VIETNAM NATIONAL UNIVERISTY – HANOI
COLLEGE OF FOREIGN LANGUAGES
DEPARTMENT OF POST- GRADUATE STUDIES

PHAM HAI CHUNG
HOW TEACHERS USE THE CURRENT ESP MATERIALS AT
PUBLIC RELATION FACULTY, ACADEMY OF
JOURNALISM AND COMMUNICATION
NGHIÊN CỨU CÁCH THỨC GIẢNG VIÊN SỬ DỤNG GIÁO
TRÌNH TIẾNG ANH CHUYÊN NGÀNH TRONG VIỆC DẠY
HỌC TẠI KHOA QUAN HỆ CÔNG CHÚNG, HỌC VIỆN BÁO
CHÍ VÀ TUYÊN TRUYỀN
M.A MINOR THESIS
FIELD: METHODOLOGY
CODE: 601410
SUPERVISOR: TO THI THU HUONG, Ph.D
HANOI - 2008
DECLARATION
I certify that the work contained in this thesis is the result of my own research and the
substance of this thesis has not, wholly or in part, been submitted for degree to any other
univerisity or institution.
Signature
Pham Hai Chung
ABSTRACT
This study is aimed at finding out how teachers use current ESP materials at Public Relation
Faculty, Academy of Journalism and Communication. It is organized as following:
The study starts with the brief introduction of rationale, scope, methods and design of the
study. Originated from the learning teaching situation and through data collection and analysis
at PR Faculty, Academy of Journalism and Communication, this study has been proposed and
implemented.
The first chapter is literature review on definition of ESP, roles of teaching materials and ESP

Table 2: Topics of PR textbook
Table 3: Teachers’ exploitation of teaching materials
Tables 4: Teaching techniques teachers use in the class
Chart 1: Learners’ opinion of the textbook
Chart 2: Learners’ interest of supplementary materials
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
INTRODUCTION
CHAPTER I:LITERATURE REVIEW
1. Definition of ESP 8
2. Roles of teaching materials and ESP teachers 10
2.1 Roles of textbook 11
2.2 Roles of supplementary materials 13
2.3 Roles of ESP teachers 13
3. Materials evaluation 14
4. Materials exploitation 14
4.1. Reification of textbooks 14
4.2. Materials Adaptation 15
CHAPTER II: METHODOLOGY
1. Participants and settings 19
2. Research methods 21
3. Data Collection Procedure 22
CHAPTER III: RESULT AND DISCUSSION
1. The relevance of current ESP PR materials 24
2. The extent of teachers’ exploitation of current PR materials 25
2.1 Teachers’ exploitation of textbook 25
2.2 Teachers’ use of supplementary materials 27
3. Difficulties of the teachers in exploiting the current PR material 28
3.1 The difficulties of the teachers in using the textbook 30
3.2 The difficulties of the teachers in using the supplementary materials 31

important for students of the PR Faculty. Both teachers and students face many difficulties in
teaching and learning ESP. The most outstanding one is the design and development of PR
materials for use in the PR ESP program. The materials are developed solely by teachers of
General English, Academy of Journalism and Communication while they should be jointly
developed by an expert team comprising both teachers of English and teachers of PR. As the
Public Relation Faculty is a new one, the teachers teaching ESP course are young and
inexperienced in this effort. Additionally, all teachers are trained to be teachers of General
English and they lack knowledge of PR and so they have to study by themselves when they
teach ESP in Public Relations. They make a great effort to help students improve their
language skills by adapting the textbooks or teaching materials. Students start learning ESP of
PR at the fifth semester, so only 32 students learnt the first ESP course of PR. Thus, there
would be many questions to be answered about the effectiveness of this course. My research,
therefore, aims to study how the teachers at PR faculty use the current ESP material in order to
suggest effective implications on teaching methods and ESP materials design at PR faculty.
2. Aims of the study:
By carrying out this research, I would like to fulfill the following aims:
1- Investigating teachers’ use of the current PR teaching materials including the required
textbook and the supplementary reading materials. This aim is split into two sub-aims of:
+ finding out students’ opinions on their teachers’ exploitation of the current PR teaching
materials;
+ finding out teachers’ reported ways of using PR teaching materials and their suggestions on
how to make better use of the materials;
2- Proposing the implications for teachers so that they can make better use of the materials.
3. Research question
This study is implemented to find answers to the following question:
• How do teachers use the current ESP PR materials? This question is broken down into
three sub-questions:
1. Do students think that their teachers use the current PR materials appropriately?
2. What do teachers say about their use of the current PR materials?
3. What do they suggest for better use of the materials?

