Khóa luận tốt nghiệp a study on accounting and business management students difficulties in learning esp vocabulary at vietnam national university of agriculture

Khóa luận nghiên cứu khó khăn của sinh viên kế toán và quản trị kinh doanh khi học từ vựng tiếng Anh chuyên ngành tại Đại học Nông nghiệp Việt Nam.

• Tác giả: Vu Thi Mai
• Người hướng dẫn: Nguyen Thi Ngoc Thu, M.A
• Trường học: Vietnam National University of Agriculture
• Chuyên ngành: English
• Đề tài: A study on Accounting and Business Management students’ difficulties in learning ESP vocabulary at Vietnam National University of Agriculture
• Loại tài liệu: thesis
• Năm xuất bản: 2021
• Địa điểm: Hanoi

Mục lục chi tiết

• CERTIFICATE OF ORIGINALITY
• TABLE OF CONTENTS
• LIST OF ABBREVIATION
• LIST OF TABLES
• 1. PART 1: INTRODUCTION
• 1.1. RATIONALE FOR THE STUDY
• 1.2. AIMS AND OBJECTIVES OF THE STUDY
• 1.3. RESEARCH QUESTIONS
• 1.4. SCOPE OF THE STUDY
• 1.5. SIGNIFICANCE OF THE STUDY
• 1.6. DESIGN OF THE STUDY
• 2. PART 2: DEVELOPMENT
• 2. CHAPTER 1: LITERATURE REVIEW
• 2.1. REVIEW OF PREVIOUS STUDIES (AT HOME/ABROAD)
• 2.2. REVIEW OF THEORETICAL BACKGROUND
• 2.2.1. Statement of theoretical framework chosen
• 2.2.2. Definition and classification of ESP
• 2.2.3. Vocabulary
• 3. CHAPTER 3: FINDINGS AND DISCUSSIONS
• 3.1. QUESTIONNAIRE FOR TEACHERS
• 3.2. QUESTIONNAIRE FOR STUDENTS
• 3.3. Subjective reasons from the students' side
• 3.4. Objective reasons from the environment and other issues
• 3.5. FINDINGS AND DISCUSSIONS
• 3.5.1. Findings and discussions to the teachers
• 3.5.2. Findings and discussions to the students
• 3.5.3. Findings and discussions to the Vietnam Universities, Vietnam Ministry of Education and Training, Vietnam State and Authorities Universities
• 3.6. LIMITATIONS OF THE STUDY
• 3.7. SUGGESTIONS FOR FURTHER STUDY
• 4. PART 3: CONCLUSION
• REFERENCES
• APPENDICES

Tóm tắt

I. Khó khăn trong việc học từ vựng tiếng Anh

Nghiên cứu chỉ ra rằng sinh viên kế toán và quản trị kinh doanh tại Đại học Nông nghiệp Việt Nam gặp nhiều khó khăn trong việc học từ vựng tiếng Anh chuyên ngành. Các khó khăn này bao gồm việc thiếu vốn từ vựng, không hiểu nghĩa của từ, sợ nói sai và không biết cách viết từ. Những vấn đề này ảnh hưởng nghiêm trọng đến khả năng sử dụng tiếng Anh trong môi trường học thuật và công việc tương lai.

1.1. Thiếu vốn từ vựng

Một trong những khó khăn học tiếng Anh chính là việc thiếu vốn từ vựng. Sinh viên thường không có đủ từ vựng cần thiết để hiểu và sử dụng trong các tình huống chuyên ngành. Điều này dẫn đến việc họ không thể diễn đạt ý kiến một cách rõ ràng và chính xác.

1.2. Không hiểu nghĩa của từ

Nhiều sinh viên gặp khó khăn trong việc hiểu nghĩa của các từ vựng chuyên ngành. Điều này làm giảm hiệu quả học tập và khả năng áp dụng kiến thức vào thực tế. Việc không hiểu nghĩa từ cũng khiến sinh viên mất tự tin khi giao tiếp.

II. Nguyên nhân khách quan và chủ quan

Các nguyên nhân gây ra khó khăn học từ vựng tiếng Anh được chia thành hai nhóm chính: nguyên nhân chủ quan từ phía sinh viên và nguyên nhân khách quan từ môi trường học tập. Cả hai nhóm nguyên nhân này đều có tác động đáng kể đến quá trình học tập của sinh viên.

