Luận văn tiếng Anh: An exploratory study on the teachers and students’ perceptions of an ESP course at the infantry officer training college number one = Nghiên cứu thăm dò nhận thức của giáo viên và học viên đối với khóa học tiếng Anh chuyên ngành ở trường Sỹ quan lục quân 1 . M.A Thesis Linguistics : 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Ngôn ngữ
Phương pháp giảng dạy
Tiếng Anh chuyên ngành
Miêu tả: M.A. Thesis English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
ACKNOWLEDGEMENTS
I am grateful to many people who have supported me and encouraged me all the time. Without their assistance, I could not have accomplished my thesis.
First of all, I would like to express my sincere appreciation to my thesis supervisor, Dr. Dung Thi Nu. During the journey of working my thesis, she never hesitated to make profound comments and provided me a lot of suggestions and insightful advice. It is impossible for me to complete this thesis without her support and assistance. I would like to show my deepest gratitude to
her.
20 at Vietnam National University, Hanoi, University of Languages and International Studies, for their interesting and useful lectures.
Moreover, I greatly appreciate the members of the Department of Foreign
Languages at the Infantry Officer Training College Number One, for their contribution to the data collection and their constructive suggestions for this
research.
Additionally, I am truly grateful to both the teacher-participants and student-participants. It is impossible to complete my research without their participation.
Finally, I would like to extend my thanks to my beloved family for their love and unhesitating supports.
ABSTRACT
This study was designed to investigate the teachers and students'
perceptions of an ESP course at the Infantry Officer Training College Number One (IOTC No. 1). The investigation aims to explore: (1) The students'
perceptions of their English ability, difficulties, and expectations toward ESP; (2) the teachers' opinions and perceptions of ESP courses and their expectations
of future ESP pedagogy.
The participants involved in this study were 165 non-English major
military students who had taken ESP course for a semester and 05 instructors who were ESP teachers in the Infantry Officer Training College Number One.
The major findings of the present study were summarized as follows: First, the students perceived that their English language competence was inadequate, they were aware of the importance and the difficulties as well as
their future needs toward ESP courses. Second, several potential issues arose concerning with ESP, such as instruction time, content of ESP, and ESP
teachers' qualification. Last, the results of this
study suggested that a collaborative teaching could be an alternative of present ESP instruction to partially solve the problems.
Finally, pedagogical implications and suggestions for future research were provided in the last part of the study.
Certificate oforiginality.
Acknowledgements. Abstract.
List of tables, charts and abbreviations.....
Table o f contents. .V
PART A: INTRODUCTION.
.1 Background to the study
2. Aims of the study.
3. Research questions.............
4. Scope of thestudy..
.5 Significance of the study. 6. Organization of the study.
PART B: DEVELOPMENT.
CHAPTER ONE: LITERATURE REVIEW
I.1. English for specific purposes and military English. 1.2. Needs analysis in ESP........
7
1.3. Materials and curriculumi n ESP. .9
I.4. Problems and challenges of ESP.
1.4.1. Students' competence and difficulties toward ESP 1.4.2.The qualification ofESP teachers.
.10 ...10
...............
I.5. Perceptions and expectations toward ESP. ...12 CHAPTER TWO: METHODOLOGY
II. 1. The teaching context.........
14
I. 1.1.The English teaching and learning situation at IOTC No. .1. ...14 I. 1.2. Theteaching staff of the Department ofForeign Languages at IOTC
No. .1.
I. 1.3.The students of IOTC No. .1
II. 1.4. The ESP materials of IOTC No. 1 II.2. Methodology...
I1.2.1. Participants.
II.2.2. Methods of the study......
II.2.3. Instruments ofthe study... I1.2.4. Procedures of the study.... II.2.5. Data analysis.
CHAPTER THREE: DATA ANALYSIS AND FINDINGS V
......14 ......... 15 ..16
.16 .16
...17 .18 19
19
III. 1.Analysis of research question :1 What are student perceptions of their English ability, difficulties, and expectations toward ESP?
.20 III. 11.. Students' self- evaluation ofEnglish competence..
..20 III.1.2. Students' opinions about current ESP course...
.....23 I. 1.3. Students' expectationstoward future ESP course..
............25 III.1.4. Students' English activities involved in ESP class.
..27 III.2. Analysis of research question 2: What are the teachers' opinions and
perceptions of ESP courses and their expectations of future ESP
pedagogy?..
.29
III.2.1.The correlations between general English competence and ESP learning.... . . . 2 9
III.2.2.The skill was involved in the most in ESP class, the skill the students need improvement in the most, and the most important skill in ESP learning..... ..30
111.2.3.The opinions, strengths
and weaknesses of current ESP courses..... ...30
III.2.4.The situations encountered in ESP instruction..
