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1 Part A: Introduction The title of the study: An investigation into students’ conversational needs and some suggestions for a speaking syllabus to the 2nd-year English Bachelor students at Nghe An Junior Teachers’ Training College” I The rationale for the study Nowadays, English has been used over the world for communication It is necessary for every body in the world in general and in Vietnam in particular to communicate in English with people from other countries For many years, the teaching of English in Vietnam always followed the frameworks of English Language Teaching (ELT), from the grammar translation to audio-lingual methods which teaching and testing are focused mainly on writing and reading so Vietnamese students of English had been very good at grammar but could hardly speak English To catch on with the above demand, Vietnamese teachers of English have been searching for a more suitable and effective method of teaching, and have come to decide on using the Communicative Language Teaching Approach (CLT) at all levels As a result, speaking skills have gained their important roles in the curriculum of most English courses nowadays Many years ago, we taught general practice subject (integrated skills- Listening, Speaking, Reading, Writing skill) using the book HEADWAY (from pre-intermediate to upperintermediate) for English major students during school years in Nghe An Junior Teacher Training College (JTTC) Nowadays, speaking skill has been taught not only in general practice subject but also in speaking subject (3 periods per week for English Bachelor students) in the first and second school years Nevertheless, there has not been an appropriate speaking syllabus for these students yet When teaching speaking subject for English mayor students, teachers chose the speaking materials at random or make up their own textbook without basing on any principles or the needs of their students The truth is that the speaking topics are based only on the subjective thoughts of these teachers As a result, in the teaching and learning process, there still appears several difficulties that the teachers and students must confront, among which is the lack of relevant topics or practice In four recent years, Nghe An JTT College has had the three-year training courses for English bachelors (non-teacher training students) with lower college entrance marks than the ones required for teachers of English training’s courses (teacher training students) Ironically, the same syllabuses are applied to teach different groups of students Of course, they may share some characteristics For example, a large proportion of them come from rural and remote areas of Nghe An province so their level of English proficiency is very low, and especially, their pronunciation, listening and speaking skills are terrible; But the goals of these two groups, teacher training students and non-teacher training students are quite different The former usually has an unclear purpose when entering the college For some of them, simply, they need a place to sit in after finishing school Additionally, they not have appropriate learning strategies or appropriate learning styles What they are familiar with is rote learning of vocabulary and rules They seem to prefer written work and private reading Comparing the curriculums for these two groups, the only difference, which can be drawn out is that the one for training English Bachelors has one more Business English subject with two credits in the fifth semester Obviously, this curriculum with so few professional choices gives student very slim chances in employment In present time to make some changes to the existing curriculum seems impossible The only one thing that, as teachers, we could is to develop syllabuses based on the students’ needs analysis in order to bring motivation to our learners and help them learn English more effectively and efficiently In our setting, teaching English for the English bachelor students is really challenging Working with these students for some years in the speaking subject, I find that what we are teaching does not meet the students’ needs Trying to analyze their conversational needs to develop an appropriate speaking syllabus for English bachelor students in Nghe An JTT College is the goal of this study II The aims and objectives of the study The main aims of this study are: - To investigate the students’ conversational needs in learning speaking subject - To give tentative suggestions for designing an appropriate speaking syllabus for the second-year English bachelor students in Nghe An JTTC It is hoped that there are some suitable changes in teaching speaking subject for this group of students To achieve the aims of the study, the following specific objectives and activities are carried out: - Firstly, to get overview of the basic theories relating to syllabus design - Secondly, to find out the students’ needs, interests and expectation in learning English in general and in the speaking subject in particular - Thirdly, to look for ideas from teachers and the students’ opinions on the current speaking syllabus with reference to students’ needs and interests - Finally, to suggest an appropriate speaking syllabus for nd year English bachelor students in the third semester III Scope of study This study should present the basic theories relating to syllabus designing, such as designing, implementing, teaching method and evaluating However, this study cannot cover speaking syllabus for all learners but it only focuses on a speaking syllabus for the second-year English bachelor students in Nghe An JTTC in accordance with the objectives of the training program for English bachelor students and their needs In this study, the research will