VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY
OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES KHỔNG THỊ HỒNG LÊ DESIGNING A SUPPLEMENTARY READING SYLLABUS WITH A VIEW TO
IMPROVING READING SKILLS FOR THE FIRST-YEAR ENGLISH MAJORS
AT HAI PHONG PRIVATE UNIVERSITY
(Thiết kế chương trình đọc hiểu bổ trợ nhằm cải thiện kĩ năng đọc cho sinh viên
chuyên ngành tiếng Anh năm thứ nhất tại trường Đại học Dân lập Hải Phòng)

M.A MINOR THESIS

Field: English Teaching Methodology
Code: 60.14.10

HANOI – 2012
iv

TABLE OF CONTENTS
Pages
Acknowledgment ………………………………………………………… i
Declaration ………………………………………………………….…… ii
Abstract ……………………………………………………………….… iii
Table of contents …………………………………………………… … iv

1.1.4.3. The learning-centered approach ……… …… … ……… 12
1.1.5. Steps in syllabus design
1.1.5.1. Needs analysis
1.1.5.1.1. Definition of needs analysis ……… ……………… …… 13
1.1.5.1.2. Methods of needs analysis ……… ………… …… …… 13
1.1.5.1.3. Types of needs ……… …………………………… …… 14
1.1.5.2. Goal setting ……… ………………… …………………… 15
1.1.5.3. Selecting and grading content
1.1.5.3.1. Selecting the content …………… ………………… …… 16
1.1.5.3.2. Grading the content ……… ………….…………… ……. 16
1.1.5.4. Selecting and grading tasks and activities
1.1.5.4.1. Selecting tasks and activities ……… …… ……… …… 17
1.1.5.4.2. Grading tasks and activities ……… ………….……… … 17
1.2. Supplementary reading syllabus
1.2.1. Rationale for using supplementary reading syllabus in FLT …… 17
1.2.2. The guidelines for selecting a supplementary reading text for the
syllabus ……… ………………………………………………………………… 18
1.3. Reading
1.3.1. The role of reading in second language acquisition ……… … 19
1.3.2. Reading skills ……… …………………………………… … 20
Chapter II: Methodology
The teaching and learning situation with the current reading textbook at
HPU …………………………………… …………… 22
The learners …………………………….…… …………………… 23
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The teaching staff of Foreign Language Department …………… 23
A critical look at the existing syllabus …………………………… 24
The study
The subjects ………………………………………………………… 25

3.3.2. Grading the items in the syllabus ………… ……………………….… 33
3.3.3. The organization of the syllabus
3.3.3.1. Time allocation ………… …………………………… …………… 34
3.3.3.2. Quantity and structure of the syllabus ………… …………………… 35
3.3.3.3. Designing tests for the supplementary reading syllabus ……………… 35
3.4. The proposed supplementary reading material for the first-year English
majors at HPU ……………………………………………………… ……… 36
PART C: CONCLUSION ………………………………………………… … 39
REFERENCES ………………………………… ……………………………. 41
APPENDICES …………………………………………………….…………… I

viii

List of abbreviations

ELT
English Language Teaching
ESP

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Part A: Introduction

1. Rationale
There is no denying that English is becoming a dominant language over the
past few years, especially in the context of globalization and internationalization as
stated by Crystal (2003: 189) that “there has never been a language so widely
spread or spoken by so many people as English. There are therefore no precedents
to help us see what happens to a language when it achieves genuine world status”.
It is the ongoing process of regional and global integration that has led to the highly
increasing demand for English teaching and learning worldwide. Wallace (2003:
67) adds that “the role of English as a second language has taken on new urgency
with its ever-extending global reach”. Therefore, the need for people with good
English proficiency is undeniable. This requires students in the new era to be
equipped with the most essential knowledge in order that they are able to meet the
society‟s needs.
In Vietnam, English is also given the high priority by many schools and
organizations. However, Vietnamese students hardly have opportunities to use
communicative English outside the classroom. In fact, they can have access to a
great number of specialized documents written in English via electronic or printed

year English majors at HPU”. The study is conducted with the hope of having a
positive effect on learners‟ motivation and language acquisition, especially in
reading skills.
2. Aims and objectives of the study
The ultimate goal of the study is to propose a supplementary reading syllabus
for the first-year English majors at HPU with a view to improving their reading
skills. In order to achieve this aim, the following objectives will be addressed in the
study:
 To identify the needs perceived by both the first-year English major students
and the teachers towards the supplementary reading syllabus for English
freshmen at HPU
3

