Nghiên cứu khó khăn trong việc dạy từ vựng tiếng Anh chuyên ngành cho sinh viên năm thứ hai tại trường Cao đẳng Cộng đồng Hà Nội

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Luận văn tiếng Anh: Difficulties in teaching ESP vocabulary to second-year students at Hanoi Community College - A case study = Nghiên cứu những khó khăn trong việc dạy từ vựng tiếng Anh chuyên ngành cho sinh viên năm thứ hai tại trường Cao đẳng Cộng đồng Hà Nội. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Tiếng Anh
Từ vựng
Phương pháp giảng dạy
Miêu tả: 41 p. + CD-ROM
M.A. Thesis English Methodology -- University of Foreign Languages and International Studies. Vietnam National University, Hanoi, 2010
TABLE OF CONTENTS
Acknowledgements
Abstract
Table of contents
List o fabbreviations .Vil List oftables
List of figures
PART A: INTRODUCTION
1. Rationale .......
2. Objectives of the study
2
3. Research questions
4. Scopeof the study 2
5. Methods of the study
6. Significance of the study
7. Designofthestudy
PART B: DEVELOPMENT ....... CHAPTER 1: LITERATURE REVIEW
§
1.1. ELT vocabulary teaching
5 1.1.1. What is vocabulary?
§ 1.1.2. Selecting vocabulary ....
...5 1.1.3. What need to be taught? 6. 1.1.4. Teaching vocabulary ..... ......6 1.1.4.1. Presentation techniques

1.1.4.2. Practice and consolidation techniques 1.2. ESP vocabulary teaching.......
1.2.1. What is ESP vocabulary?
1.2.2. Needs analysis in ESP vocabulary teaching
1.2.3. Important aspects of ESP vocabulary teaching
1.2.3.1. Word formation
1.2.3.2. Word relations
1.2.4. TeachingESPvocabulary... 1.2.4.1. Presentation techniques
7
.....7 ..8
. . . . . . . . 9 10
. . . . . 1 0 ..11 ..12 1.2
7
1.2.4.2. Practice and consolidation techniques
.12 1.3. Problems in conducting an ESP course
.....13 CHAPTER 2: THE INVESTIGATION
.....14 2.1. The context of teaching and learning vocabulary at Hanoi Community College
2.1.1.The syllabus and materials ........ 2.1.2. The teachers
2.1.3. The students
2.2. Methods and procedures
2.2.1. Research questions ..........
2.2.2. The participants
2.2.3. Data collection instruments
2.2.4. Data collection procedure
2.2.5. Data analysis
2.3. Findings and discussion ................... 2.3.1. The teachers' questionnaire..... 2.3.1.1. The teachers' background ....
....14 ..........14 15
15 ...15
..16 ....16
.16 1.7
17 ......17
...17
PART A: INTRODUCTION
Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international relations in Vietnam. For that reason, there is a great demand for teaching and learning English throughout the country for different purposes.
In the rapidly changing world, teaching English for Specific Purposes (ESP) has
become one of the most prominent features of the English language teaching process.
Hutchinson and Waters (1987) reported that ESP is an approach for language teaching in which all decisions regarding content and methods are based on the learners' reasons for
learning. It focuses on using English effectively in specific academic fields such as
business, law, medicine, sciences, etc. In teaching English for Specific Purposes, no one argues that the scope of specialized vocabulary is a primary goal. As Robinson (1991:4) stated the central role of vocabulary as carrier content in ESP: "It may often be thought that a characteristic, or even a critical feature, of ESP is that acourse should involve specialist language (especially terminology) and content."
However, up to now, teaching and learning ESP, particularly teaching and learning vocabulary has still been far from satisfactory. With many similar characteristics and a
number of different features in comparison with General English, ESP is viewed as something hard to teach for language teachers.
In the context of Hanoi Community College (HCC), students start to learn ESP at the beginning of the second year. In fact, with a short duration of 30 class hours, one of the most important aims of ESP course for these students is achieving basic ESP vocabulary. However, with limited knowledge of vocabulary, it is hard for them to study. They often learn vocabulary passively through their teachers' explanation. In addition, there are too many new words given in each lesson, too little time spent on memorizing and recycling those words. Thus, there arises the need to increase the number of words they know, which requires a great deal of Giúp from the teachers. Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamese equivalents, then have students do some kinds of vocabulary exercises and rarely give feedback to their students.
As a result, the teachers are facing a number of problems during their teaching process, which need to be identified and worked out as soon as possible to improve their vocabulary
teaching.
For all these reasons, I would like to conduct a research to find out the difficulties in teaching ESP vocabulary to second-year students at Hanoi Community College and give some suggestions to improve the teaching and learning ofESP vocabulary there.
9.
Objectives of the study
In this study, three objectives were involved as follow:
.1 To give better understanding ofthe notions of vocabulary and ESP vocabulary;
some important aspects of ESP vocabulary teaching, some techniques currently used in teaching vocabulary and ESP vocabulary.
2. To identify some problems in teaching ESP vocabulary to Second - Year Students at HCC.
3. To suggest some solutions to improve teaching ESP vocabulary to Second - Year Students at HCC.
3.
Research questions
The research is carried out with an attempt to find out the answers to the following questions:
3. What are the major difficulties encountered by teachers in the teaching of ESP vocabulary to Second - Year Students at HCC?
4. What are the suggestions for a better teaching ESP vocabulary to Second - Year Students at HCC?
4. Scope of the study
The study is limited to the area ofteaching ESP vocabulary to Second- Year Students
at HCC. Specially, this minor thesis deals with the current and common problems experienced by the teachers at HCC. There are two levels of training at the college:
College level and Vocational Training level. Within its scope, the study is limited itself only to the ESP for Vocational students. The investigation primarily deals with reading in an ESP course - "English for Architecture and Construction"


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