VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRAFUAT STUDIES - NGUYỄN THỊ HƯỜNG DESIGNING ESP SYLLABUS FOR INFORMATION TECHNOLOGY STUDENTS AT A COLLEGE OF TECHNOLOGY AND ECONOMICS IN HANOI THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN TẠI MỘT TRƯỜNG CAO ĐẲNG CÔNG NGHỆ VÀ KINH TẾ Ở HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRAFUAT STUDIES - NGUYỄN THỊ HƯỜNG DESIGNING ESP SYLLABUS FOR INFORMATION TECHNOLOGY STUDENTS AT A COLLEGE OF TECHNOLOGY AND ECONOMICS IN HANOI THIẾT KẾ CHƯƠNG TRÌNH TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN TẠI MỘT TRƯỜNG CAO ĐẲNG CÔNG NGHỆ VÀ KINH TẾ Ở HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof.Dr.Hoàng Văn Vân HANOI - 2017 DECLARATION I hereby declare that this thesis is my own work and has not been submitted anywhere for any award Where other sources of information have been used, they have been acknowledged Hanoi, September 2017 Nguyễn Thị Hường i ACKNOWLEDGEMENTS This study would not exist without the support and encouragement from many people whom I wish to thank here First and foremost, I would like to send a stunning bunch of flowers to my supervisor, Prof.Dr.Hoang Van Van, who gave me valuable suggestions, considerate guidance and encouragements in the development and completion of this study I would be grateful to all of my lecturers in the post-graduate department of VNU University of Languages and International Studies I should also record a debt to my students who helped me to complete the survey questionnaires and ESP teachers of Hanoi College of Technology and Economics who were so enthusiastic with me in answering interview questions and gave constructive suggestions to my study Last but not least, I would like to thank my family for their understanding, love and supports during the time I worked on this study ii ABSTRACT This study aims at designing a task-based ESP syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Economics The proposed syllabus was produced on the basis of learners‟ needs and target needs analysis Data was collected from interviews with ESP teachers and two questionnaires for 50 undergraduate students of information technology and 30 exstudents of Hanoi College of Technology and Economics The results of data analysis along with the theoretical views of syllabus design are the foundation for designing a syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Economics This study is hoped to make some contributions to the improvement of teaching and learning ESP at Hanoi College of Technology and Economics iii LIST OF ABBREVIATION EAP : English for Academic Purposes EOP : English for Occupational Purposes ESP : English for Specific Purposes EFL : English as a Foreign Language GE : General English HNCTE : Hanoi College of Technology and Economics IT : Information Technology TBLT : Task-based Language Teaching iv LIST OF FIGURES AND TABLES Figure 1.1: ESP classification by experience (Source: Robinson, 1991:3-4) Figure 1.2.Bases for language syllabus design (White, 1988: 46) Table Students‟ reasons for learning English .22 Table Students‟ opinions on prospective job 23 Table Students‟ anticipated possibilities to use English at work in the future .24 Table Ex-student‟s situations of using English at work 26 Table Student‟s opinions on tasks should be included in the course book 27 Table Ex-students‟ opinions on tasks which should be included in the course book 30 Table Students‟ evaluation on the current ESP course book 31 v TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii LIST OF ABBREVIATION iv LIST OF FIGURES AND TABLES v TABLE OF CONTENT vi PART A: INTRODUCTION 1 Rationale Aims and objectives of the study Research questions Scope of the study .2 Method of the study Structure of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of ESP 1.2 Types of ESP 1.3 Syllabus Design 1.3.1 Definitions of syllabus 1.3.2 Approaches to ESP Syllabus Design 1.3.3 Types of syllabus 1.3.4 Task-based syllabus 12 1.3.5 Rationale for choosing Task-based syllabus 15 1.3.6 Steps to design a syllabus .15 1.3.7 1.4 Needs Analysis 15 Summary 18 CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STUDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS 19 vi 2.1 The teaching and learning ESP at HNCTE 19 2.2 The target students 20 2.3 The teaching staff 20 2.4 The study 21 2.4.1 The subjects 21 2.4.2 Instruments for collecting data 21 2.4.3 Data analysis and major findings 22 2.5 Summary 35 CHAPTER 3: THE PROPOSED SYLLABUS CONTENT FOR INTERMEDIATE VOCATIONAL STUDENTS OF INFORMATION AND TECHNOLOGY AT HNCTE 36 3.1 Aims and objectives of the syllabus 36 3.2 Types of the syllabus 36 3.3 Tasks in the syllabus 36 3.4 The proposed syllabus .37 3.4.1 Time schedule .37 3.4.2 The organization of the syllabus 37 3.5 Suggested teaching and assessment methodology 37 3.5.1 Teaching methodology 37 3.5.2 Assessment methodology 38 3.6 Syllabus evaluation 39 3.7 Summary 39 PART C: CONCLUSION .40 Conclusion 40 Limitations and suggestions for further studies 41 REFERENCES 42 APPENDICES I vii PART A: INTRODUCTION Rationale In the globalization era that is filled by super tight challenges and