MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ------------ TRUONG THI CAM LOAN DESIGNING SAMPLE UNITS FOR ESP STUDENTS OF ACCOUNTING AT HUE INDUSTRIAL COLLEGE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.A THESIS SUPERVISOR: Assoc. PHAN VAN HOA HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ ĐẠI HỌC NGOẠI NGỮ -------------- TRƢƠNG THỊ CẨM LOAN BIÃN SOAÛN GIAÏO TRÆNH TIÃÚNG ANH CHUYÃN NGAÌNH KÃÚ TOAÏN CHO SINH VIÃN ÅÍ TRÆÅÌNG CAO ÂÀÓNG CÄNG NGHIÃÛP HUÃÚ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY –HỌC MÔN TIẾNG ANH MÃ SỐ:60.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƢỜI HƢỚNG DẪN: PGS. PHAN VĂN HÒA HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledgement that this study is mine. The data and findings discussed in the thesis are true, used with permission from participants and have not been published elsewhere.
Author Truong Thi Cam Loan First, I would like to express my deep gratitude to my supervisor, Assoc. Phan Van Hoa, who directly instructed to carry out the thesis. His detailed feedback and insight, his kindness and enthusiasm have encouraged me over the time of conducting the study. Second, I am very grateful to Assoc.
Truong Vien, who gave me useful advice , early suggestions and enthusiastic support for the research. Third, I am greatly thankful for teacher staff and students at Hue Industrial College; they are very hearty to give opinions and suggestions for my research. Without their contribution, I would not be able to complete my project. Last, I wish to express my deep thanks to my family and friends for all their support during the time I was conducting this research TABLE OF CONTENTS ABSTRACT.
BACKGROUND TO THE STUDY. RATIONAL OF THE STUDY. RESEARCH AIM AND SIGNIFICANCE. SCOPE OF THE STUDY.
ORGANIZATION OF THE RESEARCH. 12 CHAPTER 2- LITERATURE REVIEW. PREVIOUS STUDIES RELATED TO THE TOPIC. DEFINITION OF ENGLISH FOR SPECIFIC PURPOSES (ESP).
WHAT IS ACCOUNTING ?.2 WHAT IS ESP?. TEACHERS‘ ROLES IN ESP. DESIGNING THE ESP COURSE AND MATERIALS. APPROACHES TO COURSE DESIGN.
Topic-based syllabus approach. Task-based syllabus approach. Determing course content. Real and carrier content.
Planning the syllabus. FRAMEWORK FOR MATERIAL DEVELOPMENT. The role of needs analysis. FORMULATION OF GOALS AND OBJECTIVES OF THE ESP COURSE33 CHAPTER 3 METHODOLOGY.
37 CHAPTER 4 FINDINGS AND DISCUSSION. Teachers‘ and students‘ viewpoints to the importance of accounting. Teachers‘ and students‘ responses to the purposes of ESP learning. Teachers‘ and students‘ preference for Teaching aids .ESP teachers‘ and students‘ preference for language skills/knowledge to design a ESP syllabus.
Students‘ need for using language in class. ESP teachers‘ and students‘ preference for class activities. Language and content teachers‘ preference for source of ESP materials. Teachers‘ and students‘ difficulties in teaching and learning ESP.
Some expectations and suggestions for teaching and learning ESP for Accounting. Sample Units for students of accounting at HIC. Goal and objective of the course. Outline of the course.
Two sample units for students of accounting. Students‘ evaluation of the two sample units. 67 CHAPTER 5 CONCLUSION AND IMPLICATIONS. What are Accounting Students‘ Needs of English learning?.
What authentic materials should be selected and adapted to Accounting Students‘ Needs ?. How sample units should be designed and used for students of accounting at HIC ?. 72 2 LIST OF ABBREVIATIONS ESL : English as a second language ESP : English for Specific Purposes GE : General English HIC : Hue Industrial College EFA : English for accounting 3 LIST OF FIGURES Figure 2.1: A framework for a task-based design of user interfaces. The materials evaluation process.
Representation of ESP course development .4 The role of needs analysis in course design. Teachers‘ and students‘ viewpoints to the importance of accounting. Teachers‘ and students‘ responses to the purposes of ESP learning. Teachers‘ and students‘ preference for Teaching aids .ESP teachers‘ and students‘ preference for language skills/knowledge to design a ESP syllabus.
Students‘ need for using language in class. ESP teachers‘ and students‘ preference for class activities. Language and content teachers‘ preference for source of ESP materials. Teachers‘ and students‘ difficulties in teaching and learning ESP.
Students‘ preference for themes/ topics to design ESP syllabus. Students‘ responses to Unit 4. Students‘ responses to Unit 5. 67 4 LIST OF TABLES Table 4.
Teachers‘ and students‘ preference for Teaching aids. ESP teachers‘ and students‘ preference for language skills/knowledge to design a ESP syllabus. Language and content teachers‘ preference for source of ESP materials. Teachers‘ and students‘ difficulties in teaching and learning ESP.
Students‘ preference for themes/ topics to design ESP syllabus. 46 5 LIST OF APPENDICES Appendix 1: Questionnaire A Appendix 2: Questionnaire B Appendix 3: Questionnaire C Appendix 4: Interview A Appendix 5: Interview B Appendix 6: Evaluation form 6 ABSTRACT This thesis mainly focuses on the students‘ needs analysis of learning English for Accounting. A syllabus is designed then to meet their needs and two sample units are selected to design for students of accounting at HIC. The data collection instruments include questionnaires and interviews.
