iv ABSTRACT The HCMUL has overcome many changes in order to improve the quality of teaching and learning English for Specific Purposes ESP for law.. Both teachers and students still me
The rationale for the thesis
As international relations expand across various sectors, the significance of English continues to rise, establishing it as the predominant language for foreign trade and global communication (Le Hong Hanh, 2004:5) This growing importance has led to an increased desire among individuals to learn English, resulting in heightened focus on English language education.
Over the past decade, Vietnam has experienced notable advancements in English learning and teaching methods Following its accession to ASEAN, the country has emerged as part of the Expanding Circle of nations where English is taught and learned as a foreign language This progress is largely attributed to the government's initiatives.
The integration of English education into Vietnam's curriculum at all levels has flourished due to "open door" policies, positioning English as a crucial foreign language for economic growth A wide array of resources, including course books and reference materials in fields like economics and politics, has emerged to support students' learning needs However, the sheer volume of available materials can lead to confusion for both teachers and students in making appropriate selections Institutions like the Ho Chi Minh City University of Law (HCMUL) face similar challenges, emphasizing the importance of careful evaluation and adaptation of teaching materials to align with specific student needs and teaching styles Numerous studies have provided valuable insights and guidelines for effectively selecting and developing educational resources.
Research on English for Specific Purposes (ESP) syllabi evaluation has been conducted by Master of Arts (M.A) candidates in Teaching English to Speakers of Other Languages (TESOL), including studies by Duong Thi Thuy Uyen (2004) on Business Administration, Cao Thi Hoang Yen (2005) on Finance and Accounting, and Ha Thi Thanh (2006) on Civil Engineering However, there is a notable gap in research regarding the selection, evaluation, and development of ESP syllabi for law (Legal English), despite its frequent updates since its introduction.
As an ESP teacher at HCMUL, the thesis writer has identified issues with the current ESP syllabuses at the school She aims to enhance the quality of teaching and learning English for Specific Purposes in law (ESPL) by evaluating the latest Legal English syllabus, "Introduction to Law in English."
The purpose of the thesis
The purpose of evaluating the new ESP syllabus is to identify
1 the objectives of the authors in designing the syllabus
2 the students’ needs in learning English for law,
3 the strengths and weaknesses of the syllabus,
4 the difficulties teachers and students encounter when using the syllabus
Based on the identified problems above, the researcher considers the suitability and acceptability of this syllabus and suggests possible improvements to ESP for law subject
The research questions
The questions that guide this study are:
1) What are the strengths and weaknesses of the syllabus?
2) To what extent is the syllabus suitable and accepted by both teachers and students?
3) What could be done to improve the quality of the syllabus for ESP for law?
In addition, the following sub-questions must be clarified:
1) What are the students’ needs in learning English for law?
2) What are the purposes of the writers in designing the syllabus generally and the reasons for choosing each language item for each specific part?
3) What difficulties do the teachers and students encounter when they use the syllabus?
The significance of the thesis
The syllabus for teaching English for Specific Purposes (ESP) in law at HCMUL has been meticulously developed and officially adopted, necessitating a critical evaluation to uncover its true value.
The thesis evaluation will assist teachers, students, and university administrators in understanding the strengths and weaknesses of the syllabus, the challenges faced by both teachers and students in its implementation, and the overall suitability and acceptability of the syllabus.
The suggestions derived from the thesis findings may be a good platform on which the syllabus designers could improve on in the future
The thesis will be the basis for the next study – to adapt the new syllabus for the students at the HCMUL.
The delimitations and limitations
The evaluation aims to identify the strengths and weaknesses of the syllabus while determining its suitability and acceptance among teachers and students Based on the findings, the author intends to provide suggestions for enhancing the quality of the syllabus and improving the effectiveness of English for Specific Purposes (ESP) in the law subject.
The supplementary objectives include identifying students' needs in learning English for law, outlining the writers' intentions in syllabus design, and addressing the challenges faced by both teachers and students in implementing the syllabus Other related issues will not be discussed in this thesis.
The research focuses on teachers who have developed and implemented the syllabus for teaching English at HCMUL, as well as students utilizing this syllabus for their English studies Additionally, school administrators and law teachers, particularly those with the potential to teach Law in English, are included through questionnaires and interviews.
The investigation spanned all three parts of the syllabus over three academic semesters, from the first semester of the 2007–2008 school year to the first semester of the 2008–2009 school year It specifically focused on the application of the first and third parts during the third semester.
An overview of the thesis
The study is organized in five central chapters in addition to an introduction
Chapter 1 outlines the study's background, divided into four sections The initial section offers a concise overview of HCMUL and the Division of Foreign Languages, highlighting the attributes of its educators.
This article discusses five learners and addresses the issues found in English for Specific Purposes (ESP) materials at the school It further explores the origins of the new syllabus and emphasizes the need for its evaluation Finally, the article provides a general overview and commentary on the syllabus titled "Introduction to Law in English."
