Luận văn difficulties in teaching esp vocabulary to second year students at hanoi community college a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND [INTERNATIONAL STUDLES FACULTY OF POST - GRADUATE STUDIES Jose ee NGUYEN TIT NGOC TUYET DIFFICULTIES IN TEACHING ESP V

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND [INTERNATIONAL STUDLES

FACULTY OF POST - GRADUATE STUDIES

Jose ee

NGUYEN TIT NGOC TUYET

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

TIENG ANH CHUYEN NGANH CHO SINH VIÊN XĂM THỨ HAI

TAI TRUONG CAO DANG CONG DONG HA NOI

M.A MINOR THESIS

Field: English methodology

Code: 60.14.10

Hanoi — 2010

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

Jose ee

NGUYEN TIT NGOC TUYET

DIFFICULTIES IN TEACIIING ESP VOCABULARY

TO SECOND — YEAR STUDENTS

AT HANOI COMMUNITY COLLEGE: A CASE STUDY

NGITEN CUU NITCNG KIIO KIIAN TRONG VIỆC DẠY TỪ VỰNG

TIỀNG ANH CHUYÊN NGÀNII CHO SINH VIÊN NĂM THỨ HAI

TẠI TRƯỜNG CAO ĐĂNG CỘNG ĐÔNG HÀ NỘI

MLA MINOR TITESIS

Field: English methodology

Code: 60.14.10

Supervisor: Dr Nguyén Tuy K¥

Hanoi

4 Scope of the study

5 Methods of the study

6 Significance of the study

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1 ELT vocabulary teaching

LIST OF TABLES

Table 3 Teachers’ evaluation on the importance of phonetics, vocabulary and grannnar in

Table 9 Studsnis” evaluation an the importance of phouclies, vocabulary and granmar in

Table 12 Practice exercises which were most preferred by the students "

LIST OF FIGURES

Figure 1, Teachers’ experience in bemg trained on teaching ESP

Figure 4 Students’ evaluation on the importance of phonetics, vocabulary and grammar in

Figure 7 Students’ favourite consolidation activities 31

Figure 8, Students’ difficult

Figure 9, Students’ understanding about ESP vocabulary learning strategies

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

In addition, based on the discussions of these problems, some feasible solutions will be introduced

5 Methaeds of the study

‘The study is designed to use a combination of various methods to obtain its aims and objectives To begin with, an extensive of literature review is conducted, defining the notions of vocabulary and ESP vocabulary; some important aspects of ESP vocabulary teaching, some techniques currently used in teaching vocabulary and ESP vocabulary

‘Then the major method used in the study is the quantitative one, ‘'hat is all comments,

considerations ions given in ths thesis arc bassd on the analysis of the statistic

6 Significance of the study

‘The significance af this research stems from the fuct that vooabulary plays an important role in teaching and leaming ESP, This study emphasizes the need for finding out the difficulties in teaching ESP vocabulary and suggestions to improve the teaching and leaming ESP vocabulary, The results obtained im this study would be hdlpfal to the teachers and students at HCC as well as general audience, especially second language teachers and learners who war to teach and tearm RSP better In addition, the findings would be useful to researchers who want to do further research on this topic or extend this knowledge to any other related fields of study Hinally, for ESP textbook writers it would serve as a reference in the development of teaching materials necessary for successfill ESP teaching und learning

7 Design of the study

LIST OF TABLES

Table 3 Teachers’ evaluation on the importance of phonetics, vocabulary and grannnar in

Table 9 Studsnis” evaluation an the importance of phouclies, vocabulary and granmar in

Table 12 Practice exercises which were most preferred by the students "

LIST OF FIGURES

Figure 1, Teachers’ experience in bemg trained on teaching ESP

Figure 4 Students’ evaluation on the importance of phonetics, vocabulary and grammar in

Figure 7 Students’ favourite consolidation activities 31

Figure 8, Students’ difficult

Figure 9, Students’ understanding about ESP vocabulary learning strategies

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

As a result, the teachers are facing a number of problems during their teaching process,

9 Objectives of the study

In this study, three objectives were involved as follow:

1 To give better understanding of the notions of vocabulary and ESP vocabulary, some important aspects of ESP vocebulary Icaching, some (cchniques curently

uscd in teaching vocabulary and ESP vocabulary

3 What are the major difficuttics encountered by teachers in the teaching of ESP

vocabulary to Second — Year Students at HC

4 What are the suggestions for a better teaching ESP vocabulary (o Second — Ycar Students at HCC?

4, Scope of the study

The study is limited to the area of teaching ESP vocabulary to Second Year Students

at HCC Specially, this minor thesis deals with the current and commen problems experienced by the toachers al HCC There are two levels of Iraining al the college College level and Vocational Training level Within ils

only to the ESP for Vocational students The mvestigation primanly deals with reading in

an LSP course - “English for Architecture and Construction”

scope, the sindy is limited itscl

In addition, based on the discussions of these problems, some feasible solutions will be introduced

5 Methaeds of the study

‘The study is designed to use a combination of various methods to obtain its aims and objectives To begin with, an extensive of literature review is conducted, defining the notions of vocabulary and ESP vocabulary; some important aspects of ESP vocabulary teaching, some techniques currently used in teaching vocabulary and ESP vocabulary

‘Then the major method used in the study is the quantitative one, ‘'hat is all comments,

considerations ions given in ths thesis arc bassd on the analysis of the statistic

6 Significance of the study

‘The significance af this research stems from the fuct that vooabulary plays an important role in teaching and leaming ESP, This study emphasizes the need for finding out the difficulties in teaching ESP vocabulary and suggestions to improve the teaching and leaming ESP vocabulary, The results obtained im this study would be hdlpfal to the teachers and students at HCC as well as general audience, especially second language teachers and learners who war to teach and tearm RSP better In addition, the findings would be useful to researchers who want to do further research on this topic or extend this knowledge to any other related fields of study Hinally, for ESP textbook writers it would serve as a reference in the development of teaching materials necessary for successfill ESP teaching und learning

7 Design of the study

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ

As a result, the teachers are facing a number of problems during their teaching process,

9 Objectives of the study

In this study, three objectives were involved as follow:

1 To give better understanding of the notions of vocabulary and ESP vocabulary, some important aspects of ESP vocebulary Icaching, some (cchniques curently

uscd in teaching vocabulary and ESP vocabulary

3 What are the major difficuttics encountered by teachers in the teaching of ESP

vocabulary to Second — Year Students at HC

4 What are the suggestions for a better teaching ESP vocabulary (o Second — Ycar Students at HCC?

4, Scope of the study

The study is limited to the area of teaching ESP vocabulary to Second Year Students

at HCC Specially, this minor thesis deals with the current and commen problems experienced by the toachers al HCC There are two levels of Iraining al the college College level and Vocational Training level Within ils

only to the ESP for Vocational students The mvestigation primanly deals with reading in

an LSP course - “English for Architecture and Construction”

scope, the sindy is limited itscl

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

"

1.1.4.2 Practice and consolidation techniques "¬ sec cence wd

1.2 ESP vocabnlary feaching nh nhu

1.2.1, What is ESP vocabulary?

1.2.3 Important aspects of ESP vocabulary teaching

1.2.4, Teaching ESP vocabulary

1.2.4.1, Presentation tzchniques cae nh nHheeerrereseeoceee l2

1.2.4.2 Praclice and consolidation lechmques 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

2.1.2 The leachers 14 2.1.3 The students 15 3.1 Methods and procedures 15 2.2.1 Research quesiiOnS àà nào hheoeeeeseeseeeoeeeo LS

2.2.2 The participants

2.2.3, Data collection struments 2.0.00 cà cán eeeeeeoereeoreeeces TỔ 2.2.4, Data collection procedure KỈ HH ktdetereddrerseeseeesseeosre LỆ 2.2.5 Dafa analySls cà uc nh Hhhereereeesssdrrdsresseaseof7 2,3 Findings and điscusdion cc nhieeeeeraearesae T2

LIST OF ABBREVIATIONS

ELT: English Language Teaching

ESP: English for Specitic Purposes

HCC: Hanoi Community College

"

1.1.4.2 Practice and consolidation techniques "¬ sec cence wd

1.2 ESP vocabnlary feaching nh nhu

1.2.1, What is ESP vocabulary?

