TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLES OF CONTENTS. 1 LIST OF ABBREVIATIONS. 4 LIST OF TABLES AND CHARTS. Structure of the thesis.
11 CHAPTER 2 - LITERATURE REVIEW. Difference between syllabus and curriculum. Types of syllabus. Functional/ notional syllabus.
Structural/ grammatical syllabus. Task-based syllabus. Skill-based syllabus. Content-based syllabus.
Mixed/ layered syllabus. Theme-based syllabus. The process of needs analysis. Kinds of needs.
Effects of needs analysis on ESP syllabus. Selecting themes and planning thematic units. Topics or Themes selection. Topics or Themes grading.
Thematic units planning. A* Star Scholarship and the structure of the selection test. The structure of the selection test. 34 CHAPTER 3 – METHODOLOGY AND PROCEDURES.
Research subjects and site. Methods of data collection. Questionnaires administration procedure. 44 CHAPTER 4 - FINDINGS AND DISCUSSION.
Data analysis from teachers. Teachers‟ perceptions of the tests and students‟ performance. Teachers‟ perceptions of students‟ listening and speaking skill……. Teachers‟ perceptions of the reading comprehension texts.
Teachers‟ perceptions of the writing skill. Teachers‟ advice for students on the four skills. Data analysis from students. Students‟ perceptions of the A* Star selection test.
Students‟ difficulties in doing the selection test. Students‟ experience and preparations for the test. Students‟ experience and preparations for the Listening and Speaking skill. Students‟ experience and preparations for the reading skill.
Students‟ experience and preparations for the writing skill. Students‟ experience for the overall preparation. Teachers‟ responses to the English selection test. Students‟ common mistakes in the interview.
Students‟ responses to the English selection test. The difficulties students met during the test. Sample syllabus for grade 9 gifted students at NTP School…………. Target learners and other contextual factors…………………………… 66 4.
Approaches, goals, objectives of the syllabus…………………………. The syllabus for grade 9 gifted students. Sample units for grade 9 gifted students. Description of experimental teaching.
Responses of teachers. Responses of students. 74 CHAPTER 5 – CONCLUSION AND IMPLICATIONS. Summary of key findings.
For administrators at NTP School. For teachers at NTP School. For grade 9 students. Contributions of the Study.
Limitation of the Study. 88 APPENDICES Appendix A: Questionnaire for teachers Appendix B: Questionnaire for students Appendix C: Feedback sheet Appendix D: Questions for interview Appendix E: Observation sheet Appendix F: Sample units Appendix G: Reliability analysis of the questionnaires for teacher Appendix H: Reliability analysis of the questionnaires for students 3 LIST OF ABBREVIATIONS ESP : English for Specific Purposes QA : Questionnaire A QB : Questionnaire B QC : Questionnaire C TOEFL : Test of English as a Foreign Language IELTS : International English Language Testing System NTP : Nguyen Tri Phuong RI : Raffles Institution MCQs: : Multiple choice questions N : Number SPSS : Statistical Package for the Social Sciences SD : Standard Deviation Mean : Mean Score SEAMEO : The Southeast Asian Ministers of Education Organization 4 LISTS OF FIGURES Page Figure 2. The Needs Assessment Cycle…………………………………. ……26 LISTS OF TABLES Table 3.3: Summary of clusters for teachers .4: Summary of clusters for students .1: The reliability of the questionnaire……………………………………45 Table 4.2: The mean score of the questionnaire for teacher .3: Teachers‟ perceptions of the tests and students‟ performance .4: Teachers‟ perceptions of students‟ listening and speaking skill .5: Teachers‟ perceptions of the reading comprehension texts .6: The mean score of teachers‟ advice for students…….7: Teachers‟ advice for students on the four skills .8: Mean score of questionnaire for students………………………… .9: Students‟ perception of the A* Star selection Test…………… .10: Students‟ experience and preparations for the listening and speaking skill………………………………………………………………… …55 Table 4.11: Students‟ experience and preparations for the writing skill…… …56 Table 4.12: Students‟ experience for the overall preparation……………… ….14: The type of tests and evaluation………………………………… .15: The English Syllabus for grade 9 students at NTP School……… .16: The viewpoints of NTP teachers on the lessons ……………… .17: Teachers‟ suggestions to improve the quality of teaching and learning……………………………………………………………………… ……73 Table 4.18: The level of English proficiency of grade 9 gifted students .19: The viewpoints of grade 9 gifted students on the lessons……… .75 5 LISTS OF CHARTS Chart 4.1: Teachers‟ perceptions of the writing skill .2: Teachers‟ advice for students on overall preparation …… .3: Students‟ difficulties in doing the selection test .4: Students‟ experience and preparations for the reading skill .5: Teachers‟ comments on the experimental teachings .6: Students‟ suggestions to improve the quality of teaching and learning.
77 6 ABSTRACT This thesis aims to investigate the current needs of A* Star Scholarship in Singapore. A syllabus is designed to meet the needs and then some thematic units for grade 9 gifted students at Nguyen Tri Phuong Junior High School are developed. The data are collected by means of questionnaires and interviews. Seventy-five questionnaires are delivered and returned, and nineteen interviews are conducted with two groups of participants: 14 NTP students in Raffles and 5 Raffles teachers.
