UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES Faculty of Post Graduate Studies BUI THI QUYNH MAI DESIGNING A TASK - BASED ENGLISH SYLLABUS FOR STUDENTS OF TOURISM AT NGHE AN COLLEGE OF CULTURE AND ARTS THIET KE CHUONG TRINH DAY HOC TIENG ANH THEO NHIEM VU CHO SINH VIEN CHUYEN NGANH DU LICH TRUONG CAO DANG VAN HOA NGHE THUAT NGHE AN NOR M.THESIS Methodology 601410 Hanoi, 2010 TABLE OF CONTENTS PART I. Rationale Aim and significance of the study Ww bo Methodology wow bở we w Structure of the study Summary PART I. LITERATURE REVIEW LL. Definition of syllabus 1.
Defimbon of syllabus design mh 13. Type of syllabi DH 1. Task based syllabus and FSP 1.1, Defining “task” and task based language teaching oO 1. Task-based Language Teaching 2 1.4, Characteristics of Task-based Syllabus 1.
Llow is LSP designed? 1. SITUATIONAL ANALYSIS AND NEEDS ANALYSIS 21, Situational analysis 2. Teacher factors 4, Institutional factors Ww 5, Assessment and evaluation requirements kỳ 1.6, The existmg curriculum kg 2. Task based need analysis Ww 2.
Needs analysis of Hotel staff and tourguides in Nghe An English for Hotel Staff English for tourguides Tourguides’ opinions about language skills. THE PROPOSED SYLLABUS CONTENT 3. Objectives of syllabus 3. Type of syllabus 3.
Tasks in the syllabus 3.1, Main target situation tasks of hotel staff 3. Main (argol silualion tasks of lourguides 3. ‘he proposed syllabus 3. A suggested English language syllabus for [lotel Staff 3.
A suggested English language syllabus for tourguides 3. Underlying Methodology of ‘Teaching and Assessment 3.7, Summary PART III. Reeommendations of the Study Al 3. Limitations and suggestions for further Study 41 3.
Methodology This study employed a quantitative methodology to achieve the above — mentioned aim. A survey questionnaire was used to find out the target needs from the perspective of the tourism sector. The data were analyzed by means of descriptive statistics 4. Structure of the study ‘The study begins with an introduction ineluding the rationale, aims and significance of the sludy as well as the method and design of the sudy.
The subsequent chapters present the main body of the research. Chapter I reviews the literature on syllabus design. Chapter II consists of three sections., situational analysis, needs analysis, and a proposed needs-based syllabus. ‘The Conclusion surtumarizes the main ideas of the sludy, and suggestions for the syllabus Inaling and unplementation, 5.
Summary In this part, the rationale of designing a task-based syllabus for students of Tourism at Nghe an College of Culture and Arts is presented. Also, the aim, the methodology and the structure of the thesis arc presented. The following part, Part II, consists of three chapters: The Literature Review, Situational Analysis and Needs Analysis, and the Proposed Syllabus. Next chapter is the Literature Review.
Rationale ‘The syllabus is often the initial communication tool that students receive as well as being the most formal mechanism for sharing information with students rogardimg any course. “The syllabus as contract can scrve as the document by which the classroom praetices, expectations, and norms are discussed and codified, Any later ambiguities of meanings can be resolved by examining the contracl thal exists belween the parties” (Danislson, 1995, p. One af the most popular types of syllabus is task-based syllabus which seemed to satisty at least four of the rationales, First, it promotes the eventual uses of the target language by emphasizing the real- world mblance of the tasks with the purpose of preparing the students for the realeworld tasks. Second, tasks derived tiom the analysis of learners" needs increase learners’ interest and motivation (Robinson, 2001, p.
Third, while performing tasks, learners can learn the target Tanguage through contextualized and meaningful use of the Ianguage rather than learning sentenez-level usage of the language. Forth, tasks presented with gradually increasing complexity provide rich, elaborated, and comprehensible input for the language acquisition to occur (Doughty & Long, 2003, p. However, in my view, the current English textbooks of tounsm in Nghe An College of Culture and Arts has certain disadvantages. They may not reflect students’ needs and interests because they are written for global markets.
Another drawback is that information is normally out-of-date, By the time students work with the material, the information it provides might have changed. Moreover, for ESP materials as English for tourism, some of the contents and language may vary according to specific situations in which learners arc currently or will be working. For instance, tour guides in Sapa will need some cultural knowledge and vocabulary different tom those working in Nghe An. It is, therefore, nscessary te develop one’s own materials to bridge the gaps, In addition to the material issue, 1 realize that most of our students of tourism face difficulty in learning speaking and listening skills although their grarmmar is quits good.