- Centered on the language appropriate to those activities, in syntax, lexis, discourse,
semantics, etc.
• Variable Characteristics of ESP:
ESP may be, but is not necessarily:
- Restricted as to the language skills to be learners (e.g.: reading only; speech recognition only,
etc)
- Taught according to any pre- ordained methodology (i.e., ESP is not restricted to any
particular methodology although communicative methodology is very often felt to be the most
appropriate).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
- ESP is defined to meet specific needs of the learners
- ESP makes use of underlying methodology and activities of the discipline it serves.
- ESP is centered on the language appropriate to these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
Variable Characteristics
- ESP may be related to or designed for specific disciplines
- ESP may use, in specific teaching situations, a different methodology from that of General
English.
- ESP is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level.
- ESP is generally designed for intermediate or advanced students.
- Most ESP courses assume some basic knowledge of the language systems.
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although
he has improved it substantially by removing the absolute characteristic that ESP is "in contrast
with 'General English'" (Johns et al., 1991: 298), and has included more variable
characteristics. The division of ESP into absolute and variable characteristics, in particular, is
very helpful in resolving arguments about what is and is not ESP. From the definition, we can
see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to
be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to

If a well developed textbook is used students are exposed to materials that have been tried and
tested, that are based on sound learning principles, and that are paced appropriately.
• They provide a variety of learning resources
Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and
comprehensive teaching guides, providing a rich and varied resource for teachers and learners.
• They are efficient
They save teachers' time, enabling teachers to devote time to teaching rather than material's
production.
• They can provide effective language models and input.
Textbooks can provide support for teachers whose first language is not English and who may
not be able to generate accurate language input on their own.
• They can train teachers.
If teachers have limited teaching experience, a textbook together with the teacher's manual can
serve as a medium of initial teacher training.
• They are visually appealing.
Commercial textbooks usually have high standards of design and production and hence are
appealing to learners and teachers.
Richards (2001) also explained that textbooks are a key component in most language
programs. In some situations they serve as the basis for much of the language input learners
receive and the language practice that occurs in the classroom. They may provide the basis for
the content of the lessons, the balance of skills taught and the kinds of language practice the
students take part in. In other situations, the textbook may serve primarily to supplement the
teacher's instruction. For learners, the textbook may provide the major source of contact they
have with the language apart from input provided by the teacher. In the case of inexperienced
teachers textbooks may also serve as a form of teacher training - they provide ideas on how to
plan and teach lessons as well as formats that teachers can use. Much of the language teaching
that occurs throughout the world today could not take place without the extensive use of
commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a
teacher's professional knowledge.
2.2. Roles of supplementary materials

In many teaching contexts, covering everything in the textbook in a fixed schedule is a must
for teachers. Clark and Starr (1986) name this pressure as “slavishly use of textbook”.
4.2. Materials Adaptation
Hutchinson and Alan Waters (1987:97) suggested three ways of turning a course design into
actual teaching materials:
- Selecting from existing materials: material evaluation
- Write your own materials: materials development
- Modify existing materials: materials adaptation
Madsen and Bowen (1978) claimed that “every teacher is in a very real sense an adapter of the
material he uses. He or she may employ one or more of a number of techniques:
supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing or
modifying cultural/situational content” or “the good teacher is constantly adapting. He adapts
when he adds an example not found in the book or when he telescopes an assignment”
There are various techniques for adapting depending on teacher’s purpose and learning context,
Omit because…
• Learners are clear about a language point
• Learners are competent in a skill
• There are too many tasks on a particular area/point
• The item/area concerned is not a priority
• The item/task is not well designed
• The item/task is not well-suited to its aims
• The topic is not appropriate for learners
Re-order or combine
to…
• Match my aims
• Use a practice task for lead – in and elicitation
• Revise an area earlier than the textbook does
• Compare and contrast areas
• Provide thematic unity
• Provide an appropriate follow – up

added both quantitatively (extending) and qualitatively (expanding), the same point applies
when omitting materials.
Addition and deletion often work together. Material may be taken out and then replaced with
something else. For example, a fill – in exercise can be replaced with summarizing exercise.