Chapter 2, THE REVIEW OF LITERATURE, focuses on the theoretical framework underpinning the research objectives It explores the connections between General English, English for Specific Purposes, and Legal English, as well as the factors influencing English course design and syllabus evaluation Additionally, it discusses existing literature regarding the assessment of the current syllabus.
Chapter 3, METHODOLOGY, is divided into four sections: the first two outline the research questions and approaches used in the study Section 3 details the subjects and setting, including selection methods and characteristics of the participants The final section discusses the instruments and data collection methods, highlighting three primary procedures: direct observation, questionnaires, and interviews This chapter serves as the foundation for the findings presented in the subsequent chapter.
Chapter 4 focuses on data analysis, findings, and discussion, divided into two main sections: 'Data Analysis' and 'The Findings.' The 'Data Analysis' section examines input from classroom observations, feedback, responses from English teachers and students' questionnaires, interview information, and results from tests, two surveys, and a project.
Chapter 5, titled "Recommendations and Conclusions," begins with key recommendations for the current syllabus, educators, students, and school leaders The latter part of the chapter summarizes the thesis conclusions and offers suggestions for teaching pedagogy and future research directions.
Definition of terms
The following section presents definition of key terms used in the thesis:
Course-book : a book for studying from, used regularly in class (Hornby,
Course design, also known as language program design, involves the creation of language programs or teaching materials, focusing on the implementation of syllabi It is an integral component of the wider curriculum development process, as highlighted by Jack C Richards in 1993.
The term "curriculum" has two meanings: it can refer to the overall program of studies at an educational institution or, more specifically, to the content taught in a particular subject In the UK, the term "syllabus" is often used interchangeably with the more specific definition of curriculum.
Exercise is a set of questions in a book that tests your knowledge or practises a skill (Hornby, 2005: 531)
In Britain, the term "syllabus" denotes the specific content of an individual subject, while "curriculum" encompasses the overall content intended for teaching within a school or educational system Conversely, in the USA, "curriculum" is often used interchangeably with "syllabus" as understood in the British context.
Task : a piece of classroom work which focuses principally (although not exclusively) on meaning (Nunan, 1999:315)
Teaching materials are essential tools that enhance the teaching and learning process They encompass a variety of resources, including textbooks, handouts, worksheets, written texts like stories, songs, and poems, as well as audiovisual materials available on DVD, CD, or tape, and computer software.
Text : the main printed part of a book or magazine, not the notes, pictures, etc.; any form of written material; the written form of a speech, a play, an article, etc (Hornby, 2005: 1587)
Textbook : a book that teaches a particular subject and that used especially in schools and colleges (Hornby, 2005: 1587)
Topic is the experiential subject matter of a text (Nunan, 1999:316)
BACKGROUND TO THE STUDY
Description of the school
Ho Chi Minh City University of Law (HCMUL), established in 1982 as the "Middle Legal School" by the Ministry of Justice, has evolved significantly over the years Initially focused on training middle-rank legal cadres, it began offering tertiary-level legal classes in collaboration with Hanoi Legal University from 1983 to 1988 The institution underwent several name changes, becoming the Legal University Southern Branch in 1987 and later the University Branch of Law, HCMC in 1993 In 1996, it merged with the Law Faculty of the General University in HCMC, joining the Vietnam National University, HCMC By 2000, HCMUL became an independent university, now comprising 8 faculties, 10 departments, and 6 centers, supported by nearly 300 staff members The university's primary mission is to educate and train legal professionals, including lawyers and government officials, for legal institutions across southern Vietnam and the entire country These organizational changes have influenced both the quality of education and the teaching of foreign languages at the university.
Teaching and learning facilities at the HCMUL many years ago were basic, but in the last few years things have dramatically improved once the 10-
In August 2008, a new 9-storey building was inaugurated at the university, reflecting significant investments in infrastructure and resources on its purpose-built campus The facility features fully equipped classrooms with modern teaching aids, including overhead projectors, computers, and audio equipment, enhancing the learning experience for both teachers and students The university library, one of the largest in the region, spans nearly three floors and is outfitted with advanced multimedia systems, a diverse collection of traditional and electronic books, and internet access, making it a source of pride for the HCMUL community Additionally, the university maintains a 24/7 website, further supporting the quality of education across all training programs, including English for Law.
1.1.2 Division of Foreign Languages and English teaching staff
The Division of Foreign Languages, previously a group of English teachers within the Faculty of Basic Studies, became an independent unit under the School Managing Board three years ago, functioning similarly to a faculty Its primary role is to teach foreign languages, including English, French, and Russian, with a dedicated team of 11 teachers The separation was largely driven by the growing demand for English language skills due to the expansion of international law branches This organizational change has elevated the significance of foreign languages, presenting both new opportunities and challenges.
The English language teaching staff comprises nine teachers aged between 24 and 53, with teaching experience ranging from less than one year to 28 years All teachers possess BA degrees in teaching English, while four hold Master’s degrees in TESOL, two have Master’s degrees in Law, and one has a Master’s in Comparative Languages Additionally, four teachers with BA degrees in Law and Russian, along with four former Russian teachers retrained to teach English, contribute to the team's diverse qualifications However, the variations in age, experience, and educational backgrounds pose challenges in implementing education quality reforms.