only investigate English bachelor students who have just finished the first year about their needs and interests in learning English in general and in speaking subject in particular in Nghe An JTTC And then she will suggest a speaking syllabus for the second-year English bachelor students in the following semester basing on their needs analysis and goal setting IV Significance of the study This study will be a reference report for syllabus designers so it may be very useful to the teachers and students who teach and learn English-speaking skill in Nghe An JTT College particular and other colleges and universities in general It is also helpful to those who are interested in this field of study V Methods of the study To achieve the aims stated, the main method we apply to carry out the study is quantitative methodology The data were collected by means of two instruments: questionnaires and interviews and then analyzed quantitatively After interviewing some experienced teachers in teaching speaking, we will use qualitative analysis to investigate the present situation, the problems of the teachers in teaching speaking subject for English bachelor students at Nghe An JTTC In reviewing the literature in the field of syllabus design, the main methods are descriptive and inductive Besides, personal observation through some years of the researcher’s teaching at the college, discussion with colleagues, and talks with students are also the methods of this study The survey was done on about 100 first – year English bachelor students (three classes) in Nghe An JTT College to investigate their needs, interests and expectation in the speaking subject and their evaluation on the current speaking course The findings from the data analysis were used as the main basis to develop a tentative syllabus to teach the speaking subject to this group of students in their third semester VI Design of the study The study consists of three main parts, a list of reference, and appendices Part A: Introduction presents the rationale, aim, scopes, significance, method of the study and the design of the study Part B: Development includes three important chapters: - Chapter I reviews the literature related to ESP definition, needs analysis and syllabus design and speaking skills The literature is a theoretical background for designing syllabuses on speaking skill - Chapter II shows an overview of English teaching and learning at Nghe An JTT College, teaching staff perspectives to material and syllabus development, and students’ attitude to the current speaking material - Chapter III presents the study with summary of the findings based on needs analysis and suggests a speaking syllabus to the 2nd – year English bachelor students at Nghe An JTT College in the third semester Part C is the conclusion of the study, providing summary of the major findings, conclusion, limitation and suggestion for further study Part B: Development Chapter 1: Literature Review 1.1 An overview of ESP 1.1.1 Definition of ESP Many linguists have defined English for Specific Purpose, which corresponds to the abbreviation ‘ESP’, differently Each has their own views of the elements that characterize ESP although all of them emphasizes on the needs of the learners Focusing on the primary of needs in ESP related to the learners, Hutchinson and Waters (1987: 21) state that; “ESP is an approach to language teaching which aims to meet the needs of particular learners” In another way, Munby (1978; 2) says that: “ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learners” In the late of 1960s, thanks to new developments in educational psychology, ESP shifted its attention to the central importance of the learners and their attitudes to learning Rodgers (1969) points out that learners have different needs and interests, which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning The assumption underlying this approach is that the clear relevance of the English course to learners’ needs would improve their motivation and thereby make learning better and faster Many researchers (e.g Kerr, 1977; Munby, 1978) agree that needs analysis should be conducted prior to course design and material development or selection, and that not only the syllabus, the material, but also teaching methodology should be adapted to the needs of the learners However, Peter Stevens (1988:1) gave the clearest definition of ESP, in my opinion, as follows: a Absolute characteristics of ESP- ESP consists of language teaching, which is: - Designed to meet specified needs of the learners - Related in content (i.e in its themes and topics) to particular disciplines, occupations and activities - Centered on the language appropriate to these activities, in syntax, lexis, discourse, semantics etc - In contrast with general English b Variable characteristics of ESP-ESP may be, but not necessarily: - Restricted as to the language skills to be learned (e.g reading only, speech recognition only, etc) - Taught according to any pre- ordained methodology (i.e ESP is not restricted to any particular methodology- although communicative methodology is very often felt to be the most appropriate) It is noteworthy that those definitions imply two factors: (1) the broad meaning of the term purpose and (2) the syllabus basing on learners’ needs analysis to determine the content of the syllabus, the material, and method of teaching to achieve these purposes Steven’s definition does not only focus on the needs of the learners but also points out the four absolute and two variable characteristics of ESP It revises and covers all the important features of ESP mentioned previously by other scholars Therefore, this definition is made as a choice for the basic definition of this study 1.2 Syllabus design 1.2.1 Definition of syllabus “Syllabus” is a common notion in language teaching Many linguists have defined “Syllabus” differently In Wilkins' (1981) words, syllabuses are "specifications of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process According to Yalden’s work (1984: 14) “The syllabus replaces the concepts of “methods”, and the syllabus is now seen as an instrument by which the teacher with the help of the syllabus designer can achieve a degree of “fit” between the needs and the aims of the learners (as social being and individual), and the activities which will take place in the classroom” " Robinson (1991:33-34) shares the same view with Yalden, a syllabus is “a plan of work to be taught in a particular course and is thus essentially for the teachers as a guideline and context for class content On the common ground, Hutchinson and Waters (1987:80) considers a syllabus as “a document which says what will (or at least what should) be learnt” 1.2.2 Language Syllabus Design According to Webb (1976), syllabus design is understood as the organization of the selected contents into an ordered and practical sequence for teaching purposes His criteria for syllabus design is as follows: - Progress from known to unknown matter - Appropriate size of teaching units - A proper variety of activity - Teachability - Creating a sense of purpose for the student According to Stern, "syllabus design" is just one phase in a system of interrelated curriculum development activities According to Munby (1984), syllabus design is seen as "a matter of specifying the content that needs to be taught and then organizing it into a teaching syllabus of appropriate learning units." From the above explanations on syllabus design, it can be concluded that syllabus design involves a logical sequence of three main stages: i, needs analysis, ii, content specification iii, syllabus organization This follows very closely the general model advocated by Taba (1962) with the following steps: • needs analysis • formulation of objectives • selection of content • organization of content • selection of learning activities • organization of learning activities • decisions about what needs evaluating and how to evaluate • It is the intention of this paper to deal with the three main stages of syllabus design as listed earlier 1.2.3 Approaches to syllabus design There are probably as many different approaches to ESP syllabus design as there are many course designers However, in this study, we just examine three main approaches to ESP syllabus design proposed by Hutchinson and Water (1987: 65): Language-centered, skills-centered and learning centered 1.2.3.1 Language-centered approach This process is the simple and probably the one most familiar to English teachers and it is particularly common in ESP It, according to Hutchinson and Water (1987), “aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP” This approach has some shortcomings: • It is learning-restricted not learner-centered because only the restricted area of the language is taught not the whole of English • The language process can also be criticized for being a static and inflexible procedures, which can take a little account of the conflicts and contradictions that are inherent in any human endeavor • The language-centered model gives no acknowledgement to factors, which must inevitably play a part in the creation of any course • The language-centered analysis of the target situation data is only at the surface level It reveals very little about the competence that underlies the performance In sum, it fails to recognize the fact that learners being people, learning is not a straightforward, logical process 1.2.3.2 Skills-centered approach This approach aims at helping learners to develop skills and strategies, which will continue after the ESP, course itself with its aim of not providing a specified group of linguistic knowledge but making the learners better processors of information This approach is founded on two fundamental principles, one theoretical, the other pragmatic This approach, therefore, certainly takes the learners more into account than the languagecentered model: a It views language in terms of how the mind of the learner processes it rather than as an entity in itself b It tries to build on the positive factors that the learners bring to the course, rather than just on the negative ideas of ‘lack’ c It frames its objectives in open-ended terms, so enabling learners to achieves at least something In sum, in spite of its concern for the learner, the skills-centered approach still approaches the learner as a user of language rather than as a learner of language 1.2.3.3 A learning centered approach According to Hutchinson and Water (1987:72), “we would reject the term a learner-centered approach in favor of a learning-centered approach to indicate that the concern is to maximize learning” because of the following reasons: * The learner is the only one factor to consider in learning process * Learning can and should be seen in the context it takes place * Learning should be seen as an external process since learning is not just a mental process, it is a negotiated process between individuals and society This approach says that we must look beyond the competence that enables someone to perform, because what we really want to discover is not the competence itself, but how someone acquires that competence Learning centered approach is an integration of two approaches above, considers the learners at their full components at every stage of learning process: ‘syllabus and materials evolve together with each being able to inform the other’ The learner’ needs as ‘users’ and ‘learners’ of the language are both met In brief, the researcher will suggest an appropriate syllabus based on learning centered approach