Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm thứ hai Khoa Máy Tàu Biển - Trường ĐH Hàng Hải Việt Nam

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES    LƯƠNG THỊ MINH THU AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARU) (Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm thứ hai Khoa Máy Tàu Biển - Trường ĐH Hàng Hải Việt Nam) M. A. MINOR THESIS MAJOR : ELT METHODOLOGY CODE : 60 14 10 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES    LƯƠNG THỊ MINH THU AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARU) (Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm thứ hai Khoa Máy Tàu Biển - Trường ĐH Hàng Hải Việt Nam) M. A. MINOR THESIS MAJOR : ELT METHODOLOGY SUPERVISOR: PROF. DR. HOÀNG VĂN VÂN HANOI - 2012 iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii List of abbreviations iv List of charts, figures and tables v Table of contents vi PART 1: INTRODUCTION 1.1. Rationale 1 1.2. Aims of the study 2 1.3. Research question 2 1.4. Scope of the study 2 1.5. Method of the study 3 1.6. Design of the study 3 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1. Introduction 4 1.2. Textbook, course-book and material 4 1.2.1. Definitions 4 1.2.2. Roles of teaching materials in a language program 4 1.3. Course-book evaluation 6 1.3.1. Definition of course-book evaluation 6 1.3.2. Why course-book evaluation 6 1.3.3. Types of course-book evaluation 7 1.3.4. Course-book evaluation in ESP 9 1.3.5. Why students’ evaluation 10 v 1.3.6. Techniques for course-book evaluation 11 1.3.7. Models for evaluation 12 1.3.8. Criteria for evaluation 14 1.4. Previous studies on materials evaluation 14 1.5. Summary 16 CHAPTER 2: THE STUDY 2.1. Introduction 17 2.2. The context of the study 17 2.2.1. An overview on Vietnam Maritime University and the Marine Engine Department 17 2.2.2. The course 16 2.2.3. The aims of the ESP course 18 2.2.4. The ESP course-book 18 2.2.5. The ESP teachers 19 2.2.6. The students 20 2.3. The study 21 2.3.1. Participants 21 2.3.2. Data collection instruments 21 2.3.2.1. Questionnaire 21 2.3.2.2. Interview 22 2.3.3. Procedure 22 2.4. Summary 22 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 3.1. Results and discussion 23 3.1.1. Learners’ attitude towards learning ESP 23 vi 3.1.2. Learners’ evaluation of the current ESP course-book 25 3.1.3. Learners’ evaluation of the teachers’ exploitation of ESP materials 33 3.1.4. Students’ suggestions 34 3.1.5. Teachers’ views of ESP course-book 36 3.2. Major findings 37 3.2.1. The suitability of the course-book to the audience 38 3.2.2. The suitability of the course-book to the aims 38 3.2.3. The suitability of the course-book to the content requirements 38 3.2.4. The suitability of the course-book to the methodology 39 3.3. Recommendations 41 3.3.1. Content improvements 41 3.3.2. Layout improvements 42 3.3.3. Methodology improvements 43 3.3.4. Other recommendations 44 PART III: CONCLUSION 1. Summary of the study 45 2. Limitations of the study 47 3. Suggestions for further research 47 4. Conclusion 48 REFERENCE APPENDIX 1 (Students questionnaire in English) APPENDIX 2 (Students questionnaire in Vietnamese) APPENDIX 3 (Teachers’ views as stated in the interview) APPENDIX 4 (Checklist for evaluating ESP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit 1 LIST OF ABBREVIATIONS ESP: English for Specific Purposes GE: General English VIMARU: Vietnam Maritime University 2 LIST OF CHARTS, FUGURES, AND TABLES Chart 1: Students’ levels of English Chart 2: The aims of the material Chart 3: The usefulness of tasks and exercises in skill development Figure 1: Stages in the ESP process Figure 2: The material evaluation process Table 1: Students’ time of learning English Table 2: Students’ ranking of their purposes of learning ESP Table 3: Students’ needs met by the ESP course-book Table 4: Students’ attitude towards the content of the ESP course-book Table 5: Students’ attitude towards time allocation for ESP Table 6: Students’ attitude towards vocabulary and grammar Table 7: Students’ attitude towards language skills covered Table 8: Students’ attitude towards tasks and exercises Table 9: Students’ satisfaction towards classroom activities Table 10: Students’ suggestions Table 11: Students’ opinions towards teacher’s use of language and the course-book Table 12: Teachers’ views of content Table 13: Teachers’ perceived limitations of the course-book Table 14: Students’ reactions to the course-book as observed by teachers Table 15: Challenges to the students in using the course-book as observed by teachers Table 16: Teachers’ self-reported challenges in using the course-book 3 PART I: INTRODUCTION 1.1. RATIONALE It goes without saying that English is by far the most popular language of all. Since Vietnam began its