.....31 teacher's
..31
III.2.5.The prerequisites for a n E S P perspective....
teacher
from a
III.2.6.The expectations and suggestions for prospective ESP courses according to a teacher's professional background...........................................................31
III.3. Summary PART C: CONCLUSION.....
I. Recapitulation ...
I. Pedagogical implications.
III. Limitations ofthe study and suggestions for further study.
REFERENCES........ APPENDICES
Appendix A: Questionnaire for the students (Vietnamese)
Appendix B: Questionnaire for the students (English version) Appendix C: interview questions for the teachers
32
......III ......33
.34 .35
.37
PART A: INTRODUCTION
1. Rationale
English has gradually achieved its significant identity as the world
language during the globalization process. Why English? According to Hutchinson and Waters (1987), the United States achieved its role of the most significant political/economic power in the world after World War Two, thus its language became commonly perceived as a language of opportunity and empowerment. Crystal (2003) presented several factors to explain the world status of English today: (a) English is the only or one of the official languages of many important international organizations, such as the United Nations, the Organization of Petroleum Exporting Countries and the European Free Trade Association; (b) a quarter of the world's periodicals and most academic journals with an international readership are published in English, and more than 90 percent of international organizations carry on their proceedings entirely in English; (c) English has been taught as a foreign or second language in over 100 countries. He further pointed out that approximately one in four of the world's populations are now already fluent or capable of communicating to a useful level in English, and the figure is steadily growing.
The ESP programs exploded in Vietnam in the past few years as an
increasing number of adult students were eager to learn ESP or academic English in order to pursue their careers or study in English-medium educational
institutions. To be fluent in a world language like English has become a pressing matter for individuals to survive in the globally competitive job market. This has resulted in employers and educational institutions all over the world searching
for ESL/EFL instructors with solid ESP backgrounds (Johns & Price-Machado,
2001).
As the "new knowledge economy" (Dovey, 2006) has arisen, problems and issues of transferability from academic to professional contexts have emerged. Dovey pointed out that when "new vocationalism" arises out of a
change ni the world's work contexts, it will ni turn lead to a change in the orientations of higher education in certain contexts. Those universities which
perceive themselves as vocational, and believe themselves to be providing an education for the real world will be affected the most. Most authorities and
institutions are aware that well-organized ESP curricula can prepare students for the encounter with globally competitive world. That is, English courses should be designed to meet learners' needs in a specific context. However, ESP practitioners have found that there are underlying problems which make ESP courses problematic and inefficient.
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Ngôn ngữ
Phương pháp giảng dạy
Tiếng Anh chuyên ngành
Miêu tả: M.A. Thesis English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
ACKNOWLEDGEMENTS
I am grateful to many people who have supported me and encouraged me all the time. Without their assistance, I could not have accomplished my thesis.
First of all, I would like to express my sincere appreciation to my thesis supervisor, Dr. Dung Thi Nu. During the journey of working my thesis, she never hesitated to make profound comments and provided me a lot of suggestions and insightful advice. It is impossible for me to complete this thesis without her support and assistance. I would like to show my deepest gratitude to
her.
20 at Vietnam National University, Hanoi, University of Languages and International Studies, for their interesting and useful lectures.
Moreover, I greatly appreciate the members of the Department of Foreign
Languages at the Infantry Officer Training College Number One, for their contribution to the data collection and their constructive suggestions for this
research.
Additionally, I am truly grateful to both the teacher-participants and student-participants. It is impossible to complete my research without their participation.
Finally, I would like to extend my thanks to my beloved family for their love and unhesitating supports.
ABSTRACT
This study was designed to investigate the teachers and students'
perceptions of an ESP course at the Infantry Officer Training College Number One (IOTC No. 1). The investigation aims to explore: (1) The students'
perceptions of their English ability, difficulties, and expectations toward ESP; (2) the teachers' opinions and perceptions of ESP courses and their expectations
of future ESP pedagogy.
The participants involved in this study were 165 non-English major
military students who had taken ESP course for a semester and 05 instructors who were ESP teachers in the Infantry Officer Training College Number One.
The major findings of the present study were summarized as follows: First, the students perceived that their English language competence was inadequate, they were aware of the importance and the difficulties as well as
their future needs toward ESP courses. Second, several potential issues arose concerning with ESP, such as instruction time, content of ESP, and ESP
teachers' qualification. Last, the results of this
study suggested that a collaborative teaching could be an alternative of present ESP instruction to partially solve the problems.
Finally, pedagogical implications and suggestions for future research were provided in the last part of the study.
Certificate oforiginality.
Acknowledgements. Abstract.
List of tables, charts and abbreviations.....
Table o f contents. .V
PART A: INTRODUCTION.