because of the advantages of this approach mentioned above 1.2.4 Three principle types of language syllabus 1.2.4.1 Structural syllabus Wilkins (1976) regards structural syllabus as synthetic In structural syllabus, the teacher may use either a grammar-translation method or an audio-lingual one, or “eclectic” approach Whichever he uses, the constraints are the same: the content of the syllabus has been determined by giving top priority to teaching the “grammar” or “structure” of the language (Yalden,1983:22) 10 In structural syllabus, the vocabulary content is secondary in importance, i.e the vocabulary learning should not be held down until the major part of the grammatical system has been learned The structural syllabus is very familiar to language teachers, and it has several advantages However, structural syllabus has its shortcomings In teaching approaches based on structural syllabus “meaning has been taught, of course, but it has been primarily the meaning of words and sentences as isolates, and not their meaning within stretches of discourse” (Yalden, 1983:27) According to Karl (1987), there are several weaknesses in using structural syllabus The most important of these is the usability of structural knowledge He argues that structural knowledge may be teachable, but it hardly affects behavior in language use to any great degree He explains: “many students learn structural matter, and they can demonstrate their knowledge on certain types of tests, but this knowledge does not seem to manifest itself during unmonitored language use Thus the knowledge is learnable, but the degree to which it is usable is questionable” Another weakness is a result of the sequencing or grading problems A strictly structural syllabus may prevent students from producing structures they have not been taught As a result, students are severely limited or controlled in using the new language until the needed structures have been taught Otherwise, errors must be tolerated or ignored until the appropriate instruction appears in the sequence Furey (ibid) points out that a structural syllabus may be easier to teach, but it is not always an effective approach to learning in comparison with a non- structural syllabus In other words, structural syllabus may in fact constitute a teacher- centered rather than a learnercentered approach 1.2.4.2 Situational syllabus The situational syllabus is considered as one of two types of semantic syllabus: situational and notional A semantic syllabus, in turn, is the production of the analytic approach Situational syllabus is different from the other two types of syllabus (notional and structural) in that its content is specified and ordered in non linguistic terms Yalden (1983) mentions that in the situational syllabus the designer attempt to make language learning content more relevant to student needs The designer of the situational syllabus attempts to predict those situations in which the learner will find himself and uses 29 Self-study 78% Self-study Foreign language learning 98% 9, foreign language learning 10 City life 84% 10 City life 11 Money 66% 11 Country life 12 Love 86% 12 Love Table 1: Results of questionnaire from question to 13 80% 100% 100% 100% 80% The table below shows the data collected from survey (Questionnaires for students: focusing on the questions relating to students’ needs and wants) Questions Answers Number Percentage of Why you choose to learn a my favorite b easy to get a job English? c both a and b d other reasons Why you learn English? a to help my future job b to finish my course c to communicate every day d to go abroad to study e to work in foreign countries f no clear purpose What you want to after a a teacher b an interpreter graduation? c a tourist guide d a secretary e an officer in a foreign company f a receptionist g salesman for foreigners h other jobs What you think about a very necessary b necessary speaking skill to your future c rather necessary d not necessary How you evaluate about a very bad b bad your English speaking skill c average now (based on the results of d quite good e good oral test)? How you feel speaking a not satisfied b not very satisfied lessons at the class? c satisfied d very satisfied students 18 72 93 0 28 16 40 80 12 10 74 12 0 64 36 18% 8% 72% 2% 93% 3% 4% 0% 0% 0% 28% 6% 16% 9% 40% 0% 1% 0% 80% 12% 8% 0% 4% 10% 74% 12% 0% 0% 64& 36% 0% 30 How you evaluate about a very interesting and suitable with 16 16% the content of the topics in your future job b very interesting but not suitable 32 32% with your future job c quite suitable d too difficult What is your opinion about a very interesting and suitable with 50 30 50% 0% 40% teachers your level b very interesting but difficult designed in speaking lessons? c too difficult with your level d boring How you take part in a enthusiastically b not very enthusiastically activities in speaking lessons? c You are very shy d You only speak when the teacher 50 15 14 26 18 34 40% 5% 15% 14% 26% 18% 34% asks you e I don’t know what to say The reasons: have a not confident so you get some 30 8% 0% 30% and 65 65% intonation c lack of vocabulary and structures 72 72% to express your ideas d no the same conversation sample 12 12% to practise e bad at listening so you cannot 30 30% understand much f lack of knowledge about the 28 28% 2% the 10 activities, What the you difficulties in speaking lesson? 