VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES pO THI HAI ANH DESIGNING AN ESP NURSING SYLLABUS FOR THE FIRST-YEAR STUDENTS AT HATIPHONG MEDICAL COLLEGE Thiết kế chương trình tiếng Anh chuyên ngành điều dưỡng cho sinh viên mữm thứ Hhất trường Cao đẳng V tê Hai Phòng M.A MINOR TIIESIS Field: English Language Teaching Methodology Code: 60.10 TIANOI —2012 VIETNAM NATIONAL UNIVERSITY, ILANOI UNLVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES DO THI HAI ANH DESIGNING AN ESP NURSING SYLLABUS FOR THE FIRST-YEAR STUDENTS AT HAIPHONG MEDICAL COLLEGE Thiết kế chương trình tiếng Anh chuyên ngành điều dưỡng cho sinh niên năm thứ nhất trường Cao đẳng V tế Hải Phòng M.A MINOR THESIS Major: English Language Teaching Methodology Code: 60. DUONG THI NU TABLE OF CONTENTS. DECLARATION Ree Oo ACKNOWLEDGEMENT ABSTRACT LIST OF ABBRAVIATIONS AND TABLES TABLE OF CONTENTS « PART L: INTRODUCTION 1. The aims of the study 3.
The research questions 4. The scope of the study HN 5. The method of the study 6. The design of the study t2 PART TI: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.
An overview on syllabus design 1. Definitions of syllabus and syllabus design kh 1. Types of syllabus 1. Grammatical syllabus Ow 1.
Funetional-notinal syllabus WA 1. Task-based syllabus 1. Skill-based syllabus mH 1. Content-based syTlabus 1.
The approaches to syllabus design wee 1. Language-centred approach 1. Skills-contred approach 1.3 Learning-ventred approach. The steps in syllabus design 1 1.
Goals and objectives identifying 14 1.3, Content selecting and grading, 15 1.4, Teaching methods suggesting 15 1. 2, An overview on ESP? 16 1.1, Definitions of ESP 16 1. Classification of ESP 17 CHAPTER II: THE STUDY 2. The teaching and learning candidons 19 2.
The teaching staff 20 2.4, The target students 20 2. The subjects 2 Instruments for collecting data 2 2. Analysis from English teachers’ questionnaire 22 2.1, Teachers’ opinions on objectives needed meeting at the end of FSP course 22 2. Teachers’ selection of topics needed in the ESP syllabus 23 2.
Teachers’ selection of granunar and structures needed in the ESP syllabus 24 2.4, ‘Teachers’ selection of skills and language exercises needed in the RSP syllabus 35 3.2, Analysis Rom students" questionnaie 21 2.1, Students’ opinions on objectives needed meeting at the end of ESP course 27 PART Ik DEVELOPMED CHIAPTER L: LITERATURE REVIEW 1. An overview on syllabus design 1. Definitions of syllabus and syllabus design There are several views on the syllabus design basing on the narrow and the broad approach to syllabus design , therefore, it also leads to some disagreement about the nature of “the syllabus” Widdowson (1984:26) defined thal “The syllabus is simply c frumework within which activities can be carried out: a teaching device to facilitate learning. It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be learned rather than paints of reference from which bearings can be taken.” According to Yalden (1984: 14), “The syllabus replaces the concept of ‘method’, and the syllabus is now seen as an instrumentby which the teacher, with the help of the syllabus designer, can achieve a degree of ‘fit’ between the needs amd aims of the learner (as social being and ax individual) und the activities which will take place in the classroom.” Kor her the syllabus is primarily a teacher's statement about objectives and content, arrived at after consideration of students’ needs Meanwhile, Allen (1984: 61) drew a clear distinction between curriculum and syllabus “Curricula is a very general concept which involves consideration of the whole complex of philosophical, sucial and administrative factors which contribute to the planning of an educational program.
Syllabus, on the other hand, refers to thal subpart of curricuhen which is concerned with a specification of what units will be taught (as distinct from how they will be taught, which is a matter for methodalogy).” - To propose an appropriate ESP syllabus for students base on their needs and special requirements 3. The research questions To oblain the above aims and objectives, we have lo answer Ihe two following questions: 1. Why is it necessary to design an LSP syllabus? 2. What components should the proposed syllabus have ? 4.
The scope of the study In this study, I direct my attention to design an ESP syllabus- English for Nursing- with 30 periods for the first-year studenis al the Nursing Department, who have completed 60 periods of General Linglish 5. The method of the study T usc Quantitative method in this study. The quantiative is used to collect the data by questionnaires. ‘The results of questionnaire 1 are suggestions of English teachers about the objectives, topics, skills and activites m the ESP course, The results of questionnaire 2 are the findings about the needs of the students.
The results of questiormaire 3 are the suggestions and ideas of the spocialized subject teachers to find out the topics of the lessons in the syllabus. The design of the study My study consists of three main parts The first part of my study is Introduction. In this part, the reasons whyI chose this subject are explained as the rationale. After that, aims and objectives, research questions, scupe, method and design of the study are also mentioned.
The second part is the body or the Develapment of the study which is divided into three chapters Chapter |: Literature review presents the overview of syllabus design in HSP. Chapter IL The Study provides the findings of students’ needs, teachers’ suggestions for the ESP syllabus. Rationale Haiphong Medical College was founded over 50 years ago. In 2007 it was formally upgraded Junior College.
Since 2011, the Wairang curriculum has changed, and English for Specific Purposes was added for first year students of Nursing Department. After completing 60 periods of General English course, the students have to lear 30 ESP periods. Even though ESP courses have become popular recently in Vietnam and many imstitutions and universities, the current ESP syllabus does not meet the needs of the first year college students, so our students need one suitable HSP nursing syllabus As teachers, we all know that it is difficult to design an ESP syllabus that can besl. prepare leamers for future professional communication.
