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Designing an esp syllabus for the second-year students of library study at the national teachers training college
Vietnam national university, Hanoi College of foreign languages Post-Graduate Department Duong Thi hao Designing an esp syllabus for the second-year students of library study at the national teachers training college Thiết kế giáo trình tiếng Anh chuyên ngành cho sinh viên năm thứ hai ngành Th viện trờng Cao Đẳng S Phạm Trung ơng MA minor thesis Major: English language teaching methodology Code: 601014 Vietnam national university, Hanoi College of foreign languages Post-Graduate Department Duong Thi hao Designing an esp syllabus for the second year students of library study at the national teachers training college Thiết kế giáo trình tiếng Anh chuyên ngành cho sinh viên năm thứ hai ngành Th viện trờng Cao Đẳng S Phạm Trung ơng MA minor thesis Field: English language teaching methodology Code: 601014 Supervisor: Nguyen Xuan Thom, PhD Hanoi, 2007 Acknowledgements First of all, I’d like to express my deepest gratitude to my supervisor, Dr Nguyen Xuan Thom who gave me valuable suggestions, insightful discussions and immeasurable support and encouragements in the development and completion of this study I gratefully acknowledge all those whose works which are referred to in this study In particular, I would like to thank Dr.To Thu Huong for her lectures and advice that helped shaping my thinking on this subject matter My special thanks go to all the lecturers of the Postgraduate Department at the College of Foreign Languages, Vietnam National University, Hanoi for their useful lectures and guidance during the course I also wish to thank all my colleagues and my dear students at the National Teachers Training College for their participation, assistance and support for this thesis ABSTRACT This study is intended to deal with one of the problems in teaching English for the students of library study at the National Teachers Training college (NTTC): That’s the shortage of an appropriate ESP syllabus for the students of library study when they take the ESP course Thus, this study aims at designing an appropriate, practical, feasible and also enjoyable ESP syllabus for the students of library study to facilitate the process of teaching and learning ESP The study consists of three main parts: Introduction, Development and Conclusion The first part: Introduction discusses the rationale, aim and objectives, scope, methods and design of the study The second part of the study contains three chapters Chapter one is devoted to the theoretical background of the study Chapter two is the investigation into some textbooks relating to library study The next chapter deals with methodology of the study, data collection, findings and discussion and the proposed syllabus for the target students based on the previous chapters The last part of the study is a summary of the study including the conclusion of the study, limitations of the study as well as suggestions for further study It is hoped that the results of the study can be helpful to those who are in charge of teaching ESP for students of library study at NTTC in particular and those who are interested in teaching and designing appropriate syllabuses for their target students in general LIST OF ABBREVIATIONS NTTC : National Teachers’ Training College ESP : English for Specific Purposes GE : General English ELS : English for Library Study SLS : Students of library study List of figures and tables Figure Types of ESP ……………………………………………………………… …………… Figure2: Bases for language syllabus design ……………………………… ………………………9 Figure : Cohesive devices…………………………………………………… ………………… 18 Figure : Organization of information………………………………………………… …………20 Table 1: Terms and acronyms in the selected texts………………………………… … ………56 Table 2: Prefixes and suffixes in texts related to library study………….………………………….56 Table 3: Simple vs complex sentences…………………………………………………………… 56 Table 4: Active vs passive sentences……………………………………………………………….56 Table 5: The teachers’ ranking of the objectives in the ESP reading course……….