competitions, every individual is required not only a high level of education but also a store of skills One of the skills that most needed today is English proficiency due to its importance in almost every corner of our life The demand for English in general and English for Specific Purpose (ESP) in particular therefore becomes rising to meet up with the increasingly interconnected and globalized world At Hanoi College of Technology and Economics, English is a mandatory subject for all students coming from different departments and majors The training curriculum is divided into two parts: General English (GE) delivered at the first semester and English for Specific Purposes (ESP) followed afterwards However, teaching ESP has confronted a number of issues including content overload, inappropriate materials and lack of experienced ESP teachers Among these problems, the course book is of the most concern for the ESP department The current ESP book for Intermediate Vocational students of Information Technology is compiled by Thac Binh Cuong – an experienced teacher in the field of information technology However, after a few years of implementation, it has revealed lots of limitations in terms of methodology and content The fact shows that most students face difficulty in speaking and listening despite their well-grasping English grammar They also shoulder a heavy program that goes beyond their capacity to fulfill This gives rise to the need of creating a new syllabus which puts learners in the central role and is tasks-surrounded Under such circumstance was this study given birth Hopefully, it will make a contribution for the improvement of English teaching at Hanoi College of Technology and Economics Aims and objectives of the study The overarching target of the study is to design a task-based English syllabus for the intermediate vocational students of information technology at Hanoi Appendix 2: A sample unit Unit 2: Assembling computer  READING Discussion Work in group of three to discuss the following question What does a typical computer system consist of? Reading What is a computer? Computers are electronic machines which can accept data in a certain form, process the date and give the results of the process basing in a specified format as information Three basic steps are involved in the process First, data is fed into the computer‟s memory Then, when the program is run, the computer performs a set of instructions and processes the data Finally, we can see the results (the output) on the screen or in printed form (see the diagram below) Information in the form of data and programs is known as software, and the electronic and mechanical parts that make up a computer system are called hardware A standard computer system consists of three main sections: the central processing unit (CPU), the main memory, and the peripherals Perhaps the most influential component is the central processing unit Its function is to execute program instructions and coordinate the activities of all the other units In a way, it is the “brain” of the computer The main memory holds the instructions and date which are currently being processed by the CPU The peripherals are the physical units attached to the computer They include storage devices and input/output devices Storages devices (floppy, hard or optical disks) provide a permanent storage of both data and programs Disk drives are used to handle one or more floppy disks Input devices enable data to go into the computer‟s memory The most common input devices are the mouse and the keyboard Output VI devices enable us to extract the finished product from the system For example, the computer shows the output on the monitor or prints the results onto paper by means of a printer On the rear panel of the computer, there are several ports into which we can plug a wide range of peripheral – modems, fax machines, optical drives, and scanners These are the main physical units of a computer system, generally known as the configuration Comprehension check Use the information in the text and the diagram to match the terms in the box with the appropriate explanation or definition below a Software b peripheral devices d floppy disk e hardware f input g port h output i CPU VII c monitor The brain of the computer Physical parts that make up a computer system Programs which can be used on a particular computer system The information which is presented to the computer Results produced by a computer Hardware equipment attached to the CPU Visual display unit Small device used to store information Same as “diskette.” Any socket or channel in a computer system into which an input/output device may be connected  LISTENING A senior IT technician is constructing an apprentice to assemble a computer Listen to their conversation and fill in the gaps  LANGUAGE FOCES: Passive voice e.g Active Passive We sell computers Babbage invented Computers are sold “The “The Analytical Engine” Analytical Engine” in 1830 was invented by Babbage in 1830 Form: To be + past participle + by (agent) Fill in the gaps in the following sentences using the appropriate form of the verb in brackets a The