VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES VACULTY OF POST-GRADUATE STUDIES NGUYEN THINGQC CHAU AN EVALUATION OF THE MATERIAL “ENGLISH FOR CHEFS” FOR THE FIRST YEAR STUDENTS IN THE COOKING CLASS AT HAT PHONG TECHNOLOGICAL AND VOCATIONAL TRAINING SCIIOOL (Dinh giả giáo trình “ Tiếng Anh chuyên ngành chế biển món ăn” cho học sinh năm thứ nhất ngành €'hễ biến món ăn tại trường 1rung cấp Nghiệp vụ và Công nghệ Hải Phòng) M. MINOR THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 601410 SUPERVISGR : PHAM THI HANH, M. HA NOE 2010 ‘Table of content Part 1: INTRODUCTION 1. Rationale of the thesis.
Aims of the thesis 3. Sigrificanee of the [h€siS. cu nhưng nhe ghe 4, Scope of the thesis 5, Design of the thesis,.ccennnenes muneeniunienninnne siaianennneineneeae marrroerrire Part 2: DEVELOPMENT Chapter 1: Literature review 1. Materials in Language ‘Teaching and Learning 1.
Roles of Materials in Language Teaching an Learint. Advantages and Disadvantages of published textbook for ChEÃ%,. The Characleristies of Matcrials of English for Specific Purpose i00) (0. Purposes of Materials Evaluation 1.
TYpos GỀ Mafcrials Evaluafion. chưng tru 1. Models of Materials Evaluation.Criterta for Materials Evalualion. cà cu eeeheheehinie reo 1.
Why do we adapt the material? 1. Levels of material adaptation. LA, SURUMATY es ecsminetnnennneetnen vi Chapter 2: Research methodology 2. An overview of current English Teaching and Leaming at HPTVTS.
Nata collection procedure - - -. Chapter 3: Data analysis 3. Material versus Course: Aims. Analysis: course versus the matenal.
Survey: Teachers and students’ opinions about the appropriateness of the material in term of the aims.2 The Material versus the Course: Content Requirement.1 Analysis: Course versus the matarial. Survey, Teachers and students’ opinions about the appropriateness of the material in term of the content. The Material versus the Course: Methodology Requirement. Analysis: the course versus the material - 32 3.
Survey: Teachers and students’ opinions about the methodology of the material. CHAPTER 1: LITERATURE REVIEW 1. Materials in Language Teaching and Learning 1. Roles of materials in Language Teaching and Learning Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instructionlearning, and thal they shoud give teachers rationales for what they do, From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material.
in contrast, argues that anaterials may he suitable for students’ needs, even if they are nol dzsigned specifically for them, that textbooks make it possible for students to review and prepare their lessons that textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and inmprovisation Materials include textbooks, video and audio tapes, computer software, and visual aids. ‘They influence the content and the procedures of leaming, ‘The choice of deductive vs. industive learning, the role of memorization, the use of œrcativity and problem solving, production vs. reception, and the order in which materials are presented are all influenced by the materials, Tn fact, mach of the language teaching thal occur today throughout.
the world could not lake place without the extensive use of commercial textbooks. Hence, how to use and adapt textbooks is an important part of teacher's professional knowledge 1. Advantages and Disadvantages of published courschooks According to Penny Ur (1996), published coursebooks have their own advantages and disadvantages (The term ‘coursebook? here means the textbook af whieh the teacher and usually each student has a copy, and which is in piinciple to be followed systematically as the basis for a language course) vil Chapter 4: Discussion and adaptation 4. Discussion on the aim and content requirements of the course m comparison with the Traterial and Lhe opinions fiom teachers and students.
Discussion on the methodology requirements of the course in comparison with the qwatcrial and Lhe opinions from teachers and students. Teacher’s suggestions for the material amprovement - 40 4,4, Recommendations for material improvements PART 3: CONCLUSION 1. Summary of previous parts - - 44 2. Limitation and suggestion for futher research.
Appendix 1 - - - 1 Apnendix 3 - - - - - VI Appendix 3 - - - - VI Appendix4. XI PART §: INTRODUCTION 1. Rulionale vf the thesis ‘As a key area in English Language Teaching (ELI), the significance of material design and evaluation has grown steadily. Evaluation is bs ally a matching process, which concerns matching leamers’ needs to available solutions (Hutchmson & Waters, 1987.
21) reminds us that “teachers generally need to screen materials, in order to predict their suilabifity for particular classes”. Thus, malcriat evaluation is a decisive way to question and develop our own ideas as to what is required, Another benetit is through identifying strengths and weaknesses in coursebooks, optimum use can be made of strong points, and weaker poinls can be adapted or substituted from other books (Cunningsworth, 1995, p. 14) At present, there are not many coursebooks on cooking for students of cooking classes at vooational schools in Vietnam in general and at my schoal in particular. At HPL'VI'S, the ‘books used fo some extent are nol really effoetive for their studies.
