thesis submitted entitled “Designing an ESP reading syllabus for civil servants o f the Ministry o f Agriculture and Rural Development at the College of M anagement in Agriculture and Rural Development N ° l” in terms o f the statements of the requirements for the degree o f M aster o f Arts in TESOL is the result o f my work, except where othenvise acknowledged, and this minor or any part o f the same has not been submitted for a higher degree to any other university or institution The research reported in this thesis was approved by Hanoi University VI LIST OF ABBREVIATIONS CMARD1: College for Management in Agriculture and Rural Development EAP: English for Academic Purposes EBE: English for Business and Economics EFL: English as Foreign Language EOP: English for Occupational Purposes ELT: English Language Teaching ESL: English as Second Language ESP: English for Speciíìc Purposes ESS: English for Social Studies EST: English for Science and Technology FAO: Food and Agriculture Organization IRRI: International Rice Research Institute GE: General English MARD: M inistry o f Agriculture and Rural Development PSA: Present Situation Analysis TESOL: Teaching English to Speakers o f Other Languages TSA: Target Situation Analysis VIII CHAPTER I - INTRODƯCTION 1.1 BA CK G RO U ND TO T H E STUDY The College o f M anagement in Agriculture and Rural Development N°1 (CMARD1) is a new entity created from the amalgamation o f three colleges: The College of Agriculture M anagement Training, the College o f Forestry M anagement Training and the College o f Water Resources Management Training under Decision 406TTg dated June 17*, 1996 by Prime Minister and Decision 1029 NN-TCCB dated July 2nd, 1996 by Minister o f Ministry o f Agriculture and Rural Development CMARD has been assigned to offer training and reíresher courses for civil servants working in agriculture and rural development such as training courses for production and business management staff, refresher courses for officials engaged in agricultural and íbrestry extension activities and management of natural resources and environment field Since 1996, English reíresher courses have been inừoduced in the college’s training programmes in order to improve English language for oíficials, civil servants and staff of MARD M any English refresher courses, which are month-GE courses with 75 class periods, have been carried out at CMARD1 or at the OíRce o f MARD Annually, there are two reữesher courses at elementary and pre-intermediate level In the courses, Headvvay Elementary and Headvvay Pre-Intermediate, both Student’s book and Workbook (Soars, J and Soars, L., 1993) are used as the main textbooks The aim o f the courses is to provide leamers vvith basic grammatical and lexical items and to develop all the four language skills In recent years, these courses have attracted fewer ỉeamers’ participations than before because the textbooks used in the courses are the same as those, which they have leamed at universities or at íòreign languages centres Though most o f the civil servants o f MARD leamed English three or four years at universities, their English proíiciency has been assumed at pre-intermediate level It is not good enough for them to update iníbrmation related to their jobs, their research from a wide range o f available reading materials such as magazines, newspapers, and internet and to work with íoreign counterparts According to Decision N° 1152/QĐ-BNN-TCCB on English and iníbrmatics refresher courses for officials, civil servants and staff o f MARD dated May 7th, 2006 by the Minister of MARD, CMARD1 is responsible for designing English teaching syllabuses so that they are suitable