CHAPTER 3: DATA ANALYSIS AND DISCUSSION
3. Limitations and suggestions for further study
With the scale and limited scope of a minor thesis, the study cannot avoid some shortcomings, which can be noted as follows. Firstly, only two classes and seven lecturers were invited to answer to survey questionnaires and respond
interviews so the results would have been much more reliable if there had been more participants as the subjects of the study. Moreover, most of the students taking part in answering questionnaire did not suggest many ways to improve the course books. The study has provided some findings concerning aims, contents and methodology of the material. Areas for further research could be adapting and/or modifying tasks /exercises in the book and/or designing a test instead of the TOEIC test for the students of Tourism at HaUI.
REFERENCES Published materials:
Brown, J.D. (1995). The Elements of Language Curriculum. Boston: Heinle &
Heinle Publishers.
Cunningsworth, A. (1995). Choosing your course book. Oxford: Heinemann.
Dudley Evans, T. & St John, M.J. (1998). Developments in English for Specific Purposes. Cambridge: Cambridge University Press.
Ellis, R. (1997). The Empirical Evaluation of Language teaching materials. ELT Journal, 51, 36-42
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge:
Cambridge University Press.
Kennedy, C. & Bolitho, R. (1984). English for specific purposes. London:
Macmillan.
Littlejohn, A. (1998). The Analysis of Language Teaching Materials inside the Trojan Horse in Tomlinson, B. (eds.) Materials Developments in Language Teaching. Cambridge: Cambridge University Press.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT: A teacher’s Guide. Oxford: Blackwell Publishers.
Robinson, P.C. (1991). ESP today: A Practitioner’s Guide. London: Prentice Hall.
Saeid Najafi Sarem, Hadi Hamidi, Rezvan Mahmoudie (2013). A crirical look at evaluation: A Case Study of Evaluating an ESP Course-Book: English for International Tourism.
Retrieved from http://www.irjabs.com/files_site/paperlist/r_685_130304200658.pdf Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
Tomlinson, B. & Masuhara, H. (2004). Developing language course materials.
Singapore: RELC Portfolio Series.
Unpublished materials:
Nguyen Thi Bich Lien (2004). Coursebook evaluation: A case study of Lifelines pre-intermediate in the context of Hanoi junior teachers' training college. M.A Thesis. Hanoi university of Foreign Studies.
Tran Thi Thuy Nga (2005). An evaluation of the English material for the first and second- year marine students at Nha Trang navy academy. M.A Thesis. Hanoi University of Foreign Studies.
Vo Thi Anh Dao (2003). ESP materials for students of Husbandry and Veterinary Sciences at Tay Nguyen University: An Evaluation and Recommendations. M.A Thesis. Hanoi University of Foreign Studies.
APPENDICES
APPENDIX 1: HUTCHINSON AND WATERS’S CRITERIA CHECKLIST FOR MATERIALS EVALUATION
SUBJECTIVE ANALYSIS
(i.e. analysis of your course, in terms of materials requirements)
OBJECTIVE ANALYSIS (i.e. analysis of materials being evaluated)
AUDIENCE 1A. Who are your learners?
e.g.
Ages.
Sex.
Nationality/ies.
Study or work specialism (mechanics, banking
…).
Status/ role with respect to specialism (e.g.
trainee cashier, qualified anesthetist …).
Knowledge of English/ specialism/ other (e.g.
knowledge of “the world”).
Educational backgrounds.
Interests.
1B. Who is the material intended for?
AIMS
2A. What are the aims of your course? 2B. What are the aims of the materials?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself).
CONTENT 3A. What kind of language description do you
require? Should it be structural, notional, functional, discourse-based, some other kind, a combination of one or more of these?
3B. What type(s) of linguistic description is/ are used in the materials?
4B. What language points do the
4A. What language points should be covered? (i.e.
What particular structures, functions, vocabulary areas etc?)
5A. What proportion of work on each macro-skill (e.g. reading) is desired? Should there be skills- intergrated work?
6A. What micro-skills do you need? (e.g. deducing the meanings of unfamiliar words)
7A. What text-types should be included?
e.g.
- manuals?
- letters?
- dialogues?
- experimental reports?
- visual texts (pictures, diagrams, charts, graphs, cartoons etc.)?
- listening texts?
- any other kind?
8A. What subject-matter area(s) is/ are required (e.g.
medicine, biology etc.)?
What level of knowledge should be assumed (e.g.
secondary school, first year college/ university, post- graduate etc.)?
What types of topics are needed (e.g. in medicine:
hospital organisation, medical technology etc.)?
materials cover?
5B. What is the proportion of work on each skill? Is there skills-intergrated work?
6B. What micro-skills are covered in the materials?
7B. What kinds of texts are there in the materials?