11 Three things will make you satisfied in the speaking lessons 12 Three things make you unsatisfied in the speaking lessons 13 In your opinion, What can improve your speaking skill better in speaking lesson? errors b wrong pronunciation discussed topics g other difficulties 3 31 3.2.2 Interviews The researcher has conducted instructional interviews with 10 out of 100 students under questions 11, 12, 13 in questionnaire No.1 to confirm students’ their further ideas and five teachers were interviewed to ask their ideas about the current speaking syllabus All of them said that (1) the current speaking materials were subjectively selected by the teachers in charge of the subject and they design the syllabus (2) The syllabus was not logical in semesters and did not satisfy students’ needs and future jobs (3)The English bachelor and training-section students are different target students but they were taught with the same syllabus (4) The syllabus was not suitable with most students Summary Chapter III is the main part of the thesis, which conducted a needs analysis of the teaching and learning situation of 2nd year English bachelor students at Nghe An JTT College It can be concluded that all students expected to have speaking syllabuses that met students’ needs The topics desired to teach and to learn are coincident, they share the same positive opinion on topics 1, 2, 4, 12, 21, 22, 23, 25, 30 The findings of survey results would be considered the basis to suggest an appropriate speaking syllabus for the target students in the rd semester 3.3 Proposed speaking syllabus 3.3.1 Aims and objectives Basing on the analysis of the collected data from questionnaires and interviews with the teachers, and students, combined with my own experience in teaching speaking skill for some years, a suggested speaking syllabus for the target students to learn in their thirdsemester would be described as below: 3.3.1.1 General consideration Establishing the basic aims of the syllabus is very important because such aims will in fact govern the whole process of syllabus design as well as the syllabus implementation They determine the selection of contents and teaching procedures and activities There is an invaluable guide to evaluation as well For all these reasons, the aims and objectives should be clear, precise and appropriate In establishing aims, we should consider at least three relevant factors: a We should be aware of the students’ background, motivation and students’ need 32 b We should consider their future career c It is most important that we should realize the special characteristics of language skills we aim at teaching Aims, in general, tend to have a rather broader character than objectives The objectives illustrate the aims of the syllabus and are useful for the simple reason that they force syllabus designers and teachers to be precise in defining where they intend to go and what they intend to be about Appropriate objectives should be included in each unit to remind the teachers of the objective they have to reach at the end of each unit and to encourage teachers to find suitable teaching methods Objectives, at the same time, enable teachers to arrange appropriate practise revision and remedial work Speaking skill is one of the components of the general quantity of language knowledge that students need to have so that they are qualified for the further training and graduation examination 3.3.1.2 Aims and objectives of speaking syllabus for nd year English bachelor students at Nghe An JTT College Speaking skill and three other skills are taught in the first two year, four semesters of completely six semesters Speaking syllabuses are designed to help students develop English-speaking skill both accuracy and fluency Based on what have been discussed in the situation analysis, the students’ needs analysis as well as teachers’ opinion here and the literature review in previous parts, we attempt to set the following aims and objectives for developing a speaking skill syllabus for 2nd year English bachelor students at Nghe An JTT College in the third semester Aims: - To provide students with basic techniques in speaking skill - To improve students’ general knowledge - To Enable students to know how to participate successfully in job interview and communicate effectively in job-related situations - By the end of the course, the students must be able to communicative effectively in job-related situations as well as daily life, establish, and maintain relationships with members of the target community They will be able to present their ideas about personal and social issues in English 33 Objectives - To help students develop different oral presentation skills including using body language, giving an oral presentation, etc - To provide many opportunities for students to engage in real talks in the classroom such as telephoning, job interview, students part-time etc - To familiarize the students with vocabulary situations and relating their desired jobs 3.3.2 The content of the speaking syllabus 3.3.2.1 General consideration The next important step in designing a syllabus involves us in selecting and ordering the content, i.e we must decide what is to go into syllabus, what learners are to learn, and in what order Relly (1988) gives some practical guidelines to syllabus choice and design: - Define what students should be able to as exactly and realistically as possible, as the result of the instruction - Rank the syllabus in order of importance according to the desired outcomes - Evaluate available resources and match them with the syllabi - Designate one or two syllabi as dominant - Review how combination and integration of syllabus types can be achieved and in what proportion - Translate decisions into actual teaching units There are many theories that examine the nature and function of language in detail All of these, according to Ferguson (1972), agree on two points: language is an answer to a need to communication, and language forms are conventions established by society Language, in fulfilling its communicative role, is always related to a situation Therefore, in perceiving a language, the students must always be aware of the accompanying