• Modifying
Modifying can be sub-divided under two related - headings. The first is rewriting, when some
of the linguistic content needs modification, the second is restructuring, which applies to
classroom management.
- rewriting relate to activities closer to learners’ own background and interest,
- Restructuring: for many teachers who are required to follow a course book rather
strictly, changes in the structuring of the class are sometimes the only kind of
adaptation that is possible.
• Simplifying
This is one type of modification. Text, most often reading passages are applied this technique.
Usually, the emphasis has been on changing various sentences – bound elements to match the
text more closely to the proficiency level of a particular group of learners.
• Re- ordering
This refers to process of putting parts of a course book in a different order. This can adjust the
result of presentation within a unit or taking units in a different sequence intended.
The ability to be able to adapt is an essential skill for teachers to develop. Through the process
of adaptation the teacher personalizes the text making it a better teaching resource as well as
individualizes it for a particular group of learners. Normally this process takes place gradually
as the teacher becomes more familiar with the book since the dimensions of the text which
need adaptation may not be apparent until the book is tried out in the classroom. When a
number of teachers in a program are teaching from the same textbook it is useful to build in
opportunities for teachers to share information about the forms of adaptation they are making.
SUMMARY
Chapter one has presented the major roles that teaching materials including textbook and
supplementary materials play in the process of teaching and learning as well as the roles of

university entrance exam with English test in D group, their problem lies in the fact that their
language skills, esp. reading skills are not well-developed enough to be transferred into their
learning of ESP. Meanwhile, some of them studied in gifted school in Hanoi with English
major. Thus their ability of English is different levels.
They took the ESP course of PR at the fifth semester with a total of 36 periods, 3 periods per
week. This course mainly deals with the reading materials. The aim and objectives of this
course is to help students consolidate, widen, and perfect their command of English for Public
Relation so that they can read ESP materials in Public Relation. This text book of reading
materials has 12 topics for 12 units based on one textbook of Public Relation of UTS.
Student of PR Faculty at AJC (Academy of Journalism and Communication) are characterized
by their strong motivation, both instrumental and integrative, to learn ESP since they are aware
of the benefits of the course to their academic study, future profession and social life.
Two teachers in charge of this course designed all exercises as well as their exploitation of the
teaching materials. They are the teachers of PR faculty but their background knowledge is
English teaching not PR expert.
The textbook of PR includes 12 topics:
Unit1 What is public relation?
Unit 2 Ethical practice
Unit 3 Research and evaluation
Unit 4 Strategy, planning and scheduling
Unit 5 Tactics
Unit 6 Information and communication technologies
Unit 7 Media relations
Unit 8 Internal and community relations
Unit 9 Crisis and issues management
Unit 10 Sponsorship and event management
Unit 11 Public Relation in business
Unit 12 Public Relation in government
Table 2: Topics of PR textbook
These two teachers are in charge of designing most of the supplementary reading material

well as their suggestions
• Interviews
The in-depth interviews were transcribed to present from teachers’ point of view about their
methodology of exploiting teaching materials.The two interview lasted 15 minutes each was
carried out in Vietnamese in an informal setting. These two interviews were quite flexible in
structure and the interviewer had in mind several main areas to direct the interviews. These
main areas are: the teachers’ difficuties of exploiting current ESP materials, the reasons and
their solutions for that.
This kept the interviews focused, but also gave interviewees a degree of control in the
conversation to talk about their thoughts and feelings (Nunan,1992).
(The in-depth interviews were transcibed)
These data analyses led to present the four following themes:
1. The relevance of the current textbook
2. Teachers’ exploitation of current ESP materials of PR
3. Teachers’ difficulties in exploiting the current ESP materials
4. Teachers’ suggestions to their difficulties in exploiting the current ESP materials
CHAPTER III: RESUTL AND DISCUSSION
To answer the research questions, the data collected were analyzed under major headings: the
relevance of current ESP PR materials; the extent of teachers’ exploitation of current PR
materials; the difficulties of the teachers in exploiting the textbook; the difficulties of the
teachers in using the supplementary materials; Teachers’ suggestions to difficulties when
exploiting the current PR materials.
1. The relevance of current ESP PR materials
In views of the purposes of using this textbook, the majority of the participants found this
textbook was designed to help them build up PR terms used in documents, accounting for
65,6% and the rest, making up 34,4% thought this textbook was of great help to read and
understand concepts of PR. Surprisingly, no learner ticked the other purposes like to
communicate with foreigners in English, to take part in seminars on PR or to translate books
and newspapers from English into Vietnamese. The limited time of this course and the reading
skill focus is partly an explanation for their choice.