8B. What is/are the subject- matter area (s) assumed level of knowledge, and types of topics in the materials?
What treatment should the topics be given (e.g.
'straightforward', factual; 'human interest' angle;
humorous; unusual perspective; taking into account issues, controversy, etc.)?
9A. How should the content be organised throughout the course?
- around language points?
- by subject-matter?
- by some other means (e.g. study skills)?
- by a combination of means?
10A. How should the content be organised within the course units?
- by a set pattern of components?
- by a variety of patterns?
- by some other means?
- to allow a clear focus on (e.g. certain skill areas, a communication task etc.)?
11A. How should the content be sequenced throughout the course?
e.g.
- from easier to more difficult?
- to create variety?
- to provide recycling ? - by other criteria?
Should there be no obvious sequence?
12A. How should the content be sequenced within a
What treatment are the topics given?
9B. How is the content organised throughout the materials?
10B. How is the content organised within the units?
11B. How is the content
sequenced throughout the book?
unit?
e.g
- from guided to free?
- from comprehension to production?
- accuracy to fluency?
- by some other means?
Should there be no obvious sequence?
12B. How is the content sequenced within a unit?
METHODOLOGY 13A. What theory/ies of learning should the course be based on?
Should it be behaviourist, cognitive, affective, some other kind, a combination of one or more of these?
14A. What aspects of the learners' attitudes to/
expectations about learning English should the course take into account?
15A. What kinds of exercises/ tasks are needed?
e.g.
- guided free?
- comprehension production?
- language/ skills practice language/ skills use?
- one right answer many possible right answers?
- whole class group individual?
- language/ skills-based content- based?
- 'mechanical' problem-solving?
- role-play, simulation, drama, games?
- ones involving visuals?
- self-study?
- some other kinds?
16A. What teaching-learning techniques are to be used?
e.g.
13B. What theory/ies of learning are the materials based on?
14B. What attitudes to/
expectations about learning English are the materials based on?
15B. What kinds of exercises/
tasks are included in the materials?
16B. What teaching-learning techniques can be used with the materials?
- lockstep?
- pair work?
- small-group work?
- student presentations?
- work involving technical subject-matter?
- other kinds?
17A. What aids are available for use?
e.g.
- cassette recorders?
- overhead projectors?
- realia?
- wallcharts?
- video?
- other?
18A. What guidance/support for teaching the course will be needed?
e.g.
- statements of aims?
- lists of vocabulary and language-skills points?
- language guidance?
- technical information?
- methodological directive or hints?
- suggestions for further work?
- tests?
- other kinds?
19A. How flexible do the materials need to be?
17B. What aids do the materials require?
18B. What guidance do the materials provide?
19B. In what ways are the materials flexible?
e.g.
- can they be begun at different points?
- can the units be used in
different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g.
cassettes)?
OTHER CRITERIA 20A. What price range is necessary?
21A. When and in what quantities should the materials be available? etc.
20B. What is the price?
21B. When and how readily can the materials be obtained?
APPENDIX 2: QUESTIONAIRES FOR THE STUDENTS
This study is being conducted to evaluate the English for International Tourism for the fourth year college students at Hanoi University of Industry. Please answer the questions honestly. Your answers are highly appreciated and strictly confidential.
Part 1. The aims of the material
Please tick ( ) the appropriate box and comment on what you choose 1. strongly agree
2. agree
3. not sure 4. disagree
5. strongly disagree
1 2 3 4 5
1. The material offers you opportunity to learn grammar in context.
Comments:
2. The material offers you opportunity to enrich vocabulary related to tourism.
Comments:
3. The material offers you opportunity to improve your listening with topics related to tourism.
Comments:
4. The material offers you opportunity to practice reading skills.
Comments:
5. The material offers you opportunity to practice real-life situations related to tourism.
Comments:
6. The material offers you opportunity to improve your speaking with topics related to tourism.
Comments:
Part 2. The content of the material
Please tick ( ) the appropriate box and comment on what you choose 6. strongly agree
7. agree
8. not sure 9. disagree
10. strongly disagree
Difficulty
The difficulty of the material 1 2 3 4 5
1. The grammatical structures used in the material are difficult to understand.
2. There are many new and difficult specific terms.
3. The reading texts are long and difficult to understand.
4. The vocabulary exercises are difficult.
5. The listening is long and difficult.
6. The speaking sections are complex.
Comments:
...
...
Usefulness
1 2 3 4 5
1. The vocabulary
corresponds to your language needs.
2. The material offers opportunity to revise grammar items you have learnt before.
3. The reading texts are relevant to your major.
4. The listening sections help you much in developing listening skill.
5.The speaking situations are normally used in tourism.
6.The pronunciation parts help you speak better.
Comments:
...
...
