VIETNAM NATIONAL UNIVERSITY. HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES KIEU THI THU HA TIIE NON-MAJOR ENGLISII STUDENTS’ ATTITUDES TOWARDS TIITE ‘TEACHING OF ENGLISH IN ELECTRONICS READING AT HAI DUONG COLLEGE OF ECONOMICS AND TECIINOLOGY (Thái độ của sinh viễn không chuyên đối với việc dạy đọc hiểu tiếng Anh chuyên ngành Điện tử tại trưởng Cao dẳng Kinh tế - Kỹ thuật Hải Dương) MA. Field: English Teaching Methodclogy Code: 60 14 10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES KIEU THI THU HA THE NON-MAJOR ENGLISH STUDENTS? ATTITUDES TOWARDS THE TEACIING OF ENGLISILIN ELECTRONICS READING AT ILAI DUONG COLLEGE OF ECONOMICS AND TECHNOLOGY (Uhai độ của sinh viên không chuyên đối với việc dạy đạc hiểu tiếng Anh chuyên ngành Điện tử tại trường Cao đẳng Kinh tế - Kỹ thuật Ilãi Dương) MA. MINOR THESIS: Field: English Teaching Methodology Code: 60 1410 Cohort: MA 17 Supervisur: Phạm Minh Tâm, (MLEd.) Hanoi, 2010 LIST OF ABBREVIATIONS IICET: [ai Duong College of Economics and Technology GE: General English ESP: English for Specific Purposes KE: English in Electronics 11 3.
Recommendations for fnrther Research. 39 Reference Appendices A Sample Lesson Plan 12 PART A: INTRODUCTION L Rationale With the strong and rapid development of science and technology, more and more inventions are born and applied for daily life demands of human beings. The question is that all materials of advanocd technology arc in English while not all people in the world can use English smoothly, especially English in science and technology. Therefore, there is z growing demand for English teaching to meet the needs of learners who want fo “gain access to the required knowledge that is available, silhor exclusively or most readily, in English” (Munby, 1978, p.3) or ta serve other specific purposes.
This leads to English for specific purpose (ESP). Being aware of the importance of ESP, [ai Duong College of Economies and ‘Technology (ICT) has added ESP teaching for stnd s finishing General English wilh the aim thal ESP ean provide students with background knowledge, a system of tenns related to the fields which they are studying (economics, clecttical engineering and electronics) and more importantly, some approaches as well as (echniques of reading ESP inaterials, These will help them develop their own communicative competcnec and self— study on ESP materials, According to Carrell (1981, p.D, “reading is by far the most important of the four macro-skills, particularly in English as a second foreign language” thal is tru for General English and is extremely true for ESP in general and English in Electronics (EE) in particular, Thanks to ESP subject, the non-major English students can make extensive use of academic matetials written in English and then increase their professional knowledge in their spooiatizad fields, However, ESP reading teaching in general and EE reading teaching at HCET in particular remains teacher-centered, and for many Unglish language teachers, ESP reading teaching means teaching terminologies. ‘his can be rooted in the Vietnamese traditional philosophy of education who views a knowledge transmission as the ultimate goal of the education process. In this roccss, students are passive and they lear whatever teachers “pour”.
As a result, not only knowledge but also learning styles are imposed an students by teachers. What is more, when they face up with new materials with new terminologics, they do not know how to sort them out, A stady on the non- major English students’ attitudes towards the teaching of EE reading is the first reason why 1 chose this topic. Another reason is related to my personal profession. Despite being a student who graduated from Ha Noi University of Technology, Department for English in Science and Technology, I have realized that how to make ESP reading teaching satisfactory to students is really a great challenge facing every (cacher of English, Since graduation, T have beon harmisd by the qnestion of how to deal with English in Electronics reading more efitotively at my college.
The answer to this question woutd be of great help to myself as well as to my colleagues. { hope that these following evidenecs of students’ expectations will help tcachers have the besl ways of (caching EE reading. English in Electronics. Approaches to Teach EE Reading.
Grammar — Translation Approach 10 1. Communicative Language ‘leaching Approach. Content-Bassd Approach. Tik-Bascd ApDroadlL.
cà co nh hnhreere 12 1. Techniques to Teach EE Reading 1. In Pra-Reading. In While-Reading.
In Post-Reading. PSP Couns und the Objectives of the Teaching of FR Reading si HCET. The Background of the EE. Classroom al TICET 16 2.1, The Teachers” Problams.2, The Students’ Problems.
Description of Participants. Data Collection Procedure. Recommendations for fnrther Research. 39 Reference Appendices A Sample Lesson Plan 11 3.
Recommendations for fnrther Research. 39 Reference Appendices A Sample Lesson Plan 12 PART A: INTRODUCTION L Rationale With the strong and rapid development of science and technology, more and more inventions are born and applied for daily life demands of human beings. The question is that all materials of advanocd technology arc in English while not all people in the world can use English smoothly, especially English in science and technology. Therefore, there is z growing demand for English teaching to meet the needs of learners who want fo “gain access to the required knowledge that is available, silhor exclusively or most readily, in English” (Munby, 1978, p.3) or ta serve other specific purposes.
