'VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRAFUAT STUDIES NGUYEN TH] HUONG DESIGNING ESP SYLLABUS FOR INFORMATION TECHNOLOGY STUDENTS AT A COLLEGE OF TECHNOLOGY AND KCONOMICS IN HANOL THIẾT KẾ CHƯƠNG TRÌNH TIỀNG ANH CIIUYEN NGANII CIIO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG 'TIN TẠI MỘT TRƯỜNG CAO DÁNG CÔNG NGHỆ VÀ KINH TẺ GO HA NOL MLA. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRAFUAT STUDIES NGUYÊN THỊ HƯỜNG DESIGNING ESP SYLLABLS FOR INFORMATION TECHNOLOGY STUDENTS AT A COLLEGE OF TECHNOLOGY AND ECONOMICS IN HANOI TIMET KE CIIUONG TRINII TIENG ANIT CHUYEN NGANI CLIO SINH VIÊN NGÀNH CÔNG NGHỆ THÔNG TIN TẠI MỘT TRƯỜNG CAO DANG CONG NGHE VA KINH TE G HA NOL M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof.Hoang Van Van DECLARATION: Ihereby declare that this thesis 1s my own work and has not been submitted anywhere for any award. Where other sources of information have been used, they have beon acknowledged.
Hanoi, Scptember 2017 Nguyễn Thị Hưởng ABSTRACT This study aims al designing a lask-based ESP syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Hoonomics. The proposed syllabus was produced. on the basis of leamers’ needs and target needs analysis. Data was collected from interviews with RSP teachers and two questionnaires for 50 undergraduate students of information technology and 30 ex- students of [anoi College of Technology and Economics.
The results of data analysis along with the theoretical views of syllabus design are the foundation for designing a syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Economics. This study is hoped to make some contributions to the improvement of teaching and learning ESP al Hanwi College of Technology and Economics. The teaching and learning ESP at HNCTE.2, The target students. The teaching staff.
ninh nen nerreee. Trstruments for oolloofing đata.3, Data analysis and major findings. CHAPTER 3: THE PROPOSED SYLLABUS CONTENT FOR INTERMEDIATE VOCATIONAL STUDENTS OF INFORMATION AND ‘TECHNOLOGY AT LINCTE. Aims and objectives of the syllabus 3.
‘Types of the syllabus. Tasks in the syllabus.4, The proposed syflabus 3. cành nhe nai sneeeseeieuS7 3. The organiza tion of the syllabus.5, Suggested teaching and assessment methodalngy.
Limitations and suggestions for further studies Al REFERENCES. TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS. LIST OF ABBREVIATION. LIST OF FIGURES AND TABLEB.
co TABLE OE CONTENT PART A: INTRODUCTION 2. Aims and objectives of the study. Research questions 4, Scope of the study. Method of the study 6.
Structure of the study .csessnssesseteuninneneeneseseatie PART B: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW. Defi ins of ESP. Types of ESP.
Definitions of syllabus 13. Approaches to BSP Syllabus Design 1. Types of syllabus 1.4, Task-bascd syllabus.5, Rationale for choosing ‘Task-based syllabus. Sleps to designa syllabus 13.
14, Summary CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STEDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS.19 vì TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS. LIST OF ABBREVIATION. LIST OF FIGURES AND TABLEB. co TABLE OE CONTENT PART A: INTRODUCTION 2.
Aims and objectives of the study. Research questions 4, Scope of the study. Method of the study 6. Structure of the study .csessnssesseteuninneneeneseseatie PART B: DEVELOPMENT.
CHAPTER 1: LITERATURE REVIEW. Defi ins of ESP. Types of ESP. Definitions of syllabus 13.
Approaches to BSP Syllabus Design 1. Types of syllabus 1.4, Task-bascd syllabus.5, Rationale for choosing ‘Task-based syllabus. Sleps to designa syllabus 13. 14, Summary CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STEDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS.19 vì TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS.
LIST OF ABBREVIATION. LIST OF FIGURES AND TABLEB. co TABLE OE CONTENT PART A: INTRODUCTION 2. Aims and objectives of the study.
