VIETNAM NATIONAL UNIVERSITY, IIANQOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LƯU NHƯ QUỲNH AN IN-USE EVALUATION OF THE ESP COURSEBOOK FOR TIA TINIT MEDICAL COLLEGE STUDENTS ACCORDING TO THE LEARNING-CENTRED APPROACH (ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGHÀNH DANG 'ĐƯỢC SỬ DỤNG CHO SINH VIÊN TRƯỜNG CAO ĐĂNG VY TE HA TINH THEO DUONG HUONG LÁY HOẠT ĐỘNG HOC LAM TRUNG TAM) PROGRAM T M.MINOR TIIESIS Field: English Teaching Methodology Code: 60 1410 TIANOL, 2012 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LƯU NHƯ QUỲNH AN IN-LSE EVALUATION OF THE ESP COURSEBOOK FOR TIA TINT MEDICAL COLLEGE STUDENTS ACCORDING TO THE LEARNING-CENTRED APPROACH (ANH GIA GIAO TRINH TIENG ANH CHUYEN NGHANH DANG 'ĐƯỢC SỬ DỤNG CHO SINH VIÊN TRUONG CAO DANG ¥ TE HA TINH THEO BƯỜNG HƯỚNG LAY HOAT BONG HỌC LÀM TRUNG TÂM) PROGRAMLI M.MINOR TIIESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Trin Hién Lan, VLA. HANOI, 2012 iv TABLE OF CONTENTS Certificate of originality of the thesis Acknowledgements Abstract Table of contents. 1ást oŸ abbrcvialions.eccceieenieeeriirrie vũ List of figures, tables and chats viii PART L INTRODUCTION. Alins GỀ the SIMỔY,.
share 3, Significance of the StUỔY. cuoi 4, Scope of the Study. Design of the study .sessnminueeneseneins rset ĐAIET HE: DEVELOPMENT Chapter 1: Literature Review 2. An averview of ESP 2.
Definition of BSP 2. Characteristics of ESP course 3. English for Medicat Purpose (EMP) 3. Leamning-centred approach in ESP 2.
Roles of using the coursebook in Language Teaching and Learning. Definition of material 2. Definition of material evaluaflon. Types o£ matcrial cvaluafion.
Purposes of material eyahiation. Chapter 4: Literature Review 2.1, An overview of ESP LLL Definition of ESP ESP has been defined by different rescarchers as well as sehotars’ different vicws According to Hutchinson and Waters (1987:19), ESP must be seen as an approach not as @ praduct what Dudley-Evans (1998) deseribes as an “attitude of mind” Thoy stales thal “ ESP is an approach to language hing in which all docisions a5 to content and method are based on the leamer’s reason for learning”. They also emphasize that “ The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language?” 2. Characteristics of ESP course According to Tutchinson and Waters (1987), the tadilional ESP course design has two major drawbacks: firstly, the development in the learner of a capacity to communicate is neglected, and secondly, there is a failure to analyze and take into account the realities of Ihe ESP Yoarring situation Tickoo (1988) states that there are thrce features of ESP courses including authentie material, purpose-related orientation and self-direction, The use of learning authentic material is entirely feasible and can be modified or unmodified in form, which is indsed a feature of ESP.
Additionally, purpose-related oriontation refers lo the siznulation of communicative tasks required of the target setting involving the preparation of papers, zeading, note taking and writing. Finally, seif- direction is the characteristic of ESP courses int that the “.point of including sclf-direction.is that ESP is concomed with iarning Jeamers into users”, 2. English for Medical Purpose (EMP) English for Medical Purpose is a subset of English for Specifie Purposes edncation that most often focuses on teaching aspects of medical English, particntarly lerminclogy. Trull (2004) Hull also points oul the characteristics of Medical English.
Generally, Enslish for Specific Purposes materials and courses are designed for adult learners who desire or need i) - Suggest some improvements to make the ESP coursebook more effective in responding to the course requiremens and lamers’ needs. Significance of the stuily The study is hoped to be uscful to both the teachers and the students at HTMC. Firstly, it provides a foundation toward improving the quality of the currently used ESP coursebook for the sindents al ITTMC in order to make the couse more relevant to te joarners’ nocd. Sccondly, il helps the teachers get the learners? (ecdback to adapt the auaterial or adjust theix ways of teaching to meet the leamers’ expectations better.
Finally, the results of this research are hoped to make several contributions to material evaluation field, 4, Scope of the study Due to the limited scope of a minor thesis, although there is a great number of book evaluation criteria, this study only evaluate the ESP coursebook for the students at TITMC in relation to its aims, conlen and methodalogy. Busing on the Gindings and the learners? need, it provides some suggestions 10 improve the ESP coursebook at HTMC. Design of the study ‘The study consists of three main parts: introduction, development and conclusion, The introduction provides the rationale, the aims, the research question, the significance. the scope and the design of the study.
‘The devclopment includes three chapters PART I: DEVELOPMENT 2. Models for material evaluation. Methods of material evaluation. Criteria for material evaluation 3.
Sumary Chapter 2: Rescarch Methodology. An overview of current FSP Teaching and Learning al HTMC. The eonW€xf. The ESP couse ơbjegtiVQS,.
The matarial desoription. Ressarch QueS0DS. Data collection procedures 2. Data analysis procedures 2.
Summary Chapter 3: Data Analysis And Dicussion 3. The teachers’ evaluation on the ESP coursebook 3. The aims BALD. The COMM oe.
The students’ cvaluation on the ESP courscbook. The students’ need of learning ESP. i) - Suggest some improvements to make the ESP coursebook more effective in responding to the course requiremens and lamers’ needs. Significance of the stuily The study is hoped to be uscful to both the teachers and the students at HTMC.
