MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI VAN DESIGNING A TASK-BASED SYLLABUS OF ENGLISH FOR ELECTRICAL ENGINEERING AT INDUSTRIAL UNIVERSITY OF VINH MASTER’S THESIS IN EDUCATION NGHE AN, 2014 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI VAN DESIGNING A TASK-BASED SYLLABUS OF ENGLISH FOR ELECTRICAL ENGINEERING AT INDUSTRIAL UNIVERSITY OF VINH Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION Supervisor: Tran Ba Tien, Ph.D Nghe An, 2014 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Author Tran Thi Van i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude to Dr Tran Ba Tien, who directly instructed and helped me carry out the study His detailed feedback and insight, his kindness and enthusiasm have encouraged me over the time of conducting the study Next, I would like to show my special thankfulness to Ms Nguyen Thi Hue (Teacher of English at Industrial University of Vinh) who provided valuable comments in the building the foundations for the current study Then, I would really thank my classmates Ms Nguyen Thi Kieu Van and Ms Nguyen Thi Anh Hong for their friendliness, generous assistance which contributed significantly to the result of the study Moreover, I am also grateful to the electric technicians, engineers working in some companies in Nghe An and some teachers who helped me to answer the questionnaire as well as interview questions enthusiastically Last but not least, I would like to devote my special thanks to my dear family, my dear husband, my dear children for their love and encouragement during the process of the study ii TABLE OF CONTENT STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii Last but not least, I would like to devote my special thanks to my dear family, my dear husband, my dear children for their love and encouragement during the process of the study ii TABLE OF CONTENT iii ABSTRACT vi LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix Chapter INTRODUCTION 1.1 Rationale 1.2 The aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Design of the study: Chapter LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Previous studies related to the research 2.2 English for specific purposes (ESP) 2.2.1 Definition of ESP 2.2.2 What is electrical engineering? 2.2.3 What is English for electrical engineering? 2.3 Syllabus 2.3.1 Definitions of syllabus 2.3.2 Types of syllabus 2.4 Task –based syllabus iii 2.4.1 What is task-based syllabus? 2.4.2 The advantages of Task-based language learning 11 2.5 Approaches to syllabus design 12 2.5.1 Language - centered approach 12 2.5.2 Skills- centered approach 13 2.5.3 Learning- centered approach 13 2.6 Principles of Syllabus design 14 2.6.1 Situational analysis 14 2.6.2 Needs Analysis 16 2.6.3 Goals and objectives of the ESP course 22 Chapter NEEDS ANALYSIS AND METHODOLOGY 25 Situational analysis 25 3.1 Institutional factors 25 1.2 Teacher factors 26 3.1.3 Learner factors 26 3.1.4 English Courses at IUV 27 3.2 The Study 28 3.2.1 Research approach 28 3.2.2 Participants 29 3.2 Instruments for data collection 29 3.3 Data analysis 31 3.4 Procedure 31 Chapter FINDINGS ANG DISCUSSION 32 4.1 The findings 32 4.1.1 Needs on designing a task-based syllabus perceived by the respondents 32 4.1.2 The expectation of the task-based syllabus in terms of objectives 35 iv 4.1.3 The overview of the use of English in electrical field 38 4.1.4 The view on tasks needed to be included in the syllabus 42 4.1.5 Topic selections needed to be included in the syllabus 44 4.1.6 The elements needed to be in the syllabus 48 4.1.7 The teachers’ view on Grammar and structures needed to be included in the syllabus 51 4.2 Suggested ESP Syllabus for Electric Learners at IUV 53 4.2.1 Objective and subjective needs 53 4.2.2 Problematizing and situation 55 4.2.3 Goals and objectives 56 4.2.4 Outline for Course Content (Specifications/Course Content) 57 4.2.5 Evaluation 61 Chapter CONCLUSION AND IMPLICATION 64 5.1 Conclusion 64 5.3 Implications 65 5.4 Limitations 66 5.5 Suggested for further research 67 REFERENCE 68 APPENDIX 72 v ABSTRACT This study attempted to design a task-based syllabus for Electrical Engineering at Industrial University of Vinh The aims of the study are to explore students’needs in learning ESP of electrical students at IUV, to select appropriate topics and tasks in an ESP syllabus; and find out some elements for a suggested syllabus that meet the learners’ needs and purposes of learning ESP Finally, based on the finding, the suggested syllabus and two ESP sample lessons were designed The subjects for this study consist of 100 electrical students, 20 ex-students and 20 teachers of English The data were mainly collected through questionnaires and interviews The data collected were analyzed according to statistical frequency and percentage The research findings indicated that the students’ needs in the ESP course, such as purposes of learning, expectation of the course, language skill, preferences of topics and so on were pointed out In addition, the results from the study also revealed the tasks; sources of materials and common topics needed to teach in the ESP