part of the processor which controls data transfers between the various input and output devices ………………… (call) the control unit, VIII b The address bus ………… (use) to send address details between the memory and the address register c The pixel positions …………… (pass on) to the computer‟s pattern recognition software d An operating system …………… (store) on disk e Instructions written in a high-level language ……………… (transform) into machine code f In the star configuration, all processing and control functions ……………………………… (perform) by the central computer g When a document arrives in the mail room, the envelop …………… (open) by a machine h One the index …………… (store), a temporary key number …………………… (generate) and ……… (write) on the document Put the following sentences into passive voice, mentioning to the agent if necessary a Bill Gates founded Microsoft b People develop C language in the 1970s c We set up at least 100,000 LANs in laboratories and offices around the world in the 1980s d The University of Pennsylvania built the first digital computer in 1946 e In 2011 China alone contributed to 80% of the world growth of electricity consumption  SPEAKING Work in pair Playing roles as an IT technician and an apprentice The IT technician instructs the apprentice to assemble a computer (Apprentice raises questions, IT technician will answer)  WRITING Writing all stages of assembling a computer based on the conversation at listening part IX Appendix 3: PHIẾU HỎI Ý KIẾN (QUESTIONNAIRE FOR STUDENTS) Những câu hỏi thiết kế để thu thập ý kiến từ sinh viên năm chuyên ngành Công nghệ thông tin trường Cao đẳng Công nghệ Kinh tế Hà Nội Thông tin thu tạo móng để xây dựng chương trình Tiếng anh chuyên ngành phù hợp với mục đích đào tạo nhà trường nhu cầu người học Những câu hỏi khơng mang mục đích khác ngồi mục đích thu thập liệu cho nghiên cứu Dữ liệu bạn cung cấp đóng vai trò quan trọng nghiên cứu tơi.Vì vậy, xin bạn trả lời câu hỏi cách trung thực nhất.Tôi xin chân thành cảm ơn Bạn học Tiếng Anh bao lâu? 1-3 năm 3-5 năm 5-7 năm năm Lý học Tiếng Anh bạn gì? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………… Bạn tiếp xúc với người nước chưa? Nếu có, bạn có gặp khó khăn giao tiếp với họ không? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………… Bạn dự định xin cơng việc sau tốt nghiệp? Bạn có nghĩ cần sử dụng Tiếng Anh công việc tương lai không? X Nếu có, nêu số ví dụ tình mà bạn cần sử dụng Tiếng Anh.Ví dụ: Giúp khách hàng nước ngồi bảo trì máy tính ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………… Nếu không, không? Nếu phép chọn nhiệm vụ học giáo trình Tiếng Anh chuyên ngành CNTT, bạn cho nhiệm vụ cần thiết để phục vụ công việc sau này? Tại bạn cho nhiệm vụ cần thiết? Ví dụ: nhiệm vụ giúp khách hàng nước ngồi bảo trì máy tính Nhiệm vụ / tasks Lý cần thiết Bạn thấy khóa học Tiếng Anh chuyên ngành CNTT mà bạn học trường Cao đẳng Công nghệ Kinh tế Hà Nội có hữu ích khơng? Xin đánh giá theo thang điểm đây: Đánh giá Rất tốt Tương đối tốt XI Không tốt Appendix 4: PHIẾU HỎI Ý KIẾN (QUESTIONNAIRE FOR EX-STUDENTS) Những câu hỏi thiết kế để thu thập ý kiến từ cựu sinh viên chuyên ngành Công nghệ thông tin trường Cao đẳng Công nghệ Kinh tế Hà Nội kỹ thuật viên công nghệ thông tin Thơng tin thu tạo móng để xây dựng chương trình Tiếng anh chuyên ngành phù hợp với mục đích đào tạo nhà trường nhu cầu người học Những câu hỏi không mang mục đích khác ngồi mục đích thu thập liệu cho nghiên cứu Dữ liệu bạn cung cấp đóng vai trò quan trọng nghiên cứu tơi.Vì vậy, xin bạn trả lời câu hỏi cách trung thực nhất.Tôi xin chân thành cảm ơn Bạn tốt nghiệp trường Cao đẳng Công nghệ Kinh tế Hà Nội cách bao lâu? cách năm cách 3-4 năm cách năm cách năm Bạn học tiếng Anh bao lâu? 1-3 năm 3-5 năm -7 năm năm Bạn làm việc vị trí kĩ thuật viên CNTT bao lâu? ………………………………………………………………………………… …………… Bạn thấy Tiếng Anh có giúp ích cho cơng việc khơng? Có khơng Nếu có, nêu số tình bạn sử dụng Tiếng Anh ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………… Nếu không, không? XII Từ kinh nghiệm làm việc mình, nhiệm vụ bạn cho cần có giáo trình Tiếng Anh chun ngành Cơng nghệ thơng tin để sinh viên sử dụng Tiếng Anh cơng việc sau này? Vui lòng liệt kê rõ nhiệm vụ Khóa học Tiếng Anh chuyên ngành CNTT mà bạn học trường Cao đẳng Cơng nghệ Kinh tế Hà Nội có giúp ích cho cơng việc bạn khơng? Có khơng Nếu có, xin rõ giúp ích nào? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… XIII Appendix 5: QUESTIONS FOR INTERVIEWS WITH ESP TEACHERS The purpose of this interview is to collect the ideas and opinions from the teachers who are teaching ESP to student of Information Technology Departure at HNCTE The data yielded will create a foundation for designing an ESP task – based syllabus for the intermediate vocational students of Information Technology Your answers will be of great importance to my study Thank you for your cooperation How old are you? How long have you been teaching English? What you think of ESP course book that you have taught? Have you ever participated in the process of designing an ESP syllabus or writing an ESP course book? Have you done students‟ needs analysis when designing that syllabus or in your