situation It is clear that the uses to which a language may be put are many; we cannot teach all of the structures Some criterion for selection therefore is needed which will identify those functions which a particular group of students will find especially useful The choice of the language functions and notions of the second year student is based on the communicative needs of the student and the requirements of the student’s future career 3.3.2.2 The timing of the syllabus 34 2.2.1 Allocation of time This syllabus is for 2nd year English bachelor students at Nghe An JTT College in the third semester Each semester contains 15 weeks; the students have three speaking periods per week and each period lasts for forty-five minutes 3.3.2.2.2 Quantity and structure of the subject Quantity: Number of module: Number of unit: Structure: 12 Number of theory period: 30% Number of practice period: 70% 3.3.2.3 Organization of the syllabus content Course organization, either on the lesson level or on the overall organization of the course is very important, since it provides the teachers and students with clear ideas of what will be taught From the survey results about situation and need analysis, the syllabus should be organized into the following content areas: Table 3: Organization of the syllabus content Lesson (1/3periods) Topics Foreign language learning Language functions Discussing about good environment, most difficult Small talk, skill and how to improve speaking skill Making small talk, making introductions conversational openings City life Talking about people and lifestyle in city life Talking about advantages & disadvantages (environment, opportunities for education/ health Country life care/ entertainment/ job, etc.) Taking about people and lifestyle Talking about advantages & disadvantages (environment, opportunities for education/ health Tourism care/ entertainment/ job, etc.) Discussing about How to attract more tourists to come And positive & negative effects to society 35 Telephoning Asking to speak to some one, offering to take a message, writing massages down, leaving a message, calling for information Progress oral Test Students and part-time Identifying most suitable part - time jobs for students, job Self-study benefits, drawbacks Discussing about the importance of self-study and 10 Love How to self-study effectively Agreeing or disagreeing about love when being a student 11 Job interview Discussing about true love - Interview : Greeting, introducing oneself, talking about likes and dislikes, interest and ambition in future jobs 13 Holidays and festivals -The art to win in the interview to get a new job Naming some holidays and festivals in Vietnam, Hotels, reservations, talking about one holiday or festival you like Asking about types of hotels, asking for details, services 12 making a reservation, checking in, making requests, calling hotel services 14 15 Progress oral Test Review The teachers should teach students some following techniques because more than a half of topics are presentation and a part of them is role-play in rd semester In addition, in 4th semester all topics are presentation -Body language in oral presentation (eye contact, facial expression, hands, movement, posture -Giving an oral presentation: stating the purpose -Giving an oral presentation: how to organize the information -Giving an oral presentation: involving the audience -The informative presentation: describing and analyzing the performance -The informative presentation: signposting the route -The informative presentation: how to create interest -The persuasive presentation: building arguments 36 -The persuasive presentation: how to organize the information -The persuasive presentation: emphasizing and highlighting information 3.3.2.4 Teaching methodology It is obviously that identifying appropriate teaching methodology to achieve the aims of the syllabus is very important to all teachers A method will be realized as the carrying out a set of procedures or activities The procedure themselves involve the use of specific technique to ensure their success The main part of a course design is to work out a suitable teaching procedure containing a series of exercise and activities Through these activities and under the teacher’s guidance, the students will practice and master the skills As teachers, we know that not all students learn most effectively by the same method, by the same type of activity, or by using the same media and the objectives of different lesson can only be achieved by constantly adjusting method and techniques Even in or during the teaching procedure, the teachers must often examine the extent to which the selected techniques facilitate the achievement of the objectives In other words, they adapt their methods and techniques to the different objectives and to the different types of students 3.3.2.5 Testing and evaluation 3.3.2.5.1 General consideration Evaluation, in the form of various types of testing and teaching observation and records, it the process of determining what these changes are and of appraising them against the values represented in objectives to find out how far the objectives of the syllabus are being achieved Since the syllabus is essentially a plan for helping the student to learn, ultimately all evaluation goes back to the criterion of effectiveness of learning There is no doubt that evaluation serves an important role in syllabus design, teaching and learning Evaluating, particularly testing, therefore is likely to create a broad motivation for learning At the same time, evaluation serves to check and uncover the effects of the syllabus, the extent of the achievements of the students In other words, an important function of the evaluation program is to provide information on the strengths