VIETNAM NATIONAL UNIVERSITY, HANOI
university of languages and international studies
faculty of postgraduate studies
  
PHẠM THỊ THU HIỀN Designing a British Studies syllabus
for the Third-Year English Majors at
Foreign Languages Department, Nghe An
Teachers’ Trainging College (THIẾT KẾ CHƯƠNG TRÌNH MÔN ĐẤT NƯỚC HỌC
ANH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ 3,
KHOA NGOẠI NGỮ, TRƯỜNG CAO ĐẲNG SƯ PHẠM
NGHỆ AN)

Minor M.A Thesis Field: English Teaching Methodology
Code: 16A044
Supervisor: Hoàng Thị Xuân Hoa, PhD

HANOI 2010 v
Table of contents

Declaration……………………………………………………….…………… i
Acknowledgements ………………………………………………………………ii
Abstract …………………………………………………………………………… iii
list of abbreviations ……………………………………………………… iv
list of figures and tables……………………………………………… iv
table of content …………………………………………………………… …. v
Part A Introduction
I. Rationale of the study ……………………………………………………………… 1
II. Aims and objectives of the study ………………………………………………………….1
III. Scope of the study ……………………………………………………………………… 2
IV. Methods of the study……………………………………………………………… 2
V. Design of the study …………………………………………………………… ……… 2
part B: Development
Chapter one: literature review 4- 15
1.1. An overview of Syllabus……………………………………………………………… 4
1.1.1. Syllabus………………………………………………………………………… 4

2.3.1. Questionnaires ………………………………………………………………… 17
2.3.2. Interviews ……………………………………………………………………… 17
2.4. Subjects of the study ………………………………………………………………… 17
2.4.1. Students ………………………………………………………………………… 17
2.4.2. Teachers ……………………………………………………………… ……… 18
2.5. Data collection procedures …………………………………………………………… 19
2.6. Summary ……………………………………………………………………… …… 19
Chapter three: Results and Data analysis 20 - 30
3.1. Target needs ……………………………………………………………………………. 20
3.1.1. Necessities ……………………………………………………………………… 20
3.1.1.1. In terms of topics and sub-topics ……………………………….……… 20
3.1.1.2. In terms of tasks/ activities …………………………………………….… 23
3.1.2. Lacks …………………………………………………………………………… 25
3.1.3. Wants …………………………………………………………………… …… 26
3.1.3.1. In terms of students’ goals of a British Studies course……………… 26
3.1.3.2. In terms of students’ objectives of a British Studies course …………… 27
3.2. Learning needs ……………………………………………………………………….… 28
3.2.1. Resources and administrative constraints …………………………………… …. 28
3.2.1.1. Class – size and the facilities ………………………………………… 28 vii
3.2.1.2. Time ………………………………………………………………… …. 28
3.2.1.3. Materials …………………………………………………………… … 28
3.2.2. The learners ………………………………………………………………… …. 29
3.2.2.1. Age and level …………………………………………………… … 29
3.2.2.2. Motivation for learning/ learning styles/ preference ……………… …… 29
3.2.3. The teaching staff ……………………………………………………………… 30
Chapter four: A proposed syllabus 31 - 37
4.1. Aims and objectives of the course ………………………………………………… … 31

EFL English Foreign Language
FLD Foreign Languages Department
BSS British Studies Syllabus
BSC British Studies Course
BS British Studies
T Teacher
S Student

list of figures and tables Table 2.1. Student subjects’ background information …………………………………… 18
Table 2.2. Teacher subjects’ background information ………………………………… 18
Table 3.1. Teachers’ and students’ ranking of topics…………… …………………… … 20
Table 3.2. Teachers’ and students’ ranking of sub-topics …………………… ………… 21
Table 3.3. Students’ ranking of topics and sub-topics …………………………… ………. 23
Table 3.4. Teachers’ and Students’ ranking of tasks …………………… ……………… 24
Table 3.5. Students’ ranking of tasks …………………………………………………… 25
Table 3.6. Students’ ranking of constraints in studying BS ………………… ………… 25
Table 3.7. Students’ ranking of BSC’s goals ………………………… …………… 26
Table 3.8. Students’ ranking of BSC’s objectives ………………………………………… 27
Table 4.1. The topics' and sub-topics' order………………… …………… 32
Table 4.1. A detailed syllabus………………… ………………………….…… … 33