to the staff of MARD The author o f this study who works as a English as a second or/oreign language (2nd ed) Boston: Heinle and Heinle Dudley-Evans, T and St John M J (1998) Developments in English fo r specific purposes: A multi-disciplinary approach Cambridge, ƯK: CUP Ellis, R (1994) The study o f second language acquisition New York OUP Ellis, R and Johnson, c (1994) Teaching Business English Oxíồrd: OUP Eskey, D.E., and Grade w (1991) Interactive Models for Second Language Reading: Perspective on instruction, in Carrell, P.L., Devine, J., & Eskey, D.E (ed) Interactive Approach to Second Language Reading CƯP Hutchinson, T and Waters, A (1987) English fo r SpecỊ/ìc Purposes: A learning centred approach Cambridge: CUP Gatehouse, K (2001) Key issues in English for speciíic Purposes (ESP) Curriculum Development The Internet TESL Journal, Vol VII, N°10 http://iteslj.org Grabe, w (1988) Reassessing the term “Interactive” Interactive Approaches to Second Language Reading, 56-70 New York: CUP Grabe, w (1991) Current development in second language reading research TESOL quarterly 25 (3) Graves, K (1996) Teachers as course deveỉopers, England: CUP Grellet, F (1992) Developing Reading Skills Cambridge: CUP G ibbons, J (1984) Scquciicing in Language Syllabus Design" in Kead, J.A S (ed.) Trends in Language Syllabus Design Singapore: SEAMEO Regional Language Centre Johnson, B and Christensen, L (2000) Educational Research USA: Allyn and Bacon Karlin, R and Karlin, A.R (1987) Teaching Elementary Reading: Principle and Strategies Harcourt Brace Jovanovich Publishers Kennedy, c and Bolitho, R (1991) English fo r Specific Purposes London: Macmillan Press Ltd Krahnke, K (1987) Approaches to Syllabus Design fo r Foreign Language Teaching Prentice-Hall, Englewood Cliíĩs, New Jersey Manzo, A.v and Manzo, u c (1993/ Literacy disorders: Hoỉistics diagnosỉs and redediation Port Worth: Harcourt Brace Jovanovich College Publishers Mountíịrd, A (1981) The what, the why and the way in Aupelf/ Goethe Institute/ British Council McDonough, J and Shaw, c (1993) Materials and Methods in ELT: A teacher ’s Guide Oxíbrd and Cambridge: Blackwell 77 Munby J (1978) Communicative Syllabus Design London: CUP Munby, J (1982) Communicative Syllabus Design Cambridge: CUP Munby, J (1994) Communicative Syllabus Design Cambridge: CUP Nunan, D (1988) Syllabus Design Oxíịrd: OUP Nunan, D (2000) Sylỉabus Design Oxíbrd: OUP Nuttal, c (1982) Teaching Reading Skills in a Foreign Language London: Heinemann Education Books Richard, J.c (2002) Curriculum Development in Language Teaching Cambridge: CƯP Richards, J c and Rodgers, T.s (1987) Approaches andM ethods in Language Teaching Cambridge: CUP Richterich, R (1980) Case studies in Identifying Language Needs Oxíịrd: Pergamon Press Richterich, R (1984) A European UniưCredit System for Modem Language Leaming by Adult in Van Ek, J.A and Trim, J.L.M (eds) Across the Threshold Level Pergamon Richterich, R and Chancerell, J.L (1987) Identifying the Needs ofA dults Learning a Foreign Language Englewood Cliffs, New Jersey Prentice-Hall Robinson, p (1980) ESP (E nglish/orspecị/ìc purposes) Oxford: Pergamon Robinson, p (1985) Needs Analysis: From Product to Process, in Comu, Vanparijs, J., Delahaye, M and Baten, L (eds) Beads or Bracelet? How to we approach LSP Sclcctcd papciii ữom ihc Fifth European Symposium on LSP Oxíord: OUP Robinson, p (1991) ESP Today: A Practitioner's Guide Hemel Hempstead: Prentice-Hall International Rumelhart, D (1997) Toward an interactive model o f reading, in H.Singer & R.B Ruddell Theoretical Modeỉs and the Processes o f Reading (3rd ed) Neward, DE: International Reading Association Seliger, H.w and Sholamy E (1995) Second