Research questions 4, Scope of the study. Method of the study 6. Structure of the study .csessnssesseteuninneneeneseseatie PART B: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW.
Defi ins of ESP. Types of ESP. Definitions of syllabus 13. Approaches to BSP Syllabus Design 1.
Types of syllabus 1.4, Task-bascd syllabus.5, Rationale for choosing ‘Task-based syllabus. Sleps to designa syllabus 13. 14, Summary CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STEDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS.19 vì LIST OF FIGURES AND TABLES Figure 1.1: BSP sification by expericnce (Source: Robinson, 1991: 3-4) Figure 1.Bases for language syllabus design (White, 1988: 46). Students’ reasons [or learting English Table 2.
Students’ opinions on prospective jab. Students’ anlicipaled possibilities 10 use Enghish al. work in the future ‘Table 4, Lix-student’s situations of using Linglish at work. Student’s opinions on lasks should be mehaded in the course book ‘able 6.
Ex-students’ opmions on tasks which should be included in the course book ‘Table 7. Students’ evaluation on the curent ESP course book. TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS. LIST OF ABBREVIATION.
LIST OF FIGURES AND TABLEB. co TABLE OE CONTENT PART A: INTRODUCTION 2. Aims and objectives of the study. Research questions 4, Scope of the study.
Method of the study 6. Structure of the study .csessnssesseteuninneneeneseseatie PART B: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW. Defi ins of ESP.
Types of ESP. Definitions of syllabus 13. Approaches to BSP Syllabus Design 1. Types of syllabus 1.4, Task-bascd syllabus.5, Rationale for choosing ‘Task-based syllabus.
Sleps to designa syllabus 13. 14, Summary CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STEDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS.19 vì LIST OF FIGURES AND TABLES Figure 1.1: BSP sification by expericnce (Source: Robinson, 1991: 3-4) Figure 1.Bases for language syllabus design (White, 1988: 46). Students’ reasons [or learting English Table 2. Students’ opinions on prospective jab.
Students’ anlicipaled possibilities 10 use Enghish al. work in the future ‘Table 4, Lix-student’s situations of using Linglish at work. Student’s opinions on lasks should be mehaded in the course book ‘able 6. Ex-students’ opmions on tasks which should be included in the course book ‘Table 7.
Students’ evaluation on the curent ESP course book. LIST OF FIGURES AND TABLES Figure 1.1: BSP sification by expericnce (Source: Robinson, 1991: 3-4) Figure 1.Bases for language syllabus design (White, 1988: 46). Students’ reasons [or learting English Table 2. Students’ opinions on prospective jab.
Students’ anlicipaled possibilities 10 use Enghish al. work in the future ‘Table 4, Lix-student’s situations of using Linglish at work. Student’s opinions on lasks should be mehaded in the course book ‘able 6. Ex-students’ opmions on tasks which should be included in the course book ‘Table 7.
Students’ evaluation on the curent ESP course book. Rationale Tn the globalivalion cra that is Gilled by super tight challenges and competitions, every individual is required not only a high level of education but also a store of skills. One of the skills that most needed today is English proficiency due to its importance in almost. every corner of our hile.
The demand for Fnglish in gonoral and English for Specific Purpose (HSP) in particular therefore becomes rising to meet up with the increasingly interconnected and globalized world AL Hanoi College of Technology and Economics, English is a mandatory subject for all students coming from different departments and majors. ‘The training curriculum is divided into two parts: General English (GE) delivered at the first aemegter and Enghsh for Specific Purposes (ESP) followed alerward. However, teaching DSP has confronted a number of issues including content overload, inappropriate materials and lack of experienced ESP teachers. Amang these problerns, the course book is of the mosl concer [ar ihe ESP department.
The current ESP book for Intermediate Vocational students of Information Technology is compiled by Thac Binh Cuong — an experienced teacher in the field of information technology. However, after a few years of unplementation, it has revealed lots of limitations in terms of methodology and content. ‘The fact shows thal most sludents face dilficully in speaking and listening despite their well-grasping English grammar. [hey also shoulder a heavy program that goes beyond their capacity to fulfill.