1
Part A Introduction


1. Aim
The major aim of the study is to design an appropriate British Studies syllabus for the third -
year English majors at Foreign Languages Department, Nghe An Teachers’ Training College. 2
2. Objectives
In order to achieve the main aim, the specific objectives are as follows:
- to find out the third-year English majored students' needs for the British Studies
course.
- to identify the components of a British Studies course such as objectives, contents,
order of the content, tasks/activities and assessment and to suggest a proposed British
Studies syllabus for the third - year English majors at Foreign Languages Department,
Nghe An Teachers’ Training College based on their needs analysis.
III. Scope of the study
Due to the narrow scope of a minor thesis, this study only focuses on syllabus designing
process, but not all the theories relating to syllabus design such as implementing, teaching
method and evaluating. It is also limited itself to designing a British Studies syllabus
including objectives, contents, order of contents, assessment ect. based on Survey's results of
students' needs and the fact of teaching and learning for the third-year English majors at
Foreign Languages Department, Nghe An Teachers’ Training College.
IV. Methods of the study
Then, the study used quantitative methodology to collect data through two questionnaires.
This helps the author find out their target needs and learning needs for a British Studies
course.
- The first questionnaires were designed for the third-year English majors at FLD, NTTC.
- The second ones were designed for some English teachers at English majored group at FLD,
NTTC.
Besides, several informal interviews were carried out for the English teachers of British
Studies at FLD, NTTC by the use of qualitative methodology.
Part B: Development
Chapter one: literature review

1.1. An overview of syllabus
1.1.1. Syllabus 4
There have been several ways in which a syllabus can be defined. Jack C. Richard (2001)
states “a syllabus is a specification of the content of a course of instruction and lists what will
be taught and tested”. According to Wilkins (1997), syllabus is specification of the content of
language teaching which have been submitted to some degree of structuring or ordering with
the making teaching and learning a more effective process.
to Prabhu's more specific "specification of what is to be learnt" (1987:89). For Allen (1984),
the syllabus is " that subpart of curriculum which is concerned with a specification of what
units will be taught" (Allen 1984:61), whereas for Yalden (1987), it is primarily a teacher's
statement about objectives and content, with formal and functional components in a dual
progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies
content (linguistic, sociolinguistic, pragmatic, cultural, substantive). In contrast,
Kumaravadivelu sees the syllabus as "a preplanned, preordained, presequenced inventory of
linguistic specifications imposed in most cases on teachers and learners" and claims that this
is a “ widely recognized” perspective (1993b: 72).

“The syllabus replaces the concept of “method”, and the syllabus is now seen as an
instrument by which the teacher, with the help of the syllabus designer, can achieve a degree
of “fit” between the needs and aims of the learner and the activities which will take place in
the classroom”. And “A syllabus is a statement of content which used as the basis for
planning courses of various kinds. So the task of the syllabus designer is to select and grade
this content.” (Nunan, 1993)
1.2. The roles of syllabus in training program
Language syllabus design is a comparatively new area in applied linguistics, and it is the fact
that there is some disagreement on almost everything that matters in syllabus design and
development. All of these controversial issues lead to different trends in language syllabus
design. Huchinson & Waters (1993) proposed three main approaches to Language syllabus
design: Language-centered, Skilled-centered and Learning-centered approaches.
In Skilled-centered approach, the syllabus is not a prime generator. According to Huchinson
& Waters (1993), the skills and the texts negotiate with each other in the syllabus. The skill
syllabus plays a role in the initial selection of the texts and establishes criteria for ordering
and adapting them. The texts available, at the same time, will affect what can be focused on
in the exercises and assessment.
It is noticeable that in learning - centered approach, the syllabus is divided into two levels. In
level 1, the syllabus is called the general syllabus which outlines the topic areas and the
communicative tasks of the target situation. This general syllabus can be used as the basis for
the initial selection of the texts and writing of exercises/ activities. In level 2, a detail syllabus
is generated from the materials selected in level 1. This syllabus is then checked against an
independent syllabus produced from the needs analysis to deal with gaps and overlaps.
Thus, in this approach, "the syllabus is used creatively as a generator of good and relevant
learning activities rather than just a statement of language content. Yet, at the same time. it
maintains relevance to target needs". Huchinson & Waters (1993).
In view of amount of work that goes into syllabus design and the considerable weight of
authority that syllabuses have, Huchinson & Waters (1993) also considered whether they are
necessary. This reveals that just as there are acknowledged and hidden reasons for having a
syllabus.