and weaknesses in the achievements of the students This will help teachers to make better decision about improvements of the syllabus contents and teaching methods Testing is very crucial in the course as it helps to measure the student’s achievement and the teacher’s methodology A good test helps to compare the input with the output, the aim with 37 the goal of the syllabus Therefore, the test designed must be valid, reliable, and practical with a wash back impact on what has been learned Progress tests are useful since they are aimed to measure the mastery of the syllabus, to find out the strengths and weaknesses of the students Therefore, they can signal how much the students are progressing For this importance, the students have to take progress test three times during a semester on speaking skill A final achievement test at the end of the course is an important step to implement the syllabus It is intended to measure the student’s real achievement in speaking skill Furthermore, it can show whether the course achieves the objectives or not Finally, the teacher’s methodology can be judged from the grades In conclusion, anyone who is involved in the preparation of tests should have some basic understanding of two concepts, validity and reliability, and the relationship between them And the tests should have validity and reliability In addition, when designing oral tests, designers have to understand well the aims, the content of the speaking syllabus and students’ ability to give out appropriate oral tests and accuracy evaluation 3.3.2.5.2 Form of testing and testing procedures The first progress test: after weeks The second progress test: after weeks The third progress test: after 14 weeks Final test: after 15 weeks The testing-assessment includes continuous assessment during the course of study, a final oral test, assessment on attendance and class participation It can be specified as follows: a Three times of assessment during the course of study : marks b One mark for attendance and class participation c One mark for a final oral test Total mark: (a + b) : + x c 3.3.2.5.3 Sample of a speaking test The test consists of two parts: Presentation and Role-play Part I: Presentation (3-5m) You are a doctor in a hospital Can you give advice to your patients about some sports that are good to their health? 38 Part II: Role - play (3-5m) Student 8A: You are an English man You have a friend in Vinh city of Viet Nam This summer you will travel to Viet Nam Please phone your friend to give some advice and information about weather * Way to test & clothes, food and drink, things to Student 8B: You are living in Vinh City One your friend in England is going to travel to Viet Nam He/She is going to phone you to ask your advice and information about weather & clothes, food & drink, things to I Presentation: Each student picks up question; prepare in minutes then present to teachers The teachers can give some extra questions II Role - play: A pair of students pick up one situation with cards (A & B), prepare in minutes then role - play * Score sheet Presentation Role - play Fluency Accuracy Pronunciation Message Total Fluenc (2,5) (2,5) (2,5) (2,5) y (2,5) Accuracy (2,5) Total Pronunciation Message (2,5) Total (2,5) Part C: Conclusion Summary The study includes following parts: Part A has introduced the rationale for choosing the study matter in reference to objectives, scope and method of the study In Part B, Chapter one has highlighted theoretical background knowledge relating to the study in the literature review such as ESP definition, syllabus design, need analysis and speaking theories Designing a language syllabus has been a subject, which caused a lot of argument and controversy There have been different trends a syllabus design and different types of syllabus In this chapter, different syllabuses have been presented such as structural syllabus, notional/functional syllabus and situational syllabus However, after considering thoroughly the most common kinds of syllabus and all of the factors that may affect the designing process, it is suggested that a multidimensional syllabus towards communicative 39 language approach is the most appropriate and suitable to the students at Nghe An JTT College In this chapter the main steps in designing a language syllabus has been in focus as well Chapter two in part B has been presented a brief description of teaching and learning situation at foreign language department at Nghe An JTT College including the background, the learner’s attitude towards the current speaking program, critical look at current speaking syllabus for the second-year English bachelor students Chapter three is the main part of the study The needs analysis is very important task in the process of the study Basing on situation in chapter two and related theories in chapter one, a need analysis were conducted through questionnaires and interviews so as to collect data on present situation needs and target situation needs from the subject teachers and target students The results has been analyzed and compared between the students’ expectation and the teacher’ This provides a great help for selection of the syllabus’s content From the finding of survey results, knowledge of the writer towards the literature of ESP syllabus and the writer’s experience in teaching speaking skill, the researcher suggested an appropriate speaking syllabus for the second-year English bachelor students at Nghe An JTT College Nowadays, ESP has been more important in teaching and learning English because it meets students’ needs and then it enables students to get good jobs with their real practical ability However, ESP teaching has not been especially paid attention to in the Foreign Language Department at Nghe An JTT College After analyzing