i TR N TH DUNG ! "#$% &'$ ()! $% $ ! *+$ $%,$ ! - $ / +$ $01 - * -4! &"5$% (4 )! $ &6! , $7 ield: English Teaching Methodology Code: 601410 Supervisor: Dr D ng Th N i On the completion of this thesis, I would like to express my deepest gratitude to my supervisor, Dr Duong Thi Nu, who gave me precious guidance, comments, suggestions and encouragement throughout my research My special thanks go to all my teachers of the Post-graduate course 13 at Vietnam National University, College of Foreign Languages, Hanoi, for their interesting and useful lectures I also wish to convey my sincere thanks to all my colleagues and the second-year students at the Faculty of Urban Planning, Hanoi Architectural University, for their contribution to the data collection and their constructive suggestions for this research Finally, I am grateful to my friends and my family who gave me support and encouragement during the time of fulfilling this work ii I certify my authority of the Study Project Report submitted entitled In total fulfillment of the requirements for the degree Master of Arts Tr n Th Dung September 2007 iii This study aims at designing an ESP reading syllabus for the second-year students at the Faculty of Urban Planning, Hanoi Architectural University (HAU) to meet the demand for an appropriate ESP course of the students at this faculty The study consists of three main parts: Introduction, Development and Conclusion The Introduction states the rationale, aims and objectives, scope, methods and design of the study In the main part of the study, the Development, there are three chapters Chapter presents the review of relevant theories for designing an ESP reading syllabus, namely definition of syllabus, the role of the syllabus, types of ESP syllabus, approaches to syllabus design, steps in syllabus design, needs analysis and reading theories In chapter 2, basing on an overview of the teaching and learning situation at HAU and the background of the target students, the need analysis was conducted with instruments of questionnaires and interviews to gather information on students’ target needs and learning needs The data were collected from various sources: the second-year students, the ex-students, the ESP teachers and the subject teachers The results of the needs analysis provide the basis for the researcher in choosing the appropriate syllabus type, determining the objectives, selecting and sequencing the content of the syllabus The proposed syllabus for the target students is presented in the last chapter of this part - chapter The Conclusion summarizes the thesis, points out its limitations and proposes suggestions for further study The proposed syllabus is expected to meet the students’ needs as well as the training objectives of HAU and will make contribution to the improvement of ESP learning and teaching at this university iv Pages Acknowledgement .i Declaration ii Abstract iii Table of contents iv List of abbreviations vi Rationale Aims and objectives of the study .2 Scope of the study Methods of the study Design of the study ! " ! # $ " 1.1 Syllabus design .4 1.1.1 Definition of syllabus 1.1.2 The role of the syllabus 1.1.3 Types of ESP syllabus 1.1.3 Grammatical or structural syllabus 1.1.3.2 Notional/functional syllabus .6 1.1.3.3 Situational syllabus 1.1.3.4 Topic-based syllabus .7 1.1.3.5 Skill-based syllabus 1.1.3.6 Task-based syllabus 1.1.4 Approaches to syllabus design 1.1.4.1 The language-centered approach 1.1.4.2 The skills-centered approach 1.1.4.3 The learning-centered approach 1.2 Needs Analysis in ESP .10 1.2.1 Needs Analysis 10 1.2.2 Types of Needs 11 1.2.2.1 Target Needs 11 1.2.2.2.Learning Needs 11 1.3 Reading .12 1.3.1 Reading in ESP 12 1.3.2 Reading skills/ strategies 13 1.4 Summary 14 v ! % & #' 2.1 Introduction 15 2.2 The teaching and learning situation at HAU .15 2.3 The target students .17 2.4 The teaching staff of the English section 17 2.5 A critical look at the existing syllabus .18 2.6 The study 19 2.6.1 The subjects .19 2.6.2.Instruments for collecting data 19 2.6.3.The findings 20 2.6.3.1 The findings of the questionnaires 20 2.6.3.1.1 Needs perceived by the teachers of the English section 20 2.6.3.1.2 Needs perceived by the subject teachers 24 2.6.3.1.3 Needs perceived