……………….57 Table 6: Teachers’ ranking topics relating to library study…………………………………… 57,58 Table 7: English teachers’ ranking of Grammar and structures needed to be included in the syllabus…………………………………………………………………………………………… 58 Table 8: Teachers’ ranking of reading skills and language exercises………………………… 59,60 Table 9: English teachers’ ranking of language tasks………………………………………………61 Table 10 The students’ expectations in the ESP reading course………………………………… 62 Table 11: Students’ ranking topics relating to library study……………………………………… 63 Table 12 : Students’ ranking of reading skills and language exercises………………………….64,65 Table 13 : The proposed ESP reading syllabus for library study at NTTC…………………… 34-38 Table of content Acknowledgements Abstract List of abbreviations List of figures and tables PART I: INTRODUCTION…………… .……… ……… ……………… … 1 Rationale………………………………… ………… …… …………… ….1 Aims and Objectives………………………… …….… ……………… … Research questions………………………………… …… …………… …….2 Scope of the Study…………………………………….………… ……… …….2 The significance of the study…………………………….………… …… …….2 Methods of study………………………………………… ………… ………3 Design of the study………………………………………… ……………… …3 PART II: DEVELOPMENT………………………….………… …… …….4 CHAPTER I: LITERATURE REVIEW……………………………… …… ……4 1.1 An overview of ESP……………………………………………… … ……4 1.1.1 Definitions of ESP……………………………………………… ……4 1.1.2 Types of ESP……………………………………………… ….… …5 1.1.3 Terminology…………………………………………………… .6 1.1.3.1 Definition of terminology…………………………………………… … 1.1.3.2 Classifications of terminology………………………………… … 1.1.3.2.1 Single terms…………………………………… ……………………6 1.1.3.2.2 Compound terms………………………………………… .… ………… 1.1.3.3 Characteristics of terminology………………………………… ……… 1.1.3.3.1 Accuracy…………………………………………… ………… .…….6 1.1.3.3.2 Systematicity…………………………………………… ………… 1.1.3.3.3 Internationality……………………………………… … …………… 1.1.4 Acronyms……………………………………………………… ………….7 1.2 Current views on syllabus design……………… …………………………… …7 1.2.1 Definition of syllabus………………………….…………………… .………… 1.2.2 Task, Function, Activity and Exercise………………………………… ……… 1.2.3 Types of ESP syllabus………………………………………….…… ………9 1.2.3.1 Language form syllabuses (Structural/ grammatical syllabus) .9 1.2.3.2 Notional- functional syllabuses .10 1.2.3.3 Situational Syllabuses 10 1.2.3.4 Topic - based syllabuses 10 1.2.3.5 Skill-based syllabuses 11 1.2.3.6 Task-based syllabuses 11 1.2.3.7 Communicative syllabuses 11 1.2.3.8 Audio-lingual syllabuses .12 1.2.3.9 Analytic syllabuses 12 1.2.4 Approaches to language syllabus design 12 1.2.4.1 Language - centered approach .12 1.2.4.2 Skills- centered approach 12 1.2.4.3 Learning- centered approach 13 1.2.5 Stages in syllabus design 13 1.2.5.1 Needs Analysis (NA) 13 1.2.5.2 Aims and objectives setting 15 1.2.5.3 Selecting content 15 1.2.5.4.Integrating tasks, grammatical and notional components 15 1.2.5.5 Grading content .15 CHAPTER 2: INVESTIGATION INTO TEXTBOOKS RELATED TO LIBRARY STUDY .17 3.1 Topics 17 3.2 Terminology and acronyms 18 3.3 Cohesion 18 3.4 Grammatical structures 19 3.4.1 Words .19 3.4.2 Sentences 19 3.4.2.1 Simple and complex sentences 19 3.4.2.2 Active vs passive sentences 20 3.4.3 Text 20 3.4.3.1 Organization of information 20 3.4.3.2 Making a definition or explanation .21 3.4.3.1 Some other characteristics .21 Summary 22 Chapter 3: RESULTS AND ANALYSIS OF DATA COLLECTION 23 3.1 METHODOLOGY .23 3.1.1 Situational factors 23 3.1.1.1 Institutional factor 23 3.1.1.2 Teacher factor ( Teachers of English at NTTC) 23 3.1.1.3 Students factor (Students of library study) 23 3.1.1.4 The teaching and learning English at NTTC 24 3.1.2 Subjects of the study 25 3.1.3 Instruments for collecting data 25 3.1.3.1 Questionnaires .25 3.2 RESULTS AND ANALYSIS OF DATA COLLECTION 26 3.2.1 Needs perceived by the English teachers 26 3.2.1.1 Section 1: The teachers’ attitude towards ESP reading course for the second year students of library study and the objectives perceived by them 26 3.2.1.2 Section II: English teachers’ and subject teachers’ opinions on needed topics 27 3.2.1.3 Section III: Grammar and structures needed to be included in the syllabus 27 3.2.1.4 Section IV: English teachers’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus 28 3.2.2 Needs perceived by the second year students of library study at NTTC 28 3.2.2.1.Section I: The students’ attitude towards ESP reading course 28 3.2.2.2 Section II: Needed topics perceived by the students .29 3.2.2.3 Section III: Students’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus 29 3.3 DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF LIBRARY STUDY AT NTTC 30 3.3.1 Selecting the type of ESP syllabus 30 3.3.2 Aims and objectives of the reading syllabus 31 3.3.3 The selection and gradation of content in the syllabus 31 3.3.3.1 Topics in the syllabus 31 3.3.3.2 Reading skills and exercises 32 3.3.3.3 Language tasks 33 3.3.3.4 Grammar and structures 33 3.3.4 The proposed reading syllabus for the target students .33 3.3.4.1 Time schedule 33 3.3.3.4.2 The organization of the syllabus 33 Summary 39 PART III: CONCLUSION 40 REFERENCES 42 APPENDIXES 46 APPENDIX 46 APPENDIX 51 APPENDIX 52 APPENDIX 4: Tables 56 ………….d Word formation exercises ………….e Gap- filling ………….f Matching correct words Others (specify)………………………………………………… APPENDIX PHIẾU KHẢO SÁT i tng: Giỏo viên dạy chuyên ngành th viện - Trường CĐSP Trung ¬ng Mục đÝch: Thu thập ý kin v ch cn thit chng trình tiếng Anh chuyên ngành th viện Nhng ý kin ca quý thầy cô cần thiết quan trọng cho nghiên cứu cÕung t«i Q thầy vui lòng trả lời đánh dấu cho lựa chọn ca mỡnh Cảm ơn giúp đỡ nhiệt tình quí thầy cô! Phn Nhng ch cn cú chng trỡnh ting Anh chuyên ngành th viện Bn đánh dấu vào ô tương ứng chủ đề cần phải có chương trình, ghi thêm chủ đề khác (nếu cần thiết) theo ý kiến riêng bạn TT Chủ đề Rất Phï hợp phï hợp 10 11 12 13 14 Vai trß cđa th viện xà hội Những công việc th viện Việc giáo dục đào tạo nhân viên th viện Th viện thị trờng thông tin Các dịch vơ th viƯn Th viƯn c«ng céng Th viƯn trờng học Th viện khoa học Th viện chuyên ngành Mục lục Miêu tả th mục t liệu th viện Hệ thống phân loại Bảo quản t liệu Th viện công nghệ thông tin APPENDIX PHIU KHO ST Tơng đốí Phù hợp Không phù hp i tng: SV nm th chuyên ngành th viện - Trng CĐSP trung ơng (ó hoàn thành chng trỡnh tiếng Anh đại cương) Mục đích: Thu thập ý kiến, nhu cầu, nguyện vọng học tiếng Anh chuyên ngành để xây dựng chương trình phù hợp với mục đích đào tạo trường đáp ứng nhu cầu sinh viên Những ý kiến bạn cần thiết quan trọng cho nghiên cứu Các bạn vui lòng trả lời đánh dấu cho lựa chọn Chúng tơi xin chân thành cảm ơn hợp tác bạn! Phần Nguyện vọng, nhu cầu, ý kiến Bạn cã thÝch hc ting Anh chuyên ngnh th viện không? a Có ………… b Khơng ………… c Khơng có ý kiến Theo bn, mt khúa ting Anh chuyên ngành th viƯn sau chương trình tiÕng Anh đại cương cã ý nghĩa nh vic hc v nghiên cứu bạn vµ tương lai ………… a Cần thiết ………… b Không cần thiết ………… c Khơng có ý kiến Bạn xếp yêu cầu cần đạt sau học chương tiếng anh CN th viÖn theo thứ tự từ quan trọng (số 1) đến quan trọng (số 5) Bổ xung thêm mong muốn khác bạn (nếu có) ………… Học thuật ngữ tiếng anh lĩnh vực th viÖn ………… Đọc hiểu khái niệm lĩnh vực th viÖn ………… Đọc hiểu tài liệu, văn tiếng Anh chuyªn ngành th viƯn ………… Củng cố cấu trúc ngữ pháp dùng văn liên quan đến lĩnh vực th viÖn ………… Dịch sách, tài liệu, báo chí từ tiếng Anh sang tiếng Việt Yêu cầu khác (nếu có) Phần II: Những chủ đề cần có chương trình tiếng Anh chun ngành th viƯn Bạn đánh dấu vào tương ứng chủ đề cần phải có chương trình, ghi thêm chủ đề khác (nếu cần thiết) theo ý kiến riêng bạn TT Chủ đề Rất phù hợp 10 11 12 13 14 Phù hợp Tơng đối Phù hợp Khụng phự hp Vai trò th viện xà hội Những công việc th viện Việc giáo dục đào tạo nhân viên th viện Th viện thị trờng thông tin Các dịch vơ th viƯn Th viƯn c«ng céng Th viƯn trờng học Th viện khoa học Th viện chuyên ngành Mục lục Miêu tả th mục t liệu th viện Hệ thống phân loại Bảo quản t liệu Th viện công nghệ thông tin B Cấc tËp đọc hiểu loại tập cần có chng trình ting Anh chuyên ngnh th viện I Bài tập đọc hiểu c lt ly ý ………… a Tìm tên thích hợp với khóa ………… b Tìm từ, câu quan trọng liên quan đến chủ đề mỗI đoạn ………… c Chọn chủ đề liên quan đến khóa ………… d Chọn khóa phù hợp với chủ đề Đọc lướt để lấy thông tin cụ thể ………….a