1.2.3 Important aspects of ESP vocabulary teaching

1.2.4, Teaching ESP vocabulary

1.2.4.1, Presentation tzchniques cae nh nHheeerrereseeoceee l2

1.2.4.2 Praclice and consolidation lechmques 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

2.1.2 The leachers 14 2.1.3 The students 15 3.1 Methods and procedures 15 2.2.1 Research quesiiOnS àà nào hheoeeeeseeseeeoeeeo LS

2.2.2 The participants

2.2.3, Data collection struments 2.0.00 cà cán eeeeeeoereeoreeeces TỔ 2.2.4, Data collection procedure KỈ HH ktdetereddrerseeseeesseeosre LỆ 2.2.5 Dafa analySls cà uc nh Hhhereereeesssdrrdsresseaseof7 2,3 Findings and điscusdion cc nhieeeeeraearesae T2

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ

As a result, the teachers are facing a number of problems during their teaching process,

9 Objectives of the study

In this study, three objectives were involved as follow:

1 To give better understanding of the notions of vocabulary and ESP vocabulary, some important aspects of ESP vocebulary Icaching, some (cchniques curently

uscd in teaching vocabulary and ESP vocabulary

3 What are the major difficuttics encountered by teachers in the teaching of ESP

vocabulary to Second — Year Students at HC

4 What are the suggestions for a better teaching ESP vocabulary (o Second — Ycar Students at HCC?

4, Scope of the study

The study is limited to the area of teaching ESP vocabulary to Second Year Students

at HCC Specially, this minor thesis deals with the current and commen problems experienced by the toachers al HCC There are two levels of Iraining al the college College level and Vocational Training level Within ils

only to the ESP for Vocational students The mvestigation primanly deals with reading in

an LSP course - “English for Architecture and Construction”

scope, the sindy is limited itscl

LIST OF TABLES

Table 3 Teachers’ evaluation on the importance of phonetics, vocabulary and grannnar in

Table 9 Studsnis” evaluation an the importance of phouclies, vocabulary and granmar in

Table 12 Practice exercises which were most preferred by the students "

LIST OF FIGURES

Figure 1, Teachers’ experience in bemg trained on teaching ESP

Figure 4 Students’ evaluation on the importance of phonetics, vocabulary and grammar in

Figure 7 Students’ favourite consolidation activities 31

Figure 8, Students’ difficult

Figure 9, Students’ understanding about ESP vocabulary learning strategies

In addition, based on the discussions of these problems, some feasible solutions will be introduced

5 Methaeds of the study

‘The study is designed to use a combination of various methods to obtain its aims and objectives To begin with, an extensive of literature review is conducted, defining the notions of vocabulary and ESP vocabulary; some important aspects of ESP vocabulary teaching, some techniques currently used in teaching vocabulary and ESP vocabulary

‘Then the major method used in the study is the quantitative one, ‘'hat is all comments,

considerations ions given in ths thesis arc bassd on the analysis of the statistic

6 Significance of the study

‘The significance af this research stems from the fuct that vooabulary plays an important role in teaching and leaming ESP, This study emphasizes the need for finding out the difficulties in teaching ESP vocabulary and suggestions to improve the teaching and leaming ESP vocabulary, The results obtained im this study would be hdlpfal to the teachers and students at HCC as well as general audience, especially second language teachers and learners who war to teach and tearm RSP better In addition, the findings would be useful to researchers who want to do further research on this topic or extend this knowledge to any other related fields of study Hinally, for ESP textbook writers it would serve as a reference in the development of teaching materials necessary for successfill ESP teaching und learning

7 Design of the study

LIST OF ABBREVIATIONS

ELT: English Language Teaching

ESP: English for Specitic Purposes

HCC: Hanoi Community College

"

1.1.4.2 Practice and consolidation techniques "¬ sec cence wd

1.2 ESP vocabnlary feaching nh nhu

1.2.1, What is ESP vocabulary?