This gives rise to the need of creating a new syllabus which puts leamers in the central role and is tasks-surrounded. Under such circumstance was this study given birth Hopefully, it will make a contribution for the improvement of Lnglish teaching at Ilanoi College of Technology and Economics. Aims and objectives of the study The overarching target of the study is to design a task-based English syllabus for the intermediate vocational sludenis of imfortnalion technology al Hanoi LIST OF ABBREVIATION BAP English for Academic Purposes HOP : English for Occupational Purposes BSP : English for Specific Purposes FFT. English as a Foreign Language GE ; General English IINCTE _: Tanai College of Technology and Economics TT Information Technology YBLT : Task-based Language Teaching TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS.
LIST OF ABBREVIATION. LIST OF FIGURES AND TABLEB. co TABLE OE CONTENT PART A: INTRODUCTION 2. Aims and objectives of the study.
Research questions 4, Scope of the study. Method of the study 6. Structure of the study .csessnssesseteuninneneeneseseatie PART B: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW.
Defi ins of ESP. Types of ESP. Definitions of syllabus 13. Approaches to BSP Syllabus Design 1.
Types of syllabus 1.4, Task-bascd syllabus.5, Rationale for choosing ‘Task-based syllabus. Sleps to designa syllabus 13. 14, Summary CHAPTER 2: NEEDS ANALYSIS OF INTERMEDIATE VOCATIONAL STEDENTS OF HANOI COLLEGE OF TECHNOLOGY AND ECONOMICS. The teaching and learning ESP at HNCTE.2, The target students.
The teaching staff. ninh nen nerreee. Trstruments for oolloofing đata.3, Data analysis and major findings. CHAPTER 3: THE PROPOSED SYLLABUS CONTENT FOR INTERMEDIATE VOCATIONAL STUDENTS OF INFORMATION AND ‘TECHNOLOGY AT LINCTE.
Aims and objectives of the syllabus 3. ‘Types of the syllabus. Tasks in the syllabus.4, The proposed syflabus 3. cành nhe nai sneeeseeieuS7 3.
The organiza tion of the syllabus.5, Suggested teaching and assessment methodalngy. Limitations and suggestions for further studies Al REFERENCES. The teaching and learning ESP at HNCTE.2, The target students. The teaching staff.
ninh nen nerreee. Trstruments for oolloofing đata.3, Data analysis and major findings. CHAPTER 3: THE PROPOSED SYLLABUS CONTENT FOR INTERMEDIATE VOCATIONAL STUDENTS OF INFORMATION AND ‘TECHNOLOGY AT LINCTE. Aims and objectives of the syllabus 3.
‘Types of the syllabus. Tasks in the syllabus.4, The proposed syflabus 3. cành nhe nai sneeeseeieuS7 3. The organiza tion of the syllabus.5, Suggested teaching and assessment methodalngy.
Limitations and suggestions for further studies Al REFERENCES. ACKNOWLEDGEMENTS This study would not oxist without [he support and encouragement from many people whom 1 wish to thank here. First and foremost, I would like to send a stunning bunch of flowers to my supervisor, Prof DrHeang Van Van, who gave we vahmble suggestions, considerate guidance and encouragements in the development and completion of this study T would be grateful to all of my lecturers ia {he post-graduate deparbnent of VNU University of Languages and Intemational Studies. | should also record a debt to my students who helped me to complete the survey questionnaires and ESP teachers of Hanoi College of Technology and Eeonomies who were so enthusiastic with me in answering interview questions and gave constructive suggestions to my study.
Tast but not least, T would Ike to thank my family for their underslanding, love and supports during the time [ worked on this study. ABSTRACT This study aims al designing a lask-based ESP syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Hoonomics. The proposed syllabus was produced. on the basis of leamers’ needs and target needs analysis.
Data was collected from interviews with RSP teachers and two questionnaires for 50 undergraduate students of information technology and 30 ex- students of [anoi College of Technology and Economics. The results of data analysis along with the theoretical views of syllabus design are the foundation for designing a syllabus for intermediate vocational students of information technology at Hanoi College of Technology and Economics.
