VIETNAM NATIONAL UNIVERSITY, IIANOL UNLVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES DINH THI TUYET THOA DIFFICULTIES IN READING “ENGLISII FOR FINANCE” OF THE SECOND-YEAR-STUDENTS OF ACCOUNTING DEPARTMENT AT HANOI VOCATIONAL TRAINING COLLEGE FOR ELECTRO-MECHANICS TIM HIỂU NHỮNG KHÓ KHĂN TRONG VIỆC ĐỌC HIỂU TIẾNG ANII CIUYÊN NGÀNIICỦA SINII VIÊN NĂM THỨ HAI KHOA KE TOAN CUA TRUONG CAO DANG NGHE CO DIEN HA NOL M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi— 2011 VIETNAM NATIONAL UNIVERSITY, IIANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES. FACULTY OF POST-GRADUATE STUDIES DINH THI TUYET THOA DIFFICULTIES IN READING “ENGLISH FOR FINANCE” OF ‘THE SECOND-YEAR-STUDENTS OF ACCOUNTING DEPARTMENT AT HANOI VOCATIONAL TRAINING COLLEGE FOR ELECTRO-MECHANICS TIM HIEL NHUNG KHO KHAN TRONG VIEC DOC HIEU TIENG ANH CHUYEN NGANH CUA SINH VIEN NAM THU HAI KHOA KE TOAN CỦA TRƯỜNG CAO BANG NGHỆ CƠ ĐIỆN HÀ NỌI M.A MINOR THESIS Wield: English caching Mcthodology Code: 601410 Supervisor: Dr. Duong Thi Hanoi— 2011 iv LIST OF ABBREVIATION ESP Lnglish for Specific Purposes FOP. English for Occupational Purposes EAP: English for Academic Purposes EEP English for Educational Purposes GE General English TT Trformion Teclmology HVTCEM: Hanoi Vocational Training College for Electro-Mechanics 4.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41.
From the teachers, 4. From the leaIT9Ts. cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology.
Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4. Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching. ‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy.
CTIAPTER FIVE: RECOMMENDATIONS. 31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2. Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41. From the teachers, 4.
From the leaIT9Ts. cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology. Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4.
Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching. ‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy. CTIAPTER FIVE: RECOMMENDATIONS.
31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2. Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology. 42 1 Summary of the findings. Limitation of the study and suggestion for further study B REFERENCES 44 APPENDICES Appendix 1: Phiểu điều tra nghiên cứu I Appendix 2: Interview questions for teachers v Appendix 3: List of topics in the couse back NI Appendix 4: Unit 17: Firancial statements vụ Appendix 5: Translated version of the survey questionnaire for students TX vii CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL TRAINING COLLEGE FOR ELECTRO-MECHANICS.
The teachers and their methods of teaching. The students and their backeround knowledge. The teaching and leaming English at IINVTCEM. General review of the couse book “English for Finance”.
Rationale for choosing the course book and objectives of the course. Topies, lonminologics and grarumatical structures.3, Characteristies of reading texts. CHAPTER 3: RESEARCH METHODOLOGY. The data collection methodi.
chưng uc 3. The data collection procedins. Data analy8is,. CTIAPTER 4: FINDINGS ANT) DISCUSSION 4,1.
Discussion of the results collected by means of the questionnarre.1, Students’ attitude towards TSP reading. Students’ perception on the purposes of reading lessons 4. Students’ focus when learning English for Finance. Students” difficulties in leaming reading English for liinance.
In term of reading skills 4. In tem 0fV@€äbtlaY. In term of grammar. - To investigate the present situation of teaching and learning reading Linglish for Linanee sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance.
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills. Itis hoped that the findings from this study will be some benefits to teachers and students ai TIVTCFM. Research questions In order to achieve the aims mentioned above, two research questions were raised: - What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance? - To what extent do the teachers” teaching methods help learners overcome the difficulties and improve their RSP reading skills? 4. Methods of research With the aims of finding out the areas of the difficulties in reading Linglish for Linanoe at HVTCEM, this study adapls a survey research.
