5.1.2 Encouraging studzrlsto develop extensive reading habits Improving teachers’ techniques in teaching English for Finance Developing English for Finance reading matetials Improving t
Trang 1
VIETNAM NATIONAL UNIVERSITY, IIANOL UNLVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
DINH THI TUYET THOA
DIFFICULTIES IN READING “ENGLISII FOR FINANCE” OF
THE SECOND-YEAR-STUDENTS OF ACCOUNTING DEPARTMENT AT HANOI VOCATIONAL TRAINING
COLLEGE FOR ELECTRO-MECHANICS
TIM HIỂU NHỮNG KHÓ KHĂN TRONG VIỆC ĐỌC HIỂU
TIẾNG ANII CIUYÊN NGÀNIICỦA SINII VIÊN NĂM THỨ HAI KHOA KE TOAN CUA TRUONG CAO DANG NGHE
CO DIEN HA NOL
M.A MINOR THESIS
Field: English Teaching Methodology
Code: 601410
Hanoi— 2011
Trang 2VIETNAM NATIONAL UNIVERSITY, IIANOL
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
DINH THI TUYET THOA
DIFFICULTIES IN READING “ENGLISH FOR FINANCE” OF
‘THE SECOND-YEAR-STUDENTS OF ACCOUNTING DEPARTMENT AT HANOI VOCATIONAL TRAINING
COLLEGE FOR ELECTRO-MECHANICS
TIM HIEL NHUNG KHO KHAN TRONG VIEC DOC HIEU
TIENG ANH CHUYEN NGANH CUA SINH VIEN NAM THU
HAI KHOA KE TOAN CỦA TRƯỜNG CAO BANG NGHỆ
CƠ ĐIỆN HÀ NỌI
M.A MINOR THESIS
Wield: English caching Mcthodology
Code: 601410
Supervisor: Dr Duong Thi
Hanoi— 2011
Trang 3
iv
LIST OF ABBREVIATION
ESP Lnglish for Specific Purposes
FOP English for Occupational Purposes
EAP: English for Academic Purposes
EEP English for Educational Purposes
HVTCEM: Hanoi Vocational Training College for Electro-Mechanics
Trang 442
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 5
42
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 6
2 Limitation of the study and suggestion for further study B
APPENDICES
Appendix 2: Interview questions for teachers v Appendix 3: List of topics in the couse back NI Appendix 4: Unit 17: Firancial statements vụ
TX
Appendix 5: Translated version of the survey questionnaire for students
Trang 7vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 8- To investigate the present situation of teaching and learning reading Linglish for Linanee
sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills
Itis hoped that the findings from this study will be some benefits to teachers and students
ai TIVTCFM
3 Research questions
In order to achieve the aims mentioned above, two research questions were raised:
- What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance?
- To what extent do the teachers” teaching methods help learners overcome the difficulties
5 Scope of the study
‘The study mainly focuses on some difficulties in USP reading experienced by the second
yoar sludents of Accounting al HVTCEM, and then suggests
overcome these difficulties and to improve their ESP reading skill
6 Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
some techniques to help thơm
The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research
questions, the methods, and the scope of the study
‘The second part comprises five chapters Chapter one deals with the theoretical background
relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and
leaming, difficulties in ESP reading Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM Chapter three presents the research methodology,
Trang 942
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 10
5 Scope of the siuly
6 Orgunizations of tho sindy
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Basic concepts about ESP
1.1.1 Definitions of ESP
1.1.2 Types of ESP
1.2 Reading in ESP teaching and leamnin,
1.2.1, Reading skills in EBP
1.2.2 ESP teachers and their roÌes St nh khe
1.2.3 ESP students and thei roles
1.2.4, ESP reading materials and their rolas
1.3 Difficulties in ESP reading, c ch hư
Trang 1142
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 12
42
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 13
2 Limitation of the study and suggestion for further study B
APPENDICES
Appendix 2: Interview questions for teachers v Appendix 3: List of topics in the couse back NI Appendix 4: Unit 17: Firancial statements vụ
TX
Appendix 5: Translated version of the survey questionnaire for students
Trang 1442
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 15
vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 16LIST OF FIGURES, CHARTS AND TABLES,
ESP classification by experience
ESP classification by professional area
Students’ perception on the purposes of leaning reading English for Finance Students’ focus when leaming Lnglish for Linanee
The difficulties in lerm of reading skills
The difficulties in term of vocabulary
‘The difficulties in term of grammar
The difficulties in lonn of cultural background knowledge Students’ views of sources of difficulties
"The students’ expectation in term of materials
The students’ expectation in term of methodology
Students’ preference in ESP reading Students’ perception on the importance of ESP reading
Students’ perecption on the necessity of reading English for Finance for their future job
Trang 1742
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 18
LIST OF FIGURES, CHARTS AND TABLES,
ESP classification by experience
ESP classification by professional area
Students’ perception on the purposes of leaning reading English for Finance Students’ focus when leaming Lnglish for Linanee