1.2.3 Important aspects of ESP vocabulary teaching

1.2.4, Teaching ESP vocabulary

1.2.4.1, Presentation tzchniques cae nh nHheeerrereseeoceee l2

1.2.4.2 Praclice and consolidation lechmques 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

2.1.2 The leachers 14 2.1.3 The students 15 3.1 Methods and procedures 15 2.2.1 Research quesiiOnS àà nào hheoeeeeseeseeeoeeeo LS

2.2.2 The participants

2.2.3, Data collection struments 2.0.00 cà cán eeeeeeoereeoreeeces TỔ 2.2.4, Data collection procedure KỈ HH ktdetereddrerseeseeesseeosre LỆ 2.2.5 Dafa analySls cà uc nh Hhhereereeesssdrrdsresseaseof7 2,3 Findings and điscusdion cc nhieeeeeraearesae T2

LIST OF ABBREVIATIONS

ELT: English Language Teaching

ESP: English for Specitic Purposes

HCC: Hanoi Community College

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

LIST OF TABLES

Table 3 Teachers’ evaluation on the importance of phonetics, vocabulary and grannnar in

Table 9 Studsnis” evaluation an the importance of phouclies, vocabulary and granmar in

Table 12 Practice exercises which were most preferred by the students "

LIST OF FIGURES

Figure 1, Teachers’ experience in bemg trained on teaching ESP

Figure 4 Students’ evaluation on the importance of phonetics, vocabulary and grammar in

Figure 7 Students’ favourite consolidation activities 31

Figure 8, Students’ difficult

Figure 9, Students’ understanding about ESP vocabulary learning strategies

As a result, the teachers are facing a number of problems during their teaching process,

9 Objectives of the study

In this study, three objectives were involved as follow:

1 To give better understanding of the notions of vocabulary and ESP vocabulary, some important aspects of ESP vocebulary Icaching, some (cchniques curently

uscd in teaching vocabulary and ESP vocabulary

3 What are the major difficuttics encountered by teachers in the teaching of ESP

vocabulary to Second — Year Students at HC

4 What are the suggestions for a better teaching ESP vocabulary (o Second — Ycar Students at HCC?

4, Scope of the study

The study is limited to the area of teaching ESP vocabulary to Second Year Students

at HCC Specially, this minor thesis deals with the current and commen problems experienced by the toachers al HCC There are two levels of Iraining al the college College level and Vocational Training level Within ils

only to the ESP for Vocational students The mvestigation primanly deals with reading in

an LSP course - “English for Architecture and Construction”

scope, the sindy is limited itscl

As a result, the teachers are facing a number of problems during their teaching process,

9 Objectives of the study

In this study, three objectives were involved as follow:

1 To give better understanding of the notions of vocabulary and ESP vocabulary, some important aspects of ESP vocebulary Icaching, some (cchniques curently

uscd in teaching vocabulary and ESP vocabulary

3 What are the major difficuttics encountered by teachers in the teaching of ESP

vocabulary to Second — Year Students at HC

4 What are the suggestions for a better teaching ESP vocabulary (o Second — Ycar Students at HCC?

4, Scope of the study

The study is limited to the area of teaching ESP vocabulary to Second Year Students

at HCC Specially, this minor thesis deals with the current and commen problems experienced by the toachers al HCC There are two levels of Iraining al the college College level and Vocational Training level Within ils

only to the ESP for Vocational students The mvestigation primanly deals with reading in

an LSP course - “English for Architecture and Construction”

scope, the sindy is limited itscl

LIST OF ABBREVIATIONS

ELT: English Language Teaching

ESP: English for Specitic Purposes

HCC: Hanoi Community College

"

1.1.4.2 Practice and consolidation techniques "¬ sec cence wd

1.2 ESP vocabnlary feaching nh nhu

1.2.1, What is ESP vocabulary?