2.1. Nguyên nhân chủ quan

Nguyên nhân chủ quan bao gồm việc sinh viên thiếu động lực học tập, không dành đủ thời gian cho việc học từ vựng và không có phương pháp học hiệu quả. Nhiều sinh viên cũng không nhận thức được tầm quan trọng của việc học từ vựng chuyên ngành.

2.2. Nguyên nhân khách quan

Nguyên nhân khách quan bao gồm việc thiếu tài liệu học tập phù hợp, phương pháp giảng dạy chưa hiệu quả và môi trường học tập không hỗ trợ đầy đủ. Các yếu tố này làm tăng thêm áp lực và khó khăn cho sinh viên.

III. Giải pháp và phương pháp học hiệu quả

Để khắc phục khó khăn học từ vựng tiếng Anh, nghiên cứu đề xuất một số giải pháp học từ vựng và phương pháp học tiếng Anh hiệu quả. Các giải pháp này bao gồm việc cải thiện phương pháp giảng dạy, tăng cường tài liệu học tập và khuyến khích sinh viên tự học.

3.1. Cải thiện phương pháp giảng dạy

Giảng viên cần áp dụng các phương pháp giảng dạy linh hoạt và hiệu quả hơn, như sử dụng công nghệ thông tin và tạo môi trường học tập tương tác. Điều này giúp sinh viên tiếp thu kiến thức một cách dễ dàng và hiệu quả hơn.

3.2. Khuyến khích tự học

Sinh viên cần được khuyến khích tự học và tìm kiếm tài liệu học tập phù hợp. Việc tự học không chỉ giúp sinh viên nâng cao vốn từ vựng mà còn phát triển kỹ năng tự nghiên cứu và giải quyết vấn đề.

IV. Ý nghĩa và ứng dụng thực tiễn

Nghiên cứu này không chỉ giúp hiểu rõ hơn về khó khăn của sinh viên kế toán và quản trị kinh doanh trong việc học từ vựng tiếng Anh chuyên ngành mà còn đưa ra các giải pháp thiết thực để cải thiện tình hình. Các kết quả nghiên cứu có thể được áp dụng trong việc thiết kế chương trình học và phương pháp giảng dạy tại Đại học Nông nghiệp Việt Nam.

4.1. Ý nghĩa lý thuyết

Nghiên cứu cung cấp cái nhìn sâu sắc về các yếu tố ảnh hưởng đến việc học từ vựng chuyên ngành, từ đó góp phần vào việc phát triển lý thuyết về giảng dạy tiếng Anh chuyên ngành.

4.2. Ứng dụng thực tiễn

Các giải pháp được đề xuất trong nghiên cứu có thể được áp dụng trực tiếp vào thực tế giảng dạy, giúp cải thiện chất lượng học tập của sinh viên và nâng cao hiệu quả giảng dạy của giảng viên.

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VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON ACCOUNTING AND BUSINESS MANAGEMENT STUDENTS’ DIFFICULTIES IN LEARNING ESP VOCABULARY AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN NGÀNH KẾ TOÁN VÀ QUẢN TRỊ KINH DOANH TRONG VIỆC HỌC TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : VU THI MAI Major : ENGLISH Supervisor : NGUYEN THI NGOC THU, M.A Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A study on Accounting Business Management students’ difficulties in learning ESP vocabulary at VNUA submitted in partial fulfillment of the requirementsfor the degree of Bachelor in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 Vu Thi Mai Approved by SUPERVISOR (Signature and full name) Date:……………………. i TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY.

i TABLE OF CONTENTS. ii LIST OF ABBREVIATION…………………………………………………. iv LIST OF TABLES. vii Part 1: INTRODUCTION.

RATIONALE FOR THE STUDY. AIMS AND OBJECTIVES OF THE STUDY. SCOPE OF THE STUDY. SIGNIFICANCE OF THE STUDY.

DESIGN OF THE STUDY .6 Chapter 1: LITERATURE REVIEW. REVIEW OF PREVIOUS STUDIES (AT HOME/ABROAD). REVIEW OF THEORETICAL BACKGROUND. Statement of theoretical framework chosen.

Review of theoretical preliminaries employable as tools for conducting the thesis. RESEARCH GOVERNING PRINCIPLE. Principles/ criteria for data collection and data analysis .17 Chapter 3: FINDINGS AND DISCUSSIONS. QUESTIONNAIRE FOR TEACHERS……………………………….