The difficulties in lerm of reading skills
The difficulties in term of vocabulary
‘The difficulties in term of grammar
The difficulties in lonn of cultural background knowledge Students’ views of sources of difficulties
"The students’ expectation in term of materials
The students’ expectation in term of methodology
Students’ preference in ESP reading Students’ perception on the importance of ESP reading
Students’ perecption on the necessity of reading English for Finance for their future job
Trang 19PART |: INTRODUCTION
1 Rationale
Learning English now is not only an interest but also # practical thing for many peaple Learning English means learning four related skills: listening, speaking, reading and writing In teaching and learning English as a foreign language in Vietnam, reading has always received a arcat deal of attention This is understandable becausc English is taught and learnt in non-English environment, so reading is not only the important means to get knowledge but also means of further study What is more, by means of Linglish the leamers can take it professionally in their future work as well as in reading their specialized materials, Tis cxwetly truc for stutenls of
accounting
At lanoi Vocational Training College for Electro-Mechanics (IIVTCEM), after finishing
120 goncral English periods, students of accounting, department begin to take 60 ESP periods Being an ESP teacher of economics, the researcher has always been aware of the importance of
For all the above reasons, the researcher would like to find out the areas of students” difficulties at HVI'CEM when leaming reading English for Finance and the cause of these difficulties I is also hoped that the study will make some suggestions for the teachers and Jeamers to improve the teaching and learning English for Fmance at college
2 Alms of the study
This study aims to investigate the diffieullics in reading English for Finance of the second
‘year students at HVTCEM To be more specitic, the objectives of this study are:
Trang 20LIST OF FIGURES, CHARTS AND TABLES,
ESP classification by experience
ESP classification by professional area
Students’ perception on the purposes of leaning reading English for Finance Students’ focus when leaming Lnglish for Linanee
The difficulties in lerm of reading skills
The difficulties in term of vocabulary
‘The difficulties in term of grammar
The difficulties in lonn of cultural background knowledge Students’ views of sources of difficulties
"The students’ expectation in term of materials
The students’ expectation in term of methodology
Students’ preference in ESP reading Students’ perception on the importance of ESP reading
Students’ perecption on the necessity of reading English for Finance for their future job
Trang 215 Scope of the siuly
6 Orgunizations of tho sindy
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Basic concepts about ESP
1.1.1 Definitions of ESP
1.1.2 Types of ESP
1.2 Reading in ESP teaching and leamnin,
1.2.1, Reading skills in EBP
1.2.2 ESP teachers and their roÌes St nh khe
1.2.3 ESP students and thei roles
1.2.4, ESP reading materials and their rolas
1.3 Difficulties in ESP reading, c ch hư
Trang 22PART |: INTRODUCTION
1 Rationale
Learning English now is not only an interest but also # practical thing for many peaple Learning English means learning four related skills: listening, speaking, reading and writing In teaching and learning English as a foreign language in Vietnam, reading has always received a arcat deal of attention This is understandable becausc English is taught and learnt in non-English environment, so reading is not only the important means to get knowledge but also means of further study What is more, by means of Linglish the leamers can take it professionally in their future work as well as in reading their specialized materials, Tis cxwetly truc for stutenls of
accounting
At lanoi Vocational Training College for Electro-Mechanics (IIVTCEM), after finishing
120 goncral English periods, students of accounting, department begin to take 60 ESP periods Being an ESP teacher of economics, the researcher has always been aware of the importance of
For all the above reasons, the researcher would like to find out the areas of students” difficulties at HVI'CEM when leaming reading English for Finance and the cause of these difficulties I is also hoped that the study will make some suggestions for the teachers and Jeamers to improve the teaching and learning English for Fmance at college
2 Alms of the study
This study aims to investigate the diffieullics in reading English for Finance of the second
‘year students at HVTCEM To be more specitic, the objectives of this study are:
Trang 23vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 24- To investigate the present situation of teaching and learning reading Linglish for Linanee
sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills
Itis hoped that the findings from this study will be some benefits to teachers and students
ai TIVTCFM
3 Research questions
In order to achieve the aims mentioned above, two research questions were raised:
- What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance?