course and language functions and language forms are included in the syllabus vi LIST OF ABBREVIATIONS ESP : English for Specific Purposes GE : General English IUV : Industrial University of Vinh IUH : Industrial University of Ho Chi Minh City LSA : Learning situation analysis TBL : Task-based learning SLA : Second-language acquisition TSA : Target situation analysis vii LIST OF TABLES Table 4.2 Students’ view on frequency tasks needed in the syllabus 42 viii PRE-TASK (10-15 mins): - Teacher asks students play a game with lucky numbers, so that class is divided into groups - Learners in each group are asked to sketch drawings of the basic electric circuit and describe some main steps of setting up a circuit - The representative of each group presents their ideas and explanation Mistakes of vocabulary and grammar are not considered, so that learners can speak freely what they are thinking even they can use the term in Vietnamese This activity helps learners to retrieve their professional knowledge of electric circuit and understand more easily the next tasks on the basic electric circuit TASK CYCLE 1: (25-30 mins) Thomas Edison experiment (Adapted from Source: http://www.energyquest.ca.gov/story/chapter04.html) - Keep on working in groups Each group is shown one picture and asked to have a look at it and the task assigned for each group - Teacher asks groups to look at the task assigned then make statements about the sequence of building a basic electric circuit using the words or phrases in box (appropriate forms) Task 1: (for group 1): Answers questions What you need to build a basic electric circuit? Describe function of each material in the circuit Penlight bulb Wire Flashlight battery Small block of wood Switch Drawing pin First, we need ………… Second, ………………… Then, …………… are need Final materials are…………………… A small piece of thin flat metal Power Tape Task 2: (for group 2): Answers question How to make a switch of basic electric circuit following the picture? Push Wire Touch A small piece of thin flat metal Flashlight battery Small block of wood Switch Drawing pin Take the…………………………… Stick …………………….in the…… Push the other drawing pin through the …………………… ……….the drawing pin into the wood so that the piece of metal can ……… the other drawing pin Task 3: (for group 3): Complete the step to make the basic electric circuit following the picture Push piece of wire Place Penlight bulb The opposite end of the battery Switch Tape the end of the piece of wire Attach the end of the second piece of wire Connect the……………to a drawing pin on the switch …………………….in the centre of this wire piece …………………….to one end of the battery Tape the second piece of wire to…… ……….………………… ……….to the remaining drawing pin on the switch Task 4: (for group 4): Describe the operation of the electric basic circuit close Penlight bulb The switch open Flashlight battery Turn off piece of wire to be off Press ………… connecting the two drawing pin The circuit …………………… …………………….is on ……………the switch The circuit ………………… The penlight bulb ………… - Learners are asked to each part of making the basic electric circuit and describe it operation Group 1: Prepare the materials for the circuit Group 2: Making a basic switch Group 3: Complete the basic circuit Group 4: Present the operation of the basic circuit Planning: Learners at each group work together, discuss, find out the reasonable keys and nominate the representative to present in front of class their solution Reporting: Representatives of each group are asked to present the actions in sequence in phases by filling in the blanks TASK CYCLE 2: (40- 45 mins ) : Electricity Electricity is a form of energy Electricity is the flow of electrons All matter is made up of atoms, and an atom has a center, called a nucleus The nucleus contains positively charged particles called protons and uncharged particles called neutrons The nucleus of an atom is surrounded by negatively charged particles called electrons The negative charge of an electron is equal to the positive charge of a proton, and the number of electrons in an atom is usually equal to the number of protons When the balancing force between protons and electrons is upset by an outside force, an atom may gain or lose an electron When electrons are "lost" from an atom, the free movement of these electrons constitutes an electric current Task 5: Answer the questions: What is electricity? What is an electric current? What does the nucleus contain? TASK CYCLE 3: HOW IS ELECTRICITY MEASURED? - have the studens read the passage and answer the questions Electricity is measured in units of power called watts It was named to honor James Watt, the inventor of the steam engine One watt is a very small amount of power It would require nearly 750 watts to equal one horsepower A kilowatt represents 1,000 watts A kilowatt-hour (kWh) is equal to the energy of 1,000 watts working for one hour Task 6: Answer the question: (work in pair) How is electricity measured? If you have water pumps, 100 watt each hours a day, so how many watts or kilowatts hours of electrical energy you have? LANGUAGE FOCUS ( 40 – 45 