Đề tài Thiết kế giáo trình tiếng Anh chuyên ngành cho sinh viên năm thứ hai ngành thư viện trường cao đẳng sư phạm trung ương

labus Nine items were designed to get the information about the reading skills and types of the exercises needed to be in the syllabus. Teachers were asked to tick the items that they think should be included in the syllabus. The results is in table 8 (see table 8- appendix 4) It is clearly recognized from the results shown in the table that most teachers agree upon the various types of techniques and exercises needed to be covered in the syllabus especially those that have high percentage of positive responses; 1(a,b,d), 2 (a,b), 3 (a,b), 5 (a,b,c), 6 (b), 7 (b), 8 (b), and 9 (a,b,d,e,f). With the items that get lower than 50% of responses will not be the main concern when designing the syllabus. Seventeen tasks have been given for consideration to find out the necessary language tasks perceived by the English teachers. The teacher were asked to tick the tasks that are supposed to be provided in the syllabus. The result is presented in table 9 (see table 9- appendix 4). As illustrated in the table, the items that get the highest choice are 1, 2,3,11,12,16 and 17 with the percentage higher than 50%. It means that these tasks should be provided for the students in the syllabus. The rest items that have lower than 50% choice should be of less concern. 3.2.2. Needs perceived by the second year students of library study at NTTC. 3.2.2.1.Section I: The students’ attitude towards ESP reading course The first and the second questions were designed to find out the students’ attitude towards the ESP reading course. Most of the students have positive attitude towards the ESP course. Generally, they agree that an ESP reading course is very necessary and useful and important to them in their professional field. The percentage given to question 1a is 98% and 2a is 96%. The third question looks for the students’ perceived expectations of the ESP reading course. The results are in table 10 ( See table 10 – appendix 4). The results in the table show that 78.75 % of students consider item 3- To read and understand written English materials and books relating to library - to be the most important goal they want to reach after the ESP course. Item 1 -To build up English terms of library field used in books. documents, and newspapers with the percentage of 57.5% takes the second priority. The third priority is given to item 2 (37.5%) -To read and understand concepts of informatics computer science. Item 4 and item 5 accounting 68.75% and 86.25 % respectively get the fourth priority and the fifth priority. These results indicate that, students’ expectations of the ESP course is to improve their reading skills in ESP field and at the same time to enrich their knowledge of their specification. 3.2.2.2. Section II: Needed topics perceived by the students This part is designed to get information concerning the most necessary topics for the ESP reading syllabus of library study from the students’ point of view. Fourteen topics relating to library study have been pointed out. The students were asked to rate the topics from very relevant to not relevant. The number and the percentage of responses to each topics are shown in table 11 ( See table 11 – appendix 4). From the data collected it is noted that students consider most topics necessary for the course. However, the most relevant items which get the highest percentage are items 2,4,6,7,10,11, 12 and 14. The rest topics get the lower percentage of positive responses. It indicates that the proposed syllabus should include those topics that students take interest in and the rest topics should be used as supplementary materials. 3.2.2.3. Section III: Students’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus This section aims at gathering the information about the reading skills and types of the exercises needed to be in the syllabus perceived by the students. Students were asked to tick the items that they think should be included in the syllabus. The results can be seen in table 12 (See table 12; appendix 4). In term of language and reading exercises needed the data shows that most of the students consider most of the items necessary and important for the syllabus except for items 4a, b, 6a, 7c,d,f which get the percentage of positive answers lower than 50%. In short this section has analyzed the results of the survey of target needs perceived by both teachers and the second year students of library study. It is clearly recognized that all of them share the same point of view and have the same expectation of the ESP course. And they all consider developing reading skills and specific vocabulary the most important objectives of the ESP course. In term of the topics needed both teachers and students gave high priority to some main items such as 2, 4,6, 7,10, 11, 12, 14 . Concerning language and reading exercises the students often expect more than the teachers after the course. Thus, they would like to have more types of exercises to be included in the syllabus. Whereas, from the teachers’ point of view, within 60 periods of ESP course they can’t do so much. And they tent to focus on some of the most important types. 3.3. DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF LIBRARY STUDY AT NTTC This section is going to propose the ESP reading syllabus for the target students basing on the theoretical background (chapter 1), the results of the investigation into some available textbooks (chapter 2), and the Needs Analysis. The type, the objectives, the selection and gradation of content of the target syllabus are going to be considered and after all the proposed syllabus for the target students will be presented. 