This leads to English for specific purpose (ESP). Being aware of the importance of ESP, [ai Duong College of Economies and ‘Technology (ICT) has added ESP teaching for stnd s finishing General English wilh the aim thal ESP ean provide students with background knowledge, a system of tenns related to the fields which they are studying (economics, clecttical engineering and electronics) and more importantly, some approaches as well as (echniques of reading ESP inaterials, These will help them develop their own communicative competcnec and self— study on ESP materials, According to Carrell (1981, p.D, “reading is by far the most important of the four macro-skills, particularly in English as a second foreign language” thal is tru for General English and is extremely true for ESP in general and English in Electronics (EE) in particular, Thanks to ESP subject, the non-major English students can make extensive use of academic matetials written in English and then increase their professional knowledge in their spooiatizad fields, However, ESP reading teaching in general and EE reading teaching at HCET in particular remains teacher-centered, and for many Unglish language teachers, ESP reading teaching means teaching terminologies. ‘his can be rooted in the Vietnamese traditional philosophy of education who views a knowledge transmission as the ultimate goal of the education process. In this roccss, students are passive and they lear whatever teachers “pour”.
As a result, not only knowledge but also learning styles are imposed an students by teachers. What is more, when they face up with new materials with new terminologics, they do not know how to sort them out, A stady on the non- major English students’ attitudes towards the teaching of EE reading is the first reason why 1 chose this topic. Another reason is related to my personal profession. Despite being a student who graduated from Ha Noi University of Technology, Department for English in Science and Technology, I have realized that how to make ESP reading teaching satisfactory to students is really a great challenge facing every (cacher of English, Since graduation, T have beon harmisd by the qnestion of how to deal with English in Electronics reading more efitotively at my college.
The answer to this question woutd be of great help to myself as well as to my colleagues. { hope that these following evidenecs of students’ expectations will help tcachers have the besl ways of (caching EE reading. 12 PART A: INTRODUCTION L Rationale With the strong and rapid development of science and technology, more and more inventions are born and applied for daily life demands of human beings. The question is that all materials of advanocd technology arc in English while not all people in the world can use English smoothly, especially English in science and technology.
Therefore, there is z growing demand for English teaching to meet the needs of learners who want fo “gain access to the required knowledge that is available, silhor exclusively or most readily, in English” (Munby, 1978, p.3) or ta serve other specific purposes. This leads to English for specific purpose (ESP). Being aware of the importance of ESP, [ai Duong College of Economies and ‘Technology (ICT) has added ESP teaching for stnd s finishing General English wilh the aim thal ESP ean provide students with background knowledge, a system of tenns related to the fields which they are studying (economics, clecttical engineering and electronics) and more importantly, some approaches as well as (echniques of reading ESP inaterials, These will help them develop their own communicative competcnec and self— study on ESP materials, According to Carrell (1981, p.D, “reading is by far the most important of the four macro-skills, particularly in English as a second foreign language” thal is tru for General English and is extremely true for ESP in general and English in Electronics (EE) in particular, Thanks to ESP subject, the non-major English students can make extensive use of academic matetials written in English and then increase their professional knowledge in their spooiatizad fields, However, ESP reading teaching in general and EE reading teaching at HCET in particular remains teacher-centered, and for many Unglish language teachers, ESP reading teaching means teaching terminologies. ‘his can be rooted in the Vietnamese traditional philosophy of education who views a knowledge transmission as the ultimate goal of the education process.
In this roccss, students are passive and they lear whatever teachers “pour”. As a result, not only knowledge but also learning styles are imposed an students by teachers. What is more, when they face up with new materials with new terminologics, they do not know how to sort them out, A stady on the non- major English students’ attitudes towards the teaching of EE reading is the first reason why 1 chose this topic. Another reason is related to my personal profession.
Despite being a student who graduated from Ha Noi University of Technology, Department for English in Science and Technology, I have realized that how to make ESP reading teaching satisfactory to students is really a great challenge facing every (cacher of English, Since graduation, T have beon harmisd by the qnestion of how to deal with English in Electronics reading more efitotively at my college. The answer to this question woutd be of great help to myself as well as to my colleagues. { hope that these following evidenecs of students’ expectations will help tcachers have the besl ways of (caching EE reading. Recommendations for fnrther Research.
39 Reference Appendices A Sample Lesson Plan 2, Aims of the Study The sludy aims at: © To investigate into students’ alliludes towards the teaching of Fnglish in Rlectronics reading, at Hai Duong College of Economies and Technology, © To find out in what ways the teacher can make their reading teaching more suitable to the students’ expectations. To achieve the aims of the study, the following specific objectives were established: © Firstly, to find out how EE reading is approached at HCET as well as the students’ attitudes towards English in Electronics reading. ‘his may affect the effectiveness of EE reading © Secondly, to understand the students’ views on the current teaching of English in Flectronies reading al HCET to asser!