1.2.3 Important aspects of ESP vocabulary teaching

1.2.4, Teaching ESP vocabulary

1.2.4.1, Presentation tzchniques cae nh nHheeerrereseeoceee l2

1.2.4.2 Praclice and consolidation lechmques 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

2.1.2 The leachers 14 2.1.3 The students 15 3.1 Methods and procedures 15 2.2.1 Research quesiiOnS àà nào hheoeeeeseeseeeoeeeo LS

2.2.2 The participants

2.2.3, Data collection struments 2.0.00 cà cán eeeeeeoereeoreeeces TỔ 2.2.4, Data collection procedure KỈ HH ktdetereddrerseeseeesseeosre LỆ 2.2.5 Dafa analySls cà uc nh Hhhereereeesssdrrdsresseaseof7 2,3 Findings and điscusdion cc nhieeeeeraearesae T2

LIST OF TABLES

Table 3 Teachers’ evaluation on the importance of phonetics, vocabulary and grannnar in

Table 9 Studsnis” evaluation an the importance of phouclies, vocabulary and granmar in

Table 12 Practice exercises which were most preferred by the students "

LIST OF FIGURES

Figure 1, Teachers’ experience in bemg trained on teaching ESP

Figure 4 Students’ evaluation on the importance of phonetics, vocabulary and grammar in

Figure 7 Students’ favourite consolidation activities 31

Figure 8, Students’ difficult

Figure 9, Students’ understanding about ESP vocabulary learning strategies

PART A: INTRODUCTION

8 Rationale

Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international telations in Vietnam For that reason, there is a great demand for teaching and leaming 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 Fnglish 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 leaming It focuses on using English effectively in specific academic fields such as business, law, matlicing, soioneos, ole In ieaching English for Specific Purposes, 10 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 'SP: “It may often be thought that

a charaeleristic, or even a critical foalurc, of ESP is thal a course should involve specialist language (especially terminology) and content.”

However, up to now, teaching and leaming ESP, particularly teaching and learning vocabulary has still been far ftom satisfactory With many similar characteristics and a number of different, fexturss in comparison with Gencral English, ESP is viewed as something hard to teach for language teachers

In the context of Hanoi Community College (HCC), students start to lean ESP at the beginning of the second year In fast, with a short duration of 30 class hours, one of the most important aims of TSP course for these students is achieving basic ESP vocabulary However, with limited knowledge of vocabulary, it is hard for them to study They often leam vocabulary passively through their teachers’ explanation In addition, there are too many new words given in each lesson, 160 lilfle time spent on memorizing and recycling those words Thus, hore arises the need to inercase tho nnmber of words they know, which requires a great deal of help tiom the teachers Meanwhile, the frequently used method to teach vocabulary in class is to give the explanations and Vietnamase equivalents, then have students do some kinds of vocabulary excreises and rarely give feedback to their sindonis

"

1.1.4.2 Practice and consolidation techniques "¬ sec cence wd

1.2 ESP vocabnlary feaching nh nhu

1.2.1, What is ESP vocabulary?

1.2.3 Important aspects of ESP vocabulary teaching

1.2.4, Teaching ESP vocabulary

1.2.4.1, Presentation tzchniques cae nh nHheeerrereseeoceee l2

1.2.4.2 Praclice and consolidation lechmques 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

2.1.2 The leachers 14 2.1.3 The students 15 3.1 Methods and procedures 15 2.2.1 Research quesiiOnS àà nào hheoeeeeseeseeeoeeeo LS

2.2.2 The participants

2.2.3, Data collection struments 2.0.00 cà cán eeeeeeoereeoreeeces TỔ 2.2.4, Data collection procedure KỈ HH ktdetereddrerseeseeesseeosre LỆ 2.2.5 Dafa analySls cà uc nh Hhhereereeesssdrrdsresseaseof7 2,3 Findings and điscusdion cc nhieeeeeraearesae T2

2.3.1.2 ‘The teachers’ attitude towards SP vocabulary teaching 18 2.3.1.3 1e teachers` techniques †o teach ESP voeabulary

2.3.1.4, The teachers’ difficulties in teaching ESP vocabulary

2.3.1.5, The teachers” suggestions to improve their ESP vocabulary teaching

2.3.2 The students’ quesfionntaire - cà teenie aerate Dd 2.3.2.1, The students` backgTound co etter eerie ed 2.3.2.2, The students’ attitude towards ESP vocabulary learning 2Š

1 Difficullics in teaching ESP vocabulary to sovond — year students al HOC 37

2 Suggestions to improve teaching ESP vocabulary to second — year students at IICC .38

REVERENCES 40 APPENDICES 1 APPILNDIX1 1 APPENDIX2 "ae ằ.ằ Ẻ