Moreover, these books can Jack practical information with too much theory and some contents are not suitable with the objective of the course as well as the demand of students. The material “English for Chefs” which was issued by Hanoi Publishcr has been used as an official comscbook for students of cooking classes at HPT'VI'S for 2 years but there hasn’t any evaluation of the effectiveness of the book in completing the content requirement of the course as well as the aims given 2. Aims of the thesis “The study is conducted in order to identify (1) How sppropriate the malcrial is in terms af content, objectives and methodology. (2) What remedies for changing or adapting should be used to make the material more suitable with requirement of the course and students’ need, 5.
Significance of the thesis English for Chefs is a compulsory subject of students of cooking classes at HPI'V!'S as it may ‘be me ary for their future jobs. At presenl, “Fel ish for Che 8 is being used as the official coursebook far this subject, However, there has not been any valuation of this book there so that the author decides to find ont how good it is of the current Unglish material used for students of cooking class with the hope of having a good Finglish material for students of cooking olass which helps provide students with certain knowledge of English specializing in cooking and boost students” belief in the training quality of school. 4, Scope of the thesis There are many criteria to evaluate a material such as the audience, the content, the methodology, the cultural bias, the layout, the authenticity, and so on, In this thesis, the authar aims al the appropriateness of the material lo the content requirement, the ebjcetive and the methodology of the course which are based on Hutchinson and Water’s model (1987). The study is conducted by getting the results from the material analysis and utilizing the survey aucthod applying on both teachers who have been (caching the mualerial for 2 years and students who have used this material.
Design of the thesis The thesis consists of three main parts: introduction, development and conclusion Part one gives an overview of the thesis with the introduction, rationale, aims, scope and significance of the thesis Part two includes four chapters in which chapter one is the literature review of the thesis with the different views abont material evaluation, the role of material as well as the material evaluation. H also paints oul, some ways of evaluating a maicrial wilh differcnl, criteria. of different linguists, Chapter two presents the current teaching and learning English at HPTVTS, the research method, and data coltection procedure of the study. Chapter three presents the results ftom the survey and the analysis of the material, Chapter four discusses the findings of the research and suggestions on material adaptations Part three provides the conclusion of the whole sludy and limitations of the th: and recommends further research.
- Limitation: a coursehook is confining — Its set structure and sequence may inhibit a teacher’s initiative and creativity, and lead to boredom and lack of motivation on the part of the learners. - Homogeneity: Coursebooks have their own rationale and chosen teaching/leaming approach. ‘They do not usually cater for the variety of levels of ability and knowledge, or of learning styles and stralegics (hal @dsl in most classes. - Over-easiness: Teachers find it too easy to follow the coursebook uncritically instead of using their initiative; they may find themselves functioning merely as mediators of its content instead of as teachers in their own right.
The characteristic of English for Specific Purpose (ESP). The most important differcnee between English for Specific Purposes (ESP) and English as a Second Language (ESL) (also known as general English) lies in the leamers and their purposes for learning English, ESP students are usually adults who already have some acquaintance with English and are leaming the language in order to communicate a set of professional skills and to perform particular job-related fimctions. An ESP program is, therefore, built on an assessment of purposes and needs and the functions for which English is required, ESP concentrates more on language in context than on teaching grammar and language structures. Tt covers subjects varying from accounting or computer scicnec to tourism and business management, and the like.
The ESP focal point is that English is not taught as a subject separated ftom the students’ real world (or wishes); instead, it is integrated into a subjcel matter area importari ta the lea However, ESL and ESP diverge not only in the nature of the leamer, but also in the aim of instruction, In faci, as a general rule, while in HSL. all four language skills, namely listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration, or it might vil Chapter 4: Discussion and adaptation 4. Discussion on the aim and content requirements of the course m comparison with the Traterial and Lhe opinions fiom teachers and students.
Discussion on the methodology requirements of the course in comparison with the qwatcrial and Lhe opinions from teachers and students. Teacher’s suggestions for the material amprovement - 40 4,4, Recommendations for material improvements PART 3: CONCLUSION 1. Summary of previous parts - - 44 2. Limitation and suggestion for futher research.
Appendix 1 - - - 1 Apnendix 3 - - - - - VI Appendix 3 - - - - VI Appendix4. XI students of cooking class with the hope of having a good Finglish material for students of cooking olass which helps provide students with certain knowledge of English specializing in cooking and boost students” belief in the training quality of school. 4, Scope of the thesis There are many criteria to evaluate a material such as the audience, the content, the methodology, the cultural bias, the layout, the authenticity, and so on, In this thesis, the authar aims al the appropriateness of the material lo the content requirement, the ebjcetive and the methodology of the course which are based on Hutchinson and Water’s model (1987). The study is conducted by getting the results from the material analysis and utilizing the survey aucthod applying on both teachers who have been (caching the mualerial for 2 years and students who have used this material.