 To propose a supplementary reading syllabus based on needs analysis
3. Research questions
To achieve the aforementioned aim and objectives, the following research
questions are set out to be answered:
 What objectives do the learners expect to gain through the supplementary
reading syllabus from the perspectives of the teachers and students?
 What knowledge do the learners expect to achieve in terms of vocabulary,
grammar and skill through the supplementary reading syllabus from the
perspectives of the teachers and students?
4. Scope of the study
This study was initiated from the urgent needs to design a supplementary
reading syllabus to supplement the current textbook “Tapestry Reading 1” being
used for the first-year English majors at HPU. It was carried out within FLD at HPU
and the priority was given to reading skill. The subject of the study mainly aimed at
all the freshmen of English major whose English proficiency is at pre-intermediate
level and all the teachers in charge of teaching reading skill. Within the scope of a
minor thesis, this study focused on the designing process itself; only basic theories

Chapter II gives a detailed description of the study including its
background, subjects, instruments and procedures for collecting data as well
as the findings of the study.
Chapter III proposes a supplementary reading syllabus for the first-year
English majors at HPU basing on the findings of the study.
Part C: Conclusion includes a summary of the study, limitations and suggestions
for further research.
Part B: Development
Chapter I: theoretical background
1.1. Syllabus design
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1.1.1. Definition of syllabus
Syllabus is a common and familiar notion in language teaching and learning.
Many of the teachers regard syllabus as a standard material orienting them what
should be taught to their learners. In fact, there exist various perceptions on syllabus
by different authors such as Allen (1984), Dubin and Olshtain (1986), Nunan
(1988), Yalden (1987) and Hutchinson and Water (1987). It is important to
distinguish between the narrow and broad approach to syllabus definition. In the
narrow view, some authors believe that syllabus and methodology are separate
notions while others advocating the broader view ague that it is not straightforward
to distinguish between content and tasks.
As a supporter of the narrow approach, Nunan (1988: 5) points out a clear
distinction between syllabus design and methodology: “Syllabus design is seen as
being concerned essentially with the selection and grading of content, while
methodology is concerned with the selection of learning tasks and activities”.
Sharing the same opinions on syllabus with Nunan, Allen (1984: 49) also

a syllabus:
 The syllabus is considered as a practical basis for the division of assessment,
textbooks and learning time. Hence, for an effective teaching and learning, it is
advisable for teachers to break it down into manageable units.
 A syllabus also gives both teachers and learners a moral support in which it makes
the language learning become manageable.
 If learning is compared as a journey, the syllabus can be seen as a statement of
projected routes so that teachers and learners not only have an idea of where they
are going but also how they might get there.
 A syllabus is an implicit statement of views on the nature of language and learning.
It will show the most important aspect of language learning and tell the teacher and
students what is to be learnt and why it is to be learnt.
 A syllabus provides a visible basis for testing, an inevitable part in the process of
language learning and teaching.
Beside its advantages above, a syllabus also exposes some dangers:
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 A syllabus can never be more than a statement of a teaching ideal. It can tell the
teacher what will be taught, but can predict very little about what will be learnt by
the learners.
 A syllabus can not show intangible factors which are vital for learning like
emotions, personalities, subjective views and motivation.
 A syllabus can not take individual differences into consideration.
It can be seen that the syllabus has a complicated role in language teaching
and learning. Thus, the awareness of its role will help teachers and students to be
able to use it in an appropriate way.
1.1.3. Types of syllabus
Over the past few years, a great deal of attention has been paid to the types of
syllabuses. In fact, there exist many approaches to syllabus types by different
authors. According to Dublin and Olshtain (1986: 37), “there are four major