QUESTIONNAIRE FOR STUDENTS……………………………. Subjective reasons from the students' side……………………………. Objective reasons from the environment and other issues………. FINDINGS AND DISCUSSIONS…………………………………….

Findings and discussions to the teachers…………………………. Findings and discussions to the students…………………………. Findings and discussions to the Vietnam Universities, Vietnam Ministry of Education and Training, Vietnam State and Authorities Universities…38 3. LIMITATIONS OF THE STUDY.

SUGGESTIONS FOR FURTHER STUDY. 45 iii LIST OF ABBREVIATION ESP: English for Specific Purposes EFL: English as a Foreign Language ESL: English as a Second Language EST: English for Science and Technology EBE: English for Economics and Business ESS: English for Social Sciences EAP: English for Academic Purposes EOP: English for Occupational Purposes VNUA: Vietnam National University of Agriculture iv ABSTRACT Nowadays, with the development of globalization and economic integration, economics and related issues have become one of the most talked about topics all over the world. Therefore, English for Specific Purposes (ESP) is a promising branch of English Language Teaching. The purposes of the ESP course are to provide learners with the English language used in the specialty, often presented in jargon.

While much effort has been focused on teaching vocabulary, the difficulty for students of Accounting and Business Management in learning ESP vocabulary has not been sufficiently drawn to attention. By highlighting the lack of related studies in ESP establishment in Vietnam, this paper is one of the first studies on ESP vocabulary of Accounting and Business Management students in Vietnam National University of Agriculture through difficulties, causes and solutions. Thanks to a flexible combination of quantitative and qualitative methods, valid results can be obtained from the research. The questionnaire was used as a data collection tool to identify the most common challenges during the three weeks of understanding, memorization, and application.

119 students majoring in Accounting and Business Management were selected as study participants. The reason for their difficulty is classified into subjective causes and objective causes. Solutions proposed by students and teachers are also provided in the study. v LIST OF TABLES Table 1: The difficulty of ESP vocabulary under the teacher's assessment.18 Table 2: Teacher's assessment of students' current situation of learning ESP vocabulary in Accounting and Business Management .19 Table 3: Assessing English vocabulary is difficult for student.20 Table 4: Where do students come from? .21 Table 5: The time when students seriously study English.

Students' scores at the end of the first semester of the academic year 2020-2021 for the general English 1 (or English 2) course.22 Table 7: Favorite level of learning English vocabulary for Accounting and Business Management .23 Table 8: Do Accounting and Business Management’s students find it difficult when learning ESP vocabulary .25 Table 9: Students' ability to remember vocabulary .25 Table 10: How often students learn English vocabulary in high school? .26 Table 11: Students' stress levels before and during the ESP vocabulary lesson .28 Table 12: Difficulties of students when learning ESP vocabulary. Lack of vocabulary. Don't know the meaning of the word. Afraid to speak for fear of being wrong.

Don't know how to write words .32 vi Part 1: INTRODUCTION 1. RATIONALE FOR THE STUDY In the general development of the world, the trend of globalization and development cooperation is inevitable. Accordingly, English is considered an international language and a means of international communication commonly used in the world. Like a useful means, a bridge connecting each individual to the world, English makes anyone feel more confident in a challenging life in the market economy development as present.

Vietnam is a developing country and English is an effective support tool for the integration and cooperation to access the world's advanced working environment and technology. Since 2015, the ASEAN community has been deployed, this is an opportunity as well as a challenge for Vietnam. After 2015, national barriers were removed, replaced by the multicultural international integration environment of the countries in the community, leading to problems of freedom of movement and the need to find jobs in the community many areas. At the Accounting and Business Management at Vietnam National University of Agriculture, ESP is an important subject in order to provide Accounting and Business Management students with specialized English terms and help students consolidate and strengthen professional knowledge through lessons with major-related content in English.

Based on the characteristics of the future career, the faculty has developed appropriate goals for the subject of English majoring in accounting and selected the textbook "English for Accounting and Business Management" to use for teaching the subject. The curriculum mainly focuses on reading comprehension (theory) and writing skills (practical exercises). The curriculum is used to teach 119 Accounting and Business Management students, after completing two basic English modules 1 and 2 according to the school's common program. 1 Although specialized ESP has been taught at the Accounting and Business Management for a long time and the teachers are stable, in the teaching process for different courses, the lecturers face certain difficulties.

