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http://hdl.handle.net/ULIS_123456789/2158Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Cấn Thị, Chang Duyên | - |
| dc.contributor.author | Giang Thanh, Trà | - |
| dc.date.accessioned | 2019-07-24T08:14:42Z | - |
| dc.date.available | 2019-07-24T08:14:42Z | - |
| dc.date.issued | 2019-07 | - |
| dc.identifier.uri | http://hdl.handle.net/ULIS_123456789/2158 | - |
| dc.description | ABSTRACT Given the explosive growth of globalization, technology advancement, and international job opportunities, English for Specific Purposes (ESP) has gained a vital place in the language teaching world. Despite its popularity, little research has been conducted to perceive the status quo of ESP teachers and their difficulties in a new working environment, and even less for pre-service teachers. With such inadequate understanding of pre-service teachers’ situation in ESP practice, especially in Vietnam context, this study is carried out to shed light on the challenges that student teachers of University of Languages and International Studies (ULIS) encounter while designing an ESP syllabus as a project of their ESP Methodology course. From the perspectives of approximately one hundred student teachers and four ESP lecturers, the research also takes into account the root of the problems, and suggests possible solutions to overcome these challenges. Questionnaires, semi-interviews, and document analysis are employed to achieve the aim. The results revealed that student teachers were more likely to confront with intrinsic challenges such as dealing with pedagogical knowledge or keeping motivation for the project, and the main cause of these difficulties lay behind the lack of experience in ESP teaching. As suggested by both groups of participants, consultation with the instructor and self-study might assist student teachers to cope better in those situations. Apart from major findings, several recommendations for the projects, ESP Methodology course, and English Teacher Education program were also given. | vi |
| dc.description.abstract | ABSTRACT Given the explosive growth of globalization, technology advancement, and international job opportunities, English for Specific Purposes (ESP) has gained a vital place in the language teaching world. Despite its popularity, little research has been conducted to perceive the status quo of ESP teachers and their difficulties in a new working environment, and even less for pre-service teachers. With such inadequate understanding of pre-service teachers’ situation in ESP practice, especially in Vietnam context, this study is carried out to shed light on the challenges that student teachers of University of Languages and International Studies (ULIS) encounter while designing an ESP syllabus as a project of their ESP Methodology course. From the perspectives of approximately one hundred student teachers and four ESP lecturers, the research also takes into account the root of the problems, and suggests possible solutions to overcome these challenges. Questionnaires, semi-interviews, and document analysis are employed to achieve the aim. The results revealed that student teachers were more likely to confront with intrinsic challenges such as dealing with pedagogical knowledge or keeping motivation for the project, and the main cause of these difficulties lay behind the lack of experience in ESP teaching. As suggested by both groups of participants, consultation with the instructor and self-study might assist student teachers to cope better in those situations. Apart from major findings, several recommendations for the projects, ESP Methodology course, and English Teacher Education program were also given. | vi |
| dc.description.tableofcontents | LIST OF TABLES Table 3.3.1. Number of student teachers of FELTE, ULIS 25 Table 4.1.2.1. Challenges student teachers encountered in syllabus design process 35 Table 4.1.3.1. Causes of the challenges encountered by student teachers 40 Table 4.1.4.1. Solutions to challenges encountered by student teachers 46 LIST OF FIGURES Figure 2.1.1. ELT Tree (Hutchinson and Waters, 1987, p. 17) 8 Figure 2.6.1. Framework of the study 22 Figure 5.2.1. Major challenges student teachers encountered in the project 59 LIST OF PIE CHARTS Pie Chart 4.1.1.1. Student teachers’ experience with ESP 32 Pie Chart 4.1.1.2. Assumed class size 32 Pie Chart 4.1.1.3. Target students’ level 33 Pie Chart 4.1.1.4. Target students’ majors 