mins.) Describing function What does it do? When we answer the above question, we describe the function of “It” Example: What does a fuse do? It protects a circuit We can emphasize the function by using this pattern: The function of a fuse is to protect a circuit Task 7: Match each component to its symbol (Pair work) Resistor Variable resistor (potentiometer) Capacitor Variable capacitor Transformer Two-way switch On-off switch Ammeter Diode 10 Aerial (antenna) Task 8: Match each of the components to its function, and then describe its function in a sentence (Group work) Component Function Resistor a Adds capacitance to a circuit Capacitor b Rectifies alternating currents Variable resistor (potentiometer) c Adds resistance to a circuit Variable capacitor d Measures very small currents Transformer e Breaks a circuit Two-way switch f Protects a circuit On-off switch g Varies the current in a circuit Ammeter h Transforms AC voltages Diode i Receives RF signal 10 Aerial (antenna) j Selects a frequency Describing purpose What is it for? When we answer the above question, we describe the purpose of “It” Example: What is an ammeter for? It is for measuring current We can describe the purpose of an ammeter by using these patterns: It is used for measuring current It is used to measure current We measure current with an ammeter We measure current using an ammeter Task 9: Group assignment Class will be divided into four groups Each group take a picture ( see below) and choose at least ten electrical tools which they like best then find the name and describe the purpose of these instruments and tools using any of the structures presented above 19 Electrical tools : 13 14 12 15 16 20 11 18 10 17 21 23 INCLUDEPICT INCLUDEPICT URE "http://i URE "http://i mages.google mages.google com.vn/images com.vn/images 22 ?q=tbn:uuXu3q ?q=tbn:r12o0K jPTq-xWM:img AXRrPiKM:www ebigchina.com toolspot.co.u Jumbo Four-Tray Tool Box /cdimg/321693 k/products/Ca 10-in-1 Screwdriver/Nut Driver Combo /1212480/0/11 rpentry/Doubl 07510359.jpg" e%2520Pinion% Dry Wall Jab Saw \* MERGEFORM 2520Hand%2520 ATINET Drill%2520Woo Folding Hex Key Set d%2520Handle% 10-in-1 Screwdriver/Nut Driver Combo 2520Boxed.jpg " \* MERGEFOR F-Type Connector Compression Tool MATINET 4 Cat & Telephone Connection Crimp Tool Dual Cable Stripper/Cutter Heavy-Duty Long-Nose Pliers - Side-Cutting 10 Diagonal-Cutting Pliers 11 Professional Wire Stripper - 10 to 22 AWG 12 Wrench 13 Soldering iron 14 Electricians Strait-Claw Hammer 15 30' Power-Return Tape Measure 16 Step-Drill Bit — Inch 17 Coax Cable Stripper, Self Adjusting 18 Magnetic Torpedo Level 19 AMP meter 20 VOM meter 21 VOM digital meter 22 Hand drill – double pinion 23 Hand drill Homework Find more complex electric circuits Describe them following these steps Write name of each component Describe component’s function in the circuit Describe component’s purpose in the circuit Describe component values UNIT 2: ELECTRICAL AND PROTECTIVE DEVICES A Aims: - To help students know the functions and purpose of electrical devices and protective devices B Objectives: By the end of the lesson, students will be able to: - describe some electrical and protective devices - present the functions of some electrical and protective devices - know the abbreviations of some electrical and protective devices To practice and use effectively the structure for making warning and instructions - improve the professional and language skills: describing and explaining the features and elements of fuse, reporting how to use a fuse C Language focus: Vocabulary: words relating to electrical and protective devices: circuit breaker, Miniature circuit breaker, Moulded Case Circuit breaker, Air circuit breaker, Vacuum circuit breaker, Fuse, Switch… Structures: Skills: If + S + V + O, V BARE INF + O speaking, listening, reading, translating D Teaching aids: Hand-out, pictures, computer and projectors, charts Time allotted: periods Section 1: Circuit breaker PRE-TASK (10-15mins): Teacher shows students pictures, Group work: match picture with words: a circuit breaker b Miniature circuit breaker c Moulded Case Circuit breaker d Air circuit breaker, e Vacuum circuit breaker Picture Picture Picture Picture Picture TASK CYCLE 1: Read the following types of CB  MCB (Miniature Circuit Breaker) rated current not more than 100 A Trip characteristics normally not adjustable Thermal or thermal-magnetic operation Breakers illustrated above are in this category  MCCB (Moulded Case Circuit Breaker) rated current up to 1000 A Thermal or thermal-magnetic operation Trip current may be adjustable  MCCB (Moulded Case Circuit Breaker) rated current up to 1000 A Thermal or thermal-magnetic operation Trip current may be adjustable  Vacuum Circuit Breaker with rated current up to 3000 A, these breakers interrupt the arc in a vacuum bottle These can also be applied at up to 35,000 V Vacuum breakers tend to have longer life expectancies between overhaul than air circuit breakers Task 1: Fill in the table Types of Circuit Breaker Rated current Operation CB ( Circuit Breaker) MCB ( Miniature Circuit Breaker) MCCB ( Mould