designing a language syllabus. The answer, according to Nunan (1993), is to provide the
input, which is relevant to the needs of given learners. Moreover, need analysis is the most
characteristic feature of course designs. This is a complex process, involving much more than
simply looking at what the learners will have to do in the target situation.
In a discussion about the significant role of needs analysis, Nunan (1993: 75) stated "needs
analysis is considered as the initial process for specification of behavioral objectives and it is
from these objectives that detailed aspects of the syllabus such as functions, topics, lexis and
structures are derived". The information collected from a need analysis will be very important
for the designers to specify the objectives needed in the content of the syllabus. Thus, the 7
researcher needs to know what kind of the necessary information in a need analysis. Many
language experts concerned this question. Especially, Hutchinson and Waters (1993) focused
on two important kinds of needs namely, target needs and learning needs.
1.3.2. Goal setting
Goal setting has become an important step in the development of a language program.
Language is no longer seen as a discrete grammatical existing in isolation, but as a set of
resources and options for achieving a variety of goals outside the language classroom. In
other words, language is perceived as a tool rather than as end in itself. However, what a
syllabus designer should start from in setting course goals. From a survey of corps, Nunan
(1991) points out: " the course can reflect the sort of uses to which the target language will
be put, the contexts and situation in which it will be used . The skill that will be developed
and the level at which the courses will be conducted".
The term "goal" refers to the general purposes for which a language program is being taught
or learnt. Setting goals requires judgment to ensure that the goals are appropriate, not only to
learners' needs, but also to the constraint of the educational institution or system, and the
length and scope of program based on the syllabus.
Goals can be analyzed according to their orientation on the process/ product continuum.
Product - oriented goals are mostly appropriate with general English course. Product -

Grading described by Richard, Platt, and Weber (1993) that the arrangement of the content of
a language course or a textbook is presented in a helpful way. Gradation would affect the
order in which words, word meaning, tenses, structures, topics, functions, and so forth are
presented. Gradation may be based on the complexity of an item, its frequency in written or
spoken English, or its importance for the learner.
1.3.5. Selecting and grading tasks and activities
First, we would like to mention here some definitions of term "task". According to some
applied linguists, task is a piece of work undertaken for oneself or for others, freely or for
some rewards. Thus, examples of task including painting a fence, dressing a child, filling out
a form, buying a pair of shoes and others in other words by "task" is meant the hundred and
one things people do in everyday life.
Now, we find out that the different definitions of "task" lead to different approaches to the
selection of tasks. Candlin (1987) offers several criteria for good tasks. A good task, as for
him should:
- promote attention to meaning, purpose, negotiation
- involve learner contribution, attitude, and effects
- be challenging, but not threatening, to promote risk - taking
- define a problem to be worked through by learners, centered on the learners but guided by
the teacher
- provide opportunities language practice
- promote sharing of information and expertise
(Adapted from Nunan, 1990)
1.3.6. Summary
As the result, analyzing the needs of learners is the first and the foremost step in designing a
syllabus because it helps the designers identify the objectives and aims of the course so that
he/she can design a suitable syllabus to fit their needs. The second important step is defining
the aims and objective of the syllabus govern the content of the whole syllabus. Selecting and 9

Tom Hutchinson and Waters (1993) states that "necessities is the type of need determined by
the demands of the target situation, that is, what the learner has to know in order to function
effectively in the target situation".
For instance, an engineer needs to understand diagrams or catalogues, and exchange
information with foreign engineer. He or she will also need to know the linguistic features
(discourse, functional, structural, and lexical) which are commonly used in the situations 10
identified. This information is relatively easy to get. It is a matter of "observing what
situations the learners will need to function in and then analyzing the constituent parts of
them" (Tom Hutchinson and Waters, 1993)
Besides, the information about necessities can be gathered through the advertisements of job
vacancies in the newspapers and interviews with users (Robinson, 1991: 12)
1.4.2.1.2. Lacks
It is essential to know what the learner knows already, so those course designers can decide
which of the necessities the learners lacks. For example, one target situation necessity might
be to read texts in a particular subject area. Whether or not the learners need instruction in
doing this will depend on how well they can do it already. In other words, "the target
proficiency needs to be matched against the existing proficiency of the learners. The gap
between the two can be referred to as the learners' lacks". (Tom Hutchinson and Waters ,
1993)
To decide what the learners' lacks are, interviewing teachers is a useful method. Moreover,
the learners should be tested before starting the course. (Robinson, 1991: 14)
1.4.2.1.3. Wants
Target needs are considered not only in terms of necessities and lacks but also in terms of
wants, with the actual learners playing active role, that is, the learners have views as to what
their needs are. Their wants include their goals (for study, for future job, for training ); their
objectives (for instance, at the end of the course they will be able to overcome the difficulties
in Cross Cultural Communication related to the content of the course); and what they want to