Firstly, it provides a foundation toward improving the quality of the currently used ESP coursebook for the sindents al ITTMC in order to make the couse more relevant to te joarners’ nocd. Sccondly, il helps the teachers get the learners? (ecdback to adapt the auaterial or adjust theix ways of teaching to meet the leamers’ expectations better. Finally, the results of this research are hoped to make several contributions to material evaluation field, 4, Scope of the study Due to the limited scope of a minor thesis, although there is a great number of book evaluation criteria, this study only evaluate the ESP coursebook for the students at TITMC in relation to its aims, conlen and methodalogy. Busing on the Gindings and the learners? need, it provides some suggestions 10 improve the ESP coursebook at HTMC.
Design of the study ‘The study consists of three main parts: introduction, development and conclusion, The introduction provides the rationale, the aims, the research question, the significance. the scope and the design of the study. ‘The devclopment includes three chapters PART I: DEVELOPMENT vi 3. The suilability and unsuitabilily of the ESP coursebook Lo the aims 34 3.
The suftability and unsuitability of the ESP courscbeok rolatcd to the content ec tirrrerrar re. The suitability and unsuitability of the coursebook related to the learning-centred methodology 35 3. Methodology impravernents 37 PART Il: CONCLUSION - - 38 L. Cone]siont ei cececeeeseeeesensensasans issuers saan 3B 2.
Limitation and suggestions for further research 38 References. nen eeeeeesee ` nốẽẽ to eam a second/foreign language for use in their specific fields, (Le. science, technology, health care/medicine, and academic: ESP assumes that the fargct group has a degree of language competency in their ñrst language as well as in English. English for Medical Purposes is even more specific, It is fraught with technical, academic language and replete with slang, colloguialisms, abbreviations and acronyms.
Tl has its own rules and structore. Health professionals must read, write, interpret, give directions, etestera using a wide variety of abbreviations and acronyms that are extremely career-specific. Medical English is also conlextual. Doctors and nurses use academic and technical Janguage interspersed with common speech and workplace jargon.
it rarely focuses on complete or proper sentence structure.4, Learning-centred approach in ESP ‘The approach to LSP developed by IIutchinson and Waters (1987) is the Jearning-contred approach which is concerned with language learning, In other words, the concem of ESP is not “what people lear”, but “how people leam”. ESP is an approach to Janguage learning with the aims to meet the needs of particular leamers, As a result, a jearning-contred approach has a very important role in course design. Therefore, in order to determine whether the couse book is effective, it is necessary to evaluate it according to the learning-centred approach. Hutchinson and Waters (1987) also states that “ a tly valid approach to ESP umust be based on an understanding of the processes of language leaming”.
The leaming- centred approach is based on the assumption that describing and exemplifying what Jeamners do with language is important as this will help to define the course objectives. It Ticans thai tolling the learners what lo do with language alone will not cable thom to tear it , it nmst be combined with language learning or telling the learner how to leam it, because the ultimate goal of language educationis to develop leamer autonomy. Leamers should be equipped with learning siralsgies for life-long teaming The Icanning-contred approach is based om the principle thal learning is tolally determined by the leamers, Learning is seen as a process in which the leamers use what knowledge ot skills they have in order to make sense of the flow of new information, 2.2, Roles of using the coursebook in Language Teaching and Learning Chapter 4: Literature Review 2.1, An overview of ESP LLL Definition of ESP ESP has been defined by different rescarchers as well as sehotars’ different vicws According to Hutchinson and Waters (1987:19), ESP must be seen as an approach not as @ praduct what Dudley-Evans (1998) deseribes as an “attitude of mind” Thoy stales thal “ ESP is an approach to language hing in which all docisions a5 to content and method are based on the leamer’s reason for learning”. They also emphasize that “ The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language?” 2.
Characteristics of ESP course According to Tutchinson and Waters (1987), the tadilional ESP course design has two major drawbacks: firstly, the development in the learner of a capacity to communicate is neglected, and secondly, there is a failure to analyze and take into account the realities of Ihe ESP Yoarring situation Tickoo (1988) states that there are thrce features of ESP courses including authentie material, purpose-related orientation and self-direction, The use of learning authentic material is entirely feasible and can be modified or unmodified in form, which is indsed a feature of ESP. Additionally, purpose-related oriontation refers lo the siznulation of communicative tasks required of the target setting involving the preparation of papers, zeading, note taking and writing. Finally, seif- direction is the characteristic of ESP courses int that the “.point of including sclf-direction.is that ESP is concomed with iarning Jeamers into users”, 2. English for Medical Purpose (EMP) English for Medical Purpose is a subset of English for Specifie Purposes edncation that most often focuses on teaching aspects of medical English, particntarly lerminclogy.
Trull (2004) Hull also points oul the characteristics of Medical English. Generally, Enslish for Specific Purposes materials and courses are designed for adult learners who desire or need to eam a second/foreign language for use in their specific fields, (Le. science, technology, health care/medicine, and academic: ESP assumes that the fargct group has a degree of language competency in their ñrst language as well as in English. English for Medical Purposes is even more specific, It is fraught with technical, academic language and replete with slang, colloguialisms, abbreviations and acronyms.
Tl has its own rules and structore. Health professionals must read, write, interpret, give directions, etestera using a wide variety of abbreviations and acronyms that are extremely career-specific. Medical English is also conlextual. Doctors and nurses use academic and technical Janguage interspersed with common speech and workplace jargon.
it rarely focuses on complete or proper sentence structure.