Most law students in Southern Vietnam come from diverse backgrounds, often hailing from rural areas, which contributes to their limited general knowledge and English proficiency Their English skills vary significantly, with some having studied the language for up to seven years, while others have little to no experience To enroll in English for Specific Purposes (ESP) classes, students must pass a placement test; in the 2007-2008 academic year, only 21% of Course 31 students passed, and 22% of Course 32 students passed the following year Despite being the top performers, most students possess only elementary English skills, with a few at pre-intermediate and intermediate levels However, they are motivated, eager to learn, and demonstrate a strong capacity for applying their knowledge, characterized by their enthusiasm, open-mindedness, and active engagement in their studies.
11 in learning foreign languages They like new things and easily adjust themselves to modern teaching and learning environment and methods.
The problems in ESP materials at the HCMUL
The transition to a market economy and the establishment of a Rule of Law State necessitate a robust legal system and highly qualified lawyers Aspiring legal professionals must not only master legal principles but also be proficient in foreign languages, particularly English In response to increasing demands from students and society, English language classes have become a top priority at HCMUL, a university significantly impacted by the surge in English education Consequently, English has supplanted Russian as the primary foreign language, with General English (GE) and English for Specific Purposes (ESP) now mandatory for law students This shift has led to the development of new syllabi, with the GE curriculum proving effective and free of issues.
1994, the course books for ESP have generated controversy Over 15 years the course syllabi for ESP have been changed four times for various reasons
The first course book was “Getting into Legal Terminology” written by
In 1994, Dr Prof Le Hong Hanh, while a visiting scholar at Harvard Law School, authored a book aimed at helping students understand law in English However, the book was found to be unsuitable as it focused more on developing legal vocabulary through various exercises, such as puzzles, rather than teaching English within the context of law The absence of speaking and listening activities posed challenges for teachers in lesson planning and hindered students' language acquisition Additionally, the materials were sourced from Harvard University’s libraries and primarily covered the general theory of state.
The article highlights the challenges faced by teachers and students in the Vietnamese legal system due to the complexity of legal language and unfamiliar terminology Many legal definitions and principles are difficult to understand, particularly for those not well-versed in bureaucratic language This unfamiliarity with foreign legal systems complicates the learning process, requiring significant effort to grasp specialized terms and contexts before effectively teaching or learning new legal concepts.
In 1997, a second textbook titled “English for Lawyers” was introduced to replace the initial one, authored by Dr Prof Le Hong Hanh and published by Hanoi Law University with funding from the Sida project This textbook was utilized from 1997 to 2004; however, its focus on legal terminology meant that ordinary vocabulary and grammatical structures were overlooked, leading to continued challenges for both teachers and students who found it difficult to teach and learn from the book.
The third was used in teaching and learning ESP in the school was
“Improving your Understanding Law in English” written by Law - Dr Prof Le
Hong Hanh and MA Duong Thi Hien developed and published the book "Improving Your Understanding Law in English" as part of the Sida-funded project aimed at enhancing legal education in Vietnam This new textbook significantly outperformed previous editions in both design and content depth, making it easier for teachers and students to engage with the material However, the implementation of a new educational reform program by the Ministry of Education and Training at that time led to a reduction in the training timeframe, posing challenges for effective teaching and learning.
The reduction of the law course duration from four and a half years to four years led to a significant challenge in teaching English, with only 150 periods allocated for the subject To address this issue, the English teaching staff held numerous meetings and ultimately selected three chapters with 12 lessons from the textbook, which were taught to Course 28 and 29 students over three semesters However, this approach failed to resolve the time constraints and instead introduced new challenges, as teaching only selected sections of a comprehensive legal English program proved difficult As a result, both teachers and students continued to struggle with the English lessons, leading to a lack of meaningful progress.
The birth of the new syllabus and its necessity to be evaluated
On December 29, 2006, a significant symposium on English for Specific Purposes (ESP) was organized by the Foreign Language Division and the Department of International Relations, bringing together the Board of Directors, department leaders, faculty members, English and law teachers, students, and various guests, including representatives from offices, companies, legal departments, and International Language Centers The event fostered engaging discussions centered on ESP-related issues and practical solutions.
The School Principal tasked the English teachers, in collaboration with law teachers proficient in English, to create a comprehensive 150-period course syllabus This syllabus was required to align with the students' abilities, address their needs, and fulfill the school's training objectives.
The "Introduction to Law in English" syllabus represents a significant achievement by a dedicated team of educators, including legal experts Dr Tran Thi Thanh Huong and Mr Lenet, along with English specialists Dr Do Huy Thinh and MA Tran Thi Hoa My Following its initial implementation, questions emerged regarding the syllabus's alignment with students' abilities, its effectiveness in meeting their needs, and its adherence to the school's training objectives As a contributor to the syllabus development and its application in teaching, the researcher aims to conduct a comprehensive and critical evaluation of the syllabus to address these concerns.