Those difficulties may come from the teachers or may come from the students that the teachers did not anticipate. On the part of the teachers, the feed instructors are all teachers who are trained in the English major, but not formally trained in the Accounting and Business Management major, so the teachers' knowledge of accounting is mainly through the form of self-study and learn from teachers specializing in Accounting and Business Management in the department. On the student side, each student course has different qualifications and learning sense, so the acquisition of subject knowledge is also completely different. From the actual teaching and learning results, it is shown that learning ESP vocabulary of students in general and students of Accounting and Business Management in particular is still difficult to understand, improve and deal with problems in English processing.

Really, it is necessary to have possible solutions to improve the quality of learning the ESP vocabulary for Accounting and Business Management students in this critical period and context. For students, to get a job as desired in all fields, one of the "prerequisites" is to have foreign language capital - English. This has also been contributing to promoting the teaching and learning of ESP vocabulary in VNUA which has always become "hot" over the past time. In particular, the graduate job of Accounting Business Management students is to communicate with foreigners, listen to customers speak, read English documents and write reports in English.

Therefore, it is essential to improve students' foreign language proficiency so that after graduation students with knowledge of accounting and auditing will easily find jobs and meet strict requirements of employers. AIMS AND OBJECTIVES OF THE STUDY The aim of the study is to investigate Accounting and Business Management students’ difficulties in learning ESP vocabulary at VNUA. From there, we find out the possible reasons that affect learning ESP vocabulary of Accounting and Business Management students and propose some possible solutions for students to learn ESP vocabulary more easily. From the aim above, i find out how ESP is approached at VNUA as well as Accounting and Business Management students’difficulties in learning ESP vocabulary, discover the factors that influence them on learning ESP vocabulary, therefore, to offer some suggestions for studying ESP at VNUA in order to heighten the effectiveness.

RESEARCH QUESTIONS The research is carried out with an attempt to find out answers to the following research questions: 1. What are Accounting and Business Management students’ difficulties in learning ESP vocabulary at VNUA? 2. What are the possible solutions for Accounting and Business Management students in learning of ESP vocabulary at VNUA? 4. SCOPE OF THE STUDY The study investigated difficulties of 119 Accounting and Business Management students learning ESP vocabulary in second term at school year 2020 – 2021 at VNUA.

And then some suggested solutions are given to learn ESP vocabulary more effectively. SIGNIFICANCE OF THE STUDY Theoretically, this study helps to uncover Accounting Business Management students’ obstacles in learning the ESP vocabulary. A clearer look into the reasons for these difficulties are also be gained, and some suggested solutions are drawn out. 3 Practically, it suggests some certain ways in learning vocabulary to help the students overcome these difficulties so that they can be confident not only in learning ESP vocabulary but also in using these words for their future jobs.

Teachers, after going through this research is more aware of the difficulties facing these students, and are able to help them gradually overcome these difficulties. For educational administrators, the study provides them with a close view into the current situation, which may then reveal some pedagogical suggestions. The findings hopefully contribute to the improvement of students in learning terms. Last but not least, with regards to researchers who have the same interest in the topic, could find fundamental, and useful information to develop their studies.

Stemming from the above reasons, we conduct research on the thesis: “A study on Accounting Business Management students’ difficulties in learning ESP vocabulary at VNUA”. DESIGN OF THE STUDY This study consists of three parts: Part 1 entitled “INTRODUCTION” provides the reason why the topic is chosen. It then provides the aim and objectives of the study. It is also in this section that we are concerned with the scope and the design of the study.

Part 2 named “DEVELOPMENT” deals with the main contents of the study. Chapter 1 “Literature review” can be considered a slight overview of some previous research on the same subject both in English and Vietnamese. It begins with a number of previous works that have done research related to this topic. Next is to introduce the concepts of ESP, vocabulary, ESP vocabulary, ESP learners.

4 Chapter 2 starts with the survey procedures, referring to the research approach and questionnaire method to collect data and analyze the collected data using SPSS software to achieve the results. best in research. Chapter 3 focuses on presenting the research results and discussions. The discussion took place after the statistical results were available.

It is the basis of the following conclusions. Part 3 “CONCLUSION” presents a summary of the main ideas, causes of difficulties and some measures to overcome them. The study is closed with references and appendices. 5 Part 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.