open-door policy, the English teaching and learning has strongly developed. More and more people learn English in order to have a better work opportunity. In Maritime field, English has been considered 'the language of the sea'. This means English is the only language used by seafarers of all nationalities at sea and this shows how important English is for seafarers. Vietnam Maritime University (VIMARU) has been the leading university in maritime section. After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world. Moreover, Vietnam is now a member of WTO, Vietnamese seafarers will have golden opportunities to work on European ships for higher payment if their English is good enough. Because of this, the VIMARU leaders always consider English to be a very important subject. A ship crew is divided into two departments: Deck department and Engine department. When they work on a ship, it means that they live and work in an international environment. English becomes their most important communication instrument to carry out their daily communication. Especially, engine crews work in the engine room and they need a good English for their marine engine major so that they can operate all machinery on board well. In other words, ESP (English for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship. It can’t be denied that materials in general and ESP materials in particular play an important role in the process of language teaching and learning as appropriate materials can stimulate effective teaching and learning. Therefore, in order to have a successful language- teaching program, it is necessary to have good materials, 4 especially in Vietnamese setting. The course-book “English for Marine Engine Students and Ship‟s Engineers” was designed for the second-year students at Marine Engine Department _VIMARU with the greatest effort of teachers of English Department. This course-book has been used for nearly 15 years, however, no research on the course-book evaluation has been carried out to see how much it meets the students’ needs. For these above- mentioned reason, the researcher decided to choose materials evaluation as the theme of this minor thesis titled as: AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT_VIETNAM MARITIME UNIVERSITY (VIMARU) 1.2. AIMS OF THE STUDY The paper aims at evaluating the course-book English for Marine Engine Students and Ship‟s Engineers to see how far it is suitable to the second-year students at the Marine Engine Department, VIMARU. The specific aims are:  to evaluate the appropriateness of the material to the course requirements in terms of aims, content, and methodology  to offer some suggestions for further improvement of the course-book which is appropriate to the needs and expectations of the students 1.3. RESEARCH QUESTION The following research question is raised for exploration: To what extent does the ESP course-book English for Marine Engine Students and Ship‟s Engineers at Marine Engine Department-VIMARU meet the course requirements in terms of aims, content, and methodology? 1.4. SCOPE OF THE STUDY The ESP course is only for the second year students at VIMARU, thus the study focuses on the evaluation of the second year students at Marine Engine Department- VIMARU on ESP course-book currently used. 5 Hutchinson and Waters (1993) and many other language evaluation experts agreed that evaluating a teaching material is a complicated process based on different criteria such as audience, content, physical appearance, cultural bias, needs… However, because of the constraint of this kind of research, the researcher just focuses on three criteria: aims, content, and methodology. 1.5. METHOD OF THE STUDY The study follows a quantitative research approach. A Survey questionnaire is designed for 162 second-year students at Marine Engine Department, VIMARU, who have worked with two-thirds of the course-book to evaluate the quality of the ESP course-book. In addition, interviews are conducted with three ESP teachers who have been using the course-book to teach second-year students at VIMARU to gain additional information about the quality of the course-book. 1.6. DESIGN OF THE STUDY There are three main parts in this study: introduction, development, and conclusion. The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis. The development consists of three chapters: - Chapter 1, Literature Review, provides the relevant theories related to textbook, course-book and material and course-book evaluation. - Chapter 2, Methodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants, instruments and the research procedures. - Chapter 3, Data Analysis and Discussion, presents and discusses the findings that arise from the data collected and recommendations The conclusion provides a brief summary of all the contents studied, draws some conclusions drawn and makes some suggestions for further research. [...]