CHAPTER INTRODUCTION 1.1 Rationale English learning has experienced its popularity in Vietnam over the last few decades The demand for learning English even gets stronger when Vietnam fosters its international relations Every day an increasing number of people start learning and use English for different purposes From the early 1960’s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today Hutchinson and Waters (1987) defines ESP as an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning In ESP, it is a need analysis that determines which language skills are most needed by the students and the syllabus is designed accordingly During the last few decades, ESP has been developing vigorously for the reasons that there has been an increase in vocational training and learning throughout the world and the spread of globalization has resulted in the increasing use of English as the language of international communication, more and more people are using English in a growing number of occupational contexts In teaching and learning English as a foreign language in Vietnam, English for Specific Purposes (ESP) has recently received a great deal of attention It is known that, in learning a foreign language in general, and English in particular, the knowledge and mastery of vocabulary play an extremely important role Pyles and Algeo (1970) noted: "When we first think about the language, we think about words It is words that we arrange together to make sentences, conversations and discourse of all kind" It has also been said that “without grammar very little can be conveyed, but without vocabulary nothing can be conveyed” (Wilkins, 1992) In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately In the context of Vietnam – Korea Industrial Technical College (VKTC), students at the Vocational Training level study English as a compulsory subject In particular, students of Automobile Technology (AT) start learning English at the beginning of the second year The short period is mainly aimed at improving reading and translating skills However, with a limited background knowledge of vocabulary and English grammar, many of them have to struggle keeping up with the course requirements They often learn vocabulary passively through their teachers' explanation, thus finding it hard to memorize new words They, therefore need a great deal of help from the teachers Being an ESP teacher of Automobile English, I have always been aware of the importance of developing vocabulary for Automobile students and I myself have a few difficulties in teaching vocabulary These difficulties arise from my lack of specialized knowledge of the field, my students’ lower English level compared with those at colleges or universities, their needs, interests and motivation For that reason, this research was carried out to examine the challenges teachers and students at VKTC face, and to look at some possible solutions to these problems 1.2 Aims of the study The study aims to examine the problems in teaching ESP vocabulary to Automobile Technology students at VKTC and to discuss suggested solutions to these problems The objectives of the study include: - To explore problems that ESP teachers at VKTC are facing in teaching English vocabulary to students of Automobile Technology - To find out the causes of the difficulties the teachers and students have while teaching and learning vocabulary of Automobile Technology - To suggest some solutions to the problems in teaching and learning of vocabulary to students of Automobile Technology effectively 1.3 Research questions In order to meet the aims of the study, the following research questions are generated: What are the main difficulties that VKTC teachers and students face while teaching and learning vocabulary of Automobile Technology? What solutions should be offered to help teachers improve their teaching effectiveness when teaching vocabulary to students of Automobile Technology at VKTC? 1.4 Scope of the study The study limited itself to the investigation of problems in teaching vocabulary to students of Automobile Technology at Vietnam – Korea Technical College Solutions were provided to help improve teaching and learning English vocabulary of AT in particular at VKTC 1.5 Methods of the study With the aim of detecting problems in ESP vocabulary teaching to the second-year students at VKTC, diagnosing the causes of these problems and providing possible solutions, I adopt the survey approach A questionnaire and informal discussions were used to collect the needed data 1.6 Design of the study The study consists of four chapters: Chapter is the introduction, which presents the background to the study, the rationale, the aims of the study, the research questions, the scope of the study, the method and the design of the study Chapter is the literature review, which provides the literature review of the research, which includes vocabulary in second language acquisition, vocabulary teaching and learning and factors affecting ESP vocabulary learning and teaching Chapter is the study, which focuses on the methodology of the research, including the methods, the participants and the instrument and data collection procedure This chapter also presents preliminary results, data analysis and research findings Chapter is the pedagogical implications and conclusion, which offer some suggestions to improve the teaching and learning of ESP vocabulary and summarizes the issues addressed in the previous parts and recommendations for improvement and suggestions for further research presents CHAPTER LITERATURE REVIEW 2.1 Definition and types of vocabulary So far, the term vocabulary has been defined quite differently according to its various aspects such as criteria, features and functions Each linguist gives his own definition According to Lewis (1993, p.89), vocabulary " may be individual words or full sentences - institutionalized utterances - that convey fixed social or pragmatic meaning within a given