Đọc lướt mục để tìm khóa có thơng tin chủ đề nêu ………… b Đọc lướt bảng mục lục để tìm số trang có chủ đề nêu ………….c Đọc lướt để lấy thông tin cụ thể giáo viên yêu cầu trước đọc Xác định chủ đề đoạn ………….a Chọn câu chủ đề thích hợp ………….b Chọn câu chủ đề đoạn Phương thức liên kết văn ………….a Bài tập phép ………….b Bài tập phép tỉnh lược Bài tập hỏi - trả lời ………….a Câu hỏi lựa chọn ………….b Câu trả lời ngắn ………….c Câu trả lời dài Các phép nối văn ………….a Kiểu nối thêm vào ………….b Kiểu nối thời gian liên quan kiện: first, next, then… ………….c Các kiểu nối nguyên nhân, lý do, mục đích, điều kiện khác: so, hence, therefore… as a result, so that… Các loại tập khác ………….a Từ đồng nghĩa, trái nghĩa ………….b Xây dựng câu ………….c Cấu trúc bị động ………….d Câu trực tiếp, gián tip Bi ng pháp .a Điền vào chỗ trống với dạng ngữ pháp .b Nối câu sử dụng từ nối thích hợp .c Bài tập giới từ .d Biến đổi câu: từ trực tiếp sang gián tiếp, từ bị động sang chủ động Bài tập từ vựng .a Đoán nghĩa từ dựa vào cấu trúc .b Đoán nghĩa từ dựa vào từ nối liên kết văn c.Đoán nghĩa từ dựa vào ký hiệu, từ viết tắt .d Bài tập cấu tạo từ .e Bài tập diền vào chỗ trống từ thích hợp .f Bài tập nối từ Các dạng tập kh¸c………………………………………………… APPENDIX 4: Tables Table 1: Terms and acronyms in the selected texts Terms (Not / %) Text Acronyms Single (Noa / %) 23 (4.6%) 31 (6.2%) Text (B1) Text (B2) Compound 25 (5%) 36 (7.2%) (1.4%) (1.6%) Total of words per text (approximately) 500 500 Table 2: Prefixes and suffixes in texts related to library study Text Prefix Suffixes (Now/ Text (Now/%) (1.5%) %) 82 (20.5%) Total of words Source (approximately) 400 Unit - Library and Information Science : English Reading Text 49 (12.25%) 400 (2 251%) Text 7(2.3%) Materials Unit 14 - Library and Information Science : English 34 (11,3%) 300 Reading Materials Unit – Basic library skills Table 3: Simple vs complex sentences Simple sentences Number Percentage 36.4% Complex sentences Number Percentage 14 63.6% Total Number of sentences 22 Table 4: Active vs passive sentences Active sentences Number Percentage 15 68.2% Passive sentences Number Percentage 31.8% Total Number of sentences 22 Table 5: The teachers’ ranking of the objectives in the ESP reading course Priority Iterms Number of teachers / % 2nd 3rd 4th st Objectives 5th 70% 10% 0% 0% To understand concepts 11 0 20% 25% 55% 0% 0% 0 15% 5% 0% 0% To consolidate basic grammar 3 13 used in specific texts for 0% library study written English materials and 80% books relating to library concerning library field 14 library field used in books 20% documents, and newspapers To build up English terms of 15% 15% 65% 5% To 0 17 0% 0% 15% 85% To read and understand 16 translate books and newspapers (relating to library) 0% from English to Vietnamese Table 6: Teachers’ ranking topics relating to library study Items 10 11 12 13 14 Topics Very relevant The role of library in society Careers in library work Educational and training of librarians Library and information marketing Service in Library Public Libraries School libraries Academic Libraries Special Libraries Catalogs Bibliographic Descriptions of Library materials Classification systems Preservation of library materials Library and information technology relevant Fairly relevant Not relevant 60% 40% 0% 60% 10% 30% 20% 10% 60% 0% 10% 40% 40% 20% 0% 4 30% 50% 60% 40% 40% 70% 50% 4 4 50% 40% 30% 40% 40% 30% 30% 1 2 20% 10% 10% 20% 20% 0% 20% 0% 0% 0% 0% 0% 0% 0% 70% 20% 2 20% 20% 10% 50% 0% 10% 70% 30% 0% 0% 0 0 0 0 0% Table 7: English teachers’ ranking of Grammar and structures needed to be included in the syllabus Items Grammar- structures Uses of tenses (simple present and simple past tense) -ed and -ing adjective Gerunds (-ing nouns) Compound nouns Relative clauses Adverbs clauses Model verbs The infinitive Prepositions and prepositional phrases Very Appropriate appropriate Not (%) Not (%) Not appropriate Not (%) (0%) (40%) (60%) (20%) (60%) 7(70%) 7(70%) 2(20%0 ( 60%) ( 50%) ( 20%) (20%) (30%) (30%) (30%) ( 40%) 2( 20%) (50%) (60%) (60%) 10 (10%) ( 0%) (0%) (40%) (20%) (0%) (20%) 10 11 12 13 14 15 16 Conditional sentences Passive voice Indirect