3.3.1. Selecting the type of ESP syllabus for students of library at NTTC As mentioned in chapter 1, there are different types of syllabus and each type has its strong points as well as weak points. It is impossible to say that what kind of syllabus is the best. Sometimes two or more types of syllabuses may be mixed together into what appears to be different type of syllabus. Robison ( 1991, p.40) confirms ‘ the real issue is not which syllabus to put first. It is how to integrate them into a sensible teaching program….We should treat all syllabuses as being simultaneously available and try to find out what is most suitable for a particular situation’. Designing an appropriate syllabus depends not only on the beliefs on language description, language learning theories but also on need analysis of particular target learners. To meet the students’ needs as learning situation, the objectives of the course, skill-based and topic-based syllabuses are chosen as the basic types for designing the ESP reading syllabus for second year SLS at NTTC. For this ESP syllabus, it will be planned in terms of topics, skills especially reading skills, functions, vocabulary and grammar. The level of organization might be topic with skills, vocabulary and grammar items selected according to the demands of different topics. Thus, the topic-based syllabus will be chosen as leading syllabus. With skill-based syllabus the assumption of this syllabus type is that ‘ underlying any language behavior are certain skills and strategies, which the learner uses in order to produce or comprehend discourse’ (Hutchinson, 1987, p.69). Skill-based syllabus is ‘ something of a half way house between content and product syllabuses on the one side and the method or process syllabuses on the other’ (Robinson, 1991, p.37). In its essence, skill-based syllabus ‘ focuses exclusively or principally on one of the four traditional skills’ (Robinson, 1991, p.37). The reason for taking this type of syllabus in to account is that it ‘thinks’ of the students as a language user not a language learner. As the students’ most need is proficiency in reading skills, at the first sight, this type of syllabus seems to be the right option. Topic syllabus is an other type of syllabuses chosen for designing the ESP syllabus for the target students. The topic syllabus is organized around topics. For ESP course, the topics deploy the content of the students’ work, specialist study or specialist subject areas. This type of syllabus is certainly important in ESP because one objective of the ESP course may in fact to teach this specialist content. 3.3.2. Aims and objectives of the reading syllabus for students of library study at NTTC Basing on the results of the situation and data Analysis this syllabus aims at providing students with English for library study. The three main objectives of the ESP course are: By the end of the course, students will be able: To read and understand written English materials and books relating to library. To build up English terms of library field used in books. documents, and newspapers. To understand concepts concerning library field. 3.3.3. The selection and gradation of content in the syllabus As mentioned earlier, this reading course will be mainly planned in the light of topic-based and skill-based, and along with the results in the questionnaires, the syllabus will be designed in terms of these integrated components: topics, skills, grammar structures, language tasks and terms, the choices of which have been surveyed in chapter 3. 3.3.3.1. Topics in the syllabus Eight topics are chosen for designing the target syllabus and the gradation of these topics is carried out on the basis of the results of question 3 presented in table 6 and 11. The topics will be ordered based on the principle that it should go from general to particular aspects. The topics therefore should be selected and graded according to this order: (1)The role library in society (2) Careers in library work (3) Public Libraries (4) School libraries (5) Catalogs (6) Bibliographic Descriptions of Library materials (7) Classification systems (8) Library and information technology The first reason for choosing only 8 topics is that the allowance of time for the subjects is only 60 teaching periods. Secondly, these eight topics are included in the training program and they are all important topics that students have to take. Moreover, the results from the questionnaires (see table 6 and table11 – appendix 4) surveying the teachers’ and students opinions on the needed topics show that both English teachers and subject teachers consider these topics the most important and necessary to the students of library study. And from the students’ point of view they are also of great importance. 