One of the factors that result in the inefficiency in teaching and learning English at our institution is the method of teaching. Many instructors stil utilize grammar-tanslation method as if is easy for them, but not Syllabuses vary in many aspects. Some are very short and barely readable, while others are lengthy and neatly bound (Taylor 1970, p.32 cited in White 1988, p.3) According to White (1988, p.59), syllabi are divided into two types from the most generic perspective. Type A: What is to be learnt? Type B: How is it to be learnt? Interventionist Non-interventionist External to the learner Internal to the learner Other directed Inner directed or self fulfilling Determined by authority Negotiated between learners and teachers Teacher as decision-maker Learner and teacher as joint decision makers Content = what the subject is to the expert Content = what the subject is to the learner Content =a gift to the learner from the Content = what the learner brings and.
teacher or knower wants Objectives defined in advance Objectives described afterwards Assessment by achievement or by mastery Assessment in relationship to learners! criteria of success Doing things to the learner Doing things for or with the learner.59) These two types of syllabi can be subdivided into six different sub-types of syllabus: structural syllabus, notional/finctional syllabus, situational syllabus, skill-based syllabus, content-based-syllabus, and task-based syllabus, In the structural (formal) syllabus, the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught. Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on. Unlike the structural syllabus, the content of the language teaching in the notional/fiznctional syllabus is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions: include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on.
Syllabuses vary in many aspects. Some are very short and barely readable, while others are lengthy and neatly bound (Taylor 1970, p.32 cited in White 1988, p.3) According to White (1988, p.59), syllabi are divided into two types from the most generic perspective. Type A: What is to be learnt? Type B: How is it to be learnt? Interventionist Non-interventionist External to the learner Internal to the learner Other directed Inner directed or self fulfilling Determined by authority Negotiated between learners and teachers Teacher as decision-maker Learner and teacher as joint decision makers Content = what the subject is to the expert Content = what the subject is to the learner Content =a gift to the learner from the Content = what the learner brings and. teacher or knower wants Objectives defined in advance Objectives described afterwards Assessment by achievement or by mastery Assessment in relationship to learners! criteria of success Doing things to the learner Doing things for or with the learner.59) These two types of syllabi can be subdivided into six different sub-types of syllabus: structural syllabus, notional/finctional syllabus, situational syllabus, skill-based syllabus, content-based-syllabus, and task-based syllabus, In the structural (formal) syllabus, the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught.
Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on. Unlike the structural syllabus, the content of the language teaching in the notional/fiznctional syllabus is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions: include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on. Rationale ‘The syllabus is often the initial communication tool that students receive as well as being the most formal mechanism for sharing information with students rogardimg any course.
“The syllabus as contract can scrve as the document by which the classroom praetices, expectations, and norms are discussed and codified, Any later ambiguities of meanings can be resolved by examining the contracl thal exists belween the parties” (Danislson, 1995, p. One af the most popular types of syllabus is task-based syllabus which seemed to satisty at least four of the rationales, First, it promotes the eventual uses of the target language by emphasizing the real- world mblance of the tasks with the purpose of preparing the students for the realeworld tasks. Second, tasks derived tiom the analysis of learners" needs increase learners’ interest and motivation (Robinson, 2001, p. Third, while performing tasks, learners can learn the target Tanguage through contextualized and meaningful use of the Ianguage rather than learning sentenez-level usage of the language.
Forth, tasks presented with gradually increasing complexity provide rich, elaborated, and comprehensible input for the language acquisition to occur (Doughty & Long, 2003, p. However, in my view, the current English textbooks of tounsm in Nghe An College of Culture and Arts has certain disadvantages. They may not reflect students’ needs and interests because they are written for global markets. Another drawback is that information is normally out-of-date, By the time students work with the material, the information it provides might have changed.
Moreover, for ESP materials as English for tourism, some of the contents and language may vary according to specific situations in which learners arc currently or will be working. For instance, tour guides in Sapa will need some cultural knowledge and vocabulary different tom those working in Nghe An. It is, therefore, nscessary te develop one’s own materials to bridge the gaps, In addition to the material issue, 1 realize that most of our students of tourism face difficulty in learning speaking and listening skills although their grarmmar is quits good. One of the factors that result in the inefficiency in teaching and learning English at our institution is the method of teaching.
Many instructors stil utilize grammar-tanslation method as if is easy for them, but not Syllabuses vary in many aspects. Some are very short and barely readable, while others are lengthy and neatly bound (Taylor 1970, p.32 cited in White 1988, p.3) According to White (1988, p.59), syllabi are divided into two types from the most generic perspective. Type A: What is to be learnt? Type B: How is it to be learnt? Interventionist Non-interventionist External to the learner Internal to the learner Other directed Inner directed or self fulfilling Determined by authority Negotiated between learners and teachers Teacher as decision-maker Learner and teacher as joint decision makers Content = what the subject is to the expert Content = what the subject is to the learner Content =a gift to the learner from the Content = what the learner brings and. teacher or knower wants Objectives defined in advance Objectives described afterwards Assessment by achievement or by mastery Assessment in relationship to learners! criteria of success Doing things to the learner Doing things for or with the learner.59) These two types of syllabi can be subdivided into six different sub-types of syllabus: structural syllabus, notional/finctional syllabus, situational syllabus, skill-based syllabus, content-based-syllabus, and task-based syllabus, In the structural (formal) syllabus, the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught.
Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on.
