Luận văn tiếng Anh: An investigation into students’ communicative needs in English: The case of University of Labour and social affairs = Nghiên cứu điều tra về nhu cầu giao tiếp tiếng Anh của sinh viên Trường Đại học Lao động xã hội. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2012
Chủ đề: Ngôn ngữ
Tiếng Anh
Giao tiếp
Miêu tả: 43 p. + CD-ROM
M.A. Thesis English teaching methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012
This paper is an exploratory study of the use of English by accounting and insurance students. It attempts to examine the communication needs of the students in the workplace by shedding light on their perceptions of needs, wants and lacks. The sample consists of thirty students who are equally distributed by type of work. The data was collected by means of a questionnaire, interviews, and analysis of authentic workplace texts. The results of this study have shown that the students’ perceptions of their needs, wants and lacks are greatly affected by their attitudes toward English. The findings presented here bear on orientations toward the importance of studying ESP as a means of communication in relation to the group of students using it and the workplace in which it is used
TABLE OF CONTENT
6.
Design ofthe study.
Part B: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. "COMMUNICATIVENESS" AND COMPETENCE 1.1.1. What is "communicativeness"?
1.1.2. Communicativecompetence.
1.1.3 Communicative performance.....
1.1.4. Needs..
1.1.5. Needs analysis..
1.1.6. Changing the communicative needs
1.1.7. The impact of integrated language skills in communication
CHAPTER 2: THE STUDY.......................................... 2.1. Data and Methodology ..............
2.2. Results and Discussion............
2.2.1. Students' Needs and Actual Use.
2.2.2. Students' Wants. 2.2.3. Students' lacks .
PART C: CONCLUSION AND IMPLICATION 1. Conclusions and implications.......
...9 ..10 ......11 ...... 12
.......19
.21 .21 .23 .23 .28 .30
.........34 .34
2. Limitation and suggestion for further study......
.36 References .
_. . . . . . 3 8 APPENDIX I
PART A: INTRODUCTION
1. Rationale
English is undoubtedly considered a golden key to open the door of such
fields as commerce, science and technology throughout the world. Therefore, it is
necessary to teach this language in educational establishments of all levels. One of
the most important purposes of learning English is to communicate with other
people especially native speakers while communication is mainly based on speaking
in which intonation is an important aspect. Therefore, how to speak English
smoothly and fluently with an accurate intonation is essential to any learners of
English including Vietnamese learners. However, during the course of the
research's study and teaching practice, it is found that little or even no attention is
paid to the teaching and learning of communicativeness. In addition, among many
aspects ofthe teaching and learning English, communicativeness is often neglected
at non-major language colleges. Students are taught about this issue when they are
in university or college; so many ofthem find it difficult to communicate because of their pronunciation or because they can't pronounce an utterance with accurate
intonation. As a result, their English does not sound native-like. Similarly, students always have troubles in listening and understanding native speakers. This leads to the fact that a lot of them feel shy and lack of confidence in speaking English.
During the past 20 years, the explosion in business and communications technology has revolutionized the field of English language teaching, and has radically shifted the attention of course designers from teaching English for Academic purposes to teaching English for more specialized purposes. In the last few years, first (L1) and second (L2) language acquisition research into language teaching have led to an increased interest in investigating the most effective ways of improving the ability of workers in using English for specific purposes in the workplace (Li So-mui and Mead, 2000; Louhiala-Salminen 1996). Several recent studies of ESP have provided evidence of the importance of teaching English for
specific purposes (Li So-mui and Mead, 2000; Edwards, 2000; Lohiala-Salinen,
1996; Huchinson and Waters, 1987). For example, it has been observed that the
type of language used by each worker is influenced by the worker's working
instrument (see for example, Pogner, 2003; Zak and Dudley Evans, 1986), by his
aims and professional constraints, as well as by his specialization and the type of
duties assigned to him, and by the texts the worker produces and deals with (e.g.,
Edwards, 2000; Macintosh, 1990). These educational studies have been developing
in tandem with a recognition that learning English for specific purposes play important roles in workers' and administrators success in their fields of work and
business environments.
Over the last few years, many researchers have offered a number ofbooks
and articles bringing out new insights and approaches from different theoretical perspectives. For instance, an important survey was conducted in Finland in 1998 by the National Board of Education on the language and communication skills in the fields of industry and business. It studied language communication needs of industry and business employees and was aimed at showing how language teaching could best equip students with the skills required in professional life. The survey
has revealed that compared with engineers, employees in production jobs,
installation and repair workers do not need to use foreign languages as much as the
members of the other group. However it is clear that they have to read instructions,
socialize and travel. They rarely get involved with writing formal papers, giving
presentations or negotiating. The study thus has shown that the need for oral
communication overrides written skills (reading and writing) in the first group, while the discrepancy in the second is smaller (Reported in Viel 2002:1).