by the target students 24 2.6.3.2.Results from the interviews with the graduates .25 2.7 Summary 26 ! ( )& !! ! & & * +, * %3.1 Aims and objectives 27 3.2 Selecting a type of syllabus for ESP students at the Urban Planning Faculty, HAU .28 3.3 Sequencing 29 3.3.1 Selecting the content 29 3.3.1.1 Specific topics in the syllabus .29 3.3.1.2 Reading skills and reading exercises 29 3.3.1.3 Grammar and structures 30 3.3.2 Grading the items in the syllabus .31 3.3.3 The organization of the syllabus 32 3.3.3.1 Time allocation .32 3.3.3.2 Quantity and structure of the syllabus 32 3.4 Designing tests for the ESP reading course 32 3.5 The proposed syllabus for the second-year students at the Faculty of Urban Planning, HAU 33 3.6 Summary 33 ( / "# !! vi $ HAU: Hanoi Architectural University ESP: English for Specific Purposes UPF: Urban Planning Faculty 1 Rationale There is no doubt of the importance role that English plays in our society, especially in the process of regional and global integration People with a good command of English are needed in many fields This results in the great demand of learning English, manifested by the boom of English centers across the country At universities, students now realize the importance of English to their future work and they have paid more attention to the study of English, especially English for Specific Purposes as this young branch of English is rarely taught outside their universities For these students, reading is by far the most important skill as they hardly have opportunity to use communicative English outside the classroom However, they need to get access to a great number of specialized documents written in English so as to broaden their knowledge about their speciality as well as to obtain up-to- date information in their fields of study Reading is also very necessary in their future work Therefore, designing a syllabus focusing on improving students’ ESP vocabulary and their reading skills in ESP is of great importance in order to prepare the students for their future job At Hanoi Architectural University (HAU), English is a compulsory subject for students of all faculties It is taught within stages In the first stage, students learn General English (150 periods) according to Headway Pre-intermediate course book written by John & Liz Soars (1987) After semesters learning General English, they progress on to the ESP (English for Specific Purposes) stage in which they learn 60 periods in their second year at HAU At this stage, students as well as teachers of English have faced a lot of difficulties due to the lack of an appropriate ESP teaching syllabus There are faculties at HAU; each has its own specialist characteristics However, students of these different facilities have to study the same course book “English for Architecture, Civil Engineering, Urban Planning and Urban Infrastructure Techniques” (2002), written by a group of teachers of English at HAU Unlike what its name suggests, this course book only focuses on Architecture and Civil Engineering, and it is certain that it cannot satisfactorily meet the needs for an ESP course of students coming from different faculties Therefore, designing an appropriate ESP syllabus for the students of each faculty is necessary The faculty of Urban Planning is one of the main faculties at HAU, so it is one of the faculty in which the job of designing an ESP reading syllabus should be carried out first For the above-mentioned reasons, I decided to choose the topic “Designing an ESP reading syllabus for the second-year students at the Urban Planning Faculty, HAU” as the topic of my thesis Aims and objectives of the study This study aims at designing an ESP reading syllabus for the second-year students at the Urban Planning Faculty, HAU In order to achieve this aim, the following objectives are set to follow: - To get an overview of the theories related to ESP reading and syllabus design - To identify the needs perceived by the ESP students, the ESP teachers and the subject teachers toward an appropriate reading syllabus for the ESP students of the Urban Planning Faculty - To propose a reading syllabus based on needs analysis Scope of the study This study is initiated and developed from the urgent need to design