TRƯỜNG ĐẠI HỌC THƯƠNG MẠI KHOA TIẾNG ANH NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG DESIGNING A TASK-BASED WRITING SKILL SYLLABUS INTEGRATED WITH WORKING SKILLS FOR THE SECOND-YEAR ENGLISH MAJORS OF THUONG MAI UNIVERSITY THIẾT KẾ CHƯƠNG TRÌNH DẠY KỸ NĂNG VIẾT THEO NHIỆM VỤ KẾT HỢP ĐỊNH HƯỚNG PHÁT TRIỂN NGHỀ NGHIỆP CHO SINH VIÊN NĂM HAI KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC THƯƠNG MẠI Người thực hiện : Ths. Trần Lan Hương Đơn vị công tác : Khoa tiếng Anh HANOI, 2017 DECLARATION I hereby declare that this thesis is a presentation of my original research work. Wherever contributions of others are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions. Signature Tran Lan Huong Page i ACKNOWLEDGEMENTS I would also like to express special thanks to all the English staff and the second- year English majors of Thuong Mai University for their contribution to the data collection and their constructive suggestions for this research.
Page ii ABSTRACT The thesis was aimed at designing a practical, feasible and enjoyable writing skills syllabus for the second-year English majors of Thuong Mai University (TMU). The study started with the situational and needs analysis based on Hutchinson and Water (1987). The situational and needs analysis were conducted in TMU with the employment of the following research instruments: two questionnaires for teachers and students, and the students’ writing papers, the CEFR (2001) and the current writing skills syllabus. The informants of the study include all 62 second-year English majors and 10 teachers of English major section in TMU.
The results of the situational and need analysis show that there is no separated textbook and syllabus to meet the needs of both the university and the students in terms of its objectives and contents. The new sets of objectives which emphasize the communicative competence of the learners in their desirable target situations were re-determined in accordance with their needs. To best serve the objectives of the course and learning style preferences of the students, task based was chosen as the approach driving the design of the new syllabus in which the target tasks in four main domains: the personal, the public, the occupational and the educational were derived from the target needs analysis and selected to suit the current level of the learners (CEF A1+ -A2). Page iii TABLE OF CONTENTS DECLARATION.
iii TABLE OF CONTENTS. i TABLE OF FIGURES. iv PART 1: INTRODUCTION. Aims and Objectives of the study.
Scope of the study. Design of the study .5 Chapter 1: Literature review. Approaches to Teaching Writing for Specific PurposeError! Bookmark not defined. Product Oriented Approaches.
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Task-Based Approaches. Error! Bookmark not defined. Tasks and types of tasks. Error! Bookmark not defined.
Error! Bookmark not defined. Error! Bookmark not defined. The framework of TBLT applied in teaching writingError! Bookmark not define 1. Task-Based syllabus (TBS).
Error! Bookmark not defined. Setting of the study. Data collection instruments. Data collection and data analysis procedure.30 Chapter 3: Findings and Discussion.
The situational analysis of the teaching and learning context in TMU. Motivation in learning writing skills. The shortcoming of the current writing textbook. Target tasks and target language focus perceived by the university based on the CEFR .Target tasks and learning tasks perceived by teachers and learners.
Learning needs analysis .39 Chapter 4: The proposed writing skill syllabus 4. Justifications for the choice of task based approach to designing the syllabus 4. Tasks Selecting and Grading PART 3: CONCLUSION. Summary of the study.
Limitations of the study. Suggestions for further studies. III Appendix 1: NEEDS ANALYSIS FRAMEWORK (Hutchinson and Waters, 1987). III Appendix 2: THE STUDENTS’ QUESTIONNAIRES.
V Appendix 3: THE TEACHERS’ QUESTIONNAIRES. VIII Appendix 4: Written test evaluation criteria (Adapted from CEFR (2001)). XI Appendix 5: Sample lesson procedures. XIV TABLE OF FIGURES Figure 1: Framework for task based writing teaching.
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