Similar studies have been carried out in other European and Asian countries
(see Perrin, 2003; Ponger, 2003; Edwards, 2000; Le So-Mui and Mead, 2000). In his study on writing and interacting in the discourse community of engineers,
Pogner (2003:865) has concluded that writing in the discourse community of engineers cannot be isolated from its contexts, from the chains of communication of
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2012
Chủ đề: Ngôn ngữ
Tiếng Anh
Giao tiếp
Miêu tả: 43 p. + CD-ROM
M.A. Thesis English teaching methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012
This paper is an exploratory study of the use of English by accounting and insurance students. It attempts to examine the communication needs of the students in the workplace by shedding light on their perceptions of needs, wants and lacks. The sample consists of thirty students who are equally distributed by type of work. The data was collected by means of a questionnaire, interviews, and analysis of authentic workplace texts. The results of this study have shown that the students’ perceptions of their needs, wants and lacks are greatly affected by their attitudes toward English. The findings presented here bear on orientations toward the importance of studying ESP as a means of communication in relation to the group of students using it and the workplace in which it is used
TABLE OF CONTENT
6.
Design ofthe study.
Part B: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. "COMMUNICATIVENESS" AND COMPETENCE 1.1.1. What is "communicativeness"?
1.1.2. Communicativecompetence.
1.1.3 Communicative performance.....
1.1.4. Needs..
1.1.5. Needs analysis..
1.1.6. Changing the communicative needs
1.1.7. The impact of integrated language skills in communication
CHAPTER 2: THE STUDY.......................................... 2.1. Data and Methodology ..............
2.2. Results and Discussion............
2.2.1. Students' Needs and Actual Use.
2.2.2. Students' Wants. 2.2.3. Students' lacks .
PART C: CONCLUSION AND IMPLICATION 1. Conclusions and implications.......
...9 ..10 ......11 ...... 12
.......19
.21 .21 .23 .23 .28 .30
.........34 .34
2. Limitation and suggestion for further study......
.36 References .
_. . . . . . 3 8 APPENDIX I
PART A: INTRODUCTION
1. Rationale
English is undoubtedly considered a golden key to open the door of such
fields as commerce, science and technology throughout the world. Therefore, it is
necessary to teach this language in educational establishments of all levels. One of
the most important purposes of learning English is to communicate with other
people especially native speakers while communication is mainly based on speaking
in which intonation is an important aspect. Therefore, how to speak English
smoothly and fluently with an accurate intonation is essential to any learners of
English including Vietnamese learners. However, during the course of the
research's study and teaching practice, it is found that little or even no attention is
paid to the teaching and learning of communicativeness. In addition, among many
aspects ofthe teaching and learning English, communicativeness is often neglected
at non-major language colleges. Students are taught about this issue when they are
in university or college; so many ofthem find it difficult to communicate because of their pronunciation or because they can't pronounce an utterance with accurate
intonation. As a result, their English does not sound native-like. Similarly, students always have troubles in listening and understanding native speakers. This leads to the fact that a lot of them feel shy and lack of confidence in speaking English.
During the past 20 years, the explosion in business and communications technology has revolutionized the field of English language teaching, and has radically shifted the attention of course designers from teaching English for Academic purposes to teaching English for more specialized purposes. In the last few years, first (L1) and second (L2) language acquisition research into language teaching have led to an increased interest in investigating the most effective ways of improving the ability of workers in using English for specific purposes in the workplace (Li So-mui and Mead, 2000; Louhiala-Salminen 1996). Several recent studies of ESP have provided evidence of the importance of teaching English for
specific purposes (Li So-mui and Mead, 2000; Edwards, 2000; Lohiala-Salinen,
1996; Huchinson and Waters, 1987). For example, it has been observed that the
type of language used by each worker is influenced by the worker's working
instrument (see for example, Pogner, 2003; Zak and Dudley Evans, 1986), by his
aims and professional constraints, as well as by his specialization and the type of
duties assigned to him, and by the texts the worker produces and deals with (e.g.,
Edwards, 2000; Macintosh, 1990). These educational studies have been developing
in tandem with a recognition that learning English for specific purposes play important roles in workers' and administrators success in their fields of work and
business environments.
Over the last few years, many researchers have offered a number ofbooks
and articles bringing out new insights and approaches from different theoretical perspectives. For instance, an important survey was conducted in Finland in 1998 by the National Board of Education on the language and communication skills in the fields of industry and business. It studied language communication needs of industry and business employees and was aimed at showing how language teaching could best equip students with the skills required in professional life. The survey
has revealed that compared with engineers, employees in production jobs,
installation and repair workers do not need to use foreign languages as much as the
members of the other group. However it is clear that they have to read instructions,
socialize and travel. They rarely get involved with writing formal papers, giving
presentations or negotiating. The study thus has shown that the need for oral
communication overrides written skills (reading and writing) in the first group, while the discrepancy in the second is smaller (Reported in Viel 2002:1).
Similar studies have been carried out in other European and Asian countries
(see Perrin, 2003; Ponger, 2003; Edwards, 2000; Le So-Mui and Mead, 2000). In his study on writing and interacting in the discourse community of engineers,
Pogner (2003:865) has concluded that writing in the discourse community of engineers cannot be isolated from its contexts, from the chains of communication of
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