Due to time constraints and the specific focus of this thesis, the researcher will evaluate the syllabus to address the questions outlined in the introduction.
The significance of English globally and in Vietnam highlights the challenges associated with teaching materials in English for Specific Purposes (ESP) in the legal field This context underscores the need for a new syllabus, which must be evaluated to ensure its effectiveness and relevance in addressing these issues.
Description and comments of the syllabus
"Introduction to Law in English" is a comprehensive three-part ESP course designed for law students at various levels This course enhances the integrated skills of reading, writing, listening, and speaking more thoroughly than previous syllabi.
15 course package consists of a Student’s book, a Guidebook for teachers, tape, CD, and test questions set for the final computer exams
The Student's book, spanning over 300 pages, features 15 units covering a variety of legal topics, organized from the most familiar to the least familiar, and is designed to be taught over three semesters The course content is detailed in the accompanying table.
Table 1.1: The contents of the ESP course at the HCMUL
3-Vietnam’s Education 4-Family Law and Marriage 5-Airport security
6-Vietnam’s Foreign Policies 7-Vietnam’s Economy Law 8-Vietnam:
Geography and Environment 9-Principles of WTO
11-Tort Law 12-Criminal Law 13-Contract Law 14-Company Law
Vocabulary Legal terms relevant to each
Legal terms relevant to each
Legal terms relevant to each
Teachers prepare when necessary -Unusual word order
-er, -or, and -ee name endings
Teachers prepare when necessary -Unusual word order
Teachers prepare when necessary -Ordinary words in apparently peculiar contexts -Use of phrasal verbs
-Word stress -Phonetic transcription -Stress patterns
-Word stress -Articulation of individual sounds -Stress patterns
-Word stress -Phonetic transcriptions -Stress patterns
+Contractions +Apostrophes +Abbreviation +Articles +Periods -Extra Readings
+Sentence variety +Complex sentences with noun clauses +Complex sentences with adjective clause +Complex
+Sentence combining +Formal and informal languages +Writing memos -Extra Readings
17 sentences with adverb clause -Extra Readings
Legal terminology is organized by topic, with new vocabulary drawn from primary texts, supplementary materials, and exercises These terms are clarified through various tasks and activities designed to assist students in learning, reviewing, and exploring new words effectively.
To effectively teach new structures, educators must review texts and prepare tasks or exercises in advance to clarify concepts that may be unfamiliar to students Grammatical exercises are provided only when necessary to enhance understanding of specific aspects of legal English.
Incorporating pronunciation drills from the beginning is essential for developing listening and speaking skills These exercises typically focus on word stress, articulation of individual sounds, phonetic transcriptions, and stress patterns The primary goal is to ensure students accurately pronounce new vocabulary introduced in each lesson while engaging in various phonetic tasks Additionally, reading texts are recorded on cassette or CD, allowing students to follow along with the correct pronunciation, sound, stress, and intonation.
Reading texts serve to introduce new grammar and vocabulary while addressing various legal topics Through these texts and diverse exercises, students acquire knowledge of both the English language and legal matters The reading section is divided into three sub-sections.
Pre-reading, While-reading and Post-reading Reading is always linked with listening and speaking
Listening activities are essential for introducing language content and topics, helping to develop students' listening skills through progressively challenging tasks like 'Listening for gist', 'Listening for details', and 'Inferring meaning from contexts' All listening materials are recorded by native speakers David and Jackson, ensuring that the sound quality and speaking speed are suitable for the students' proficiency level.
Speaking practice is primarily conducted through pair and group work, ensuring that each student maximizes their speaking time The students' book provides discussion topics tailored to each lesson, and the course-book authors have created a variety of innovative speaking tasks and exercises These activities are designed to engage students and effectively prepare them for successful participation in debates.
Writing, particularly in the legal field, is a complex skill that requires understanding unique principles and various styles Recognizing the challenges posed by time constraints and design capabilities, the authors of the course book have created a dedicated section featuring nine independent writing lessons These lessons are positioned at the end of the book and are not linked to the main text, allowing for focused learning on legal writing.
The Teachers’ book is printed in three volumes in accordance with the arrangement of the Students’ book It provides the following entries:
an introduction to the curriculum including the objectives of the subject, the views of writing the material, the language content, the principles, methodology and the way of testing,
the general guide to the language teaching,
the detailed teaching guide to each unit,
and the keys to the exercises and the scripts to listening tasks
A workbook is not designed as a separate book but is included as a part of a main lesson There are “workbooks” entitled ‘Homework’ (see unit 10,
Homework section), ‘Further practice’ or ‘Supplementary exercises’ (see units
The exercises and tasks in sections 11 and 12 are designed to reinforce students' learning from previous sections Additionally, they offer further practice activities and suggest methods for students to engage in self-study at home.