community” Penny Ur defined vocabulary as "the words we teach in the foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multi-word idioms” (1996, p.60) Along similar lines, Richards and Platt see vocabulary as “a set of lexemes, including words, compound words and idioms” (1992, p.400) Meanwhile, Pyles and Algeo argued that “when most of us think about language we think first about words It is true that the vocabulary is the focus of language It is in words that we arrange together to make sentences, conversation and discourse of all kinds” (1970, p.96) The mentioned researchers provided a general look at the notions of vocabulary At a deep level, vocabulary can be interpreted as knowledge of words and word meanings Firstly, words are virtually manifested in the two forms: spoken form and written form Oral vocabulary including words, phrases or sentences are used for listening and speaking, and the words we recognize and use for reading and writing can be identified as written vocabulary Secondly, our word knowledge is also represented in two forms, receptive and productive The words that we use to write and speak are considered as productive vocabulary and the words that we hear from the people around us and see or read from stories, books, newspapers, etc… are recognized as receptive vocabulary In language learning and teaching, the term vocabulary is used with different meanings by different teachers at different levels of education Therefore, it is possible to state that vocabulary means both the knowledge of words and word meanings in both oral and print language and in productive and receptive forms Of course, lexical meanings vary from context to context In language communication, there are many cases in which the lexical meaning cannot be deducted from analysis of the individual components of that word For this reason, in foreign language teaching and learning, helping students to gain vocabulary from the different contexts is a must for all the instructors If this is regularly done, the learners will not only know how to use appropriate vocabulary in communication, but also develop their vocabulary repertoire themselves In short, vocabulary is an essential part of language, as Wilkins emphasized with his saying: "without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” (1972, p.110) Vocabulary refers to the words we must understand to communicate effectively Educators often consider four types of vocabulary: listening, speaking, reading, and writing Listening vocabulary are the words we need to know to understand what we hear Speaking vocabulary consists of the words we use when we speak Reading vocabulary refers to the words we need to know to understand what we read And writing vocabulary consists of the words we use in writing 2.2 The importance of vocabulary in language learning More and more people have become aware that besides their first language, they need to acquire several foreign languages in order to take full advantages of the advancement in information technology For many people, the first thing to in learning a foreign language is to acquire its vocabulary, which is perceived as building blocks upon which knowledge of language can be built In fact, vocabulary always holds a significant place in foreign language teaching and learning According to Troike “vocabulary is most important for understanding and knowing names for things, actions and concepts” (1976, p.87) In addition, vocabulary knowledge can help language users perform and develop language skills since “substantial vocabulary knowledge is always a prerequisite to the performance of language skills Vocabulary enables language use, language use enables the increase of vocabulary knowledge and language use and so on” (Nation, 2004, p.19) Therefore, it is undeniable that vocabulary plays an extremely important role in making a success of language learning and that the acquisition of adequate vocabulary is essential for successful second language use The main objective language learners usually set is to be able to use the language to communicate well with people around them To achieve this objective, they have to master enough vocabulary of that language; if not, they will find it impossible to express themselves in most circumstances Indeed, as students succeed in obtaining wide knowledge of vocabulary, they often get more confident in using language and they can perform other language skills for various communicative purposes Thus, vocabulary knowledge always holds an important role in performing language skills For example, vocabulary has a close relationship with reading skills that in turn have an interconnection with reading comprehension This relationship seems logical because of the fact that when students get meaning from what they read, they also need both many words in their vocabulary repertoire and ability to use various strategies to establish the meanings of new words when they encounter them It is the case that most of the weak students who not have enough vocabulary or effective word-learning strategies often struggle to achieve comprehension in reading Also, as they not have sufficient word knowledge to understand what they are reading, they often avoid reading As a result, students who not read very much not have the opportunity to see and learn very many new words in various contexts while students who read more can become better readers and gain more words The very particular relationship between vocabulary knowledge and language skills highlights the significant position of vocabulary in language learning and teaching 2.3 ESP and ESP vocabulary Understanding about ESP and ESP vocabulary plays an important part in the process of teaching vocabulary 2.3.1 Definition of ESP What is ESP? This is a big and complicated question that requires much effort in seeing how ESP at the present relates to the rest of English Language Teaching (ELT) If we take a look at the tree of ELT (Hutchinson & Waters, 1987, p.17), it is clear that ESP is a big multi-levels branch of ELT being nourished by the learning and communication roots Hutchinson and Waters regard it as “an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning” (1987, p.17) ESP must be seen as an approach, not as a product and is directed by specific and apparent reasons for learning ESP Students' goal of learning a second language might be to acquire not only general linguistics competencies but also academic and job-related skills Strevens (1988, p.1), by contrast, stated that “ESP is a particular case of the general category of special - purpose language teaching” In his work, he pointed out four absolute characteristics of ESP as follow: - ESP is designed to meet the learners’ specified needs - ESP has the content relating to particular disciplines, occupations and activities - ESP is centered on language appropriate to those activities in syntax, lexis, discourse, semantics, and analysis of the discourse - ESP is in contrast with General English In order to make the above mentioned absolute characteristics of ESP distinctive, other two variable characteristics are set up Firstly, ESP may be restricted to skills to be learnt (for example reading only) Secondly, ESP may not be taught according to any pre-ordained methodology All of the characteristics of ESP make us come to an end that teaching and learning ESP is a challenging task for both teachers and students Widdowson (1983) argues that the purpose for ESP and EGP is the same, but he clearly points out that what distinguishes ESP from EGP is “the way in which purpose is defined and the manner of its implementation”(p.5) He further distinguishes the two by their differences in relation to education and training The design of ESP is based as precisely as possible on what learners need Courses are designed to provide learners with the restricted competence they need to cope with a certain clearly specified set of tasks It can be deducted from the above mentioned viewpoints that when dealing with ESP, it is necessary to identify two central areas in ESP which: content and methodology Regarding content, it is important to concern about the scope of a particular course in comparison with the totality of the language to make the ESP course balanced in content so that it is not either too narrow or broad In terms of methodology, ESP courses aim to develop linguistic skills relating to particular spheres of activity, not only the nature of the linguistic items introduced, but the ways in which they are introduced and how they are practiced It is therefore also crucially important for teachers to apply good methods in ESP classes because good methods decide most of the success in the classroom Generally speaking, due to the characteristics of ESP, in ESP courses, activities to be carried out during learning the process should take place as authentically as possible The requirement of authenticity means that learning materials should use actual texts produced by people working in the ESP field under consideration The texts involved in learning materials should be content-based ones That means they should focus on specific problems that people are likely to encounter in their everyday working lives in the ESP field If the learning materials of ESP courses cover these two areas, many important linguistic items relevant to the ESP field may be introduced and practiced In short, we can come to a conclusion that vocabulary in EGP somehow differs from ESP vocabulary in terms of the purposes, the teachers, the students, the texts and their roles 2.3.2 Differences between ESP and EGP English for Specific Purposes (ESP) and English for General Purposes (EGP) differ not in terms of theory, but in terms of practice (Hutchinson & Waters,1987) On the face of it, ESP differs from EGP in the sense that the words and sentences learned, the subject matter discussed, all related to a particular field or discipline - for example, a lawyer writing a brief, or a diplomat preparing for a policy paper ESP courses make use of vocabulary and tasks related to the field such as negotiation skills and effective techniques for oral presentations The entire program is designed to meet the specific professional or academic needs of the learner A balance is, therefore, created between educational theory and practical considerations ESP, in this sense, also increases students’ skills and confidence in using English The most important difference lies in the learners and their purposes for learning English ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required ESP concentrates more on language in context than on teaching grammar and language structures It covers subjects varying from accounting or computer science to tourism and business management The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction In fact, as a general rule, while in ESL all four language skills: listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly An ESP program, might, for example, emphasize the development of reading skills in students who are 10 will use the language for in real life in the future (1994, p.16) However, in order to achieve the optimal effects, it is essential that suitable games are chosen Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account 4.1.1.1 Using visual aids in teaching ESP vocabulary Visual aids are very helpful not only in motivating students but also in helping students to understand the meanings of words clearly and memorize them quickly, especially in the case of ESP vocabulary Most vocabulary are terminologies which are highly specialized, therefore it is advisable for teachers to use visual aids in teaching ESP vocabulary Visual aids can be: pictures, real objects, flash cards, charts, maps, diagrams, blackboard… Visual aids are better than many other explanations when introducing a word because it can give what exactly what students need to know without translating into their