job? How could you develop the syllabus? One of our most common way when designing an ESP syllabus is conducting a needs analysis Do you think it is necessary? Why? If you are required to design an ESP course syllabus for intermediate vocational students of information technology, what tasks or activities should be included in the ESP course book?Why you think these tasks or activities will be necessary for students of IT in their future work? V Appendix 6: TRANSCIPT FOR INTERVIEWS WITH ESP TEACHERS The purpose of this interview is to collect the ideas and opinions from the teachers who are teaching ESP to student of Information Technology Departure at HNCTE The data yielded will create a foundation for designing an ESP task – based syllabus for the intermediate vocational students of Information Technology Your answers will be of great importance to my study Thank you for your cooperation Teacher 1: - Q (1): How old are you? + A: I am 31 years old - Q (2): How long have you been teaching English? + A: I‟ve been teaching English for years - Q (3): What you think of ESP course book that you have taught? + A: I think the current course book is very useful for information technology students, but indeed for students at intermediate vocational students, it is quite difficult for them Long reading texts in the course book makes student bored with the lesson, and there are lots of new information delivered in a class - Q (4): Have you ever participated in the process of designing an ESP syllabus or writing an ESP course book? + A: Yes, I did once in 2006 - Q: Have you done students‟ needs analysis when designing that syllabus or in your job? + A: No, we didn‟t - Q: So how did you develop the syllabus? + A: At that time we were a group of five English teachers that were responsible for teaching English for all departments of the school We were not specialized in teaching information technology, but were assigned to this job Our way was collecting information technology knowledge by VI reading book, then discussed with the specialized teachers in information technology We didn‟t analyze the needs of the students, so actually the course book designed did not meet the work requirements after students‟ graduation - Q (5): One of our most common way when designing an ESP syllabus is conducting a needs analysis Do you think it is necessary? Why? + A: yes, I think so By analyzing students‟ needs, we know what students expect and based on that, the content of the syllabus will be more practical Also, the students‟ spirit in learning will be raised because the content is developed on the basis of their opinions - Q (6): If you are required to design an ESP course syllabus for intermediate vocational students of information technology, what tasks or activities should be included in the ESP course book? + A: Information technology is a hot field in recent years and it is expected to keep hot in upcoming years Our school is attracting more and more students each year, and we know that we have to update the new knowledge and adjust the program much more appropriate for students Some of the tasks I think should be included in the ESP syllabus are: + The first is to install and fix computer + The second is to translate IT documents + The third is to sell equipment + The fourth is to work with foreign partners - Q: Why you think these tasks or activities will be necessary for students of IT in their future work? + A: When discussing with specialized teachers in information technology, I know the goal of IT school for intermediate vocational level is that students can work as an IT technician after graduation I think those tasks are of general duties that an IT technician must be responsible for - Thank you for your sharing VII Teacher 2: - Q (1): How old are you? + A: I am 30 years old - Q (2): How long have you been teaching English? + A: I‟ve been teaching English for years - Q (3): What you think of ESP course book that you have taught? + A: The current course book, I think is too hard for students of intermediate vocational level I see that most of the students‟ English skills built up in high school are so bad, especially speaking and listening However, the course book now is spent too much spaces for reading skills It is actually inappropriate because after graduation, students are not likely to communicate at work - Q (4): Have you ever participated in the process of designing an ESP syllabus or writing an ESP course book? + A: No I haven‟t - Q: Have you done students‟ needs analysis when designing that syllabus or in your job? + A: No, I haven‟t But I have thought about students‟ needs during the time teaching ESP at information technology department However, I am not specialized in IT, so the duties of IT technicians are quite ambiguous to me - Q (5): One of our most common way when designing an ESP syllabus is conducting a needs analysis Do you think it is necessary? Why? + A: To design an ESP syllabus, needs analysis is very important because we cannot design a suitable one if we not clearly know what learners needs, what they have to in their job However, I think it is very challenging