1.4.4 The cassette tapes and CD
All reading texts and listening scripts are recorded by native speakers on cassettes and CDs, allowing students to follow correct pronunciation, stress, and intonation These resources enable students to practice reading aloud and complete listening comprehension tasks The clarity and accuracy of the recordings make them invaluable for teaching reading and listening, particularly for English teachers who have limited opportunities to practice with native speakers.
1.4.5 Testing questions set for final exams
Tests play a crucial role in language courses, necessitating careful preparation by teachers to effectively review taught material At HCMUL, there are two main types of assessments for English: partial tests and a final exam Partial tests can occur at any point during the academic term and contribute 20% to the overall score Teachers have the flexibility to select their preferred assessment methods, utilizing either oral or written formats.
The final exam, which constitutes 80% of the overall score, is conducted on a computer using multiple-choice questions The exam questions are stored digitally, and all ESP teachers must create a minimum of 60 multiple-choice questions each semester to assess students' understanding of legal vocabulary, grammar, pronunciation, reading comprehension, and writing skills Ultimately, 50 of these questions are selected for the final exam, covering these essential categories.
1 Vocabulary and grammar testing (10 multiple-choice questions)
2 Pronunciation checking (5 multiple-choice questions)
3 Reading comprehension checking (15 multiple-choice questions)
5 Testing students’ writing ability (10 multiple-choice questions)
Listening and speaking exams are not taken for the ESP subject.
Summary
This chapter provides an overview of HCMUL and its Division of Foreign Languages, highlighting the unique characteristics of its teachers and students It emphasizes the importance of evaluating the current syllabus and conducting research to enhance educational outcomes The chapter concludes with a general description and commentary on the existing syllabus.
THE REVIEW OF LITERATURE
Relationships between GE, ESP and ESP for Law
2.1.1 What are GE and ESP?
According to Robinson (1980), General English (also called English for
General English Programs (EGP) equip students with essential English skills for everyday communication These programs focus on enhancing fluency in speaking, listening, reading, grammar, pronunciation, and writing EGP is comparable to English for Specific Purposes (ESP) and caters to various levels, including primary, secondary, tertiary, and adult learners The primary goal of EGP is to provide a general language foundation for learners with broadly defined needs, enabling teachers to effectively impart proficiency knowledge.
In regards to English for Specific Purposes (ESP), Hutchison & Waters
ESP, or English for Specific Purposes, is a teaching approach that tailors content and methods to align with the learner's specific reasons for studying the language Rather than being a fixed language product, ESP focuses on the unique motivations behind language learning, ensuring that instruction is relevant and purposeful.
ESP consists of two key components: needs analysis and discourse analysis According to Dudley-Evans and Maggie (2000), needs analysis involves assessing learner needs, including their wants and purposes, which are essential for effective materials design Discourse analysis, on the other hand, focuses on examining both written and oral language.
23 purposes of designing curricular materials” (Dudley – Evans and Maggie 2000:299)
Different learners have unique language requirements, and their education should be tailored to meet these specific needs Consequently, the variety of English for Specific Purposes (ESP) is likely as diverse as the individual needs of the learners.
2.1.2 Legal English and its characteristics
1.1.1 According to Wikipedia, the free encyclopedia, Legal
Legal English is the specialized form of English utilized by lawyers and legal professionals in their work It is particularly significant in legal writing and the creation of various written documents.
legal documents: contracts, licenses etc
court pleadings: summonses, briefs, judgments etc
laws: Acts of parliament and subordinate legislation, case reports
Legal English, once exclusive to lawyers in English-speaking nations with common law traditions, has evolved into a global phenomenon due to the rise of English as the primary language in international business This specialized language is often informally known as law-speak.
Modern legal English, while grounded in Standard English, exhibits unique characteristics These distinctive features pertain to terminology, linguistic structure, conventions, and punctuation, all of which are influenced by the historical evolution of English as a legal language.
David Crystal (2004) discusses how stylistic influences shape English legal language To minimize ambiguity, lawyers frequently used pairs of words derived from different languages, even in cases where the ambiguity was minimal.
24 pairs merely gave greater emphasis, becoming a stylistic habit It is a feature of legal style that continues to the present day
As noted above, legal English differs from Standard English in a number of ways The most important of these differences are as follows:
Legal English, like many specialized languages, incorporates a significant amount of terminology with technical meanings that may be unfamiliar to those outside the profession, such as "restraint of trade" and "promissory estoppel."
Extensive use of words and phrases derived from French and Latin
(E.g., de jure governments, de-factor corporations)
The term "consideration," commonly understood in everyday language, takes on a specific legal meaning in the context of contracts In legal English, it refers to an act, forbearance, or promise made by one party that serves as the price for which the other party's promise is exchanged.
Other words often used in peculiar contexts in legal English include construction, prefer, redemption, furnish, hold, and find
Old-fashioned legal drafting, especially in conveyances and deeds, is characterized by a significant lack of punctuation This practice stemmed from a common belief among legal professionals that punctuation was unnecessary and could lead to confusion, with the meaning of documents relying solely on the words and their context In contrast, modern legal drafting emphasizes the importance of punctuation to enhance clarity and ensure accurate interpretation, similar to its role in everyday writing.
