VIETNAM NATIONAL UNEVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES: FACULTY OF POST-GRADUATE STUDIES LE NGUYÊN HƯƠNG DESIGNING A LEARNER-CENTERED SPEAKING SYLLABUS FOR TECHNICIANS IN GARMENT COMPANIES TITEL KE CHƯƠNG TRÌNH NÓI TIẾNG ANH THEO DUONG HUONG LAY NGƯỜI HỌC LÀM TRUNG TÂM CHO CÁC KỸ THUẬT VIÊI TẠI CÁC DOANII NGUIỆP MAY M. MINOR THESIS Field: English Teaching Mcthodology Code: 60. Hoang Thị Xuân Hoa HANOI, 10/2011 Table of contents PART I- INTRODUCTIONS 1. The aims of the sludy ewe 3.
The research quesiONã. The scope of the study - 5. The method of the sluly. The design of the stUdy.sensnmmenneseninninaneneeneniintsiimesiamineinsnie te Part I: DEVELOPMENT CHAPTER I: LITERATURE REVIEW LiL.
An overview on syllabus design. Definition of syllabus - - - coe S L. Types of syllabus. ‘The functional-notional syllabus - - - a 6 1.
Task- based sytlabus 1. Skill-based syllabus 7 1. Learner- eenterzd approach in foreign language teaching.eamer- centered approach in foraign language teaching 1. How the Icarner- centered approach differs from the tcacher- centered approach Ö 11 1.
The stops in designing a leamner- cenlersd syÏlabus 12 1.2, Goal and objective đelsrmining.3, Content selecting and grading. Teaching method suggesting 16 12. An ocrvicw ofESP. Definition of ESP - ¬.
Classification of ESP 17 IS. What is speaking - - - ". Speaking skills - co AB 1. Charactcristics of a succcssftl spcaking activitiss.
19 CHAPTER TI: METHODOLOGY 2. The setting of the stndy. The teaching and learning conditions. The curenf syÏlabs.
The lárgel Tearners a 2.4, The teacher staff. Instruments for collecting data 22 2.4 Data collecting procedure 23 CUAPTER HI: DATA ANALYSIS AND DISCUSSION 3.1, Data gathered by means of Linglish teachers’ questionnaire 24 3.1 Teachers? opinions on objectives needed m ing af the end of ESP speaking course. Teachers’ selection of topics needed in the speaking syllabus. Teachers’ sclsction of grammar and structures needed in the syllabus.
Data gathered by means oflearners’ questionnaire - 26 3.1, Leamers’ opinious on objzetives needed meoting at the and of ESP speaking, COWS. Leamers’ selection of topics needed in the ESP speaking syllabus .3, Leamers’ selection of grammar and structures needed in the syllabus .Data gathered by means of employers’ infervieWs. A PROPOSED SPEAKING SYLLABUS FOR TECHNICIANS IN GARMENT COMPANIES 1.2, The functional notional syliabus in contrast with the structural syllabus, functional-notional one emphasizes the real communicative funciion of language. The content of the language leachmg is a collection of the functions that usually occur in daily life, for example; informing, agreeme, apologizing, requesting, and so on.
And the notions of the language relating to size, age, cofor, lima, comparison. The advanlage of this type of sytlabus ta that learners aro casy to use their language in the communicative situations with the useful famctions or notions. However, functions and notions are quite abstract and some learners may have difficulties thinking of cornmunicative finetions oulsid a specific conlext. And the different kinds of structures are often used to express the same communicative function, so that it is difficult to follow a progression from simpler to more complex structures.
situational syllabus Situational syllabus focuses on the content of the language teaching that collects the real or imaginary siluations in which language is uscd. The language interactions are closely related ta social context and the participants oan understand therm in the ecrlain context or setting. So it usually consems with the question “when and where will the learner need the target language” and attempts to specify the situations such as seeing the dentist, buying books at the bookstore, asking the directions, checking in the airport and sơ on “The advantage of this type of syllabus is that the content is qnite relevant to the interests and needs of the leamers. It is easy for the leamers to master and communicate the bmgnage that they are going to usc in the roa situation, But the lintil of this syllabus is the unpredictable situation and the problem of grading of the items.
It is clear that the primary purpose of a situational language syllabus is to teach the language that ocours in the situations. Examples of sitnations include: going slopping, buying books, asking directions, znaking, complaints.4, Topical syllabus Topical syllabus uses topies or themes as its starting, points. The syllabus designers select the topics that are relevant and necessary for the learners. Resulting of this is the Jearners will be incrested in the lessons bevause of their purposes relaling fo the lopies.
As Robinson(1931:37) stated about this kind of syllabus: “ It motivates the students and as a * When it is to be taught, and at what rate of progress, relating the inventory of items to the different levels and stages as well as the time constrains of the course. « How it is to be taught, suggesting procedures, techniques, and materials. * How if is to be evalualed, suggesting testing and evaluating mechanism. In short, there are many different views in syllabus design.
Kach one has its own strong and weak points. So syllabus designers have to lake account the objectives and the jeamers’ needs to design an appropriate syllabus that meet the demand. I will not follow anyone’s and | will mix the above view to find out the best points. Types of syllabus 1.