for English teachers like me to analyze students‟ needs, because we not have background knowledge in IT, neither being trained in this field Although I have thought a lot and started to many things for needs analysis, it is a pity that I have never officially any researches about this Maybe it is a VIII good suggestion for a scientific research in the future - Q (6): If you are required to design an ESP course syllabus for intermediate vocational students of information technology, what tasks or activities should be included in the ESP course book? + A: As for me, an ESP course book needs to cover the following tasks and activities: - Doing business with foreign customers - Greeting partners, clients - Making dialogues in daily life, at work - Saying prices, simple words related to IT field - Remembering terms related to IT - Writing, reading and understanding IT materials, commercial letters, invitation letters - Fixing equipment‟s faults, etc Q: Why you think these tasks or activities will be necessary for students of IT in their future work? + A: The State in recent years has encouraged the foreign groups and individuals to invest capital in Vietnam, so there is a great number of a company, joint-venture enterprises with foreign companies in our country Our students who have the opportunity to work in such environment need to meet foreign clients regularly, so they need to greet and communicate with them Some students may not work directly with foreigners, but they at least need to talk to them with simplest sentences As an IT technician in business firms, students need to remember words related to their job because they may come across these words in their job, or read email, messages, etc… They have to equip themselves with a certain number of vocabulary to understand what they read Students may prepare quotations, invitations, letters for foreign partners… They have to build competence to formulate, prepare those documents Moreover, an IT IX technician will involve in many stages in fixing computer expressed in English, so that the students have to be familiar with these duties - Thank you for your sharing Teacher 3: - Q (1): How old are you? + A: I am 26 years old - Q (2): How long have you been teaching English? + A: I‟ve taught English for years - Q (3): What you think of ESP course book that you have taught? + A: The current course book gives useful information for students of information technology, but for intermediate vocational students at HNCTE, I think the content is not suitable Most of the students have poor English skills, but the knowledge delivered is so difficult, not just in IT field, but also in the way of conveying information Moreover, English skills includes speaking, listening, reading and writing are distributed unevenly Reading skill is much more appreciated in comparison with the others - Q (4): Have you ever participated in the process of designing an ESP syllabus or writing an ESP course book? + A: No, I haven‟t - Q: Have you done students‟ needs analysis when designing that syllabus or in your job? + A: No, I haven‟t - Q (5): One of our most common way when designing an ESP syllabus is conducting a needs analysis Do you think it is necessary? Why? + A: In my opinion, we should carry out students‟ needs analysis to understand what they need, from which creating an appropriate syllabus for them Teachers can analyze the learners‟ needs in making an ESP syllabus; however, I not think it is easy because most English teachers are not trained in specialized fields and not background knowledge in these X fields, either - Q (6): If you are required to design an ESP course syllabus for intermediate vocational students of information technology, what tasks or activities should be included in the ESP course book? + A:I think some tasks should be appeared in an ESP course book for intermediate vocational students of information technology are installing computers and relevant equipment, responding to users‟ inquiries and questions, helping staff and clients when encountering IT related problem - Q: Why you think these tasks or activities will be necessary for students of IT in their future work? + A: Those are some of the main tasks of an IT technician in a business firm, especially in the integration of the world economy, many foreign companies have expanded their operation in Vietnam The needs of using English at work then become necessary IT technicians need to know English to work with foreign partners and customers - Thank you for your sharing XI ... during the time I worked on this study ii ABSTRACT This study aims at designing a task-based ESP syllabus for intermediate vocational students of information technology at Hanoi College of Technology. .. dissected in detail 18 CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STUDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS 2.1 The teaching and learning ESP at HNCTE Hanoi College of Technology. .. intermediate vocational students majoring in information technology at HNCTE: (i) Needs analysis (ii) Goals and objectives determining (iii) Tasks selecting and grading (iv) Organization of tasks