2000 words; Upper Intermediate level: an additional 2000 words; Advanced level:
an additional 2000 + words” (Hindmarsh, 1980; Nation 1990 cited by Richards,
2001: 154). As a matter of fact, vocabulary is often presented in any language
content. Thus, a lexical syllabus can only be regarded as “one strand of a more
comprehensive syllabus” (Richards, 2001: 154).
1.1.3.3. Functional syllabus
The functional syllabus mainly focuses on learning to recognize and express
the communicative functions of language like requesting, agreeing, apologizing, etc
(Nunan, 1988: 35). Unlike the grammatical one, this type of syllabus produces a
communicative competence without losing the grammatical factors. Nevertheless, it
is often restricted to short utterances or exchanges in combination with the problem
of complex grading content input.
1.1.3.4. Situational syllabus
This syllabus is designed by collecting “real imaginary situations in which the
language occurs is uses” (Wilkins, 1976: 36). Some vivid illustrations for situations
are seeing the doctor, buying clothes at the fashion shop, meeting a client, and etc.
The key purpose of this syllabus is to teach the language used in the real situations,
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which is very relevant to learners‟ needs and interests even if there are still some
unpredictable situations.
1.1.3.5. Topical or content-based syllabus
A topic-based syllabus is developed on the basis of themes, topics or other
units of contents. Robinson (1991: 37) states that “it motivates the students as a
basis for the „real syllabus‟ of language forms, functions or whatever the course
designers wish to focus on”. For ESP, it is more significant because it can “delay
the content of the students‟ work or specialist study. One objective of the ESP
course may in fact be to teach this specialist content”. (Robinson, 1991: 36)
1.1.3.6. Competency-based syllabus
The competency-based syllabus bases on a specification of learners‟

written texts.
 It links spoken and written texts to the social and cultural contexts of their use.
 It allows for the design of units of work that focus on developing skills in relation
to whole texts.
 It provides students with guided practice as they develop language skills for
meaningful communication through texts.
Despite the advantages above, a text-based syllabus also reveals some
disadvantages. It mainly concentrates on certain skills rather than a more general
language competency. In addition, it appears to be impractical in some situations.
1.1.3.10. Integrated syllabus
An integrated syllabus is sometimes under the name of “mixed/ layered
syllabus” by Brown (1995) or “multi-dimensional syllabus” by Wilkins (1981a: 88,
cited by Read, 1984). The integrated syllabus is initiated from the idea of combining
different language types which are listed above. There exist many different syllabus
strands in English courses, for instance, grammar linked to skills and texts, tasks
linked to topics and functions or skills linked to topics and texts, etc (Richards,
2001: 164).
To sum up, there are many types of syllabus. Each one has its own strengths
and weaknesses. It is very difficult to decide which one is better than the other. In
arriving at a decision on what type of syllabus is suitable for students, the course
11

planners need to decide between macro-level and micro-level planning units in the
course as suggested by Richards (2001: 164). Besides, White (1988: 109) adds that
decisions related to the syllabus selection “are subject to the values and aims of the
learning system”. Robinson (1991) also stresses that the decision on the type of
syllabus must base on a judicious consideration of the students‟ needs, the
objectives of the course together with the teaching context.
1.1.4. Approaches to syllabus design
According to Hutchinson and Waters (1987), there are three main approaches

concern is to maximize learning”. It can be said that this approach overcomes all the
limitations mentioned in the two former approaches above because it fully takes the
learner into consideration. The learner factor is always paid full attention at every
stage of the learning process. This means that the learner plays a vital part in
determining the content of the course.
In this study, the learning-centered approach is chosen as the basis for
designing the supplementary reading syllabus for the first-year English majors at
HPU.
1.1.5. Steps in syllabus design
Designing a language syllabus is widely known as a complex process. Each
researcher has different view on this issue. Hughes (1983: 7) considers the choice of
aims and objectives as the first important steps in syllabus design whereas Crookes
and Long (1993: 12) recommend that tasks should be the first step. Other
researchers share the same opinion that needs analysis should be the initial step
(Yalden, 1987; Nunan, 1988; & Brown, 1995). Nunan (1988) gives a detailed
model of syllabus design including the following steps:

Figure 1: Model of syllabus design (Nunan, 1988)
In this study, the supplementary reading syllabus for the first-year English
majors at HPU will be designed basing on four steps suggested by Nunan (1988):
Needs
analysis
Selecting &
grading
tasks
Selecting &
grading
content
Goal setting
13