The subjects related to this research consist of second-year students of accounting, English teachers and content teachers at HIC. After taking many factors into considerations, topic-based and task-based syllabus is chosen to design in accordance with the student‘s level to the current teaching and learning context. From the findings and the detailed discussion, some implications and suggestions for further research were provided to have effective teaching and learning results. BACKGROUND TO THE STUDY Nowadays, Vietnam is coming into the period of intellectual, integrate economics, new prosperous society of the 21st century, which is an intellectual and knowledge-based society and based on creative thinking of students coming out of school.
Because English is considered as an effective means of international communication. English is widely used in all fields of activity throughout the world. Therefore, there has been a growing demand for the learning of this language of those who want to master English to serve their different purposes. This leads to the introduction of English for Specific Purposes (ESP) in many universities and colleges in Vietnam.
This requires students to equip them with better professional knowledge and know how to self-innovate their knowledge and abilities to match the growth of work requirements. They must be able to self-direct and rise above their difficulties to adapt to new social demands. In reality, many students with foreign language qualification cannot find a job because their English abilities are not good. Therefore, if a graduate in English with a general and not outstanding level, then of course he or she has less advantage in comparison with a graduate with expertise such as accounting, economics, building and good at foreign language.
Therefore, it is very good if we apply English to a certain speciality. This will make it possible for many students to find jobs more easily. At least, if they cannot apply English to a certain speciality, then their good qualities of English will be a sound basis for them to have opportunities to learn, improve knowledge and professional development in dynamic, modern working environment. Thus, English for specific purpose is increasingly appreciated.
Accounting is no longer strange to everyone, especially in modern life today. Each day, there are more hundreds of companies formed; the demand for accounting has increased quickly. In our country today, the number of accountants of regular training is still low; the number of accountants that meets the needs of the companies is even scarcer. Therefore, this job is being considered ―hot‖ in the present and future.
8 Students with majors in accounting contact with daily update information and rapidly transforming science and technology with the presence of foreign languages, especially English with a series of professional terms and diverse expression in accounting. According to Basturkmen (2010) in English for specific purpose (ESP), learners are seen as language learners engaged in academic, professional or occupational pursuits and who use English as a mean to carry out those pursuits. For the reason, the role of teaching and learning English for specific purposes at universities and colleges in the current period is of paramount importance and decision of the quality of the training process. Like other fields, to study accounting effectively, English is an efficient supportive tool.
In Basturkmen‘s (2006) opinion, ESP aims to speed learners through to a known destination, and is an essentially practical endeavor. It is clear to understand that ESP students want to achieve ―real world‖ objectives, requiring specific linguistic competencies. After graduation, with excellent professional knowledge and English proficiency, students will easily conquer the employer. However, in reality in our country, ESP training for students today is not rational, makes graduates weak at this skill and influences the career development.
Many students who are bad at ESP often slowly progress in work. This is also the concern of many companies and businesses when recruiting graduates from universities and colleges. Currently, in Vietnam in general, in Hue city in particular, English is officially taught as a foreign language from primary schools, the lower secondary schools, and high schools. After taking an entrance examination in colleges and universities, these students had some general knowledge of English, but their access to new learning environments with new curriculum did not meet the specialized knowledge.
As a result, most of the students become bored and passive. This has given rise to the question: ―How can ESP teachers improve the situation to bring real life into the lessons and motivate the students to read in English?‖ According to Robinson (1991), he states that the role of ESP teachers is a controversial issue. ESP teachers do not only teach, however, they are often involved in designing, setting up and administering the ESP course. 9 In fact, ESP has been taught in Hue Industrial College for four years.
Designing syllabus is a popular term that attracts may researchers. In Hue city, a series of syllabus of English for students were designed by many researchers such as Bich Hao (2008); Tuyet Nhung. Hoang Lien, Dieu Phuong, Phuong Chi (2009), To Trinh (2011). Syllabus of English for accounting students at Hue University was designed by Tuyet Nhung (2009) with separate language skills and areas: Grammar, listening, speaking, reading, and writing.
Nonetheless, her students were for economic students learning English at Hue University of Economics, not for College students learning English at Hue Industrial College. Moreover, it was designed in 60 class periods of a course. Whereas, in Hue Industrial College, it takes 30 periods of a course for ESP students to learn English of accounting. Briefly, far too little attention has been paid to the research on Designing Sample Units for ESP Students of Accounting at Hue Industrial College.
Therefore, this project is still new. As one of the school's guest lecturers, the researcher finds that it is necessary and urgent to implement this project, because this is a practical studied problem which is feasible and tremendously beneficial for a team of faculty and students of Accounting at Hue Industry College. RATIONAL OF THE STUDY - “Designing sample units for students of accounting‖ is important and essential project for the second year students of accounting at Hue Industrial College to improve the ability of using specialized vocabulary and to improve the knowledge of grammar, reading and writing skill. - It is prerequisite to design sample units for ESP students of accounting based on students‘ needs analysis - In addition, this work is also a useful syllabus that helps teachers at Hue Industrial College create favorable conditions in teaching process.
- Moreover, some implications and recommendations are shown out to have an effective teaching and learning of this project.