.1 Background to the study
2. Aims of the study.
3. Research questions.............
4. Scope of thestudy..
.5 Significance of the study. 6. Organization of the study.
PART B: DEVELOPMENT.
CHAPTER ONE: LITERATURE REVIEW
I.1. English for specific purposes and military English. 1.2. Needs analysis in ESP........
7
1.3. Materials and curriculumi n ESP. .9
I.4. Problems and challenges of ESP.
1.4.1. Students' competence and difficulties toward ESP 1.4.2.The qualification ofESP teachers.
.10 ...10
...............
I.5. Perceptions and expectations toward ESP. ...12 CHAPTER TWO: METHODOLOGY
II. 1. The teaching context.........
14
I. 1.1.The English teaching and learning situation at IOTC No. .1. ...14 I. 1.2. Theteaching staff of the Department ofForeign Languages at IOTC
No. .1.
I. 1.3.The students of IOTC No. .1
II. 1.4. The ESP materials of IOTC No. 1 II.2. Methodology...
I1.2.1. Participants.
II.2.2. Methods of the study......
II.2.3. Instruments ofthe study... I1.2.4. Procedures of the study.... II.2.5. Data analysis.
CHAPTER THREE: DATA ANALYSIS AND FINDINGS V
......14 ......... 15 ..16
.16 .16
...17 .18 19
19
III. 1.Analysis of research question :1 What are student perceptions of their English ability, difficulties, and expectations toward ESP?
.20 III. 11.. Students' self- evaluation ofEnglish competence..
..20 III.1.2. Students' opinions about current ESP course...
.....23 I. 1.3. Students' expectationstoward future ESP course..
............25 III.1.4. Students' English activities involved in ESP class.
..27 III.2. Analysis of research question 2: What are the teachers' opinions and
perceptions of ESP courses and their expectations of future ESP
pedagogy?..
.29
III.2.1.The correlations between general English competence and ESP learning.... . . . 2 9
III.2.2.The skill was involved in the most in ESP class, the skill the students need improvement in the most, and the most important skill in ESP learning..... ..30
111.2.3.The opinions, strengths
and weaknesses of current ESP courses..... ...30
III.2.4.The situations encountered in ESP instruction..
.....31 teacher's
..31
III.2.5.The prerequisites for a n E S P perspective....
teacher
from a
III.2.6.The expectations and suggestions for prospective ESP courses according to a teacher's professional background...........................................................31
III.3. Summary PART C: CONCLUSION.....
I. Recapitulation ...
I. Pedagogical implications.
III. Limitations ofthe study and suggestions for further study.
REFERENCES........ APPENDICES
Appendix A: Questionnaire for the students (Vietnamese)
Appendix B: Questionnaire for the students (English version) Appendix C: interview questions for the teachers
32
......III ......33
.34 .35
.37
PART A: INTRODUCTION
1. Rationale
English has gradually achieved its significant identity as the world
language during the globalization process. Why English? According to Hutchinson and Waters (1987), the United States achieved its role of the most significant political/economic power in the world after World War Two, thus its language became commonly perceived as a language of opportunity and empowerment. Crystal (2003) presented several factors to explain the world status of English today: (a) English is the only or one of the official languages of many important international organizations, such as the United Nations, the Organization of Petroleum Exporting Countries and the European Free Trade Association; (b) a quarter of the world's periodicals and most academic journals with an international readership are published in English, and more than 90 percent of international organizations carry on their proceedings entirely in English; (c) English has been taught as a foreign or second language in over 100 countries. He further pointed out that approximately one in four of the world's populations are now already fluent or capable of communicating to a useful level in English, and the figure is steadily growing.
The ESP programs exploded in Vietnam in the past few years as an
increasing number of adult students were eager to learn ESP or academic English in order to pursue their careers or study in English-medium educational
institutions. To be fluent in a world language like English has become a pressing matter for individuals to survive in the globally competitive job market. This has resulted in employers and educational institutions all over the world searching
for ESL/EFL instructors with solid ESP backgrounds (Johns & Price-Machado,
2001).
As the "new knowledge economy" (Dovey, 2006) has arisen, problems and issues of transferability from academic to professional contexts have emerged. Dovey pointed out that when "new vocationalism" arises out of a
change ni the world's work contexts, it will ni turn lead to a change in the orientations of higher education in certain contexts. Those universities which
perceive themselves as vocational, and believe themselves to be providing an education for the real world will be affected the most. Most authorities and
institutions are aware that well-organized ESP curricula can prepare students for the encounter with globally competitive world. That is, English courses should be designed to meet learners' needs in a specific context. However, ESP practitioners have found that there are underlying problems which make ESP courses problematic and inefficient.
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