To achieve this aim, the smvey questionnaire uscd as the main instrument to collect the nocded data fiom the leamers, Besides, other instruments are also made used of such as the researcher’s observation, joumal keeping as well as inlerview questions wilh the other 6 teachers of the College 5. Scope of the study ‘The study mainly focuses on some difficulties in USP reading experienced by the second yoar sludents of Accounting al HVTCEM, and then suggests some techniques to help thơm overcome these difficulties and to improve their ESP reading skill. Organization of the study This study consists of three main parts: Introduction, Development and Conclusion. The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research questions, the methods, and the scope of the study.
‘The second part comprises five chapters. Chapter one deals with the theoretical background relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and leaming, difficulties in ESP reading. Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM. Chapter three presents the research methodology, 4.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41.
From the teachers, 4. From the leaIT9Ts. cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology.
Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4. Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching. ‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy.
CTIAPTER FIVE: RECOMMENDATIONS. 31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2. Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology. vi TABLE OF CONTENTS Statement of authorship.
Acknowledgement List of abbreviations. Lisl of figures, lables and chiarts. Aims of the study. Scope of the siuly Bk 6.
Orgunizations of tho sindy. CHAPTER 1: LITERATURE REVIEW 1. Basic concepts about ESP & 1. Definitions of ESP.
Types of ESP. Reading in ESP teaching and leamnin, 1.1, Reading skills in EBP. ESP teachers and their roÌes. St nh khe 1.
ESP students and thei roles.4, ESP reading materials and their rolas 1. Difficulties in ESP reading,.c ch hư Oo Gœ 1.1, Reading skill problem. Cultural background knowlzdge problemn.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41. From the teachers, 4.
From the leaIT9Ts. cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology. Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4.
Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching. ‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy. CTIAPTER FIVE: RECOMMENDATIONS.
31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2. Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41. From the teachers, 4. From the leaIT9Ts.
cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology. Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4. Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching.
‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy. CTIAPTER FIVE: RECOMMENDATIONS. 31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2.
Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology. 42 1 Summary of the findings. Limitation of the study and suggestion for further study B REFERENCES 44 APPENDICES Appendix 1: Phiểu điều tra nghiên cứu I Appendix 2: Interview questions for teachers v Appendix 3: List of topics in the couse back NI Appendix 4: Unit 17: Firancial statements vụ Appendix 5: Translated version of the survey questionnaire for students TX 4.4, In term of eultural background knowledgc.5, The eauses for these difficulties in learning reading English for Finance 4.1, From the reading materials 41. From the teachers, 4.
From the leaIT9Ts. cà in thoi 4. The leamers” expectation in term of materials 4.7, The lcamers’ expectation in tem of methodology. Discussion of the result collected by means of the interview, classroom observation and journal keeping, 4.
Toachers’ altitude towards ESP reading.2, Teachers’ opinion on the course book they are teaching. ‘Tsachers’ focus when teaching reading Linglish for Linanee 4.4, Teachers’ loctutiques to teach students it reading English for Finance.5, Teachers’ difficulties in teaching reading English for Finance. In term of euliural background knowledge 4.2, In term of methodalogy. CTIAPTER FIVE: RECOMMENDATIONS.
31, Trainang students to become efficient r2adetS.1 Improving students with different rcading sưatcgies.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance 2. Developing English for Finance reading matetials SA Improving teachers’ professional knowladye about economics, Improving teachers’ teaching methodology. vii CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL TRAINING COLLEGE FOR ELECTRO-MECHANICS. The teachers and their methods of teaching.
The students and their backeround knowledge. The teaching and leaming English at IINVTCEM. General review of the couse book “English for Finance”. Rationale for choosing the course book and objectives of the course.
Topies, lonminologics and grarumatical structures.3, Characteristies of reading texts. CHAPTER 3: RESEARCH METHODOLOGY. The data collection methodi. chưng uc 3.
The data collection procedins. Data analy8is,. CTIAPTER 4: FINDINGS ANT) DISCUSSION 4,1. Discussion of the results collected by means of the questionnarre.1, Students’ attitude towards TSP reading.