Firstly, there is no ESP textbook for college students of Nursing Department, so we have to refer many different ESP documents for tertiary level. Secondly, we were not trained in the field of nursing, which makes our syllabus designing more challenging Moreover, when completing Gi, with basic Hnglish, students cannot read KSP documents nor communicale well. For all the above-mentioned reasons, I wish to conduct a study entitled: “Designing an ESP nursing syllabus for the 1™ year students at Iai Phong Medical College. The aims of the study In this study, I would like to design an ESP nursing syllabus for the 1" year students al.
Hai Phong Medical College. To achieve the aim, we have to achieve the following objectives: - To develop the main theoretical basis related to syllabus design as well as to ESP. - ‘Lo investigate the needs of the students, the ideas and suggestions of Uinglish (cachers, specialized subject (sachers LIST OF ABBREVIATIONS, TABLES AND CHARTS. BAP English for Academic Purposes ELP English for Legal Purposes EMFE English for Management, Finance, and Economics EMP Lnglish for Medical Purposes BOP English for occupational Purposes ESP English for Special Purposes EST English for Science and Technology GE General English MBA Master of Business Administration Table 1.
Teachers’ ranking of the objectives in he ESP course ‘Table 2'Teachers’ selection of grammar and structures needed in the syllabus Table 3. Teachers’ selection of skills and language exercises Table 4.Students’ opinions on objectives needed meeting at the end of ESP course Table 5. Students’ selection of grammar and structures needed in the syllabus Chart 1. Teachers’ selection oftopics needed in the HSP syllabus Chart 2.
Students’ needs on learning ESP course Chart 3. Students’ selection of topics needed in the ESP syllabus Chart 4. Specialized subject teachers’ selection of topics needed in the LSP syllabus PARTI: INTRODUCTION 1. Rationale Haiphong Medical College was founded over 50 years ago.
In 2007 it was formally upgraded Junior College. Since 2011, the Wairang curriculum has changed, and English for Specific Purposes was added for first year students of Nursing Department. After completing 60 periods of General English course, the students have to lear 30 ESP periods. Even though ESP courses have become popular recently in Vietnam and many imstitutions and universities, the current ESP syllabus does not meet the needs of the first year college students, so our students need one suitable HSP nursing syllabus As teachers, we all know that it is difficult to design an ESP syllabus that can besl.
prepare leamers for future professional communication. Firstly, there is no ESP textbook for college students of Nursing Department, so we have to refer many different ESP documents for tertiary level. Secondly, we were not trained in the field of nursing, which makes our syllabus designing more challenging Moreover, when completing Gi, with basic Hnglish, students cannot read KSP documents nor communicale well. For all the above-mentioned reasons, I wish to conduct a study entitled: “Designing an ESP nursing syllabus for the 1™ year students at Iai Phong Medical College.
The aims of the study In this study, I would like to design an ESP nursing syllabus for the 1" year students al. Hai Phong Medical College. To achieve the aim, we have to achieve the following objectives: - To develop the main theoretical basis related to syllabus design as well as to ESP. - ‘Lo investigate the needs of the students, the ideas and suggestions of Uinglish (cachers, specialized subject (sachers 2.
Students’ selection of topics needed m the ESP syllabus 21 2.2,3, Students" selection of grammar and structures needed in the ESP syllabus 28 2.4, Students’ selection of grammar and structures needed in the syllabus 29 2.3, Analysis from special subject teachers’ questionnaire 30 CHAPTER II: DESIGNING AN ESP NURSING SYLLABUS FOR THE FIRST-YEAR STUDENTS AT HATPHONG MEDICAT. Selecting a type of syllabus 32 3.2, Aims and objectives of the syllahus 32 3. Topics in the syllabus 33 3. Skills and exercises in the syllabus 33 3.
Grammatical structures in the syllabus 34 3. Assessment and test 35 3. The organization of the syllabus 35 PART HI: CONCLUSION 1. Tamilations of the study 40 A.
Suggestions for further research 40 REFERENCES 41 APPENDICES I SAMPLE UNIT xX vi LIST OF ABBREVIATIONS, TABLES AND CHARTS. BAP English for Academic Purposes ELP English for Legal Purposes EMFE English for Management, Finance, and Economics EMP Lnglish for Medical Purposes BOP English for occupational Purposes ESP English for Special Purposes EST English for Science and Technology GE General English MBA Master of Business Administration Table 1. Teachers’ ranking of the objectives in he ESP course ‘Table 2'Teachers’ selection of grammar and structures needed in the syllabus Table 3. Teachers’ selection of skills and language exercises Table 4.Students’ opinions on objectives needed meeting at the end of ESP course Table 5.
Students’ selection of grammar and structures needed in the syllabus Chart 1. Teachers’ selection oftopics needed in the HSP syllabus Chart 2. Students’ needs on learning ESP course Chart 3. Students’ selection of topics needed in the ESP syllabus Chart 4.
Specialized subject teachers’ selection of topics needed in the LSP syllabus LIST OF ABBREVIATIONS, TABLES AND CHARTS. BAP English for Academic Purposes ELP English for Legal Purposes EMFE English for Management, Finance, and Economics EMP Lnglish for Medical Purposes BOP English for occupational Purposes ESP English for Special Purposes EST English for Science and Technology GE General English MBA Master of Business Administration Table 1. Teachers’ ranking of the objectives in he ESP course ‘Table 2'Teachers’ selection of grammar and structures needed in the syllabus Table 3. Teachers’ selection of skills and language exercises Table 4.