mother tongue Here below are some pictures that the teachers can use when teaching Automobile English Figure 4.1 Automobile parts 65 Figure 4.2 Automobile systems Figure 4.3 Automobile inside parts 66 Automobile engine Automobile spark plug Automobile radiator Automobile battery 4.1.1.2 Diversifying vocabulary teaching activities It is very boring if the teacher only conducts the same vocabulary teaching activities from this unit to another ESP vocabulary is naturally boring due to its specificity; therefore during their teaching process the teachers should vary activities, especially exercises in order to arouse the students’ interest It is advisable for the teachers to utilize various activities such as: pair work, group work, role play, interview… or tasks such as: question-answer, matching, true/false, translation, discussion, summary, charts or diagrams… For example, in order to teach Unit 6- Automobile Fuel System (see Appendix C), firstly, teacher should give some a picture about the parts of an automobile fuel system to introduce the lesson This picture will draw the students’ attention to the topic of the lesson and help the students to have a fully view on fuel system in an automobile Figure 4.4 Parts of an automobile fuel system 67 Figure 4.5 Diagram of the fuel flow The teacher can divide the whole class into groups and assign their tasks Group finds words about Fuel Injectors, group finds words about Fuel Filter, group finds words about Fuel Pump, group finds words about Fuel Pressure Regulator and group finds words about Fuel Gauge Sending Unit After that, the teacher asks each group to present the words they have just found Next, the teacher asks them to work in pairs to draw the flow of fuel in the given diagram using arrow sign 68 Finally, the teacher can give some other activities such as: answering questions, true/false, matching, summarizing, or even translating to help the students have more practice on this topic and remember words they have learnt As mentioned above, ESP vocabulary is very important and useful for students’ future job It therefore is necessary for the teachers to make the students aware of its importance When the students realize this fact, they will surely have higher motivation in learning ESP and be able to manage to overcome difficulties 4.1.2 Raising students’ awareness of the usefulness of English In order to enhance the students’ ESP vocabulary learning interest and better motivate the students to learn, it is important for the teachers to help the students realize how useful ESP vocabulary learning is Vocabulary is the element that links the four skills of speaking, listening, reading and writing all together After graduating from the college, they will have to deal with a lot of ESP materials, manuals and catalogues about automobile technology If the students have high motivation to read ESP materials, they will be more studious and will be able to manage to overcome difficulties 4.2 Encouraging students to develop their self- studying in order to become active learners In the author’s opinion, the greatest difficulties in learning ESP that the students in the study had are the lack of ESP vocabulary and terminologies and the lack of appropriate learning methods In order to help students overcome these difficulties, it is the teacher’s responsibility to help students to learn how to self- study It can be seen that, student autonomy and individual learning have become increasingly significant in their learning process The teacher trains their students to become self- studiers as they have specialized knowledge and English language ability If they can self- study effectively, they will be eager to learn and they 69 become more interested in exploring further materials for AT Therefore, their vocabulary, grammar, and background knowledge wil be also improved There are several ways for students to make progress in their vocabulary learning such as using dictionary, making vocabulary notebooks by organizing the learned vocabulary into themes and carry it with them all the time, using websites related to vocabulary (www.english-at-homecom; www.vocabulary.com, etc.) Beside, teacher should show students how to explore all the expressions related to a word, look for examples in which it is used, how to interpret its pronunciation and stress Moreover, the teacher should give exercises and games frequently so that students in their free time have chance to practice what they have learnt and hence reinforce their specialized knowledge Games that involve friendly competition keep students interested, help them learn vocabulary from one another, and enhance students’ use of English in flexible, communicative ways If students become can self – study and develop their autonomy in learning, not only student’s difficulties will be overcomed but also teacher’s heavy tasks in lecturing will be reduced 4.3 Improving teaching techniques and subject background knowledge As the result of the study, one of the student’s difficulties is ESP terminologies remembering and pronunciation Moreover, both teachers and students are deeply influenced by traditional methods which make their teaching and learning ineffective and boring Thus improving teaching techniques and subject background knowledge are very necessary 4.3.1 Improvingvocabulary teaching activities There are activities that teachers can use to teach vocabulary However, teachers should choose the most suitable ones to their students based on the characteristics of different groups of students so that students will find it interesting to learn the new words Besides, teachers should find ways in which they can get to 70 know or at least be able to easily identify the students In addition, pair work, group work and games should be applied in a large class Many experts of language teaching and methodology agree that playing games has many advantages 4.3.2 Giving homework and checking previous lessons frequently In order