UNTVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPAR'I MENT OF POS L-GRADUA'TE STUDIES: VUONG THI KIM MINH DEVELOPING TEACHING MATERIALS OF ENGLISH FOR TOURGUIDING PROGRAM AT HA LONG COLLEGE OF ART, CULTURE AND TOURISM XÂY DUNG GIAO TRINII TIENG ANII CIIUYEN NGANII DU LICH CHO KHOA DU LICH, TRUONG CAO DANG VAN HOA NGHE THUAT VA DU LICH HA LONG M. MINOR THESIS: Field: Methodology Code: 60 14 10 1Ianoi, 2009 ILANOL NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL. STUDIES DEPARTMENT OF POST-GRADUATE STUDIES VUONG TI KIM MINIT DEVELOPING TEACHING MATERIALS OF ENGLISH FOR TOURGUIDING PROGRAM AT HA LONG COLLEGE OF ART, CULTURE AND TOURISM XÂY DUNG GIAO TRINII TIENG ANII CIIUYEN NGANII DU LICH CHO KHOA DU LICH, TRUONG CAO ĐẲNG VĂN HÓA. NGHE THUAT VA DU LICH HA LONG M.
MINOR TITESIS, Field: Methodology Code: 60 14 10 Hanoi, 2009 TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT. wil TABLE OF CONTENTS iii LIST OF ABBREVIATIONS. -V LIST OF TABLES. Anms ofthe gtuủy.
§cope of the study 3 6. Design of the study 3 CHAPTER 1: LITERATURE REVIEW 4 1.1 An overview on ESP -a4 1.2 An overview on meterial development A 1.1 Notion on material.2 Typos of matsrials 5 1.3 Basic principles for the material development .3 Framework for materials developmtentl.1 Material design model ese 7 1.2 Process of materials writing. sàn aeeeireerereouf CHAPTER 2: NEED ANALYSIS .1 Training situation 10 CHAPTER 1: LITERATURE REVIEW 1.1, AN OVERVIEW ON ESP ESP is a term standing for English for Spocial Purposes. IL is, however, nol casy for most teachers and students of English to give out an approptiate definition of ESP.
Even great scholars of language field define 'SP from various approaches Tutchison and Walers (1987-18-19); "English is nol a particular kind of language or methodology, nor does it consist of a particular type of teaching material". They show that ESP is rooted from the need of learners identified in the question: “Why does the leaner need to learn a foreign language" Likewise, a leaner will sxpose his "specific purpose * of his language Ivarning, such as tourism, business, lileralu,. ‘As a result, ESP definition rises fiom the need analysis of the learner, Robinson (1991:3) supports the idea that ESP is normally goal-directed and that English’s courses develop from a need analysis, which aims to specify as closely as possible what exactly that students have to do through the medium of English. ESP should be put in comparison with GPE (General Purpose English).
Widdowson (1983-6) highihghts the distinction that "ESP has a training, fumetion which is aimed at the development ofa “restricted competence’, whereas GPE fulfils an educative fimction and is aimed at the development of "general capacily". This study will use thes: authors conceplion of ESP as they appropriately capture the essence of what it means in the specific context of English leaching and learning al ITa Long College 1.2, AN OVERVIEW ON DEVELOPMENT MATERIALS 1.1 Notions of material Brian Tomlison (1998: 11) deinzs mterial in fanguage loarning es “anything which is usod Lo help to teach language learners, Material can be in the form ofa textbook, a workbook, a cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph writen on the board: anything which presents or informs about the language being Isamed. vein, materials do not conventionally limit to only textbooks and workbooks but they takes various types. They can be printed or not, authentic or non-authentic, original or diversified, .But in kẻ courses of professional English for Tourism (ET) 1, 2 and 3.
The syllabu ‘materials for ET1 and ET2 have been written and in the process of cvaluation. Thess ET1 and ET2 arc conducted in 300 periods and focus on tour guiding and tourism potentials in history, culture, Tegions, education and socio-economy of Vietnam and Quang Ninh. Towever, Io date, no research has been carried out to develop the syllabus/ materials for the ET3 course which is expected to last 100 periods and to contain necessary information on most popular sites in Ha Long city and its surroundings with suitable tasks to improve students’ skill in tour guiding. It is really an wgont need to do a researchto put these ET ideas into practice.
2, Aims of the study The study aims at: + investigating and analyzing the Facully of Tourist students! needs for the course F * providing criteria and principles for the course design and material development: © designing an appropriate framework for developing materials for the course C13 and * developing a sample unit with appropriate materials 3, Research questions The study answers two questions: 1. Tlow Lo design ESP materials for the course 1T3? 2. What should be the ESP materials for the course ET3? In order to answer these questions, the study deals with the following sub-questions: For Rescarch Question 1 © What is the ftamework for TIT3 material design? © What are fiindamental steps to follow? scarch Question 2: «— Whal is the siluation of English leaching and learning al the Tacully of Tourism (PT)? © What are the needs and the learning strategies of I"I' learners? © What are the topics on which the materials should focus? © What are suitable practice activities attached to the topics? 4. Methodology The study used mixed methods.