... designed with the same questions related to the following issues: - The content of the course-book - The teachers’ perceived limitations of the course-book - The students’ reactions to the course-book as observed by teachers - The challenges to the students in using the course-book - The teachers’ self-reported challenges in using the course-book 2.3.3 Procedure The questionnaires were delivered to the... are being used - Post-use evaluation focuses on analysis of what happened as a result of using the materials McGrath (2002) shares the similar point with Tomlinson when he introduces three concepts: Pre-use, In-use and Post-use From his opinion, McGrath (2002) claims that these three types and their purposes are interrelated - Pre-use evaluation establishes potential suitability - In-use evaluation... types of materials evaluation namely Pre-use, Whilst-use and Post-use 10 Tomlinson (1998: p.xi) who affirms that evaluation is “the systematic appraisal of the value of materials in relation to their objectives and to the objectives of learners” distinguishes three types of materials evaluations as follows: - Pre-use evaluation focuses on predictions of potential value - Whilst-use evaluation focuses on... suggest five evaluation criteria for objective and subjective analysis as follows: - Audience: the learners and the materials intended for - Aims: the aims of the course and the aims of the materials - Content: language description, language points, proportion of work on each macro-skill, macro-skills, text-types, subject-matter areas, level of knowledge, types of topics, treatment, organization of content... notions textbook, course-book and materials Then, I will present an overview of course-book evaluation including definitions; why course-book evaluation; types of course-book evaluation; course-book evaluation in ESP; why students’ evaluation; techniques, models and criteria for evaluation Last but not least, previous studies on materials evaluation are mentioned 1.2 TEXTOOK, COURSE-BOOK AND MATERIALS... conversation on standards of training, certification and watch-keeping for seafarers - Types of task and exercise in the course-book:  Reading: comprehension questions, True-False sentences, gap filling  Grammar: building sentences, sentence transformation and gap filling  Translation: translating from English into Vietnamese and translating from Vietnamese into English 2.2.5 The ESP teachers 21 The teaching... purpose of learning ESP - Section 2 was designed to collect the information on the learners’ evaluation of the current ESP course-book related to aims, needs met by the course-book, content, time allocation of ESP, vocabulary, grammar, skill development - Section 3 was designed to gather the information about the learners’ evaluation of the teachers’ exploitation of ESP course-book - Section 4 was designed... evaluation in general and course-book evaluation in specific is very necessary and important It may be taken for two reasons: first, it confirms the course-book and second, it adjusts the course-book Then, it will increase the strengths and minimize the drawback of the course-book 1.3.3 Types of course-book evaluation There are many different ways of dividing course-book evaluation according to different... achieve: - Listening skills: listening and understanding common orders and instructions on board the ship as well as in the engine room - Speaking skills: communicating with multilingual crews on board vessels and in the engine room - Reading skills: reading and comprehending manuals for operating equipment and engineering documents - Writing skills: writing letters, messages and engine log-book 2.2.4... own evaluative comments on the course-book related to their own needs and expectation Secondly, being the people who use directly the course-book, the learners will have information of the strengths and weaknesses of the course-book Therefore, they will give objective comments when they are not the course-book designers In short, it is necessary to have the course-book “English for Marine Engine Students . SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARU) (Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm thứ hai Khoa Máy Tàu Biển - Trường ĐH. SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARU) (Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm thứ hai Khoa Máy Tàu Biển - Trường ĐH. Pre-use, In-use and Post-use. From his opinion, McGrath (2002) claims that these three types and their purposes are interrelated. - Pre-use evaluation establishes potential suitability. - In-use
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