...
...
Part 3. The methodology of the material Please tick the appropriate boxes.
1. very much 2. not very much 3. much
4. not much 5. not at all
1 2 3 4 5
1. I like individual tasks presented in the book.
2. I like pair work tasks presented in the book.
3. I like group work tasks presented in the book.
4. I like role-play tasks presented in the book.
6. I like the whole- class tasks presented in the book.
Comments:
...
...
...
...
Part 4. Suggestions for the material improvement
What do you think should be done to improve the effectiveness of the material?
Your suggestions should focus on the following:
Time allocation within each unit
...
...
Content
...
...
Teaching methodology
...
...
Others
...
...
Thank you very much for your cooperation!
APPENDIX 3: QUESTIONS FOR THE ENGLISH TEACHER INTERVIEWS
Part 1 Aims
Do you think that the aim of the material matches the aims stated in the ESP’s syllabus for tourism department? Why (not)?
Part 2 Content of the material
1. What do you think of the organization of the book and each unit?
2. What do you think of the skill presentation in the book?
3. What do you think of the topics of the book?
Part 3 Methodology of the material
1. Does the material contain a variety of exercises/activities/tasks?
2. Do you think these exercises/activities/ tasks are suitable to your students?
3. Are the individual work, pair/group work, discussion or role-play easy to organise with the material?
Part 4 Suggestions for the material improvement 1. Do you think the material should be used again?
2. If the material is used again, what changes do you think should be made to the material to improve the effectiveness of the material for future use?
Thank you very much for your cooperation!
APPENDIX 4: QUESTIONS FOR THE TEACHERS OF TOURISM DEPARTMENT
Dear Mr./Ms._______________________________________________
In attempt to evaluate the ESP material currently used for students of Tourism Department, we are asking you to give your opinions about the material. Your opinions would be very useful to the improvement of the material for future use.
1. Do you think that the topics presented in the material are related to the students' major?
- All in a day’s work - Fly- drive holiday - Table for two - City tours - Water cities - Cruise ships - Service and safety - East meets West
- Window seat or aisle - Business or pleasure - The great outdoors - Winter holidays - Land of smiles - Enjoy your stay - Winds of change
2. Is the information in the material up-to-date?
Thank you very much for your cooperation
APPENDIX 5: COURSE SYLLABUS
ĐỀ CƯƠNG CHI TIẾT HỌC PHẦN 1. Tên học phần: Tiếng Anh Du Lịch
2. Số đơn vị học trình/tín chỉ: 5 3. Trình độ: Đại học
4. Phân bố thời gian: Lý thuyết: 35 Thực hành: 40 5.Điều kiện tiên quyết: Tiếng Anh Nâng Cao 3
6. Mô tả học phần :
Học phần nhằm trang bị cho sinh viên kiến thức ngữ pháp và từ vựng thường sử dụng trong lĩnh vực du lịch; phát triển các kỹ năng nghe, nói, đọc, viết trong các tình huống liên quan đến công việc và một số kỹ thuật biên dịch tài liệu chuyên ngành Du lịch.
7. Mục tiêu của học phần:
Sau khi kết thúc học phần, sinh viên có thể sử dụng kiến thức về ngôn ngữ để vận dụng trong các tình huống giao tiếp trong lĩnh vực du lịch như cung cấp thông tin về các tour du lịch, trả lời điện thoại, viết thư trả lời khách hàng, lập kế hoạch tour, v.v…
8. Nhiệm vụ của sinh viên:
Theo Quyết định Số: 1434/QĐ-ĐHCN ngày 09 tháng 9 năm 2008 của trường Đại học Công nghiệp Hà Nội về ban hành Quy chế đào tạo Đại học và Cao đẳng chính quy theo học chế tín chỉ tại trường Đại học Công nghiệp Hà Nội.
9.Phần tài liệu tham khảo:
Tài liệu bắt buộc:
[1]. Iwonna Dubicka & Margaret O’Keeffe. English for International Tourism-Pre- intermediate. Longman.
Tài liệu tham khảo:
[1]. Miriam Jacob. English for International Tourism. Longman.
10. Tiêu chuẩn đánh giá sinh viên:
Đánh giá SV theo Hướng dẫn thực hiện quy chế đào tạo đại học và cao đẳng chính quy theo học chế tín chỉ - Trường Đại học Hà Nội.
Stt Các loại điểm bộ phận Hệ số
1 Điểm trung bình các điểm trong kỳ 1
2 Điểm thi cuối kỳ 2
Điểm KT thường xuyên và
SV có mặt trên lớp
Điểm trung bình các điểm trong kỳ là trung bình cộng của các điểm kiểm tra thường xuyên, điểm thi giữa học phần và điểm chuyên cần theo hệ số của từng loại điểm.