The Structural syllabus Traditionally, structural syllabus is also called granumatical one. This is one of the most popular ways of designing syllabus for long because grammatical forms are the key to master a language. Structure syllabus focuses on teachings students the forms, structures and grammatical of language such as how to use and form nouns, verbs, adjectives or tenses, voice.Discussing the structural syllabus, Yalden (1983: 36) wrote “ structural syllabus are based on ths assumption that il is crough 10 grads the matcriat from a linguistic point of view, i.e to look at the grading trom a point of view of the structures and words to be taught”. ‘The activity in a class where the stractural syllabus is used is, therefors, confined to the appraisal of utterances or structural criteria in isolation from each other, Students Ioan question form, negation, imperative, passive.cte, They also jearn phrasal verbs, complex sentences.
But they are not taught how to answer and express approprialely to 4 given [function in a given situalion. The teachers may use different methods in the cl: which foliow the structural syllabus, but the constraints are the same: the content of the syllabus has been determined by giving the priority to teaching the grammatical structures of the language. Besidas, the structural syllabus seems to bias the teacher-centered rather than the Jearned-centered approach so it is not higtly appropriats in teaching language nowadays. PART I: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.
An overview on syllabus design 1.1, Definition of syllabus Syllabus is a popular notion in teaching language, it plays an important role in the success of the Leaching and learning. There are several ways of deliming the syttabus on the views of different writers: the narrow and the broad approach to syllabus design Yalden (1984:14), a broad view scholar, defines that “Ihe syllabus replaces the concept of smothod’, and the syllabus is now soon as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of *tit’ between the needs and the aims of the Jeamers (as social being and as individual), and the activities which will take place in the Glassrnom”. He eonsidors the toachsrs as an assistant af the syllabus dusignier, teachors can adjust the syllabus and the learners? needs and aims in the classroom, On the other hand, with a clear distinction between the syllabus design and smethodology, Numan (1988:5) points out that “Syllabus design is seem as being concern with the selection and grading of the conlent, while methorotogy is concerned with the selection of learning tasks and activities”. He also affirmed; “Syllabus is a statement of content which is used as the basic for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content” According to IIutchinson and Waters (1993:90), a syllabus is a document which says what will (or at [east what should) be learnt, it should state oul the goals, content, and activities to be cartied out in a particular, and well-defined context.
And Allen (1984:61) supposes: “Syllabus is concemed with a specification of what units will be taught (as distinction from how they will be taught, which is the matter for mthodology) The following detailed guideline for syllabus designer was given by Dndin and Olshtain (1980:28): what it is called, it is a document which ideally describes © Whal tho tzarner are expected lo know al the ond of the course, or the course objectives im operational terms. What is to be taught or leamed during the course, in the form of an inventary of itsms? w Chapter IL: ‘The stndy presents the findings of students’ needs, teachers” suggestions for the speaking syllabus. Chapter IV: The proposal spsaking syllabus based on the students” needs, teachers” and, entployars’ suggestions and the course objectives. Part I: The conelusion aims at summarizing the main ideas of the study, ‘The last one is the Appendix that includes the questionnaires, tables PART I: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.
An overview on syllabus design 1.1, Definition of syllabus Syllabus is a popular notion in teaching language, it plays an important role in the success of the Leaching and learning. There are several ways of deliming the syttabus on the views of different writers: the narrow and the broad approach to syllabus design Yalden (1984:14), a broad view scholar, defines that “Ihe syllabus replaces the concept of smothod’, and the syllabus is now soon as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of *tit’ between the needs and the aims of the Jeamers (as social being and as individual), and the activities which will take place in the Glassrnom”. He eonsidors the toachsrs as an assistant af the syllabus dusignier, teachors can adjust the syllabus and the learners? needs and aims in the classroom, On the other hand, with a clear distinction between the syllabus design and smethodology, Numan (1988:5) points out that “Syllabus design is seem as being concern with the selection and grading of the conlent, while methorotogy is concerned with the selection of learning tasks and activities”. He also affirmed; “Syllabus is a statement of content which is used as the basic for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content” According to IIutchinson and Waters (1993:90), a syllabus is a document which says what will (or at [east what should) be learnt, it should state oul the goals, content, and activities to be cartied out in a particular, and well-defined context.
And Allen (1984:61) supposes: “Syllabus is concemed with a specification of what units will be taught (as distinction from how they will be taught, which is the matter for mthodology) The following detailed guideline for syllabus designer was given by Dndin and Olshtain (1980:28): what it is called, it is a document which ideally describes © Whal tho tzarner are expected lo know al the ond of the course, or the course objectives im operational terms. What is to be taught or leamed during the course, in the form of an inventary of itsms? 2. The aims of the study ‘This study is aimed at designing a leamer- centered speaking syllabus for the lechmicians in Garment companies. To ablain the aim, following objectives are lo be achieved: - Tojinvestigate the needs of the leamers and the condition of learning.
- To propose an appropriate spcaking syllabus for Lamers based on their nods and special requirements. The research questions. “To achieve the above aims and objectives, the following questions are raised: i. What are the leamers’ learning in term of English speaking skill? 2.