to form a habit of frequent study for students, teacher should give them a variety of exercises such as summarizing, finding new words, answering the questions about the passage, making outline, translating, and so on at different levels of difficulty Then, these exercises must be checked in the next class by requiring students to go to the board to homework, presenting the topics, translating, answering the questions about the passages or texts they have read, etc If the teacher does not check homework frequently, the students will become lazy and then their reading may go worse 4.3.3 Improving teachers’ professional knowledge As shown in the study’s results, the most obvious challenging of the teachers of English for AT at VKTC is their poor knowledge of AT There has been much discussion on this aspect According to Ellis (1993, p.31) “it is really misconception that teacher needs to be expert in the subject matter” and “it is learners who have the specific content knowledge and who are able to bring that knowledge to the classroom.” (1994, p.26) However, the ESP teacher, in order to teach vocabulary or ESP lessons effectively and makes right questions to student, “must know something about the subject matters of ESP materials” (Hutchinson and Waters, 1987, p.161) Some suggestions offered below are from the teacher’s experience in teaching ESP In order to prepare to teach English for AT, the ESP teachers had to self-study the books on AT written in Bilingual (both in English and in Vietnamese) to enrich their basic knowledge on the subject matter and master necessary vocabulary and terms Then they should carefully study the course book Before each lesson, they 71 should prepare lesson plans carefully, looking at difficulties issues, preparing expected questions from students If they have still any problems, they could discuss with ESP colleagues and teacher of AT major for their help Moreover, they should be trained in terms of automobile background knowledge and teaching methodology The poor knowledge of the subject is a common problem among all ESP teachers As mentioned above, these teachers are teachers of GE who were unexpectedly required to teach students with special needs They have to face many difficulties, of which the gap of knowledge in the subject matter seems to be the biggest concern If the teacher does not have basic knowledge of the fundamental principles of the target discipline, it is very difficult for them to teach effectively That is why teachers of automobile should master the specialized content as much as possible Teachers of English for automobile should be provided with some further in-service training in automobile technology field by automobile specialists Besides, attending workshops or lectures delivered by specialists and contacting with subject teachers and specialists are essential for teachers to improve their professional knowledge about automobile technology 4.4 Developing ESP materials As mentioned in chapter the ESP textbook used at VKTC includes units This material was designed by group of teachers at Vinh Teaching Technical University Some adaptations could be made to these units as follows 4.4.1 Adjusting and improving vocabulary exercises The exercises in this material were of various types They included guiding questions before reading, vocabulary exercises for checking students’ reading strategies, comprehension questions, exercises on word usage and follow up writing and speaking exercises They were systematic and facilitated reading and language 72 learning However, some exercises were too difficult for the students’ proficiency level Therefore, the teachers should omit some difficult tasks and give alternative exercises 4.4.2 Reducing highly specialized texts Hutchinson & Waters (1987, p.161) advised teachers not to use highly specialized texts that might not be able to operate effectively The findings of this study have shown that a great number of technical terms make the readers fail to comprehend the texts Thus, the teachers should choose appropriate texts for their students’ level and omit difficult texts from the lesson 4.5 Improving teaching facilities As mentioned in the previous chapter, there were not many facility equipments available for the teachers at VKTC to use Thus, beside the existing teaching facilities like chalk, board, cassette player, course book, it is necessary to equip classroom with modern facilities such as computers and projectors The modern facilities will make the lecture more effective as the teacher can explain the subject matter lively and efficiently and save a lot of time in writing down everything on board as usual Saving more time in this stage, the teacher can arrange more time to provide students with more exercises and activities In addition, it is very important to equip the library with various reference ES books on written both in English and in Vietnamese The library is useful for not only students but also the ESP teachers to improve their specialized knowledge as well as the English language CONCLUSION 73 In this last part of the paper, an overall picture of the study is provided with a brief description of the study as well as the findings and conclusion In addition, there are some suggested solutions for both ESP teachers and students of AT Finally, the limitations of the study are notified and some recommendations for further study are suggested Summary of the study This study aimed to look at the difficulties of English teachers for AT at VKTC and then offer some suggestions to overcome those difficulties The study was carried out in term of both theory and practice Research of literature was covering such aspects as concepts on ESP teaching, vocabulary teaching in ESP, and terminology, methodology in vocabulary teaching In the main chapter important features about the context of learning and teaching vocabulary of Automobile Technology at VKTC including teaching staff and teaching methods, students