Language Research Methods Oxíịrd: OƯP Soars, J and Soars, L (1993) Headway Elementary Oxford: OUP Soars, J and Soars, L (1993) Headway Pre-intermediate Oxford: OUP Strevens, p (1988) ESP after tvventy years: a re-appraisal, in M.Tickoo (ed) ESP: State o f the Art Singapore: SEAMEO Regional Language Centre Tomlison, B (1998) Materials development in language teaching Cambridge: CUP Vacca R.T and Vacca, J.L (1996) Content area reading (5ưi ed) New York: Harper Collins VValker B.J (1996) Diagnostic teaching o f reading: Techniques fo r instruction and assessment Englewood Cliffs, New Jersey: Merrill 78 West, R (1994) Needs analysis in language teaching Cambridge: CƯP Widdowson, H (1981) English for Speciíìc Purposes: Criteria for Course Design, in L.Selinker, E Tarone, V Hanzeli (ed) English fo r Academic and Technical Purposes Mass: Nevvburry House Widdowson, H (1984) Educational pedagogic factors in syllabus design, in C.J Brumfit (ed) General English Syllabus Design Oxíbrd: Pergamon Yalden, J (1983) Syllabus Design in General Education, in C.J Brumíit (ed) General English Syllabus Design Oxíịrd: Pergamon Yalden, J (1987) Principles o f Course Design fo r Language Teaching Cambridge: CUP 79 A PPE N D IX QUESTIONNAIRE I QUESTIONNAIRE FOR CIVIL SERVANTS This questionnaire helps us collect iníormation o f leam ers’ needs to design an ESP reading syllabus for civil servants at MARD Please answ er the following questions by ticking the (x) in the appropriate box (□) Thank you for your cooperation! Please check your age range (yrs) □ 23 - □ 31- 40 You are □ Male □ Female Your discipline area □ Agriculture □ Forestry □ Water Resources □ -5 □ Economics n O th e rs How long have you vvorked at M ARD? □ 1-5 years n ó -lO y e a rs □ 11-15 years □ -2 y e a rs How long have you leam ed English? □ l-2 y e a rs □ 3-4 years □ 5-7 years □ -1 y e a rs How you rate your level o f English? □ Elementary □ Pre-Intermediate □ Interm ediate □ A dvanced How often you read English materials? □ Very often □ Often □ Sometimes □ Rarely □ Never Do you think you are while reading English materials? □ very good reader □ good reader □ average reader □ poor reader □ very poor reader Ọ Which method (s) havc you usod in rcoding English niatcrials? (h lu re íhun une chotce ts posslble) □ Looking quickly at the text and find the new iníormation (scanning) □ Reading the text quickly to get the general idea (skim ming) □ Reading the text careấứly to understand every word and grammatical structure □ Translating into Vietnamese vvhile reading □ Reading aloud to practice pronunciation □ Others (Please speciíy) 10 Whal difficultìes have you had vvhen you read English maíerials? (More than om choice ispossible) □ Vocabulary, terms and expressions □ Gram m ar structures □ Culture □ Others (Please speciíy) 11 What you when you encouníer new wctds in English materials? (More than om choice ispossible) □ Look up all the unknown words while reading □ Look up some important words □ Guess the meaning of ứie new words basing on the context and specialist knowledge □ Read the text through once then look up all the new words □ Others (Please speciíy) Aíter the General English courses, you think that to support your study and your job, an ESP reading course is □ Very necessarv □ Necessary 80 □ Not necessary 13 Why you take the ESP reading course? (More than one choice ispossible) □ To improve your general English proíiciency □ To read English materials to support your study □ To read English specialist documents in your job □ To have a certiíĩcate o f English proíĩciency □ Others (Please speciíy) 14 What you expect to leam in the ESP reading course? (More than One choice ispossible) □ Read and understand Tables □ Read and understand manual instruction □ Read and understand basic grammatical pattems in texts □ Read and understand materials in English on agriculture and rural development □ Be able to attend seminars in English on agriculture and rural development □ Leam specialist terms o f agriculture and rural development □ Translate materials on agriculture and rural development from English into Vietnamese and vice versa 15 Which topics ofthe following should be included ữi the syllabus? (More than om choice ispossible) □ Traditional Lovvland Rice Cultivation □ Monoculture □ Polyculture □ Staplecrops □ Upland Farming □ Plant Protection □ Integrated Pest Management □ Forests □ Soil □ Soil Erosion □ Water □ Irrigation □ Gender Issues in Sustainable Agriculture □ Agricultural Research □ Biotechnology □ Farmers o f the World □ World Trade in Agricultural Products □ Agriculture in the 21st Century □ Working with Farmers □ Other topics (Please specify) 16 Which types of material should be selected for an ESP reađing syilabus? (Mom than One choice ispossibỉè) □ Magazine articles □ Newspaper articles □ Textbooks □ Internet □ Workbook or laboratory instructions □ Scientifíc report □ Other types (Please specify) THANK YOƯ VERY MUCH FOR YOUR COOPERATION! 81 A PPEN D IX PHIÉƯ ĐIỀU TRA Bản câu hỏi khảo sát thiết kế với mục đích thu thập thơng tin phục vụ cho q trình phân tích nhu cầu học tiếng Anh chuyên ngành, tạo sở cho việc thiết kế chương trinh rèn kỳ đọc tiếng Anh chuyên ngành cho cán bộ, công chức Bộ NN PTNT Anh (Chị) vui lòng trả lời đầy đủ câu hỏi phiếu điều tra cách tích dấu (x) vào □ thích hợp Xin chân thành cảm ơn! Anh (Chị) cho biết độ tuổi mình: □ -3 D 31-40 Q 41-50 Giới tính: □ Nam DNữ Lĩnh vực chuyên môn anh (chị): □ Nông nghiệp □ Lâm nghiệp □ Thủy lợi □ Kinh tế □ Lĩnh vực chuyên môn khác (Hãy ghi cụ thể) Anh (Chị) làm việc Bộ Nông nghiệp PTNT năm rồi? □ 1-5 năm ^ □ 6-10 năm □ 11-15 năm □ 15-20 năm Anh (C h ị) học tiếng Anh rồi? □ 1-2 năm □ 3-4 năm □ 5-7 năm □ 8-10 năm Anh (Chị) đánh giá trình độ tiếng Anh trình độ □ A nB mC □ Đại học Anh (Chị) có thường đọc tài liệu tiếng Anh không? □ Rất thường xuyên □ Thường xuycn □ Thỉnh thoảng □ Hiếm □ Không Anh (Chị) tài liệu chuyên ngành tiếng Anh □ người đọc tốt □ người đọc tốt □ người đọc □ người đọc trung bình □ người đọc Phương pháp anh (chị) hay sử dụng đọc tài liệu tiếng Anh? (Chọn hay nhiều cách) □ Đọc nhanh khóa tìm thơng tin □ Đọc khóa để lấy thơng tin chung □ Đọc khóa cẩn thận để hiểu từ cấu trúc ngữ pháp □ Dịch tiếng Việt đọc □ Đọc to để luyện phát âm □ Các phương pháp khác (Hãy cho biết cụ thể) 10 Nhũng khó khăn anh (chị) thường gặp đọc tài liệu tiếng Anh? (Chon hay nhiều cách) □ Từ vựng, thuật ngữ cách diễn đạt □ Cấu trúc ngữ pháp □ Văn hóa □ Những vấn đề khác (Hãy cho biết cụ thể) 11 Anh (Chị) làm gặp từ tài liệu liếng Anh? (Chọn hay nhiều cách) 82 □ Tra từ điển tất từ chưa biết đọc □ Tra từ điển số từ quan trọng □ Đoán nghĩa từ dựa vào ngữ cảnh kiến thức chuyên ngành □ Đọc khóa lần sau tra từ điển tất từ □ Các cách khác (Hãy cho biết cụ thể) 12 Sau khóa học tiếng Anh bản, anh (chị) có cho để hỗ trợ việc học tập hay công việc anh (chị) cần có khóa học tiếng Anh chuyên ngành để rèn kỹ đọc cho anh (chị) là: □ Rất cần thiết □ Cần thiết □ Không cần thiết 13 Tại anh (chị) tham gia vào khóa học rèn luyên kỹ đọc tiếng Anh chuyên ngành này? (Chọn hay nhiều cách) □ Để nâng cao tiếng Anh □ Đe đọc tài liệu tiếng Anh hỗ trợ cho việc học tập □ Để đọc tài liệu chun ngành cơng việc □ Để có chứng tiếng Anh □ Các lý khác (Hãy cho biết cụ thể) 14 Anh (Chị) mong đợi từ khóa học rèn luyện kỹ đọc tiếng Anh chuyên ngành? (Chọn hay nhiều cách) □ Đọc hiểu bảng biểu □ Đọc hiểu cách