the situation of teaching speaking skill for English bachelor students at our college and students’ conversational needs, the researcher recognized that there have been many problems and difficulties in teaching speaking skill for this group of students without official and fixed syllabus; on the other hand, the current syllabus seems not satisfied with the students’ conversational needs Thus, analyzing the students’ needs to design an appropriate speaking syllabus for the target students is a necessary and urgent task The researcher carried out this study with a great try to reach what have been aimed at as - To investigate the students’ conversational needs in learning speaking subject - To give tentative suggestions for designing an appropriate speaking syllabus for the second-year English bachelor students in Nghe An JTTC It is hoped that there are some suitable changes in teaching speaking subject for this group of students Limitations 40 The study has gained the achievements with the best efforts of the researcher and much support and great help from many concerned people but this study cannot avoid some limitations Designing an appropriate syllabus is difficult task with many arguments and the time limit so the researcher did not design a complete syllabus, only dared to give some suggestions for a speaking syllabus Furthermore, the study has only focused on investigation students’ conversational needs toward proposed speaking syllabus for the second-year English bachelor students in the third semester not all semesters This is only a first attempt to solve the problems in teaching and learning English at Nghe An JTT College Therefore, this matter needs further studies Suggestions for further research Whoever interested to this matter or/and have met the same difficulties may continue this study for further improvements Basing on some suggestions for speaking syllabus, the researcher will design a complete speaking syllabus for the second-year English bachelor students at Nghe An JTT College to teach them in the next third semester with approve of the researcher’s college and department Moreover, this syllabus will be continuously refined as part of an ongoing process of adjustment and improvement The research will combine with experienced subject teachers to design official and fixed speaking syllabus for English bachelor students in 4th semesters 41 REFERENCES Brown, Gillian and George Yule (1983) Teaching the Spoken Language Cambridge : Cambridge University Press Burns, Anne.1998 Teaching Speaking Annual review of applied linguistics 18, 102-123 Brown, G., & Yule, G (1983) Teaching the Spoken Language Cambridge Cambridge University Press Canh, Le Van (2004) Understanding Foreign Language Teaching Methodology Nha xuat ban Dai hoc Quoc Gia Ha Noi Crookes,G & Long, M H (1993), Task in a Pedagogical Context, University of Hawaii Ferguson, N (1992) Teaching English as a Foreign Language: Theory and practice Lausanne, Foma Hutchinson,T.& water, A (1987) English for Specific Purposes: A Learning Centered Approach Cambridge: Cambridge University Press Hughes, A (1983), The Teacher’s Role in Curriculum Design Oxford University Press Jones, Pauline (1996) Planning an Oral Language Program In Pauline Jones(ed) Talking to Learn Melburne: PETA 1996 12-26 42 10 Kenedy, C.& Bolitho, R.(1984) English for Specific Purposes London& Basingstoke: 1984 11 Krahnke, Karl (1987) Approaches to Syllabus Design for Foreign Language Teaching London: Prentice-Hall, Inc 12 Mackay R & Mountford,J.A.(1978) English for Specific Purposes: A case study approach UK, Longman 13 Mackey, R.(1978) Identifying the Nature of the Learner’s needs In R Mackay & A Mountford(Eds), English for Specific Purposes( pp.21-420 London: Longman 14 Munby, J (1978) Communicative Syllabus Design Cambridge: Cambridge University Press 15 Nunan,D (1985) Language Teaching Course Design Trends and issues London, Heineman Educational Books 16 Nunan,D (1988) , The Learner-Centred Curriculum, Cambridge University Press 17 Nunan,D (1988), Syllabus Design, Oxford University Press 18 Richards.J.C., & Rogers, T.S.(1986) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press 19 Richards, Jack C.1990 Conversationally Speaking: Approaches to the teaching of conversation In Jack C Richarchs The language Teaching Matrix New York: Cambridge University Press 67-85 20 Richards.J.C John Platt (1992) LanguageTteaching and Applied Linguistics P314, 396 21 Richards J C (2001) Curriculum Development in Language Teaching, Cambridge University Press 22 Robinson, P.C (1991), ESP Today: A practitioner’s Guide, Prentice Hall 23 Stern, H H (1983) Fundamental Concepts of Language Teaching Oxford Oxford University Press 24 Streven, P (1980) English for Specific Purposes Oxford Pergamon Press 25 Taba,H (1962) Curriculum Development: Theory and Practice- New York: Harcourt, Brace and World 26 Wilkins ,d.A (1976), Notional Syllabus Lon don: Oxford University Press 27 Yaden, J (1983) The communicative syllabus: Evolution Design and Implementation, Pergamon Press 43 28 Yaden, J (1984), “ Syllabus design in Gerneral Education”, in brumfit,D.J.(ed) General English Syllabus Design, Oxford: Pergamon ... designing a syllabus are illustrated as follows Needs analysis-Objectives and aims-Sequencing–Teaching method–Testing and evaluation As a result, analyzing the needs of learners is the first and the foremost... able to learn the foreign language as a means for close communication and acceptance by people who speak it Learners with instrumental motivation may learn a foreign language for an intermediate... official and fixed syllabus; on the other hand, the current syllabus seems not satisfied with the students’ conversational needs Thus, analyzing the students’ needs to design an appropriate speaking