speech Comparison Plurals Word formation Contextual references 3( 30%) (70%) (0%) (20%) (0%) (70%)) ( 50%) (60%) ( 20%) 4(40%) 6(60%) 3(30%) (60%) (50%) (10%) (10%) ( 60%) (20%) (70%) (0%) (0%) Table 8: Teachers’ ranking of reading skills and language exercises Items I Reading exercises Skimming a Recognizing the topics that are dealt with in the text b Choosing key words or sentences relating to the topics of each paragraph c Choosing one of the titles that fits the text best d Choosing the text that deals with the topics a Scanning the bibliography and pick out the text which are likely to yield Necessary Not (%) (80%) (70%) (30%) (70%) (60%) Scanning information on the topics in a given text b Scanning an index and finding out on what page the topic is mentioned c.Scanning the text for specific information presented by the teacher before reading Identifying the topic of a a Choosing the correct topic sentence (80%) (50%) (80%) paragraph (60%) Recognizing and interpreting cohesive devices Interpreting discourse markers Types of questions b.Deciding which sentence fits into which paragraph a.Interpreting reference and substitution b Ellipsis a Markers that signal the writer’s point of view b Markers that signal the sequence of event c Markers that signal discourse organization a Short answer questions b Long answer questions c Multiple choice questions (20%) (30%) (80%) (50%) (30%) (10%) (60%) (50%) a Paraphrasing exercises using similar words, different words or different Other exercises grammatical structures b Writing a summary c Debate and discussion d Translation e Sentence building f True/ false a Fill in the blanks with the correct grammatical forms b Matching sentence using connectors II Grammar exercises (40%) (80%) (10%) (0%) (20%) (30%) (20%) (60%) (40%) c Preposition exercises d Sentence transformation: changing sentence from direct speech or changing (40%) sentences from active into passive a Guessing the meaning of unknown words based on word structure III Vocabulary exercises: b.Guessing the meaning of unknown words based on discourse makers c Guessing the meaning of unknown words based on symbols, abbreviations and (60%) (70%) (20%) equations d Word formation exercises e Gap- filling f Matching correct words (60%) (60%) (60%) Table 9: English teachers’ ranking of language tasks Items Language tasks Necessary Making definitions Number of teachers (%) (80%) Describing purposes (60%) Describing means (70%) Describing tasks (60%) Describing a process (20%) Describing structures (40%) Describing principles and operations (60%) 10 Describing sequential events (20%) 11 Describing characteristics (80%) 12 Making classification ( 80%) 13 Explaining cause and effect links (40%) 14 Describing a diagram ( 0%) 15 Comparing and contrasting things (40%) 16 Explaining the relationship (50%) 17 Expressing abilities (60%) Table 10 The students’ expectations in the ESP reading course Iterms Objectives Priority st 1 Number of Students / % 2nd 3rd 4th 5th To build up English terms of 22 46 10 library field used in books 27.5% 57.5% 12.5% 2.5% 0% To understand concepts 23 27 30 0 concerning library field 28.75% 33.75% 37.5% 0% 0% 63 10 0 78.75% 12.5% 8.75% 0% 0% To consolidate basic grammar 11 10 55 used in specific texts for 2.5% 13.75% 12.5% 68.75% 2.5% 0 69 0% 0% 3.75% 10% 86.25% documents, and newspapers To read and understand written English materials and books relating to library library study To translate books and newspapers (relating to library) from English to Vietnamese ... library study at the National Teachers Training college (NTTC): That’s the shortage of an appropriate ESP syllabus for the students of library study when they take the ESP course Thus, this study. .. students of library study at the NTTC” is the subject matter chosen for my thesis Aims and Objectives The study aims at designing an appropriate ESP syllabus for the second year students of library. .. students of library study at NTTC Scope of the Study The study limits itself to design an ESP reading syllabus for the second year students of library study at the NTTC The author of the study is