Case Circuit Breaker) ACR ( Air Circuit Breaker) VCB ( Vacuum Circuit Breaker) TASK CYCLE (10 – 15 mins) Task 2: Identify name of each element in the structure of circuit breaker (Group work) Learners are asked to explore the structure one kind of fuse, so that they can learn and describe the component of fuse Structure of circuit breaker Actuator lever Actuator mechanism Contacts Terminals Bimetallic strip Calibration screw Solenoid Arc divider / extinguisher Section 2: Electrical protective devices TASK CYCLE 3:  RCD—Current Device (formerly known as a Residual Current Circuit Breaker) - detects current imbalance Does NOT provide over-current protection  RCBO—Residual Current Breaker with Over-current protection RCBO— Residual Current Breaker with Over-current protection - combines the functions of an RCD and an MCB in one package In the United States and Canada, panel-mounted devices that combine ground (earth) fault detection and over-current protection are called Ground Fault Circuit Interrupter (GFCI) breakers; a wall mounted outlet device providing ground fault detection only is called a GFCI  ELCB—Earth leakage circuit breaker This detected earth current directly rather than detecting imbalance They are no longer seen in new installations for various reasons Task 3: Matching Devices RCD ELCB CB RCBO Function A Detect earth current B Detect current imbalance C Fault and over –current protection D Overload or short circuit protection TASK CYCLE 4: - Teacher shows learners pictures (retrieved from http://en.wikipedia.org/wiki/Fuse_(electrical) on 18th April, 2014) Task 4: Say what these fuses are and what their purposes are: Picture Picture Picture Picture Picture Picture Picture A miniature time-delay fuse used to protect electronic equipment, rated 0.3 amperes at 250 volts 1.25 inches (about 32 mm) long An Industrial fuse used to protect 80 kA circuit Fuse for Communication Equipment Automotive fuses are used to protect the wiring and electrical equipment for vehicles A set of pole-top fusible cutouts with one fuse blown, protecting a transformer(the white tube on the left is hanging down) A 115 kV high-voltage fuse in a substation near a hydroelectric power plant Fuse for protecting of Semiconductor Device LANGUAGE FOCUS (40-45 mins.) Task 5: Making warning: Have learners use the grammatical structures to make warning DO Always turn off the mains switch Always fit a fuse of the correct rating DON’T Never Do not Don’t Pair work: Make warnings from these cues fit a fuse of a higher rating a check the amp rating of an appliance b handle electricity with wet hands c repair appliances with the power on d use insulated pliers e put too many plugs to one outlet f use old cables or flexes g have a supply of fuse wire available h join wires carelessly Conditions and instructions IF + S + V + O, V (bare inf)… EXAMPLE: If an appliance stops working, check the fuse If a fuse continues to blow, not fit another fuse TASK 6: Team work Choose a condition from A and an instruction from B to make sentences like those in the example A an appliance stops working the appliance has got its own fuse you not know where the fuse box is the fuses are cartridge-type the fuse are rewirable you haven’t got the correct amp fuse the fuse blown again immediately you need to check the main fuse the fuse continue to blown you know little about electricity you have got circuit breakers one of the circuit breakers is switched off the appliance has not got a fuse B check whether one of the switches is off check the main fuses look near the front door leave the fuse box switched on check the appliance fuse first fit another fuse use a higher amp rating check the fuse check the circuit or appliance fit a new fuse try to fix electrical faults yourself look for scorch marks switch the circuit on again Section Instruction in a flow chart Task Combine the information to make a series of instruction like this Example: Appliance stops working Check the fuses If an appliance stops working, check the fuse Has the appliance got its own fuse? YES Replace the appliance fuse If the appliance has got its own fuse, replace the appliance fuse first Each group makes similar sentences from the information in the flow chart to give a complete step-by-step guide to dealing with rewirable fuses Task 8: Speaking practice A Pair work Find out the partner Discuss and tell each step to perform the task below How To Change A Fuse In A Traditional Fuse Box Useful language: How you to change a fuse in a traditional fuse box? ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI VAN DESIGNING A TASK- BASED SYLLABUS OF ENGLISH FOR ELECTRICAL ENGINEERING AT INDUSTRIAL UNIVERSITY OF VINH Major: Teaching English to Speakers... Types of syllabus 2.4 Task ? ?based syllabus iii 2.4.1 What is task- based syllabus? 2.4.2 The advantages of Task- based language learning 11 2.5 Approaches to syllabus design 12 2.5.1 Language -... initial questionnaires to gain insightful information 3.3 Data analysis The researcher attempts to analyze the data basing on both quantitative and qualitative approaches All the information