- To what extent do the teachers” teaching methods help learners overcome the difficulties
5 Scope of the study
‘The study mainly focuses on some difficulties in USP reading experienced by the second
yoar sludents of Accounting al HVTCEM, and then suggests
overcome these difficulties and to improve their ESP reading skill
6 Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
some techniques to help thơm
The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research
questions, the methods, and the scope of the study
‘The second part comprises five chapters Chapter one deals with the theoretical background
relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and
leaming, difficulties in ESP reading Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM Chapter three presents the research methodology,
Trang 25- To investigate the present situation of teaching and learning reading Linglish for Linanee
sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills
Itis hoped that the findings from this study will be some benefits to teachers and students
ai TIVTCFM
3 Research questions
In order to achieve the aims mentioned above, two research questions were raised:
- What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance?
- To what extent do the teachers” teaching methods help learners overcome the difficulties
5 Scope of the study
‘The study mainly focuses on some difficulties in USP reading experienced by the second
yoar sludents of Accounting al HVTCEM, and then suggests
overcome these difficulties and to improve their ESP reading skill
6 Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
some techniques to help thơm
The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research
questions, the methods, and the scope of the study
‘The second part comprises five chapters Chapter one deals with the theoretical background
relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and
leaming, difficulties in ESP reading Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM Chapter three presents the research methodology,
Trang 26vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 27PART |: INTRODUCTION
1 Rationale
Learning English now is not only an interest but also # practical thing for many peaple Learning English means learning four related skills: listening, speaking, reading and writing In teaching and learning English as a foreign language in Vietnam, reading has always received a arcat deal of attention This is understandable becausc English is taught and learnt in non-English environment, so reading is not only the important means to get knowledge but also means of further study What is more, by means of Linglish the leamers can take it professionally in their future work as well as in reading their specialized materials, Tis cxwetly truc for stutenls of
accounting
At lanoi Vocational Training College for Electro-Mechanics (IIVTCEM), after finishing
120 goncral English periods, students of accounting, department begin to take 60 ESP periods Being an ESP teacher of economics, the researcher has always been aware of the importance of
For all the above reasons, the researcher would like to find out the areas of students” difficulties at HVI'CEM when leaming reading English for Finance and the cause of these difficulties I is also hoped that the study will make some suggestions for the teachers and Jeamers to improve the teaching and learning English for Fmance at college
2 Alms of the study
This study aims to investigate the diffieullics in reading English for Finance of the second
‘year students at HVTCEM To be more specitic, the objectives of this study are:
Trang 2842
4.1.4 4, In term of eultural background knowledgc
4.1.5, The eauses for these difficulties in learning reading English for Finance
4.1.5.1, From the reading materials
41.5.2 From the teachers,
Discussion of the result collected by means of the interview, classroom
observation and journal keeping,
4.2.1 Toachers’ altitude towards ESP reading
4.2.2, Teachers’ opinion on the course book they are teaching
4.2.3 ‘Tsachers’ focus when teaching reading Linglish for Linanee
4.2.4, Teachers’ loctutiques to teach students it reading English for Finance
4.2.5, Teachers’ difficulties in teaching reading English for Finance
42.5.1 In term of euliural background knowledge 4.2.5.2, In term of methodalogy n.nssnesnnesemenenn instante
Trainang students to become efficient r2adetS csniensnseseesennmnenseie
3.1.1 Improving students with different rcading sưatcgies
5.1.2 Encouraging studzrlsto develop extensive reading habits
Improving teachers’ techniques in teaching English for Finance
Developing English for Finance reading matetials
Improving teachers’ professional knowladye about economics,
Improving teachers’ teaching methodology
Surumary
Trang 29
5 Scope of the siuly
6 Orgunizations of tho sindy
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Basic concepts about ESP
1.1.1 Definitions of ESP
1.1.2 Types of ESP
1.2 Reading in ESP teaching and leamnin,
1.2.1, Reading skills in EBP
1.2.2 ESP teachers and their roÌes St nh khe
1.2.3 ESP students and thei roles
1.2.4, ESP reading materials and their rolas
1.3 Difficulties in ESP reading, c ch hư
Trang 30vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 315 Scope of the siuly
6 Orgunizations of tho sindy
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Basic concepts about ESP
1.1.1 Definitions of ESP
1.1.2 Types of ESP
1.2 Reading in ESP teaching and leamnin,