Legal English often employs doublets and triplets—pairs or triplets of words that express a single legal concept Examples include "null and void," "fit and proper," and "perform and discharge." While these constructions can enhance clarity, they should be used cautiously, as some terms may be redundant (e.g., "null and void"), while others may have subtle distinctions (e.g., "dispute, controversy or claim").
Legal documents often feature an unusual word order that can seem strange For instance, phrases like "the provisions for termination hereinafter appearing" or "will at the cost of the borrower forthwith comply with the same" illustrate this complexity.
The use of unfamiliar pro-forms, such as "the same," "the said," and "the aforementioned," in legal texts is noteworthy These terms often do not serve their intended purpose of replacing nouns; instead, they function as adjectives that modify the noun For instance, the phrase "the said John Smith" illustrates this unique application.
Use of pronominal adverbs: Words like hereof, thereof, and whereof
In legal English, derivatives such as -at, -in, -after, -before, -with, -by, -above, -on, and -upon are infrequently used in everyday language Their primary function is to prevent the repetitive mention of names within legal documents, often referring back to the document itself For instance, the phrase "the parties hereto" is used instead of "the parties to this contract."
-er, -or, and -ee name endings: Legal English contains a large number of names and titles, such as employer and employee, or lesser and lessee, in
26 which the reciprocal and opposite nature of the relationship is indicated by the use of alternative endings This practice derives from Latin
Factors affecting English course design
Hutchinson and Waters (1991) emphasize that syllabus design is fundamentally about asking critical questions to establish a solid foundation for course development, materials creation, teaching, and evaluation It is essential to consider a broad spectrum of inquiries, including the reasons for student learning, the stakeholders involved, the context and timing of learning, the specific content students need to acquire, and the methods for achieving this learning Additionally, they identify key factors influencing English for Specific Purposes (ESP) course design, such as needs analysis, syllabus structure, the role of the teacher, learner characteristics, and the chosen methodology.
Nunan (1999:149) describes needs analysis as “sets of tools, techniques
27 and procedures for determining the language content and learning process for specified groups of learners” Richards (2001:51) believes that needs analysis is
“procedures used to collect information about learners’ needs”
In English for Specific Purposes (ESP), identifying learners' needs is straightforward, as they are typically articulated in terms of performance and the practical language skills students will acquire by the end of their studies Conducting a needs analysis is fundamental to ESP, paving the way for the development of targeted courses.
Needs analysis, as outlined by Richard (1989:51), serves three primary purposes: it facilitates broader input for the content, design, and implementation of language programs; it aids in the development of goals, objectives, and content; and it supplies essential data for the review and evaluation of existing programs.
Needs analysis can be categorized into two main types: objective and subjective, as outlined by Nunan (1988:44) Objective needs analysis focuses on the target communicative situations that learners may encounter, while subjective needs analysis is based on the learners' own perspectives and requirements This thesis employs both types of analysis to gain a comprehensive understanding of the needs of students at HCMCUL.
The syllabus design at HCMCUL aims to enhance law students' English proficiency through the development of four key skills: speaking, listening, reading, and writing It focuses on expanding their legal vocabulary, understanding grammar patterns, and mastering language functions to effectively communicate in their future careers To achieve these objectives, the syllabus content must align with legal topics and be engaging enough to motivate students in their studies.
The thesis evaluates the design of tasks related to vocabulary, grammar patterns, language functions, and the four skills, while also considering the timeframe and instructional methods.
2.2.2 Relationships between syllabus, teacher and students
A syllabus can be defined in various ways According to White (1988), it is a specification of the work organized in subsections for a specific group or class Penny Ur (1996) describes it as a document that essentially lists all the content to be taught in the designated courses Similarly, Hutchison & Water (1991) view a syllabus as a document outlining what will or should be learned.
A course-book can be viewed as a syllabus, as noted by Cunningsworth (1995), who states that it reflects predetermined learning objectives in English Language Teaching (ELT) Richard (2001) supports this perspective, defining a syllabus as a specification of course content that outlines what will be taught and assessed Additionally, Epstein and Ormiston (2007) describe a syllabus, or curriculum, as a teaching plan that identifies the topics to be covered in a course of study.
Experts generally agree on the topic of syllabi, despite approaching it from various perspectives and using different terminology This research primarily focuses on the notion that the course book serves as the syllabus.
The course book at HCMUL serves as a syllabus, as it was developed with predefined learning objectives tailored for law students and encompasses the entire course duration.
Various types of syllabuses have been proposed by linguists, with Krahnke (1994) categorizing them into six types, ranging from those focused on language structure to those emphasizing language use Additionally, Richards (2001) identifies ten distinct types of syllabuses, highlighting the diversity in syllabus design approaches.