Stt Các loại điểm bộ phận Hệ số
1 Điểm kiểm tra thường xuyên 1
2 Điểm chuyên cần 1
3 Điểm thi giữa học phần 2
Điểm trung bình các điểm trong kỳ được làm tròn đến một chữ số thập phân. Các điểm trong kì bao gồm:
+ Điểm kiểm tra thường xuyên: 02 đầu điểm
+ Điểm chuyên cần: 01 đầu điểm được xác định như sau:
Giáo viên xác định điểm chuyên cần của SV căn cứ vào ý thức, thái độ học tập của SV và bảng sau để cho điểm:
91%÷ 100% 81% 90% 70% 80% <70%
Tất cả các điểm ≥ 5 910 78 56 0
Có 1 điểm từ 4 đến cận 5 78 56 34 0
Có từ 2 điểm từ 4 đến cận 5 56 34 12 0
Các trường hợp khác 34 12 0 0
Điểm kiểm tra giữa kỳ: 1 đầu điểm
Thi cuối kỳ: 60% trắc nghiệm, 20 % tự luận, 20% nói.
11. Thang điểm: 10/ 10 12. Nội dung chi tiết học phần:
TT Tên bài
Thời gian(tiết) Lý
thuyết
Thực hành
Kiểm tra/Thi
1.
Unit 1: All in a day’s work
- Language focus: adverbs of frequency, present simple
- Vocabulary: hotel jobs, daily duties, nationalities - Professional practice: exchange personal details, complete a register
2 3
2.
Unit 2: Fly-drive holidays
- Language focus: present continuous
- Vocabulary: car hire; pronunciation-politeness - Professional practice: take a booking, deal with a telephone enquiry, hire a car, plan a holiday
2 3
3.
Unit 3: Table for two
- Language focus: countable and uncountable nouns, some and any, much, many and a lot of - Vocabulary: types of food, recording vocabulary, describing food, word stress
- Professional practice: deal with complaints, describe a traditional dish
2 3
4.
Unit 4: City tours
- Language focus: past simple
- Vocabulary: question words, giving directions, - ed ending
- Professional practice: give a guided tour, describe a building
2 3
5.
Unit 5: Water cities
- Language focus: comparatives and superlatives - Vocabulary: hotel facilities, describing hotels, dealing with new words
- Professional practice: write an email describing a hotel
- Progress test 1
2 2 1
6.
Unit 6: Cruise ships
- Language focus: present perfect
- Vocabulary: cruises, cabin facilities, contractions - Professional practice: translate a letter, write a letter of apology, deal with a complaint
2 3
7.
Unit 7: Service and safety
- Language focus: modal verbs (requests and offers)
- Vocabulary: health and safety, on safari, sounding polite
- Professional practice: write a CV, write a cover letter, apply for a job, interview for a job
2 3
8.
Unit 8: East meets west
- Language focus: predictions and intentions - Vocabulary: change words, connected speech - Professional practice: exchange a holiday plan, describe traditional gifts, create a tourism
development plan, give a presentation
2 3
9.
Unit 9: Window seat or aisle?
- Language focus: modal verbs (obligation) - Vocabulary: air travel, check-in
- Professional practice: produce an information leaflet, sell on-board duty-free goods
2 3
10.
Unit 10: Business or pleasure?
- Language focus: modal verbs: can, could, might - Vocabulary: hotel facilities, conference
equipment
- Professional practice: reply to an enquiry, recommend places to visit, write a fax - Mid-term Test
2 2 1
11.
Unit 11: The great outdoors
- Language focus: present tenses as future - Vocabulary: geographical features, excursions, numbers and letters
- Professional practice: sell tours, exchange
information on excursions, change a booking, write a fax of confirmation
2 3
12.
Unit 12: Winter holidays
- Language focus: giving instructions, the passive - Vocabulary: ski equipment, ski resort jobs, giving directions, entertainment
- Professional practice: give directions, sell optional extra, plan an entertainment programme, reply to an email enquiry
2 3
13.
Unit 13: Land of smiles
- Language focus: relative pronouns
- Vocabulary: eco-tourism, word building, medical equipment, UK/US English
- Professional practice: give health service, write a health information leaflet
2 3
14.
Unit 14: Enjoy your stay
- Language focus: conditional 1
- Vocabulary: currencies, checking-in/out, polite intonation
- Professional practice: explain a bill, upsell at reception
2 3
15.
Unit 15: Winds of change
- Language focus: present, past forms, future forms - Vocabulary: the weather forecast
- Professional practice: describe the weather, give a presentation, prepare a tourism development
- Progress test 2
2 2 1
Hà Nội, Ngày …… Tháng…… Năm Duyệt
APPENDIX 6: A SAMPLE UNIT