hướng dẫn □ Đọc hiểu cấu trúc ngữ pháp có khóa □ Đọc hiểu tài liệu chuyên ngành tiếng Anh lĩnh vực nông nghiệp PTNT □ Có thể tham gia vào hội thảo lĩnh vực nông nghiệp PTNT □ Học thuật ngữ chuyên ngành nông nghiệp PTNT □ Dịch từ tiếng Anh sang tiếng Việt tài liệu lĩnh vực nông nghiệp PTNT ngược lại 15 Các chủ đề sau nên có tiung giáo (rìiih? (C họn m ộ t h a y n hiều ch ú đề) □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ Cách trồng lúa truyền thống Độc canh Thâm canh Các vụ mùa Thâm canh vùng đất cao Bảo vệ thực vật Quản lý dịch bệnh tổng hợp Rừng Hệ thống tưới tiêu Nước Hệ thống tưới tiêu Đẩt Sói mịn đất Vấn đề giới nơng nghiệp bền vững Nghiên cứu khoa học nông nghiệp Công nghệ sinh học Khuyến nông : làm việc với nông dân Nông dân giới Các sản phẩm nông, lâm nghiệp thị trường giới Nông nghiệp ky 21 Các chủ đề khác (Hãy cho biết cụ thể) 83 16 Các khóa chương trình rèn kỹ đọc tiếng Anh chuyên ngành nên lấy từ nguồn (Chọn hay nhiều nguồn) □ Tạp chí □ Báo chí □ Internet □ Giáo trình □ Tài liệu hướng dẫn thí nghiệm □ Các báo cáo khoa học □ Các nguồn khác (Hãy ghi cụ thể) Cảm ơn họp tác anh (chị)! 84 A PPE N D IX QUESTIONAIRE II QUESTIONNAIRE FOR TEACHERS OF ENGLISH This questionnaire aims at collecting ideas o f the teachers o f English at CM ARDl to design an ESP reading syllabus The syllabus is expected to be appropriate to the training objectives o f the course and meet the learners’ needs Your valuable ideas are of great importance to the success o f the study Your gender: □ Male Your age: □ 24 - 35 years □ Female □ 36 - 45 years Your qualiíĩcation: □ Bachelor o f English □ M ater’s degree How long have you taught English? □ 1-3 years □ - years □ 7- years □ 46 - 55 years □ O ver 10 years After teaching GE for the íirst English refresher course o f the year, you think the following course, an ESP reading course is □ Very im portant □ Important n N o t very important n N o t important at all In what way is an ESP reading course beneÊcial to the leamers? (More than one choice ispossible) □ It provides leam ers w ith necessary reading skills and strategies to deal with different types o f texts □ It helps leam ers practice these reading skills and use these strategies when dealing with specialist texts □ It also provides technical vocabulary and expressions □ It revises some gram m ar items and structures which leam ers have leamed bịre □ It makes leam ers more confident when dealing with their specialist texts □ Others: (Please speciíy) Which reading skills should be íocused in ESP reading courses? (More than one choice ispossible) □ Skimming for speciíĩc ideas or iníịrmation □ Scanning to get the main ideas or gist □ Reading for general comprehension □ Rereading for details □ Guessing the meaning o f unknown words through context □ Recognizing text organization □ Recognizing and interpreting discourse indicators to aid comprehension □ Other skills (Please specify) 85 Which o f the following kinds of exercises should be included in the textbook? (More than om choice ispossible) V ocabulary exercises □ Choose vvords with similar meaning □ Multiple choice deíinitions □ Choose the coưect deíĩnitions □ Match words and dìnitions □ True or False defmitions □ Gapfill defmitions □ Gapílll sentence context □ Gapfill cloze passage □ Categorizing □ Odd one out Comprehension exercises □ Multiple choice □ Sentence gapíllls □ True or false □ Coưect the mistakes □ Open questions without choices □ Insert paragraph headings □ Insert extra sentences □ Put sentences in chronological order □ Matching (e.g dates + event; who said what) □ Complete summary □ Complete charts □ Categorizing □ Other kinds (Please speciíy) How long should the text be