Brown (1995) categorizes course materials into seven types of syllabi, while Richards expands on this by introducing four additional types A table created by Ruth Epstein and Mary Ormiston (2007) illustrates not only the various types of syllabi but also the sequencing and organization of topics, along with examples of topics arranged in sequence.
Basis of syllabus Sequencing/Organiz ation of Topics
Examples of Topics in Sequence
Based on grammar and phonological structures
Organized around grammar points; sequenced from easy to difficult structures,
30 or from frequently to less frequently used structures
Based on the idea that language is found in situations or contexts (see examples)
Sequenced according to student likelihood of encountering the situation (teaching of structures may be embedded within the situations)
-introductions -at the airport -in a taxi
- in a restaurant -at a meeting -at a party (Note how these are all situations or contexts)
Based on functions required to participate in society (see examples)
Sequenced by sense of the usefulness of the functions, the most useful taught first (teaching of structures and/or situations may be embedded within the functions)
-greeting people -introducing a friend -buying a ticket
-making an appointment -ordering at a restaurant
-apologizing -persuading (Note how these differ from topics in
Similar to situational syllabuses; based on topics or themes chosen as important to a particular student group (see examples)
Sequenced according to student likelihood of encountering the situation (grammar teaching may be embedded within the topics)
From an Academic English text
-reading for comprehension -applying what you read
Based on skills that students need in order to use the language (see examples)
Sequenced by sense of the usefulness of the skill to be learned (teaching of structures and/or situations may be embedded within the functions)
-words in context -word analysis -prefixes and suffixes
Based on tasks and activities
Sequenced by sense of the usefulness of the task to the
32 students (teaching of structures and/or situations may be embedded within the functions)
-writing instructions -describing people -describing past events
Ruth Epstein and Mary Ormiston (2007:16)
ESP books and programs encompass various fields such as medicine, tourism, business, science and technology, and academic preparation While the content differs from general textbooks and the skill balance may vary, the principles and guidelines presented in these resources remain valuable.
It is important that we should have “ESP books that focus on target skills and strategies as well as on appropriate content” Ruth Epstein and Mary Ormiston (2007:27)
The syllabi discussed are significant not only for their explicit content but also for what they omit, as they typically highlight only one or two elements of the material The advantages and disadvantages of various syllabus types illustrate that effective teaching materials must simultaneously incorporate multiple syllabuses This approach is referred to as an integrated syllabus, as noted by Hutchison & Water (1987:89).
The ESP syllabus at HCMUL is an integrated approach that combines content-based and skills-based instruction It incorporates key features from both types of syllabi, as detailed in the 'Description and comments of the syllabus' section of chapter 1 Additionally, the syllabus is organized around specific themes and topics to enhance the learning experience.
33 all the macro and some micro skills employed throughout the syllabus
2.2.2.3 The syllabus and textbook roles
Concerning the syllabus roles, Hutchison & Water (1987:84) points out the following reasons for having a syllabus:
1 The syllabus provides a practical basis for the division of assessment, textbook and learning time
2 A syllabus also gives moral support to the teacher and learner in that it makes the language - learning task appear manageable
3 A syllabus, particularly an ESP syllabus also has a cosmetic role
Syllabus evaluation
2.3.1 Definition and rationale for syllabus evaluation
There has been a notable increase in interest regarding the goals, roles, and methods of evaluation in language teaching Evaluation serves as a crucial tool for assessing teaching and learning performance within language programs, ultimately aimed at enhancing the educational process According to the Dictionary of Language Teaching & Applied Linguistics (1993), evaluation informs decisions about the quality of the program and the individuals involved Nunan (1999) further defines evaluation as the processes and procedures for collecting information about a program's effectiveness.
41 program, or aspects of a program, for decision making purposes”
Finch & Crunlilton (1989) emphasize the importance of using evaluation results to guide timely educational changes Effective evaluation positively influences syllabi, programs, and materials, showcasing its significant role in driving educational improvement.
Another rationale for evaluation is, as Cunningsworth (1995:14) states:
To enhance the effectiveness of an existing program, it is essential to pinpoint its specific strengths and weaknesses This allows for the maximization of its strong points while addressing weaker areas through adaptation or by incorporating material from alternative resources.
Cunningsworth concludes: “Textbook analysis and evaluation help teachers to gain good and useful insights into the nature of the material” (p.6)
Evaluation inherently includes comparative elements, particularly when course books vie for adoption or when new materials challenge the status quo However, the primary focus of this thesis is not on competition but rather on assessing the English syllabus for law students This evaluation aims to leverage the strengths identified over time and provide constructive suggestions for improvement.
In curriculum development, assessment and evaluation are often used interchangeably, but it is essential to differentiate between them Evaluation involves gathering and interpreting information about various curriculum aspects, such as learners, teachers, materials, and learning arrangements, to inform decision-making In contrast, assessment is a subset of evaluation, focusing on the specific tools and techniques used to measure learning outcomes.
This paper outlines 42 procedures for gathering and analyzing information on learners' capabilities, highlighting the impact of the instructional process It examines both evaluation and assessment to determine if the current syllabus meets its objectives and identifies necessary adjustments in materials or teaching methods.