The findings reveal the purpose, the current needs of A* Star Scholarship, the format and the themes frequently used in the tests. Besides, the ex-students and Raffles teachers give worthy experiences and advice. After taking many factors into consideration, theme-based syllabus is chosen as the most suitable to the current needs for grade 9 students at NTP School. Limitations and suggestions for further research are also included in the hope that more convincing and reliable conclusion will be drawn out in the field of teaching and learning English to take A* Star Scholarship in Singapore.
Rationale In the time of globalization, English is becoming the “accepted international language of technology and commerce” (Hutchinson and Waters, 1987, p23); people everywhere are learning it enthusiastically. As Tran (2000) remarks, “more and more countries are making their lingua franca to communicate with the rest of the world- not only with native English-speaking but also non-native English speaking countries in international setting” (p. In fact, English is so widely spoken and referred to as the "lingua franca" of the modern era. In Vietnam, since the economic open-door policy pursued by the Government has increased the number of English- speaking people who are expected to be the main assistants helping Vietnam easily keep up with developed countries in the world, English has been geared as one of the most important subjects in high school education in Vietnam.
Following with the globalization, many students are also seeking for better education in English-speaking countries namely the United States, United Kingdom, Canada or Singapore, where the educational systems have been recognized for years. Thus, the need of learning English is even more emphasized. In an interview with Vietnam News (2004) about the situation of English language education in Vietnam and opportunities for Vietnamese students today, Assistant Professional Do Huy Thinh, Director of the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Training Centre, claims that globalisation, since its interception, has changed the world. Nations, cultures and races start mixing with the others, and education is no exception.
More and more chances are now opened up for students from any countries to study in other more well-developed education environment. This is incredibly popular in Vietnam nowadays. Integrating with this trend, Nguyen Tri Phuong Junior High School in Hue City and Raffles Institution in Singapore as premier secondary schools in Vietnam and 8 Singapore respectively, have an added responsibility to develop students with a global outlook. Nguyen Tri Phuong Junior High School is one of the old famous schools that has large number of gifted students.
It is the unique junior high school in Hue City where students are carefully selected through a strict entrance exam and their academic performance in their primary education. Thanks to the cooperation of Nguyen Tri Phuong (NTP) Junior High School with Raffles Institution, many NTP students have received the A* Star Scholarships to pursue their secondary education in Singapore. According to the feedbacks from previous batches of students who are studying in RI, the education in Singapore is indeed a good chance for Vietnamese students as they integrate with many international friends and learn to be more independent. Albeit with the keen interest of the students in this scholarship as well as their effort to prepare for the selection, only 25 students, including 16 boys and 9 girls, were chosen in the past six years.
This number is relatively low in comparison with other cities like Hanoi, Da Nang or Ho Chi Minh City [73]. As a teacher at this school, who is doing research on A* Star Scholarship, I would like to specially design an English syllabus which will help gifted students who are potential but lack English proficiency to take up the scholarship. Basing on the experience of the previous batches of students and teachers from Raffles Institution, this research aims to design an appropriate syllabus which helps to boost the four skills – listening, speaking, reading and writing – for the future students in order to better prepare them for the selection of the A* Star Scholarship. This research is carried out by investigating the current needs, to design an ESP syllabus and to develop some sample units for grade 9 students at Nguyen Tri Phuong 9 School.
In addition, experimental teaching of the two sample units in a class at Nguyen Tri Phuong will be done to gather feedback from students and work towards more effective teaching methods and techniques. Research aims This study aims to: - investigate the current needs for A Star* Scholarship English Test preparation - explore the challenges that previous students faced in English Test. - get information about themes, essential language skills and language focus for a syllabus. - find out how to design a theme-based syllabus and develop some theme-based sample lessons for grade 9 gifted students to take A Star* Scholarship English Test.
- design a theme-based syllabus and develop some theme-based sample lessons as a suggestive teaching and learning material for grade 9 gifted students at Nguyen Tri Phuong School for A Star* Scholarship English Test preparation 1. What are the current needs for an expected English syllabus for A Star* Scholarship English Test preparation? 2. What should be included in an English syllabus for grade 9 students at Nguyen Tri Phuong School? 3. What are the students and teachers‟ feedbacks on some sample lessons in the suggested syllabus? What modifications should be made? 1.4 Research significance It is hoped that the findings of the study will contribute to the teaching and learning English at Nguyen Tri Phuong Junior High School in Hue City.
A theme-based syllabus constructed upon current needs and the experience and advice of previous and teachers in Raffles Institution in Singapore will enhance students‟ knowledge and skills English. It will provide NTP teachers with a syllabus that meets specific needs of learners and some sample lessons as suggestive teaching materials. It is expected 10 that the students will get good results in taking the A Star* Scholarship English Test. Moreover, for personal development, the researcher can gain valuable experience and knowledge by doing this research.
Structure of the thesis This thesis consists of five chapters: Chapter 1: Introduction This chapter introduces general information of the research consisting of rationale, aims, importance, research questions and the organization of the study. Chapter 2: Literature review Chapter two presents relevant background theories as well as the researcher‟ point of view on the examined issue. Chapter 3: Methodology In this chapter, the issues such as methodology, participants, procedures of the research and data collection as well as explanations for the author‟s employment of those instruments in the research are also given. Chapter 4: Findings and Discussions This chapter reports on the findings from questionnaires and interviews with teachers and students at NTP School and Raffles Institution.