for leamers at pre-intermediate level o f English? □ 200-250 words □ 300 - 350 words □ 400 vvords 10 How much specialized vocabulary should be taught in each lesson? □ 10-13 words □ 14-15 words □ 16-20 words 11 Which grammatical items should be covered in the syllabus? □ Uses o f tenses □ Active Voice / Passive Voice □ Adverb clauses □ Relative clauses □ Comparison □ Compound nouns □ Iníinitive □ Gerund □ Prepositions □ Conditional sentences □ Word íbrmation: preíixes and suífixes □ Others (Please specify) 86 12 Which types ofmaterial shođd be seỉected for an ESP reading syllabus? (More than om choice ispossible) □ Magazine articles □ Newspaper articles □ Textbooks □ Internet □ Workbook or laboratory instructions □ Scientiílc report □ Other types (Please specify) 13 What □ □ □ vvill be your diíĩiculties when teaching ESP reading to the leamers? Lack o f training for teaching ESP Lack o f specialist knowledge Leam ers’ reading habits: Translate every word into Vietnamese, look up new words in dictionary or ask the teachers or íriends □ Leam ers’ low participation in activities organized by the teachers □ The way leamers leam English: only focus on leaming grammar and vocabulary □ Others: (Please speciíy) THANK YOU VERY MUCH FOR YOUR COOPERATION! 87 A PPEN D IX BẢN CÂU H Ỏ I PH Ỏ N G VẤN Hàng năm trường Cán Quản lý Nông nghiệp Phát triển N ông thôn có nhiêm vụ tổ chức khóa học bồi dưỡng tiếng Anh cho cán bộ, công chức Bộ NN PTNT (Theo kế hoạch Vụ Tổ chức Cán Bộ) Các khóa học trước tổ chức chưa thu hút nhiều học viên chương trình khóa học chương trình mà nhiều học viên học họ theo học trung tâm trường Đại học Đe thu hút học viên tham gia vào khóa bồi dưỡng tiếng Anh giúp đỡ học viên cập nhật nhiều thông tin liên quan đến công việc họ từ kênh thông tin khác báo chí, tạp chí trang web internet tiếng Anh, chúng tơi có kế hoạch thiết kế chương trình rèn kỹ đọc tiếng A nh chuyên ngành nông nghiệp phát triển nông thôn cho học viên theo học lớp bồi dưỡng với mục đích trang bị cho học viên thuật ngữ chuyên ngành phát triển kỹ đọc cho họ Chúng mong nhận ý kiến đóng góp ơng (bà) để thiết kế khóa học phù hợp với đối tượng học viên Theo ơng (bà), khóa học rèn kỹ đọc tiếng Anh chuyên ngành cho cán bộ, công chức Vụ (Cục) ông (bà) □ Rất cần thiết □ Cần thiết □ Khơng cần thiết Ơng (bà) mong đợi cán bộ, cơng chức cử học họ hồn thành khóa học? □ Học thuật ngữ chuyên ngành nông nghiệp phát triển nông thôn □ Đọc hiểu tài liệu chuyên ngành tiếng Anh lĩnh vực nơng nghiệp PTNT □ Có thể tham gia vào hội thảo lĩnh vực nông nghiệp PTNT □ Cập nhật thông tin liên cỊuan đến chuyên m ôn báo, tạp chí hay trang web ươn internet bẳng tiếng Anh □ Xử lý nhanh thông tin lấy từ tài liệu chuyên ngành tiếng Anh □ Dịch tò tiếng Anh sang tiếng Việt tài liệu lĩnh vực nông nghiệp PTNT ngược lại Theo ông (bà) chủ đề cần đề cập đến khóa học? □ Nơng nghiệp □ Lâm nghiệp □ Thủy lợi □ Kinh tế □ Tổng hợp chủ đề ưên □ Các chủ đề khác (Hãy cho biết cụ thể) Theo ơng (bà) tài liệu dùng khóa học nên lấy từ nguồn nào? □ Báo chí □ Tạp chí □ Internet □ Các nguồn khác (Hãy cho biết cụ thể) Thời gian tổ chức khóa học nên vào thời điểm nào? □ Đầu năm (từ tháng đến tháng 3) □ Giữa năm (từ tháng đến tháng từ tháng đến tháng 9) □ Cuối năm (từ tháng 10 đến tháng 12) 88 □ Thời điểm khác (Hãy cho biết cụ thể) Địa điểm tổ chức khóa học nên thực đâu? □ Bộ Nông nghiệp Phát triển Nông thôn □ Trường Cán Quản lý Nông nghiệp Phát triển Nông thôn □ Địa điểm khác Cảm ơn họp tác ông (bà)! 89 JU u •"S Xì cd *G C/5 Ị> õ >% «3 E cr •5Ỉ ụ 06< oo5 55 fc -2 T3 E & *y 1(U Cu c CẠ £0 00 V) ụ> o »-H cd "3£ '5? co V o 13 ưĩ I o op c c»-* -♦ ->» •> oỊ-c & Xi ĨA • F-H '3) c Ũ c/5 00 I p*3 Os 1ũ ưì T3 o •e V Oh IT) s /ỉ c5 Ỉ3 o