an effective ESP syllabus for the second-year students at the Urban Planning Faculty, HAU It is conducted within HAU and focuses on Urban Planning, one of the major professions at the university Due to the general institutional academic situation, priority is given to reading skill Within the scope of a minor thesis, this study focuses on the designing process itself; only the basic theories related to ESP reading and syllabus design are presented Methods of the study In this study, both quantitative and qualitative methods are used The quantitative method is used to collect data by means of questionnaires There are three kinds of questionnaires, one aims at the second-year student population learning ESP, another aims at the ESP teachers of the English section and the last aims at the subject teachers at the Urban Planning Faculty, HAU so as to identify the needs for an ESP syllabus from a broad view The qualitative method is used to collect data through interviews with ex-students of the Urban Planning Faculty as well as through informal discussions with colleagues Design of the study This study contains three main parts Part A- Introduction presents the rationale, aims and objectives, scope, methods and the design of the study Part B- Development, which is the main part of the study, consists of three chapters - Chapter I reviews the literature concerning syllabus design, needs analysis and reading theories - Chapter II describes in details the study including its background, subjects, instruments for collecting data as well as the findings of the study - Chapter III proposes a reading syllabus for the second-year students at the Faculty of Urban Planning basing on the findings of the study Part C- Conclusion includes a summary of the study, limitations and suggestions for further research II Items Topics Very necessary Necessary Slightly necessary Not necessary History of planning Urbanization Urban planning Regional planning Spatial planning Relationship between socioeconomic planning and spatial planning Strategic planning Urban Design Planning of Rural residential areas Sustainable planning Urban transportation planning Environmental planning Land use planning Urban planning management 10 11 12 13 14 Others (specify ) Section III: Grammar and structures needed to be included in the syllabus Please tick in the boxes the types of grammar and structures that you think should be included in the syllabus and add more of your own if necessary Items Grammar-structures Uses of tenses (present tenses and past tenses) -ed and -ing adjectives Gerunds Compound nouns Relative clauses Linking words Adverb clauses Very important Important Not important III 10 11 12 13 14 15 Model verbs The infinitive and the “ing” form Prepositions and prepositional phrases Conditional sentences Passive voice Indirect speech Comparison of adjectives Plurals Others (specify) Section IV: Reading skills and reading exercises needed to be included in the syllabus Please tick the reading skills and reading exercises that you think should be included in the syllabus and add more of our own if necessary Skimming a) Choosing the topics that are dealt with in the text b) Choosing one of the titles that fit the text best c) Choosing key words or sentences relating to the topics of each paragraph Scanning a) Scanning the bibliography and pick out the texts which are likely to yield 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 paragraph a) Choosing the correct topic sentence b) Deciding which sentence fits into which paragraph Utilizing non-text information a) Drawing a diagram or a graph to represent important information in the text b) Filling in the table/diagram/chart with the information from the reading text c) Writing down all information a diagram/chart represents d) Matching the text with relevant diagrams e) Labelling a diagram according to the information in the text f) Completing a text using information from the diagram Recognizing and interpreting cohesive devices a) Interpreting reference and substitution b) Ellipsis Interpreting discourse markers a) Markers that signal the writer’s point of view b) Markers that signal discourse organization c) Markers that signal the sequence of event Types of questions