teaching).
1.4.2.3. Summary
In short, this section has discussed the most characteristic feature of a course design - needs
analysis. It is not a simple process and both target needs and learning needs must be
combined harmoniously. The next chapter would analyze and discuss the learning needs and
target needs in the target situation in some terms of goals and objectives, contents,
tasks/activities, recourses and administrative constraints, the learners and the teaching staff.
1.5. Viewpoints of teaching Country Studies
It is evident that the study of language cannot be separated from the study of the country's
background knowledge of that language such as people, geography, history, government and
politics, economy, cultures and lifestyle, education, transportation and environment.
Therefore, it is important to raise the teachers' and students' countries studies awareness of the
target languages. If the students are well equipped with the country's background knowledge,
they can better understand the language.
However, there is a variety of perspectives in teaching Country Studies which are focused
into two point of views. First, the course of Country Studies aims to offer the students
opportunities to enrich their vocabulary, to sharpen their pronunciation and their grammatical
knowledge as well as to improve their language and research skills to meet all the demand of
their current study and their future careers. Another view is the Country Study course is to
providing the students with general knowledge of the countries’ people and culture with focus
on the national identity, cultural life, beliefs and values as well as their expressions in the
society. The course is also to help the students to build up a panorama of the countries’
political, economic and educational systems that may serve as the first steps in their lifelong
in-depth studies into fields of their needs and interest. As results, the teaching methods, 12
materials and other tasks in teaching Country Studies are different in two viewpoints. The
teachers and learners may use intensive reading materials as the main method to gain the
aims’ course. Second, the others use extensive readings for their teaching and learning. In the

such comparisons. Thus in order to effectively learn English at the university and successfully
use it in communication as well as in their future careers it is essential that the English 13
language majors gain an insight into one of the most influential cultures that give birth to the
English language and that provide the environment for its development - the British culture.
- Communities: Participate in Multilingual Communities at Home & Around the
World
Extending learning experiences from the world language classroom to the home and
multilingual and multicultural community emphasizes living in a global society. Activities
may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs
and cultural activities, school-to-work opportunities, and opportunities to hear speakers of
other languages in the school and classroom (ACTFL, 1999).
These principles also influence instruction by allowing the researcher to quickly
assess their course syllabus and course materials for strengths and weaknesses. Through the
use of these principles, teachers can create a more acquisition-rich learning environment in
which students can both enjoy learning and make substantial progress in their attempts to
acquire the foreign language.
1.6. British Studies programs in some Vietnamese Colleges and Universities
1.6.1. British Studies programs at University of Languages and International Studies,
Vietnam National University, Hanoi
British Studies course is intended for the third-year students at the Department of Anglo-
American languages and cultures, Colleges of Foreign Languages, Vietnam National
University, Hanoi as part of their fulfillment of the Bachelor of Art in TESOL.
The course aims at providing the students with general knowledge of the British people and
culture with focus on the national identity, cultural life, beliefs and values as well as their
expressions in the British society. The course is also to help the students to build up a
panorama of the British political, economic and educational systems that may serve as the
first steps in their lifelong in-depth studies into fields of their needs and interest. Another

understand how children learn and develop, and can provide learning opportunities that
support their intellectual, social, and personal development, understands and uses a variety of
instructional strategies to encourage students’ development of critical thinking, problem
solving, and performance skills. The teachers use an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self motivation and plans instruction based
upon knowledge of subject matter, students, the community, and curriculum goals. The
teachers also understand and use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the learner. 15 Chapter two: Methodology

2.1. The setting of the study
Nghe An Teachers’ Training College was founded on 1960, located in Vinh city, Nghe An
province. There are various faculties such as Natural Sciences, Social Sciences, Foreign
Languages Department and the others. Annually, a number of 2000 students are admitted and
a small number is adopted to FLD as English majored students. FLD has been re-founded