3.3.3.2. Reading skills and exercises I. Reading exercises * Skimming: - Recognizing the topics that are dealt with in the text - Choosing key words or sentences relating to the topics of each paragraph _ Choosing the text that deals with the topics * Scanning : _ Scanning the bibliography and pick out the text which are likely to yield information on the topics in a given text _ Scanning an index and finding out on what page the topic is mentioned _ Scanning the text for specific information presented by the teacher before reading * Others: - Identifying the topic of a paragraph _ Interpreting discourse markers II. Grammar exercises Long answer questions and Multiple choice questions Writing a summary Matching sentence using connectors III. Vocabulary exercises: Guessing the meaning of unknown words based on word structure Guessing the meaning of unknown words based on discourse makers Word formation exercises Gap- filling Matching correct words 3.3.3.3. Language tasks * Making definitions * Describing purposes * Describing means * Describing tasks * Describing principles and operations * Describing characteristics * Making classification * Explaining the relationship * Expressing abilities 3.3.3.4. Grammar and structures * Gerunds (-ing nouns) * Compound nouns * Model verbs * Relative clauses * The infinitive * Passive voice * Word formation * Contextual references 3.3.4. The proposed reading syllabus for the target students 3.3.4.1. Time schedule The course is designed for the SLS at NTTC in their third term after they have mastered GE course. As the time allowance for the whole course is 60 class hours, the syllabus is intended to have 8 units: each unit is designed to occupy approximately 7 forty-five-minute teaching periods. The students will be required to do 2 written tests; one progress test (mid-term test ) and one achievement test (Final test). The timetable is planned by the college administrators (how many periods per week is given out by the administrators). 3.3.3.4.2. The organization of the syllabus Basing on the results of the surveys and the official requirements of the college, we have offered an ESP reading syllabus for the second year SLS. The content of the syllabus includes 7 units which are worked out according to the topics ordered motioned in 5.3.1. The whole reading texts are chosen from books and other sources available and they can be appropriately modified to the target situations. This syllabus is a guide for the ESP teachers who are involved in the teaching ESP at NTTC. The topics are compulsory at classroom time, but the exercises may be optional (at home or in classroom), depending on the actual situation of the teaching and learning process. The detailed proposed reading syllabus for the second year students of library study can be seen in table 13 ( see table 13 appendix 5) Table 13: The proposed ESP reading syllabus for library study at NTTC Unit Topics Sub-reading Skills Tasks/ Functions/ Exercises Grammar and structures Vocabulary (Terms) 1 The role library in society * Skimming: - Discovering the main idea that are dealt with in the text. * Scanning: Scanning the text for specific information - Making definition - Describing tasks - Choosing key words or sentences relating to the topics of each paragraph - Present simple - Modal verbs (must) -Adjective+ preposition - Word formation - Terms related to general information about library: manuscripts, art reproductions, ….. - Noun suffixes: age, -ship,-ation,-ion,-sion, -tion. 2 Careers in library work * Skimming: - Choosing key words or sentences relating to the topics of each paragraph - Choosing the text that deals with the topics * Scanning : - Scanning an index and finding out on what page the topic is mentioned - Scanning the text for specific information - Identifying the topic of a paragraph - Guessing the meaning of unknown words based on discourse makers - Describing tasks - Making classification - Explaining the relationship - Word formation exercises - Gap- filling - Matching correct words - Nouns - Word formation - Contextual references -Terms related to careers in library - Noun suffixes: -er, -ian,-or,- ant, -ist 3 Public Libraries * Skimming: - Choosing key words or sentences relating to the topics of the text * Scanning : - Scanning the text for specific information - Interpreting discourse markers (Markers that signal the sequence of event ) - Making definitions - Describing purposes - Describing tasks - Describing characteristics - Guessing the meaning of unknown words based on context clues - Word formation exercises -Gap- filling - Gerunds (-ing nouns) - Compound nouns - The infinitive - Word formation - Model verb (May) - Terms related to library(Text- based) - Adjective suffixes: -full, -ing, -less, -y 4 School libraries * Skimming: - Choosing key words or sentences relating to the topics of each paragraph * Scanning : _ Scanning the text for specific information - Identifying the topic of a paragraph * Describing tasks * Describing characteristics * Making classification * Explaining the relationship - Long answer questions and Multiple choice questions - Matching sentence using connectors - Word formation exercises - Matching correct words _ Compound nouns - Relative clauses - Passive voice - Word formation - Terms related to library(Text- based) - Acronyms. - Negative prefixes: non, dis = not 5 Catalogs * Skimming: - Recognizing the topics that are dealt with in the text - Choosing key words or sentences relating to the topics of each paragraph * Scanning : _ Scanning the text for specific information - Identifying the topic of a paragraph - Making definitions - Describing means - Describing principles and operations - Describing characteristics - Making classification - Long answer questions and Multiple choice questions _Guessing the meaning of unknown words based on discourse makers _Word formation exercises - to infinitive - Word formation - cause and effect relation - Terms related to cataloging(Text- based) - Acronyms. - Negative prefixes: il-, im-, un- = not Progress test Written test 6 Bibliographic Descriptions of Library materials *Skimming: - Recognizing the topics that are dealt with in the text _ Choosing the text that deals with the topics * Scanning : _ Scanning the bibliography and pick out the text which are likely to yield information on the topics in a given text _ Scanning an index and finding out on what page the topic is mentioned - Identifying the topic of a paragraph - Describing purposes - Describing characteristics - Explaining the relationship - Expressing abilities - Interpreting discourse markers (Markers that signal the writer’s point of view ) - Writing a summary - Relative clauses - Gerunds and infinitives - Sequence of events - Terms related to library(Text- based) - Acronyms. - Negative prefixes 7 Classification systems Skimming: - Recognizing the topics that are dealt with in the text * Scanning : - Scanning an index and finding out on what page the topic is mentioned - Describing purposes - Describing principles and operations - Describing characteristics - Making classification - Long answer questions and Multiple choice questions - Gap- filling - The infinitive - Passive voice - Verb + preposition _ Compound nouns - Terms related to library(Text- based) - Acronyms. 8 Library and information technology * Skimming: - Choosing key words or sentences relating to the topics of each paragraph * Scanning : _ Scanning the text for specific information - Describing purposes - Describing means - Describing principles and operations - Expressing abilities - Matching sentence using connectors _Word formation exercises _ Gap- filling - Model verbs - Prepositions - Phrasal verbs -Terms related to library and technology (Text- based) - Acronyms. Final test Written test Summary This chapter has described the specification and the organization of the content in the teaching syllabus basing on the results from the survey on textbooks (chapter 3) and Needs Analysis (chapter 4). The syllabus consists of five major components: topics, skills, tasks, grammar and vocabulary, of which, the topics and the skills are seen as the primary components of the syllabus. This syllabus can be used as a guide in selecting, adopting and adapting materials for their students. PART III: CONCLUSION It is clear that a syllabus plays an important part in the teaching and learning process. An appropriate syllabus contributes to the success and fulfills the objectives of an English course. With the fact that English for Specific Purposes has become an important branch in the English teaching as it helps students to become more active in their specific field of study as well as their real work, the introduction of ESP course for students at universities in general and at NTTC in particular is a matter of urgency. As a result the need for designing an appropriate ESP reading syllabus for particular group of students is inevitable. In designing such an appropriate reading syllabus for the second year students of library study, the project is not only drawn on the theoretical perspectives but also on a careful investigation into the target situation where the process of teaching and learning takes place. The aim of the study was to design an ESP reading syllabus for library students at NTTC. To achieve this aim in chapter one of the study the theoretical issues related to areas of ESP and syllabus design have been reviewed. It is worth noting that these theories have laid the foundation to find out the right way to design the needed syllabus. By reviewing the relevant literature, the author has gained significant understanding about ESP and principles to syllabus design. To make the syllabus more practical and appropriate to the target situation a survey was carried out to find out target needs and learning needs perceived by both teachers and students. Some reading texts/ paragraphs extracted from books relating to library study have been investigated to characterize some main language features of ESP reading texts of library study. Then the data collected has been carefully analyzed to draw out conclusion. Thus, the design of the ESP syllabus involves four steps: needs analysis, aims and objectives setting, sequencing and evaluation. The most significant result of this study is that from all these above efforts an ESP reading syllabus for the second year students of library study at the National Teachers Training College has been proposed. This is of great importance to both ESP teachers and students who are taking ESP course at the college. Limitation However, like most research projects, this study set itself some limitations. First of all, the population of the study is small (with only 20 teachers and 80 students). Secondly, the English teachers who participated in the study have little experience in teaching ESP. Additionally, the author had no chance to get extra information from ex-students who are working on the field. All these may lead to the limitation of the interpretation of the data collection for needs analysis. Suggestions for further study At NTTC ESP courses are given to students of different fields of study such as computer science, art, office administration, special education, tourisms. Having set out the first step to design an ESP reading syllabus for the second year students of library study at NTTC, the author of the study hopes that more projects will be carried out to design ESP syllabuses for other fields. In short, this study is intended to solve the problem of lacking a suitable syllabus for the second year students of library study at NTTC. It is hoped that it will contribute to the success of the English teaching and learning process of the teachers and the students of library study at NTTC. Thus, it can help students and give them encouragement as well as knowledge they need for their future career. REFERENCES In vIetnamese Đ ỗ H ữu Ch âu (1998). Cơ sở Ngữ Nghĩa học Từ vựng. Nxb Gi¸o dôc. NguyÕn ThiÖn Gi¸p (1999). Từ vựng học tiếng việt. 