1.2.1, Reading skills in EBP
1.2.2 ESP teachers and their roÌes St nh khe
1.2.3 ESP students and thei roles
1.2.4, ESP reading materials and their rolas
1.3 Difficulties in ESP reading, c ch hư
Trang 32vii
CHAPTER 2; THE CURRENT SITUATION OF TEACHING AND
LEARNING ENGLISH FOR FINANCE AT HANOL VOCATIONAL
TRAINING COLLEGE FOR ELECTRO-MECHANICS
2.1 Institution
2.2 The teachers and their methods of teaching con kireeeeree 2.3 The students and their backeround knowledge
2.4 The teaching and leaming English at IINVTCEM
2.5 General review of the couse book “English for Finance”
2.5.1 Rationale for choosing the course book and objectives of the course
2.5.2 Topies, lonminologics and grarumatical structures
2.5.3, Characteristies of reading texts
3.3 The data collection procedins
3.4 Data analy8is, sec
4,1 Discussion of the results collected by means of the questionnarre
A.L.1, Students’ attitude towards TSP reading
4.1.2 Students’ perception on the purposes of reading lessons
4.1.3 Students’ focus when learning English for Finance
4.1.4 Students” difficulties in leaming reading English for liinance
4.1.4.1 In term of reading skills 4.1.4.2 In tem 0fV@ۊbtlaY nga rerre
4.1.4.3 In term of grammar
Trang 335 Scope of the siuly
6 Orgunizations of tho sindy
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Basic concepts about ESP
1.1.1 Definitions of ESP
1.1.2 Types of ESP
1.2 Reading in ESP teaching and leamnin,
1.2.1, Reading skills in EBP
1.2.2 ESP teachers and their roÌes St nh khe
1.2.3 ESP students and thei roles
1.2.4, ESP reading materials and their rolas
1.3 Difficulties in ESP reading, c ch hư
Trang 34- To investigate the present situation of teaching and learning reading Linglish for Linanee
sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills
Itis hoped that the findings from this study will be some benefits to teachers and students
ai TIVTCFM
3 Research questions
In order to achieve the aims mentioned above, two research questions were raised:
- What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance?
- To what extent do the teachers” teaching methods help learners overcome the difficulties
5 Scope of the study
‘The study mainly focuses on some difficulties in USP reading experienced by the second
yoar sludents of Accounting al HVTCEM, and then suggests
overcome these difficulties and to improve their ESP reading skill
6 Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
some techniques to help thơm
The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research
questions, the methods, and the scope of the study
‘The second part comprises five chapters Chapter one deals with the theoretical background
relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and
leaming, difficulties in ESP reading Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM Chapter three presents the research methodology,
Trang 35
2 Limitation of the study and suggestion for further study B
APPENDICES
Appendix 2: Interview questions for teachers v Appendix 3: List of topics in the couse back NI Appendix 4: Unit 17: Firancial statements vụ
TX
Appendix 5: Translated version of the survey questionnaire for students
Trang 36- To investigate the present situation of teaching and learning reading Linglish for Linanee
sở as to find oul the [cachers and leamers* arces of difficullics when tsaching and learning English tor Finance
- To suggest the ways to reduce these difficulties and help leamers to improve their ESP reading skills
Itis hoped that the findings from this study will be some benefits to teachers and students
ai TIVTCFM
3 Research questions
In order to achieve the aims mentioned above, two research questions were raised:
- What are the teachers and leamers’ areas of difficulties when teaching and leaming reading English for Finance?
- To what extent do the teachers” teaching methods help learners overcome the difficulties
5 Scope of the study
‘The study mainly focuses on some difficulties in USP reading experienced by the second
yoar sludents of Accounting al HVTCEM, and then suggests
overcome these difficulties and to improve their ESP reading skill
6 Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
some techniques to help thơm
The first parl inchides the ralimate for choosing Ihe lepic of the study, the aims, the research
questions, the methods, and the scope of the study
‘The second part comprises five chapters Chapter one deals with the theoretical background
relevant to the research topic including Basic concepts about ESP, reading in ESP teaching and
leaming, difficulties in ESP reading Chapter two discusses the current situation of teaching and Jeaming English for Finance at HVTCEM Chapter three presents the research methodology,
Trang 37LIST OF FIGURES, CHARTS AND TABLES,
ESP classification by experience
ESP classification by professional area
Students’ perception on the purposes of leaning reading English for Finance Students’ focus when leaming Lnglish for Linanee
The difficulties in lerm of reading skills
The difficulties in term of vocabulary
‘The difficulties in term of grammar
The difficulties in lonn of cultural background knowledge Students’ views of sources of difficulties
"The students’ expectation in term of materials
The students’ expectation in term of methodology
Students’ preference in ESP reading Students’ perception on the importance of ESP reading
Students’ perecption on the necessity of reading English for Finance for their future job