14

1
Pre-course placement/ diagnostic tests
6
Structured interviews
2
Entry tests on arrival
7
Learner diaries
3
Self-placement/ self-diagnostic tests
8
Case studies
4
Observation of classes
9
Final evaluation and feedback
5
Questionnaires
10
Previous research
Table 1: Methods of needs analysis, Jordan (cited by Howard & Brown, 1997:73)
In this study, the questionnaire is chosen as the main method to analyze the
needs of both teachers and students at HPU.
1.1.5.1.3. Types of needs
Needs are differently classified by different authors. Brindley (1984: 31, cited
by Nunan, 1988: 44) divides needs into objective needs and subjective needs. He
explains that objective needs are those which teachers can diagnose based on
analyzing personal data related to learners in corporation with information about

the learners can do at the end of the program. Goals are considered as the basis for
developing specific objectives of the program.
Brown (1995) also emphasizes that goals can exist in many shapes. They may
be language and situation-centered, functional or structural. Nunan (1988: 79)
shares the same opinion when he points out that “goals come in many shapes and
forms. They can refer to cognitive and affective aspects of the learner‟s
development, what the teacher hopes to achieve in the classroom, what the teachers
hopes the learners will achieve in the classroom…” If goals are defined as general
statements of the program‟s purposes, objectives are defined “as specific statements
that describe the particular knowledge, behaviors and/ or skills that the learner will
be expected to know or perform at the end of a course or program” (Brown, 1995:
73). In fact, any curriculum is created and organized around its goals and objectives.
In short, it is crucial for syllabus designers to develop clear goals and objectives for
their syllabus in the process of designing syllabus.
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1.1.5.3. Selecting and grading content
1.1.5.3.1. Selecting the content
After setting the goals for the course, the next step is to specify the ways in
which the goals are achieved. This is still a controversial issue because selecting
interesting and relevant content for learners is not a straightforward task. Nunan
(1988: 23) mentions one of the problems in syllabus design which is the difference
in the learners‟ interests in a given group. What is considered as interesting to one
learner may be uninteresting to another. Nonetheless, this problem can be overcome
by means of needs analysis and goal setting. Because of the difficulty in selecting
suitable content for the learners, most of course and material writers often base on
their intuition in making decision on the syllabus content.

1.1.5.4.2. Grading tasks and activities
According to Nunan (1988), tasks will be graded as follows:

Figure 2: Model of grading tasks and activities (Nunan, 1988)
In brief, there are many factors affecting tasks and activities grading. Hence, it
is very difficult to determine whether a given task or activity is easier or more
difficult.
1.2. Supplementary reading syllabus
1.2.1. The rationale for using supplementary reading syllabus in FLT
Supplementary syllabus is defined as books used in addition to the coursebook
(Spratt, et.al. 2005: 115). In other words, supplementary syllabus is any source
which can complement the teacher‟s work. This emphasizes the importance of
supplementary syllabus in language teaching and learning (Robinson, 1991; Nunan,
Production
Interaction
Comprehension

- Listen/ read, no response
- Listen/ read, non-verbal
response
- Listen/ read, verbal response
- Listen/ read and repeat/ copy
- Listen/ read, carry out drill
- Listen/ read, respond
meaningfully
- Listen/ read, rehearse
- Listen/ read, role-play
- Listen/ read, solve problem/
come to conclusion
More

 Readability: it means that the text should be at the right level. In other
words, when a text is chosen, the level of its structural and lexical difficulty
19

must be taken into account. It is vital to bear in mind that students can not
deal with challenging texts.
 Suitability of content: the text should be interesting and informative for
learners. It is necessary to take notice of learners‟ preferences.
 Exploitability: the text should facilitate the development of reading skills in
order that students can become competent and independent readers.
To sum up, using authentic texts as supplements to the textbook is extremely
significant because this can prepare learners for real life reading. Authentic texts
can foster the development of their reading skills and help them gain confidence in
their reading ability. With authentic texts, students certainly become autonomous
readers who can take responsibility of their own reading. This is regarded as a good
preparation for their future career.
1.3. Reading
1.3.1. The role of reading in second language acquisition
It is undeniable that reading is extremely important in both GE and ESP as
stated by Carrel (1988: 1) “for many students, reading by far is the most important
of four skills in a second language, particularly in English as a second or foreign
language”. Reading is considered as a powerful tool for students to get familiar with
specialized terms and concepts necessary for their future jobs through various
reading materials written in English. Besides, reading can motivate learners‟ study
more than other skills because it is much easier and can be done at any time,
anywhere with a lot of available materials. The main purpose of any reading
program is “to enable students to enjoy (or at least feel comfortable with) reading in
the foreign language, and to read without help of unfamiliar authentic texts, at
appropriate speed, silently and with adequate understanding” (Nuttal, 1996: 31).
Wilkins (1976: 138) also claims that reading can help students have an exposure to