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Oxford: Oxford University Press. John & Soar, J (2000). Headway Pre-intermediate. Oxford: Oxford University Press. Kelly, A.V (1989). The curriculum: Theory and Practice. London: Paul Capman Publishing. Kennedy, C & Bolitho, R. (1984). English For Specific Purposes. London: Modern English Publication. Krahnke, K. (1987). Approaches to Syllabus Design for FLT. UK: Prince Hall. Martin, I (1982). An invitation to explore ESP. Singapore: SEAMEO Regional Language Center. McDonough, J & Shaw, C. (1993). Materials and Methods in ELT A Teacher’s Guide. Oxford: Oxford University Press. Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press. Nunan, D (1989). Designing Tasks for the Communicative Classroom. Oxford: Oxford University Press. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press. Nuttall, C (2000). Teaching reading skills in a foreign language. Hong Kong: Macmillan Publishers Limited. Penny Ur (1986). A course in Language Teaching. Cambridge: Cambridge University Press. Read, J.A.S (1984). Trends in Language syllabus Design. SEAMEO Regional Language Center. Richards, J, Platt, J and Weber, H (1985). Longman Dictionary of Applied Linguistic. Great Britain: Richard Clay Ltd. Richards, J.C and Rogers, T.S (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Rivers, W.M. and Temperly, M.S (1978). A practical Guide to the teaching of English as a second or Foreign Language. Oxford: Oxford University Press. Robinson, P. (1991). ESP Today: A Practitioner’s Guide. Hemel Hempstead Prentice Hall International. Robinson, P.C (1980). English for Special Purpose. Oxford: Pergamon Press. Smith, F (1985). Reading. Cambridge: Cambridge University Press. Strevens, P (1980). Functional Englishes (ESP), in Teaching English as an Internal Language: from pratice to principle. Oxford: Pergamon Press. Tickoo, M.L (1988). ESP: State of the ART. SEAMEO Ragional Language Center Tinker, M.A. & McCullough, C.M. (1975). Teaching Elementary Reading. Engwood Cliffs. NJ: Prentice Hall. Ur, P. (1996). A Course in Language Teaching- Practice and Theory. Cambridge: Cambridge University Press. Widdowson, H.J. (1983). Language Purposes and Language Use. Oxford: Oxford University Press. Wilkins, E (1997). Notional Sbllabuses. Great Britain: Oxfor University Press. William, E. (1984). Reading in a Language Classroom. New York: Macmillan. Wright, T (1987). Roles of Teachers and Learners. Oxford: Oxford University Press. Yalden, J (1984). Syllabus Design in General Education, In Brumfit, D.J. (ed), General English Sbllabus Design. Oxford: Pergamon. APPENDIXES APPENDIX 1 QUESTIONNAIRE 1 Respondent: Teachers of English the National Teachers’ Training College (NTTC). Purpose: Collecting ideas to design an ESP reading syllabus for the second year students of library study at NTTC. The syllabus is expected to be appropriate to the training objectives of the college and to meet the students’ needs. Your thoughtful assistance in completing the following items is highly appreciated. All information provided will be used for research purposes only. Thank you very much for your help! SECTION I: Expectations, ideas, opinions on designing an ESP reading syllabus for the target students. (Please circle your choice for the following questions) According to you, an ESP reading syllabus for the students of library study at NTTC is ………. …………. a. Very necessary and useful …………..b. Not necessary and not useful …………..c. No idea 2. Rank the following objectives in order of importance from the most important to the least important (from 1 to 5) and add other expectation of your own. …………. To build up English terms of library field used in books. documents, and newspapers. …………. To understand concepts concerning library field. …………. To read and understand written English materials and books relating to library. ………….To consolidate basic grammar used in specific texts for library study ………….To translate books and newspapers (relating to library) from English to Vietnamese. SECTION II: Topics needed to be included in the ESP reading syllabus for library study. Please tick in the boxes the topics that you think should be included in the ESP reading course and add more topics of your own if according to you they are necessary. Items Topics Very relevant relevant Fairly relevant Not relevant The role library in society Careers in library work Educational and training of librarians Library and information marketing Service in Library Public Libraries School libraries Academic Libraries Special Libraries Catalogs Bibliographic Descriptions of Library materials Classification systems Preservation of library materials Library and information technology SECTION III: Grammar and structures needed to be included in the syllabus Please tick in the boxes the grammartical structures that you think should be included in the syllabus and add more of your own if you think it is necessary. Items Grammar- structures Very appropriate Appropriate Not appropriate Uses of tenses (simple present and simple past tense) -ed and -ing adjective Gerunds (-ing nouns) Compunds nouns Relative clauses Adverbs clauses Model verbs The infinitive Prepositions and prepositional phrases Conditional sentences Passive voice Indirect speech Comparison Plurals Word formation Contextual references 17 Others (specify) SECTION IV: Reading and language exercises needed to be included in the syllabus Please tick the tasks and reading skills that you think should be included in the syllabus and add more of your own if according to you it is necessary. I. Reading exercises 1. Skimming …………. a. Recognizing the topics that are dealt with in the text …………. b. Choosing key words or sentences relating to