Foreign Languages Department, Nghe An Teachers’ Training College?
2. What are the components of a British Studies course for the third-year English majored
students at Foreign Languages Department, Nghe An Teachers’ Training College?
2.3. Data collection instruments
The information about both target needs and learning needs is collected and analyzed. In the
study, questionnaires and interviews techniques were used.
2.3.1. Questionnaires
Questionnaires were used as a main data collection method in this study.
The first questionnaires were carefully designed and piloted with some students in other
classes K4A to examine whether they helped to elicit the kind of data necessary for study.
Based on the feedbacks from those students, some inappropriate and ambiguous questions to
the students had been improved.
Then, the questionnaires were delivered to 32 students after they had just finished British
Studies course. The delivered students were well instructed by the researcher. The
questionnaires consisted of four sections such as goals, requirements of the British Studies
course, topics and sub-topics in the British Studies syllabus and tasks/activities in a syllabus
of the British Studies.
The other questionnaires were completed by 15 teachers of English majored students at FLD,
NTTC. The questionnaires consisted of four sections such as requirements of the British
Studies course, topics and sub-topics in the British Studies syllabus and tasks/activities in a
syllabus of the British Studies.
2.3.2. Interviews
Together with questionnaires, the researcher used semi-structured interviews to get in-depth
information about the subjects in the study. It took about one hours to interview 5 teachers of
English majored students in the meeting hall after the meeting and process the obtained
information. The interview included two sections such as sub-topics of the British Studies
syllabus and tasks/activities in a syllabus of the British Studies.
2.4. The subjects of the study
To answer the question "who provides the information for the needs analysis?”, Robinson
(1991: 11) states that the source of information are the potential students, the language

12
15
1
32
Table 2.1. Student subjects’ background information
The third-year English majored students were chosen as the subjects of the study for some
reasons. Firstly, the English training program is based on the English majored curriculum for
English majored teachers’ training set by the MOET. The third-year majors are compulsory to
study British Studies. Secondly, the training quality of English majors is a great concern to
both the college authority and teachers at FLD. Finally, the students are ones who the author
has been directly teaching. These will have favorable conditions to carry out all the steps of
the research process.
2.4.2. Teachers
The teachers were chosen to be the subjects of the study including two groups for:
Questionnaires: 15 teachers who have been teaching English for English majored students
were the first group. The reasons for choosing these teachers were that they have taught the
third-year English majored students and the British Studies was taught as a compulsory
subject for the English majored students and the English bachelor students. These teachers all
hold M.A Degree in English. Their ages ranged from 25-38. There were 3 males and 12
females. Table 2.2 summarizes the background information about the subjects such as the
genders, ages and their English proficiency.
No. of
participants
Gender
Age
English proficiency
Male
Female
25
33

in the first week of October.
iv) The treatment of the collected data lasted for 6 weeks from October to mid November into
percentage ratios.
All of the work was finished in November.
2.6. Summary
This chapter reported the methodology for this study in terms of the study setting, research
questions, data collection instruments, subject of the study and data collection procedures.
Firstly, a setting of the study was clarified and the obtainment of the research questions was
made. Then, data collection instruments including questionnaires, interviews were presented
in details with discussions of advantages and disadvantages of each instrument. Finally, data
collection procedures were introduced and statistical procedures were explained.

Chapter three: Results and Data analysis
3.1. Target needs
3.1.1. Necessities
3.1.1.1. In terms of topics and sub-topics 19
In order to collect the information on students’ necessities of topics, the syllabus designer
interviewed five teachers who have been teaching British Studies at FLD, NTTC for their
advices on what topics or sub-topics should be included in the syllabus. All the interviewed
teachers agreed that BSS should consist of the following topics such as British people,
geography of Britain, British history, British government and politics, economy in Britain,

10
31

2
Geography of Britain
13
87%
19
59%
2
13%
13
41%

3
British history (16
th
-
20
th
century)
4
27%
10

33%
11
34%
10
67%
21
66% 6
British education
13
87%
13
41%
2
13%
19
41%

7
Cultures and lifestyle in
Britain
10
67%
20
63% Table 3.1. Teachers’ and students’ ranking of topics
Table 3.1. shows teachers’ and students’ expectation of the topics including in the syllabus.
Almost of them (nearly 100%) agreed with the given topics. Only a few of them thought that
economy in Britain and British government and politics were not very necessary or fairly
relevant so as to the percentage ratio up to appropriately 70%. However, neither students nor
teachers expressed the disagreement with the above topics. Both the teachers and students did
not suggest any other topics for the BSS.