and their background, the teaching materials, and teaching facilities were describled in detail In order to collect the data, a survey questionnaire to students and a list if interview questions to the teachers were used The goal of these instruments was to explore the difficulties that the ESP teachers of AT were coping with in teaching vocabulary to students of AT In addition, the difficulties of the students were also examined they may be in a relation with their teacher’s teaching The students, as mentioned in the previous chapters, had some problems related to ESP vocabulary and terminologies However, the cause of these difficulties may come from the teacher’s limited specialized knowledge and ESP method The findings have shown that some difficulties ESP teachers had include the lack of specialized knowledge with numerous terms, complicated structures and countless expressions, the lack of various teaching techniques, and the lack of teaching aids and reference materials Based on the study’s findings, some solutions were suggested to overcome those difficulties These include encouraging students to develop their self- study in order 74 to become active learners, improving learning vocabulary interest and motivation, improving specialized knowledge for ESP teachers, improving teacher's activities in teaching vocabulary, and improving teaching facilities Limitations and suggestions for further study Despite the useful information the present study provides, it has some limitations Firstly, methodologically, the study used two main kinds of research instruments: questionnaire and interview Information gained from the questionnaire and interview are just on the surface Also, the respondents are very likely to be affected by the researcher’s research agenda In other words, the responses to the questionnaire may not reflect accurately what the respondents really think Therefore, future studies should use another method such as observation A case study using multiple methods could be an appropriate methodological choice Moreover, the author’s practical experience in teaching vocabulary of AT and knowledge of this field is limited, thus the suggestions to overcome the difficulties are likely to be subjective Secondly, within the scope of this study, there was no chance for the researcher to deal with other important factors affecting the ESP learning vocabulary process such as learner’s general intelligence, language aptitude, attitudes, language exposure and personality factors… This calls for further research Despite all the aforementioned limitations, the author hopes that the study will make a contribution to the better situation of teaching and learning ESP vocabulary at VKTC REFERENCES 75 Allen, V.F (1983) Techniques in teaching vocabulary New York: Oxford University Press Bacha, N.N & Bahous, R 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resultative motivation and intrinsic interest Integrative motivation... following: learning synonyms/ antonyms, learning words by categories, by topic, by word families and vocabulary cards 2.5 Factors affecting ESP vocabulary learning and teaching 26 There are many factors, which affect ESP vocabulary learning and teaching In this study, the author only refers factors as follow: 2.5.1 Learner-related factors Lightbown and Spada (1999) state that factors include age, language... believed that ESP combines subject matter and English language teaching This approach can be highly motivating for students because students are able to apply what they learn in their English classes to their main field of study, whether it is law, computing, business, tourism, etc Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases... language in multiple ways, and teachers’ aim is to make the vocabulary lessons not boring and above all encourage their students to be autonomous in their language learning 2.4.2.2 What needs to be taught while teaching vocabulary? To teach or to learn a word means to teach or to learn its form, meaning and usage pronunciation spelling inflections Form derivations Usage Meaning sub categorization basic and. ..preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides As a matter of fact, ESP combines subject matter and English language teaching Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of... that they are able to use what they learn in the ESP classroom right away in their work and studies The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts 2.3.3 Types of ESP vocabulary In terms of teaching vocabulary in. .. audio-lingual method, teaching vocabulary is also tuned up to grammar and words were presented and learned in structures Also, great attention is paid to pronunciation Vocabulary according to Total Physical Response is emphasized over other language areas by using commands to direct behavior and action sequence This method involves a substantial amount of listening and comprehension in combination with... physical responses Teachers often use gestures, body language, facial expressions to illustrate the words to students 2.4.3 Teaching and learning ESP vocabulary Teaching vocabulary especially in ESP courses is becoming a challenge for English Language Teachers Vocabulary is an inseparable part of any teaching syllabus and vocabulary should be taught in a well-planned and regular basis It is 20 essential to ... students have while teaching and learning vocabulary of Automobile Technology - To suggest some solutions to the problems in teaching and learning of vocabulary to students of Automobile Technology effectively... aims to examine the problems in teaching ESP vocabulary to Automobile Technology students at VKTC and to discuss suggested solutions to these problems The objectives of the study include: - To. .. pp.508-525), motivation can be categorized into integrative motivation, instrumental motivation; resultative motivation and intrinsic interest Integrative motivation involves an interest in learning an