the topics of each paragraph …………. c. Choosing one of the titles that fits the text best …………. d. Choosing the text that deals with the topics 2. Scanning …………. a. Scanning the bibliography and pick out the text which are likely to yield information on the topics in a given text …………. b. Scanning an index and finding out on what page the topic is mentioned …………. c. Scanning the text for specific information presented by the teacher before reading 3. Identifying the topic of a paragraph …………. a. Choosing the correct topic sentence …………. b. Deciding which sentence fits into which paragraph 4. Recognizing and interpreting cohesive devices …………. a. Interpreting reference and substitution …………. b. Ellipsis 6. Interpreting discourse markers …………. a. Markers that signal the writer’s point of view …………. b. Markers that signal the sequence of event …………. c. Markers that signal discourse organization 7. Types of questions …………. a. Short answer questions …………. b. Long answer questions …………. c. Multiple choice questions 8. Other exercises …………. a. Paraphrasing exercises using similar words, different words or different grammatical structures …………. b. Writing a summary …………. c. Debate and discussion …………. d. Translation …………. e. Sentence building …………. f. True/ false II. Grammar exercises …………. a. Fill in the blanks with the correct grammatical forms ………….b. Matching sentence using connectors ………….c. Preposition exercises ………….d. Sentence transformation: changing sentence from direct speech or changing sentences from active into passive III. Vocabulary exercises: ………….a. Guessing the meaning of unknown words based onword structure ………….b. Guessing the meaning of unknown words based on discourse makers …………. c.Guessing the meaning of unknown words based on symbols, abbreviations and equations ………….d. Word formation exercises ………….e. Gap- filling ………….f. Matching correct words Others (specify)………………………………………………….. APPENDIX 2 PHIẾU KHẢO SÁT 2 Đối tượng: Giáo viªn d¹y chuyªn ngµnh th­ viÖn - Trường CĐSP Trung ­¬ng. Mục đÝch: Thu thập ý kiến về c¸c chủ đề cần thiết trong chương tr×nh tiÕng Anh chuyªn ngµnh th­ viÖn. Những ý kiến của quý thầy cô rất cần thiết và quan trọng cho nghiên cứu của cÕung t«i. Quý thầy cô hãy vui lòng trả lời hoặc đánh dấu cho sự lựa chọn của mình. C¶m ¬n sù gióp ®ì nhiÖt t×nh cña quÝ thÇy c«! Phần 1. Những chủ đề cần có trong chương trình tiếng Anh chuyªn ngµnh th­ viÖn. Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề cần phải có trong chương trình, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của bạn. TT Chủ đề Rất phï hợp Phï hợp T­¬ng ®èÝ Phï hîp Kh«ng phï hợp Vai trß cña th­ viÖn trong x· héi Nh÷ng c«ng viÖc trong th­ viÖn ViÖc gi¸o dôc vµ ®µo t¹o nh©n viªn th­ viÖn Th­ viÖn vµ thÞ tr­êng th«ng tin C¸c dÞch vô trong th­ viÖn Th­ viÖn c«ng céng Th­ viÖn tr­êng häc Th­ viÖn khoa häc Th­ viÖn chuyªn ngµnh Môc lôc Miªu t¶ th­ môc cña c¸c t­ liÖu th­ viÖn HÖ thèng ph©n lo¹i B¶o qu¶n t­ liÖu Th­ viÖn vµ c«ng nghÖ th«ng tin APPENDIX 3 PHIẾU KHẢO SÁT 3 Đối tượng: SV năm thứ 2 chuyªn ngµnh th­ viÖn - Trường C§SP trung ­¬ng (đã hoµn thµnh chương trình tiếng Anh đại cương). Mục đích: Thu thập ý kiến, nhu cầu, nguyện vọng học tiếng Anh chuyên ngành để xây dựng chương trình phù hợp với mục đích đào tạo của trường và đáp ứng nhu cầu của sinh viên. Những ý kiến của các bạn rất cần thiết và quan trọng cho nghiên cứu của chúng tôi. Các bạn hãy vui lòng trả lời hoặc đánh dấu cho sự lựa chọn của mình. Chúng tôi xin chân thành cảm ơn sự hợp tác của các bạn! Phần 1. Nguyện vọng, nhu cầu, ý kiến 1. Bạn cã thÝch học tiếng Anh chuyªn ngành th­ viÖn kh«ng? …………. a. Có …………. b. Không …………. c. Không có ý kiến 2. Theo bạn, một khóa tiếng Anh chuyªn ngµnh th­ viÖn sau chương trình tiÕng Anh đại cương cã ý nghÜa nh­ thÕ nµo ®èi víi việc học tập và nghiên cứu của bạn trong hiện tại vµ tương lai …………. a. Cần thiết …………. b. Không cần thiết …………. c. Không có ý kiến 3. Bạn hãy sắp xếp những yêu cầu cần đạt được sau khi học chương tiếng anh CN th­ viÖn theo thứ tự từ quan trọng nhất (số 1) đến ít quan trọng nhất (số 5). Bổ xung thêm những mong muốn khác của bạn (nếu có) …………. Học những thuật ngữ tiếng anh về lĩnh vực th­ viÖn …………. Đọc hiểu những khái niệm về lĩnh vực th­ viÖn …………. Đọc hiểu những tài liệu, văn bản bằng tiếng Anh chuyªn ngành th­ viÖn …………. Củng cố những cấu trúc ngữ pháp dùng trong các văn bản liên quan đến lĩnh vực th­ viÖn. …………. Dịch sách, tài liệu, báo chí từ tiếng Anh sang tiếng Việt Yêu cầu khác (nếu có) Phần II: Những chủ đề cần có trong chương trình tiếng Anh chuyên ngành th­ viÖn Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề cần phải có trong chương trình, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của bạn. TT Chủ đề Rất phù hợp Phù hợp T­¬ng ®èi Phï hîp Không phù hợp 1 Vai trß cña th­ viÖn trong x· héi 2 Nh÷ng c«ng viÖc trong th­ viÖn 3 ViÖc gi¸o dôc vµ ®µo t¹o nh©n viªn th­ viÖn 4 Th­ viÖn vµ thÞ tr­êng th«ng tin 5 C¸c dÞch vô trong th­ viÖn 6 Th­ viÖn c«ng céng 7 Th­ viÖn tr­êng häc 8 Th­ viÖn khoa häc 9 Th­ viÖn chuyªn ngµnh 10 Môc lôc 11 Miªu t¶ th­ môc cña c¸c t­ liÖu th­ viÖn 12 HÖ thèng ph©n lo¹i 13 B¶o qu¶n t­ liÖu 14 Th­ viÖn vµ c«ng nghÖ th«ng tin B. CÊc bµi tËp đọc hiểu và các loại bài tập cần có trong chương tr×nh tiếng Anh chuyªn ngành th­ viÖn I. Bµi tËp ®äc hiÓu 1. Đọc lướt để lấy ý chính …………. a. Tìm tên thích hợp với bài khóa …………. b. Tìm các từ, các câu quan trọng liên quan đến chủ đề của mỗI đoạn. …………. c. Chọn chủ đề liên quan đến bài khóa …………. d. Chọn bài khóa phù hợp với chủ đề 2. Đọc lướt để lấy thông tin cụ thể ………….a. Đọc lướt các mục để tìm những bài khóa có thông tin về những chủ đề đã được nêu ra …………. b. Đọc lướt bảng mục lục để tìm ra số trang có chủ đề đã được nêu ra ………….c. Đọc lướt để lấy thông tin cụ thể do giáo viên yêu cầu trước khi đọc. 3. Xác định chủ đề của mỗi đoạn ………….a. Chọn câu chủ đề thích hợp ………….b. Chọn câu chủ đề của mỗi đoạn 4. Phương thức liên kết văn bản ………….a. Bài tập về phép thế ………….b. Bài tập về phép tỉnh lược 5. Bài tập hỏi - trả lời ………….a. Câu hỏi lựa chọn ………….b. Câu trả lời ngắn ………….c. Câu trả lời dài 6. Các phép nối văn bản ………….a. Kiểu nối thêm vào ………….b. Kiểu nối thời gian liên quan giữa các sự kiện: first, next, then… ………….c. Các kiểu nối nguyên nhân, lý do, mục đích, điều kiện khác: so, hence, therefore…. as a result, so that…. 