a) True- False b) Open-ended questions c) Multiple choice questions Grammar exercises IV a) Fill in the blanks with the correct tenses of the verbs in brackets b) Sentence building c) Preposition exercises d) Connector exercises e) Rewrite the sentences without changing the meaning Vocabulary exercises a) Word formation exercises b) Gap-filling c) Find synonyms and antonyms of words or phrases used in the reading text d) Match the words or phrases with their definitions 10 Other exercises a) Writing a summary b) Translation: b.1 English-Vietnamese b.2.Vietnamese-English c) Debate and discussion d) Oral presentations Others (specify) …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………… Section V: Time allotment for the course Please tick in the boxes the suitable time allocated for the course and explain Time (duration) for the whole ESP course: 30 periods 45 periods 60 periods 75 periods Give reasons for your choice: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………… Time (frequency) How many lessons are there per week? ……………………………………………………………………………………… ……………………………………………………………………………………… Give reasons for your choice: ……………………………………………………………………………………… ……………………………………………………………………………………… V !! 0% Questionnaire for the subject teachers M c ích c a phi u i u tra thu th p ý ki n c a th y cô ang gi ng d y môn chuyên ngành thu c khoa Quy ho ch tr ng i h c Ki n Trúc Hà N i nh m xây d ng m t ch ng trình d y c ti ng Anh chuyên ngành cho sinh viên n m th c a khoa phù h p v i trình nhu c u c a sinh viên c ng nh phù h p v i m c tiêu t o c a nhà tr ng Nh ng ý ki n óng góp c a th y cô r t h u ích cho nghiên c u c a tơi Xin chân thành c m n s h p tác c a th y cô Hãy ánh d u vào ô t ng ng d i ây v nh ng ch c n có ch ng trình ti ng Anh chuyên ngành Quy ho ch (ghi thêm nh ng ch c n có theo ý ki n c a th y cô) TT 10 11 12 13 14 Các ch khác Ch L ch s quy ho ch th hóa Quy ho ch xây d ng ô th Quy ho ch xây d ng vùng Quy ho ch không gian M i quan h c a quy ho ch kinh t xã h i v i quy ho ch không gian Quy ho ch chi n l c Thi t k ô th Quy ho ch xây d ng i m dân c nông thôn Quy ho ch phát tri n b n v ng Quy ho ch giao thông ô th Quy ho ch môi tr ng Quy ho ch s d ng t Qu n lý quy ho ch xây d ng …………………………… …………………………… ……………………………… R t c n C n thi t thi t T ng c n thi t i Không c n thi t VI !! 0( Questionnaire for the second-year students M c ích c a phi u i u tra thu th p ý ki n c a sinh viên n m th khoa Quy ho ch tr ng i h c Ki n Trúc Hà N i nh m xây d ng ch ng trình d y c ti ng Anh chuyên ngành phù h p v i m c tiêu t o c a nhà tr ng áp ng nguy n v ng c a sinh viên Nh ng ý ki n óng góp c a b n r t h u ích cho nghiên c u c a tơi Xin chân thành c m n s h p tác c a b n Hãy s p x p m c ích b n mu n t c sau h c xong ch ng trình ti ng Anh chuyên ngành Quy ho ch t i khoa Quy ho ch tr ng i h c Ki n Trúc Hà N i theo th t t quan tr ng nh t (1) n quan tr ng nh t (7) vi t thêm nh ng m c ích khác mà b n mong mu n n u có …… c hi u nh ng khái ni m v quy ho ch …… Tích l y v n thu t ng ti ng Anh có liên quan n chuyên ngành quy ho ch cs d ng sách v , tài li u, báo chí …… D ch tài li u v chuyên ngành quy ho ch t ti ng Anh sang ti ng Vi t ng c l i …… Ôn t p, c ng c c u trúc ng pháp c b n c s d ng khóa v chuyên ngành quy ho ch …… Tham d h i th o qu c t v chuyên ngành quy ho ch …… c hi u tài li u vi t v chuyên ngành quy ho ch b ng ti ng Anh …… Giao ti p v i ng i n c v l!nh v c quy ho ch Các m c ích khác c a b n (n u có) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Hãy ánh d u vào ô t ng ng d i ây v nh ng ch c n có ch ng trình ti ng Anh chuyên ngành Quy ho ch (ghi thêm nh ng ch c n có theo ý ki n c a b n) TT 10 11 Ch L ch s quy ho ch th hóa Quy ho ch xây d ng ô th Quy ho ch xây d ng vùng Quy ho ch không gian M i quan h c a quy ho ch kinh t xã h i v i quy ho ch không gian Quy ho ch chi n l c Thi t k ô th Quy ho ch xây d ng i m dân c nông thôn Quy ho ch phát tri n b n v ng Quy ho ch giao thông ô th R t c n C n thi t thi t T ng i c n thi t Không c n thi t VII 12 13 14 Các ch Quy ho ch môi tr ng Quy ho ch s d ng t Qu n lý quy ho ch xây d ng …………………………… …………………………… ……………………………… khác Hãy ánh d u d ng t p mà b n mong mu n c c ng c luyên t p ch ng trình I Các luy n k n ng c Các luy n t p k n ng c l t l y ý g m d ng sau: a) Bài t p ch n ch