Both quantitative and qualitative methods are used in this study. This inchides questionnaire survey, interviews, observation, and document analysis. vi LIST OF ABBREVIATIONS ESP: English for Specific Purpases EEL: English as Foreign Language EGP: English for General Purposes FOT: Faculty of Tourism TILC: Ta Long College of Art, Culture and Tourism, LIST IF FIGURES AND TABLES Table 1.1: A materials design model.2: The proves of materials Wing.2: Favorable topics Table 2.2: Tasks needed anprovement .3- Favorable information Table 2.4: Places for havc.7: Skilis needed improvement Table 2.8: Teacher participants— skill practices Table 2.9- Student participants — skill practices Table 2.10: Practices of the task 20 Table 3.2: Material Activities 32 © A questionnaire survey was carried out to obtain ideas on knowledge areas needed for tour guides from students, teachers and some local travel agencies of good reputation. «Interviews were used during break times, in or after the lessons to obtain various useftll suggestions on how to effectively design the syllabus © Observations were made to find out the real current situation of teaching and learning English for Tourism al, Ha Long College of Arl, Culture and Tourist.
+ Aralysis of rslated documents was done lo verify the obtained information 5, Scope of the study Due to the imitation of time and resoure: , the study is limited to design anew sytlabus and the development of materials for the course ET3 which concentrates on “a city tour of Ha Long and its surroundings". ‘his material is used specifically for the students of ‘Tourism Facully al Ha Long College: of Arts, Culture and Tourist 6. Design of the study ‘The study includes an introduction, three chapters, a conclusion, a bibliography and appendices, The Introduction part provides some general information about the study, consisting of the talionales, ignificance, aims, methodology, scope and struciure of the study, The three chapters present the main body of the study. They are: Chapter 1, Literature Review provides an overview of ESP course design and material development Chapter 2, Need Analysis, deals with the current situation of ESP teaching and leaning at HLC.
The needs of students are also analyzed, Chapter 3, Material Development, discus: the design and content of the proposed materials tor English for Tourism tor the course ET3. ‘The Conclusion summarizes the main points of the study and provides some pedagogical implications for development of materials for an ESP syllabus and offers some Tecommendations for further studies. kẻ courses of professional English for Tourism (ET) 1, 2 and 3. The syllabu ‘materials for ET1 and ET2 have been written and in the process of cvaluation.
Thess ET1 and ET2 arc conducted in 300 periods and focus on tour guiding and tourism potentials in history, culture, Tegions, education and socio-economy of Vietnam and Quang Ninh. Towever, Io date, no research has been carried out to develop the syllabus/ materials for the ET3 course which is expected to last 100 periods and to contain necessary information on most popular sites in Ha Long city and its surroundings with suitable tasks to improve students’ skill in tour guiding. It is really an wgont need to do a researchto put these ET ideas into practice. 2, Aims of the study The study aims at: + investigating and analyzing the Facully of Tourist students! needs for the course F * providing criteria and principles for the course design and material development: © designing an appropriate framework for developing materials for the course C13 and * developing a sample unit with appropriate materials 3, Research questions The study answers two questions: 1.
Tlow Lo design ESP materials for the course 1T3? 2. What should be the ESP materials for the course ET3? In order to answer these questions, the study deals with the following sub-questions: For Rescarch Question 1 © What is the ftamework for TIT3 material design? © What are fiindamental steps to follow? scarch Question 2: «— Whal is the siluation of English leaching and learning al the Tacully of Tourism (PT)? © What are the needs and the learning strategies of I"I' learners? © What are the topics on which the materials should focus? © What are suitable practice activities attached to the topics? 4. Methodology The study used mixed methods. Both quantitative and qualitative methods are used in this study.
This inchides questionnaire survey, interviews, observation, and document analysis. vi LIST OF ABBREVIATIONS ESP: English for Specific Purpases EEL: English as Foreign Language EGP: English for General Purposes FOT: Faculty of Tourism TILC: Ta Long College of Art, Culture and Tourism, LIST IF FIGURES AND TABLES Table 1.1: A materials design model.2: The proves of materials Wing.2: Favorable topics Table 2.2: Tasks needed anprovement .3- Favorable information Table 2.4: Places for havc.7: Skilis needed improvement Table 2.8: Teacher participants— skill practices Table 2.9- Student participants — skill practices Table 2.10: Practices of the task 20 Table 3.2: Material Activities 32 whatever form they are, the most imporlant ñunetion of the materials is instructing language learners. Tomlinson (1998-2) alsa suggests thal matcrial development. "refers to anything which is done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake: in other words the supplying of information about and/or cxpericnee of the Ianguage in ways designed to promote language learning".
In detail, material developers can do such things as writing textbooks, telling stories, creating a landoul or imitating an advertisements, eci, which provide comprehensille input for an effective language acquisition. 2 Criteria for good written materials ‘Tom Lutchinson (1989:107) concentrates on seven “musts” as criteria to evaluate whether some waitten materials arc good or not, some of which should be paid much attention as follows: - Materials must stimulate students to learn: in other words, it is in students’ interest so that it can boost their motivation in lsamming, - Materials must contribute to organize the teaching and learning process: [t must consist ofa coherent string of units, in which a hnge amount of knowledge is arranged in a scientific systom, - Materials must flunetion in widening the basis of teacher training by imtroduee teachers to new techniques - Matazials must provide correct and appropriate language use 1.3 Basic principles for material development According to Brian Torfiuson (1998:7-21), there ar: many principles for developing materials, armong which the most basic are: - Materials should achieve impact through: novelty, variety. attractive presentation and appealing comtent - Materials should help learners to feel at ease to stimulate the learners’ studying spirit. + Whal is being taught should be perceived by the learners as relevant and use fil - Materials should expose learners to language in authentic use.
- Materials should not rely too much on controlled practice.