7. Các loại bài tập khác ………….a. Từ đồng nghĩa, trái nghĩa ………….b. Xây dựng câu ………….c. Cấu trúc bị động ………….d. Câu trực tiếp, gián tiếp 8. Bài tập ngữ ph¸p ………….a. §iÒn vµo chç trèng víi d¹ng ng÷ ph¸p ®óng ………….b. Nèi c©u sö dông tõ nèi thÝch hîp ………….c. Bµi tËp vÒ giíi tõ ………….d. BiÕn ®æi c©u: tõ trùc tiÕp sang gi¸n tiÕp, tõ bÞ ®éng sang chñ ®éng. 9. Bµi tËp tõ vùng ………….a. §o¸n nghÜa tõ dùa vµo cÊu tróc ………….b. §o¸n nghÜa tõ dùa vµo tõ nèi liªn kÕt v¨n b¶n …………. c.§o¸n nghÜa tõ dùa vµo c¸c ký hiÖu, tõ viÕt t¾t ………….d. Bµi tËp vÒ cÊu t¹o tõ ………….e. Bµi tËp diÒn vµo chç trèng tõ thÝch hîp ………….f. Bµi tËp nèi tõ C¸c d¹ng bµi tËp kh¸c………………………………………………….. APPENDIX 4: Tables Table 1: Terms and acronyms in the selected texts Text Terms (Not / %) Acronyms (Noa / %) Total of words per text (approximately) Single Compound Text 1 (B1) 23 (4.6%) 25 (5%) 7 (1.4%) 500 Text 2 (B2) 31 (6.2%) 36 (7.2%) 8 (1.6%) 500 Table 2: Prefixes and suffixes in texts related to library study Text Prefix (Now/%) Suffixes (Now/%) Total of words (approximately) Source Text 1 6 (1.5%) 82 (20.5%) 400 Unit 6 - Library and Information Science : English Reading Materials Text 2 9 (2 .251%) 49 (12.25%) 400 Unit 14 - Library and Information Science : English Reading Materials Text 3 7(2.3%) 34 (11,3%) 300 Unit 3 – Basic library skills Table 3: Simple vs. complex sentences Simple sentences Complex sentences Total Number of sentences Number Percentage Number Percentage 8 36.4% 14 63.6% 22 Table 4: Active vs. passive sentences Active sentences Passive sentences Total Number of sentences Number Percentage Number Percentage 15 68.2% 7 31.8% 22 Table 5: The teachers’ ranking of the objectives in the ESP reading course Priority Number of teachers / % Iterms Objectives 1st 2nd 3rd 4th 5th 1 To build up English terms of library field used in books. documents, and newspapers. 4 20% 14 70% 2 10% 0 0% 0 0% 2 To understand concepts concerning library field. 4 20% 5 25% 11 55% 0 0% 0 0% 3 To read and understand written English materials and books relating to library. 16 80% 3 15% 1 5% 0 0% 0 0% 4 To consolidate basic grammar used in specific texts for library study 0 0% 3 15% 3 15% 13 65% 1 5% 5 To translate books and newspapers (relating to library) from English to Vietnamese. 0 0% 0 0% 0 0% 3 15% 17 85% Table 6: Teachers’ ranking topics relating to library study Items Topics Very relevant relevant Fairly relevant Not relevant 1 The role of library in society 6 60% 4 40% 0 0% 0 0% 2 Careers in library work 6 60% 3 30% 1 10% 0 0% 3 Educational and training of librarians 1 10% 2 20% 6 60% 1 10% 4 Library and information marketing 4 40% 4 40% 2 20% 0 0% 5 Service in Library 3 30% 5 50% 2 20% 0 0% 6 Public Libraries 5 50% 4 40% 1 10% 0 0% 7 School libraries 6 60% 3 30% 1 10% 0 0% 8 Academic Libraries 4 40% 4 40% 2 20% 0 0% 9 Special Libraries 4 40% 4 40% 2 20% 0 0% 10 Catalogs 7 70% 3 30% 0 0% 0 0% 11 Bibliographic Descriptions of Library materials 4 50% 4 30% 2 20% 0 0% 12 Classification systems 7 70% 2 20% 1 10% 0 0% 13 Preservation of library materials 2 20% 2 20% 5 50% 1 10% 14 Library and information technology 7 70% 3 30% 0 0% 0 0% Table 7: English teachers’ ranking of Grammar and structures needed to be included in the syllabus Items Grammar- structures Very appropriate Not (%) Appropriate Not (%) Not appropriate Not (%) 1 Uses of tenses (simple present and simple past tense) 0 (0%) 4 (40%) 6 (60%) 2 -ed and -ing adjective 2 (20%) 2 (20%) 6 (60%) 3 Gerunds (-ing nouns) 6 (60%) 3 (30%) 10 (10%) 4 Compound nouns 7(70%) 3 (30%) 0 ( 0%) 5 Relative clauses 7(70%) 3 (30%) 0 (0%) 6 Adverbs clauses 2(20%0 4 ( 40%) 4 (40%) 7 Model verbs 6 ( 60%) 2( 20%) 2 (20%) 8 The infinitive 5 ( 50%) 5 (50%) 0 (0%) 9 Prepositions and prepositional phrases 2 ( 20%) 6 (60%) 2 (20%) 10 Conditional sentences 3( 30%) 6 (60%) 1 (10%) 11 Passive voice 7 (70%) 2 ( 20%) 1 (10%) 12 Indirect speech 0 (0%) 4(40%) 6 ( 60%) 13 Comparison 2 (20%) 6(60%) 2 (20%) 14 Plurals 0 (0%) 3(30%) 7 (70%) 15 Word formation 7 (70%)) 3 (60%) 0 (0%) 16 Contextual references 5 ( 50%) 5 (50%) 0 (0%) Table 8: Teachers’ ranking of reading skills and language exercises Items I. Reading exercises Necessary Not (%) 1 Skimming a. Recognizing the topics that are dealt with in the text 8 (80%) b. Choosing key words or sentences relating to the topics of each paragraph 7 (70%) c. Choosing one of the titles that fits the text best 3 (30%) d. Choosing the text that deals with the topics 7 (70%) 2 Scanning a. Scanning the bibliography and pick out the text which are likely to yield information on the topics in a given text 6 (60%) b. Scanning an index and finding out on what page the topic is mentioned 8 (80%) c.Scanning the text for specific information presented by the teacher before reading 5 (50%) 3 Identifying the topic of a paragraph a. Choosing the correct topic sentence 8 (80%) b.Deciding which sentence fits into which paragraph 6 (60%) 4 Recognizing and interpreting cohesive devices a.Interpreting reference and substitution 2 (20%) b. Ellipsis 3 (30%) 5 Interpreting discourse markers a. Markers that signal the writer’s point of view 8 (80%) b. Markers that signal the sequence of event 5 (50%) c. Markers that signal discourse organization 3 (30%) 6 Types of questions a. Short answer questions 1 (10%) b. Long answer questions 6 (60%) c. Multiple choice questions 5 (50%) 7 Other exercises a. Paraphrasing exercises using similar words, different words or different grammatical structures 4 (40%) b. Writing a summary 8 (80%) c. Debate and discussion 1 (10%) d. Translation 0 (0%) e. Sentence building 2 (20%) f. True/ false 3 (30%) 8 II. Grammar exercises a. Fill in the blanks with the correct grammatical forms 2 (20%) b. Matching sentence using connectors 6 (60%) c. Preposition exercises 4 (40%) d. Sentence transformation: changing sentence from direct speech or changing sentences from active into passive 4 (40%) 9 III. Vocabulary exercises: a. Guessing the meaning of unknown words based on word structure 6 (60%) b.Guessing the meaning of unknown words based on discourse makers 7 (70%) c. Guessing the meaning of unknown words based on symbols, abbreviations and equations 2 (20%) d. Word formation exercises 6 (60%) e. Gap- filling 6 (60%) f. Matching correct words 6 (60%) Table 9: English teachers’ ranking of language tasks Items Language tasks Necessary Number of teachers (%) 1 Making definitions 8 (80%) 2 Describing purposes 6 (60%) 5 Describing means 7 (70%) 6 Describing tasks 6 (60%) 7 Describing a process 2 (20%) 8 Describing structures 2 (40%) 9 Describing principles and operations 6 (60%) 10 Describing sequential events 2 (20%) 11 Describing characteristics 8 (80%) 12 Making classification 8 ( 80%) 13 Explaining cause and effect links 4 (40%) 14 Describing a diagram 0 ( 0%) 15 Comparing and contrasting things 4 (40%) 16 Explaining the relationship 5 (50%) 17 Expressing abilities 6 (60%) Table 10 The students’ expectations in the ESP reading course Iterms Objectives Priority Number of Students / % 1st 2nd 3rd 4th 5th 1 To build up English terms of library field used in books. documents, and newspapers. 22 27.5% 46 57.5% 10 12.5% 2 2.5% 0 0% 2 To understand concepts concerning library field. 23 28.75% 27 33.75% 30 37.5% 0 0% 0 0% 3 To read and understand written English materials and books relating to library. 63 78.75% 10 12.5% 7 8.75% 0 0% 0 0% 4 To consolidate basic grammar used in specific texts for library study 2 2.5% 11 13.75% 10 12.5% 55 68.75% 2 2.5% 5 To translate books and newspapers (relating to library) from English to Vietnamese. 0 0% 0 0% 3 3.75% 8 10% 69 86.25% Table 11: Students’ ranking topics relating to library study Items Topics Very relevant relevant Fairly relevant Not relevant 1 The role library in society 42 52.5% 33 41..25% 5 6..25% 0 0% 2 Careers in library work 56 70% 22 27.5% 2 2.5% 0 0% 3 Educational and training of librarians 3 3.75% 26 32.5% 41 51..25% 0 0% 4 Library and information marketing 30 37.5% 24 30% 26 32.5% 0 0% 5 Service in Library 30 37.5% 48 60% 2 2.5% 0 0% 6 Public Libraries 60 75% 15 18.75% 5 6..25% 0 0% 7 School libraries 59 73.75% 18 22.5% 3 3.75% 0 0% 8 Academic Libraries 35 43.75% 37 46..25% 8 10% 0 0% 9 Special Libraries 30 37.5% 45 56..25% 5 6.25% 0 0% 10 Catalogs 45 56.25% 31 38.75% 4 5% 0 0% 11 Bibliographic Descriptions of Library materials 50 62.5% 28 35% 2 2.5% 0 0% 12 Classification systems 65 81..25% 12 15% 3 3.75% 0 0% 13 Preservation of library materials 29 36.25% 30 37.5% 20 25% 1 1..25% 14 Library and information technology 70 87.5% 9 11.25% 1 1..25% 0 0% Table 12 : Students’ ranking of reading skills and language exercises Items I. Reading exercises Necessary (%) 1 Skimming a. Recognizing the topics that are dealt with in the text (78%) b. Choosing key words or sentences relating to the topics of each paragraph (71%) c. Choosing one of the titles that fits the text best (60%) d. Choosing the text that deals with the topics (73%) 2 Scanning a. Scanning the bibliography and pick out the text which are likely to yield information on the topics in a given text (65%) b. Scanning an index and finding out on what page the topic is mentioned (88%) c. Scanning the text for specific information presented by the teacher before reading (49%) 3 Identifying the topic of a paragraph a. Choosing the correct topic sentence (78%) b.Deciding which sentence fits into which paragraph (61%) 4 Recognizing and interpreting cohesive devices a.Interpreting reference and substitution (22%) b. Ellipsis (34%) 5 Interpreting discourse markers a. Markers that signal the writer’s point of view (81%) b. Markers that signal the sequence of event (74%) c. Markers that signal discourse organization (63%) 6 Types of questions a. Short answer questions (10%) b. Long answer questions (67%) c. Multiple choice questions (58%) 7 Other exercises a. Paraphrasing exercises using similar words, different words or different grammatical structures (24%) b. Writing a summary (79%) c. Debate and discussion (11%) d. Translation (13%) e. Sentence building (23%) f. True/ false (32%) 8 II. Grammar exercises a. Fill in the blanks with the correct grammatical forms (22%) b. Matching sentence using connectors (65%) c. Preposition exercises (40%) d. Sentence transformation: changing sentence from direct speech or changing sentences from active into passive (44%) 9 III. Vocabulary exercises: a. Guessing the meaning of unknown words based on word structure (62%) b.Guessing the meaning of unknown words based on discourse makers (71%) c. Guessing the meaning of unknown words based on symbols, abbreviations and equations (24%) d. Word formation exercises (66%) e. Gap- filling (65%) f. Matching correct words (64%)