thích h p v i t ng o n b) Bài t p tìm tên thích h p v i khóa c) Bài t p tìm t , câu quan tr ng có liên quan n ch c a m"i o n Các t p c l t l y thông tin c th g m d ng sau: a) c l t th m c tìm nh ng khóa có thơng tin v nh ng ch ã c nêu b) c l t b ng m c l c tìm s trang có ch ã c nêu c) c l t l y thông tin c th giáo viên yêu c u tr c c Bài t p nh n câu ch c am i o n a) Ch n câu ch thích h p b) Ch n câu ch thích h p cho m"i o n Các t p s d ng thông tin phi v n b n bao g m d ng sau: a) V# s $ ho%c $ th bi u th thông tin quan tr ng khóa b) i n vào b ng nh ng thơng tin khóa c) Vi t t t c nh ng thông tin mà s $ bi u th d) Ghép khóa v i s $ có liên quan e) %t tên cho s $ theo thơng tin khóa f) S d ng nh ng thông tin s $ vi t hồn ch&nh m t khóa Các t p nh n gi i thích ph ng th c liên k t v n b n a) Bài t p v phép th b) Bài t p v phép t&nh l c Bài t p gi i thích phép n i c a v n b n a) Ki u n i th i gian liên quan gi a s ki n: first, next, then… b) Ki u n i thêm vào : and, moreover, further… c) Các ki u n i nguyên nhân, lý do, m c ích, i u ki n khác: so, hence, therefore… Các lo i câu h i c hi u a) úng- Sai b) Câu h'i m c) Câu h'i l a ch n Các t p ng pháp a) Bài t p i n vào ch" tr ng ng t th i thích h p b) Bài t p v xây d ng câu c) Bài t p v gi i t d) Bài t p luy n t p cách s d ng t n i e) Bài t p vi t l i câu mà v(n gi nguyên ý c a câu VIII Các t p t v ng a) Các t p v c u t o t b) Bài t p i n vào ch" tr ng nh ng t thích h p c) Bài t p tìm t $ng ngh!a trái ngh!a d) Bài t p tìm t c m t ng v i nh ngh!a 10 Các d ng t p khác a) Tóm t)t khóa b) D ch: b.1 T Anh sang Vi t b.2 T Vi t sang Anh c) Tranh lu n th o lu n d) Thuy t trình Các d ng t p khác (hãy nêu rõ): ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………… !! 0" Questions for the Interviews with the ex-students What’s your job? How important is English reading skill to your current job? What reading skills you often use in your current job? In your opinion, what are the strengths and weaknesses of the current reading syllabus for the ESP students at the Faculty of Urban Planning, HAU? e) What topics should be included in the new ESP reading syllabus for the second-year students at this faculty? a) b) c) d) IX !! 0' Table Teachers’ expectations of the ESP reading course Items Objectives To read and understand concepts of urban planning To build up English terms relating to urban planning used in books, documents, newspapers, etc To translate materials in urban planning from English into Vietnamese To review and consolidate basic grammatical structures used in specialized texts for urban planning To take part in international seminars, workshops on urban planning To read and understand written English materials related to urban planning To communicate in English with foreigners on urban planning Others (specify) First priority Second priority Third priority Fourth priority Fifth priority Sixth priority Seventh priority (33,3%) (26,7%) (20%) (20%) (0%) (0%) (0%) (6,7%) (13,3%) (6,7%) (0%) (20%) (40%) (13,3%) (0%) (0%) (13,3%) (26,7%) (26,7%) (13,3%) (46,7%) (20%) (26,7%) (13,3%) (6,7%) (6,7%) (0%) (0%) (0%) (0%) (0%) (13,3%) (20%) (40%) (26,7%) (13,3%) (20%) (6,7%) (20%) (33,3%) (6,7%) (0%) (6,7%) (0%) (0%) (6,7%) (6,7%) (20%) (60%) X !! 01 Table Teachers’ ranking of topics relating to urban planning Items Topics History of planning Urbanization City planning Regional planning Spatial planning Relationship between socio-economic planning and spatial planning Strategic planning Urban design Planning of rural residential areas Sustainable planning Urban transportation planning Environmental planning Land use planning Urban planning management Others (specify) 10 11 12 13 14 !! Very necessary (6,7%) (20%) (53,3%) (33,3%) (13,3%) (20%) (40%) (46,7%) (53,3%) (26,7%) Slightly necessary (40%) (33,3%) (0%) (13,3%) (40%) Not necessary (33,3%) (6,7%) (0%) (0%) (20%) (26,7%) (46,7%) (20%) (6,7%) (20%) (46,7%) (60%) (53,3%) (13,3%) (0%) (6,7%) (0%) (40%) 8(53,3%) (6,7%) (0%) (33,3%) (40%) (26,7%) (0%) (6,7%) (20%) (46,7%) (26,7%) (6,7%) (20%) (40%) (33,3%) (6,7%) (26,7%) (40%) (26,7%) (40%) 8(53,3%) (6,7%) (0%) Necessary 0- Table Teachers’ ranking of the grammatical structures Items Grammar-structures Uses of tenses (simple present and simple past tense) -ed and -ing adjectives Gerunds Compound nouns Relative clauses Linking words Adverb clauses Very important Important Not important (26,7%) (53,3%) (20%) (0%) (33,3%) (26,7%) (40%) (33,3%) (26,7%) (33,3%) (46,7%) (40%) (53,3%) (60%) (60%) 10 (66,7%) (20%) (33,3%) (6,7%) (6,7%) (13,3%) XI 10 11 12 13 14 15 !! Model verbs The infinitive and the “ing” form Prepositions and prepositional phrases Conditional sentences Passive voice Indirect speech Comparison of adjectives Plurals Others (specify) (13,3%) 10 (66,7%) (20%) (20%) (53,3%) (26,7%) (13,3%) (60%) (26,7%) (6,7%) (46,7%) (0%) (0%) (0%) (60%) (40%) (13,3%) 12 (80%) (6,7%) (33,3%) (13,3%) 13 (86,7%) (20%) 14 (93,3%) 02 able Reading skills and exercises needed for reading comprehension perceived by the teachers Items Reading exercises Skimming Scanning Identifying the topic of a paragraph Utilizing nontext information Reading skills and exercises for developing reading skills a Choosing the topics that are dealt with in the text b Choosing one of the titles that fit the text best c Choosing key words or sentences relating to the topics of each paragraph a Scanning the bibliography and pick out the texts which are likely to yield 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 a Choosing the correct topic sentence b Deciding which sentence fits into which paragraph a Drawing a diagram or a graph to represent important information in the text b Filling in the table/diagram/chart with the information from the reading text c Writing down all information a diagram represents d Matching the text with relevant diagrams e Labelling a diagram according to the information in the text f Completing a text using information from Numbers of teachers/Percentage (53,3%) (20%) (6,7%) (0%) (6,7%) (60%) 10 (66,7%) (33,3%) (40%) 14 (93,3%) (40%) (46,7%) 13 (86,7%) 13 (86,7%) XII Recognizing and interpreting cohesive devices Interpreting discourse markers Types of questions Grammar exercises Vocabulary exercises 10 Other exercises the diagram a Interpreting reference and substitution (40%) b Ellipsis (0%) a Markers that signal the writer’s point of view b Markers that signal discourse organization c Markers that signal the sequence of event a True-False b Open-ended questions c Multiple choice questions a Fill in the blanks with the correct tense of the verbs in brackets b Sentence building c Preposition exercises d Connector exercises e Rewrite the sentences without changing the meaning a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions a Writing a summary b1 English-Vietnamese b Translation b2 Vietnamese-English c Debate and discussion d Oral presentations 12 (80%) 13 (86,7%) 15 (100%) 13 (86,7%) 14 (93,3%) 12 (80%) (20%) 10 (66,7%) (46,7%) 14 (93,3%) 12 (80%) (40%) (53,3%) (33,3%) 11 (73,3%) (53,3%) (40%) (0%) (33,3%) (40%) Others (specify) !! able Subject teachers’ ranking of topics relating to urban planning Items Topics History of planning Urbanization Urban planning Regional planning Spatial planning Relationship between socio-economic Very necessary (0%) (8,3%) (33,3%) (25%) (16,7%) (16,7%) (16,7%) (66,7%) (66,7%) (58,3%) (25%) Slightly necessary (16,7%) (16,7%) (0%) (16,7%) (8,3%) Not necessary (66,7%) (8,3%) (0%) (0%) (50%) (75%) (8,3%) (0%) Necessary XIII planning and spatial planning Strategic planning Urban Design Planning of Rural residential areas Sustainable planning Urban transportation planning Environmental planning Land use planning Urban planning management 10 11 12 13 14 (16,7%) (16,7%) (50%) 10 (83,3%) (33,3%) (0%) (0%) (0%) (50%) (41,7%) (8,3%) (0%) (25%) (66,7%) (8,3%) (0%) (0%) (16,7%) (33,3%) (50%) (8,3%) (16,7%) (16,7%) (58,3%) (0%) (25%) (16,7%) (58,3%) (33,3%) (58,3%) (8,3%) (0%) Others (specify) !! #3 Table Students’ expectations of the ESP reading course Items Objectives To read and understand concepts of urban planning To build up English terms relating to urban planning used in books, documents, newspapers, etc To translate materials in urban planning from English into Vietnamese To review and consolidate basic grammatical structures used in specialized texts for urban planning To take part in First priority Second priority Third priority Fourth priority Fifth priority Sixth priority Seventh priority 35 (35%) 20 (20%) 15 (15%) 18 (18%) (6%) (4%) (2%) 20 (20%) 23 (23%) 20 (20%) 22 (22%) 10 (10%) (3%) (2%) (7%) 10 (10%) 25 (25%) 24 (24%) 20 (20%) (8%) (6%) 15 (15%) 20 (20%) 20 (20%) 20 (20%) 12 (12%) 3%) 10 (10%) 4 43 41 XIV international seminars, workshops on urban planning To read and understand written English materials related to urban planning To communicate in English with foreigners on urban planning Others (specify) !! (3%) (4%) (0%) (4%) (5%) (43%) (41%) 20 (20%) 21 (21%) 20 (20%) 10 (10%) (9%) 17 (17%) (3%) (0%) (2%) (0%) (2%) 38 (38%) 22 (22%) 36 (36%) ## Table Students’ ranking of topics relating to urban planning Items 10 11 12 13 14 Others (specify) Topics History of planning Urbanization Urban planning Regional planning Spatial planning Relationship between socio-economic planning and spatial planning Strategic planning Urban Design Planning of Rural residential areas Sustainable planning Urban transportation planning Environmental planning Land use planning Urban planning management 25 (25%) 51 (51%) 55 (55%) 50 (50%) 35 (35%) Slightly necessary 48 (48%) 36 (36%) (7%) 22 (22%) 40 (40%) Not necessary 25 (25%) (6%) (0%) (3%) 20 (20%) 28 (28%) 60 (60%) 12 (12%) (0%) 23 (23%) 26 (26%) 58 (58%) 70 (70%) 18(18%) (4%) (1%) (0%) 15 (15%) 54 (54%) 30 (30%) (1%) 22 (22%) 65 (65%) 13 (13%) (0%) 12 (12%) 30 (30%) 38 (38%) 20 (20%) (3%) 20 (20%) 57 (57%) 20 (20%) (4%) 15 (15%) 65 (65%) 16 (16%) 30 (30%) 63 (63%) (7%) (0%) Very necessary (2%) (7%) 38 (38%) 25 (25%) (5%) Necessary XV !! #% Table Reading skills and exercises needed for reading comprehension perceived by the students Items Reading exercise Skimming Scanning Identifying the topic of a paragraph Utilizing nontext information Recognizing and interpreting cohesive devices Interpreting discourse markers Types of questions Reading skills and exercises for developing reading skills a Choosing the topics that are dealt with in the text b Choosing one of the titles that fit the text best c Choosing key words or sentences relating to the topics of each paragraph a Scanning the bibliography and pick out the texts which are likely to yeild 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 a Choosing the correct topic sentence b Deciding which sentence fits into which paragraph a Drawing a diagram or a graph to represent important information in the text b Filling in the table/diagram/chart with the information from the reading text c Writing down all information a diagram represents d Matching the text with relevant diagrams e Labelling a diagram according to the information in the text f Completing a text using information from the diagram a Interpreting reference and substitution b Ellipsis a Markers that signal the writer’s point of view b Markers that signal discourse organization c Markers that signal the sequence of event a True-False b Open-ended questions c Multiple choice questions Numbers of students/Percentage 50 (50%) 32 (32%) 40 (40%) 16 (16%) 12 (12%) 65 (65%) 78 (78%) 45 (45%) 75 (75%) 80 (80%) 46 (46%) 63 (63%) 72 (72%) 78 (78%) 17 (17%) (8%) 57 (57%) 60 (60%) 73 (73%) 70 (70%) 100 (100%) 52 (52%) XVI Grammar exercises Vocabulary exercises 10 Other exercises Others (specify) a Fill in the blanks with the correct tense of the verbs in brackets b Sentence building c Preposition exercises d Connector exercises e Rewrite the sentences without changing the meaning a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions a Writing a summary b1 English-Vietnamese b Translation b2 Vietnamese-English c Debate and discussion d Oral presentations 20 (20%) 58 (58%) 43 (43%) 85 (85%) 60 (60%) 50 (50%) 70 (70%) 52 (52%) 80 (80%) 55 (55%) 45 (45%) (3%) 53 (53%) 50 (50%) ... History of planning Urbanization Urban planning Regional planning Spatial planning Relationship between socioeconomic planning and spatial planning Strategic planning Urban Design Planning of Rural... the results of the needs analysis which lays the foundation for designing an ESP reading syllabus for the second- year students at the Faculty of Urban Planning, HAU To obtain information through... syllabus for each faculty is, therefore; an urgent task to enhance the quality of learning and teaching ESP at HAU 2.3 The target students The second- year students at the Faculty of Urban Planning