33 LIST OF BAR GRAPH Bar Graph 4.1.2.1. Challenges as perceived by student and lecturer interviewees 38 TABLE OF CONTENTS ACCEPTANCE PAGE i ACKNOWLEDGEMENT ii ABSTRACT iii ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES v LIST OF PIE CHARTS v LIST OF BAR GRAPH v TABLE OF CONTENT vi CHAPTER ONE: INTRODUCTION 1 1.1. BACKGROUND OF THE STUDY 1 1.2. STATEMENT OF RESEARCH PROBLEM 2 1.3. RESEARCH AIMS & RESEARCH QUESTIONS 3 1.4. SCOPE OF RESEARCH 3 1.5. SIGNIFICANCE OF THE STUDY 4 1.6. ORGANIZATION OF THE STUDY 4 CHAPTER TWO: LITERATURE REVIEW 6 2.1. ENGLISH FOR SPECIFIC PURPOSE (ESP) 6 2.1.1. Definition of ESP 6 2.1.2. Categories of ESP 7 2.1.3. Differences between ESP and GE 8 2.2. ESP SYLLABUS DESIGN 10 2.2.1. Definition of ESP syllabus 10 2.2.2. Definition of ESP syllabus design 11 2.2.3. Components of ESP syllabus 12 2.3. SYLLABUS DESIGN AS A PROJECT IN ESP METHODOLOGY COURSE ……………………………………………………………………………………...13 2.3.1. Definition of project-based learning 13 2.3.2. The overview of the implementation of PBL in teacher education 14 2.4. CHALLENGES IN ESP TEACHING 15 2.4.1. Challenges faced by teachers in teaching ESP 15 2.4.2. Challenges faced by teachers in designing an ESP course 17 2.5. CHALLENGES OF PRE-SERVICE TEACHERS IN ESP 18 2.5.1. Challenges faced by pre-service teachers in ESP practice 18 2.5.2. Challenges of pre-service teachers in course design as a project 19 2.5.2.1. Challenges of pre-service teachers in PBL 19 2.5.2.2. Challenges of pre-service teachers in course design as a project 20 2.6. FRAMEWORK OF THE STUDY 21 CHAPTER THREE: RESEARCH METHODOLOGY 23 3.1. METHODOLOGICAL APPROACH 23 3.2. CONTEXT OF THE STUDY 24 3.2.1. Description of the ESP Methodology Course 24 3.2.2. Description of the Project 24 3.3. PARTICIPANTS 24 3.3.1. Student teachers of FELTE, ULIS, VNU 25 3.3.2. ESP lecturers of FELTE, ULIS, VNU 26 3.4. DATA COLLECTION PROCEDURE 26 3.5. DATA COLLECTION INSTRUMENT 27 3.5.1. Questionnaire 27 3.5.2. Interview 28 3.5.3. Document 29 3.6. DATA ANALYSIS PROCEDURE 29 3.6.1. Questionnaire 29 3.6.2. Interview 29 3.6.3. Document 30 CHAPTER FOUR: FINDINGS AND DISCUSSION 31 4.1. RESULTS AND FINDINGS 31 4.1.1. Teaching Situation Analysis 31 4.1.1.3. Target students’ level 33 4.1.1.4. Target students’ majors 33 4.1.2. Challenges encountered by student teachers Analysis 34 4.1.2.1. Student teachers’ Questionnaire Analysis 34 4.1.2.2. Student teachers’ Interview and Document Analysis 35 4.1.2.3. ESP Lecturers’ Interview Analysis 37 4.1.3. Causes of Challenges Analysis 39 4.1.3.1. Student teachers’ Questionnaire Analysis 39 4.1.3.2. Student teachers’ Interview and Document Analysis 42 4.1.3.3. Lecturers’ Interview Analysis 44 4.1.4. Solutions and Recommendation to Challenges Analysis 45 4.1.4.1. Student teachers’ Questionnaire Analysis 45 4.1.4.2. Student teachers’ Interview and Document Analysis 47 4.1.4.3. Lecturers’ Interview Analysis 48 4.2. DISCUSSION 50 4.2.1. Main challenges encountered by student teachers in syllabus design 50 4.2.2. Causes of the challenges 51 4.2.2.1. Main cause as perceived by student teachers and ESP lecturers 51 4.2.2.2. Other causes of the challenges 52 4.2.3. Solutions to the challenges 54 4.2.3.1. Feasible approaches as perceived by student teachers and ESP lecturers 54 4.2.3.2. Other solutions to the challenges 55 4.2.4. Recommendations for Project and ESP Methodology Course 55 4.2.4.1. Recommendations by student teachers 55 4.2.4.2. Recommendations by ESP lecturers 56 CHAPTER FIVE: CONCLUSION 57 5.1. INTRODUCTION 57 5.2. SUMMARY OF THE FINDINGS 57 5.3. RECOMMENDATIONS 60 5.3.1. Recommendations for student teachers 60 5.3.2. Recommendations for ESP lecturers 60 5.3.3. Recommendations for ESP Methodology course designers 61 5.4. LIMITATIONS OF THE STUDY 61 5.5. SUGGESTIONS FOR FURTHER RESEARCH 62 | vi |
| dc.language.iso | en | vi |
| dc.publisher | Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội | vi |
| dc.subject | khó khăn | vi |
| dc.subject | xây dưng khung | vi |
| dc.subject | tiếng anh | vi |
| dc.title | Challenges faced by student teachers of FELTE, ULIS, VNU in designing an ESP course syllabus | vi |
| dc.title.alternative | Khó khăn giáo sinh gặp phải khi xây dựng khung chương trình tiếng Anh chuyên ngành | vi |
| dc.type | Dataset | vi |
| Appears in Collections: | Khóa luận tốt nghiệp | |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| E.KL.CN.59.pdf | 189.59 kB | Adobe PDF | View/Open |
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