According to Richards (2001:228), there are three types of evaluation based on their purposes: formative, illuminative, and summative evaluation
Formative evaluation is conducted to identify the strengths and weaknesses of a program, as well as to address any existing issues This type of evaluation emphasizes continuous development and enhancement of the program In this paper, formative evaluation is utilized to assess the effectiveness of the syllabus during its implementation.
Illuminative evaluation focuses on understanding the implementation of various aspects of a program, aiming to gain insights into the teaching and learning processes involved Unlike other evaluation methods, it does not intend to alter the course of the program based on its findings This approach contrasts with the evaluation purpose outlined in the paper.
Summative evaluation is a well-known assessment method among teachers and program administrators, focusing on the value and effectiveness of various syllabus components It aims to evaluate a program's effectiveness, efficiency, and acceptability, occurring after the program's implementation This type of evaluation offers insights into the value of specific teaching activities.
The evaluation of teaching materials is crucial for specific groups of learners and encourages teachers to embrace a reflective approach in their teaching practices This process can make the empirical validation of educational resources more manageable and less intimidating for educators.
In this thesis, the evaluation of the syllabus is done during the use of the syllabus, but it is mainly completed after the syllabus has been put into practice
The "post-use type" syllabus, as noted by Cunningsworth (1995:14), allows for a retrospective assessment of law students' curricula, identifying strengths and weaknesses over time This evaluation is crucial for determining the syllabus's future applicability, especially for short, self-contained English for Specific Purposes (ESP) courses that are periodically repeated The central question of this thesis is whether this syllabus would be effective and accepted by law students This evaluation focuses on suitability rather than potential, contrasting with assessments of course books that lack specific classes or learners in mind, which instead ask, "What would this course book be good for?"
2.3.3 The foci of the summative evaluation in the thesis
The summative evaluation focuses on effectiveness, efficiency, and acceptability, but this thesis specifically addresses only effectiveness and acceptability.
To determine the effectiveness of a course, it is essential to establish specific criteria While various measures exist to assess the effectiveness of a course syllabus, this thesis highlights two key criteria The first criterion is the mastery of objectives, which involves evaluating the extent to which the objectives have been achieved (Richards 2001:252) This requires the evaluator to compare the learners' prior knowledge and skills with their outcomes after completing the program.
At the conclusion of the program, the effectiveness can be measured by the learners' improvements in the targeted aspects of language proficiency If the learners demonstrate significant gains in these areas, the program can be deemed successful.
Formal tests are the most common method for assessing achievement, highlighting the need for improved summative evaluation measures and the development of ongoing tests These exit tests are crucial for determining the extent to which educational objectives have been met and serve as a fundamental tool for evaluating the effectiveness of the syllabus, particularly at HCMUL, which will be discussed in detail later.
Reasons for course being considered acceptable or unacceptable might relate to such factors as timetabling, class size, choice of materials, teachers’ teaching styles, or students’ studying manners
Existing literature concerning evaluation of the current syllabus
Prior to implementation, the new syllabus was reviewed by English language and law specialists for feedback, as well as by the school Scientific Council for validation and adoption Below are key insights from these experts and the council.
According to the remark of Mrs Dieu Thu, the director of a law company, specialist of English language, the syllabus is fairly practical and diversified It
The syllabus encompasses essential language components, including vocabulary, grammar, pronunciation, and the four key skills: speaking, listening, reading, and writing It serves as a valuable resource for students to explore a new dimension of English, specifically English for Specific Purposes (ESP) in the field of law.
Dr Tran Thi Thanh Huong, head of the Faculty of Administrative Law, emphasizes that the new syllabus serves as a valuable resource for law students to acquire legal knowledge in English This syllabus covers essential legal topics that students typically learn in Vietnamese, providing a solid foundation for further studies in English law It acts as an excellent introduction, enabling students to delve deeper into legal concepts in English and preparing them for advanced legal education.
In August 2007, in a checking and taking over syllabuses conference, Mr Nguyen Canh Hop, the President of the school Scientific Council, Doctor of law said about the syllabus as below:
The Introduction to Law in English is the inaugural course book created by the dedicated teachers responsible for teaching English for Specific Purposes (ESP) in law at HCMUL This commendable effort reflects the commitment of the school's English faculty While the new syllabus has some weaknesses, it aligns with the aims set by the school Education Council and addresses the training needs of students It is recommended for use in teaching ESP to law students in the upcoming academic year, with plans for further improvements in subsequent years.
Summary
This chapter explores the theoretical and empirical literature essential for understanding the relationships between General English (GE), English for Specific Purposes (ESP), and ESP for Law It examines key factors influencing English course design, including needs analysis, syllabus development, teacher roles, learner characteristics, and teaching methodologies Additionally, the literature addresses syllabus evaluation, covering definitions, types, rationales, and evaluation methods Finally, the researcher reviews existing literature on the evaluation of the current syllabus implemented at HCMUL.