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Table of content
Acknowledgements
Abstract
List of abbreviations
List of figures and tables
PART I: INTRODUCTION . . . . . 1
1. Rationale . . . . .1
2. Aims and Objectives . . . . .2
3. Research questions . . . .2
4. Scope of the Study . . . .2
5. The significance of the study . . . .2
6. Methods of study . . 3
7. Design of the study . . 3
PART II: DEVELOPMENT . . . .4
CHAPTER I: LITERATURE REVIEW . . 4
1.1. An overview of ESP . . 4
1.1.1. Definitions of ESP . 4
1.1.2. Types of ESP . . . 5
1.1.3. Terminology .6
1.1.3.1. Definition of terminology . .6
1.1.3.2. Classifications of terminology . .6
1.1.3.2.1. Single terms . 6
1.1.3.2.2. Compound terms . . . 6
1.1.3.3. Characteristics of terminology . .6
1.1.3.3.1. Accuracy . . .6
1.1.3.3.2. Systematicity . .6
1.1.3.3.3. Internationality . . .7
1.1.4. Acronyms . .7
1.2. Current views on syllabus design . . 7
1.2.1. Definition of syllabus . . .7
1.2.2 Task, Function, Activity and Exercise . .8
1.2.3. Types of ESP syllabus . . 9
1.2.3.1. Language form syllabuses (Structural/ grammatical syllabus).9
1.2.3.2. Notional- functional syllabuses.10
1.2.3.3. Situational Syllabuses.10
1.2.3.4. Topic - based syllabuses.10
1.2.3.5. Skill-based syllabuses.11
1.2.3.6. Task-based syllabuses.11
1.2.3.7. Communicative syllabuses.11
1.2.3.8. Audio-lingual syllabuses.12
1.2.3.9. Analytic syllabuses.12
1.2.4. Approaches to language syllabus design.12
1.2.4.1. Language - centered approach.12
1.2.4.2. Skills- centered approach.12
1.2.4.3. Learning- centered approach.13
1.2.5. Stages in syllabus design.13
1.2.5.1. Needs Analysis (NA). .13
1.2.5.2. Aims and objectives setting.15
1.2.5.3. Selecting content.15
1.2.5.4. Integrating tasks, grammatical and notional components.15
1.2.5.5. Grading content.15
CHAPTER 2: INVESTIGATION INTO TEXTBOOKS RELATED TO LIBRARY STUDY.17
3.1. Topics.17
3.2. Terminology and acronyms.18
3.3. Cohesion.18
3.4. Grammatical structures.19
3.4.1. Words.19
3.4.2. Sentences.19
3.4.2.1. Simple and complex sentences.19
3.4.2.2. Active vs. passive sentences.20
3.4.3. Text. 20
3.4.3.1. Organization of information.20
3.4.3.2. Making a definition or explanation.21
3.4.3.1. Some other characteristics.21
Summary.22
Chapter 3: RESULTS AND ANALYSIS OF DATA COLLECTION.23
3.1 METHODOLOGY.23
3.1.1. Situational factors.23
3.1.1.1. Institutional factor.23
3.1.1.2. Teacher factor ( Teachers of English at NTTC).23
3.1.1.3. Students factor (Students of library study). .23
3.1.1.4. The teaching and learning English at NTTC.24
3.1.2. Subjects of the study.25
3.1.3. Instruments for collecting data.25
3.1.3.1. Questionnaires.25
3.2. RESULTS AND ANALYSIS OF DATA COLLECTION. .26
3.2.1. Needs perceived by the English teachers.26
3.2.1.1. Section 1: The teachers’ attitude towards ESP reading course for the second year students of library study and the objectives perceived by them.26
3.2.1.2. Section II: English teachers’ and subject teachers’ opinions on needed topics.27
3.2.1.3. Section III: Grammar and structures needed to be included in the syllabus.27
3.2.1.4. Section IV: English teachers’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus. .28
3.2.2. Needs perceived by the second year students of library study at NTTC.28
3.2.2.1.Section I: The students’ attitude towards ESP reading course. 28
3.2.2.2. Section II: Needed topics perceived by the students.29
3.2.2.3. Section III: Students’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus.29
3.3. DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF LIBRARY STUDY AT NTTC.30
3.3.1. Selecting the type of ESP syllabus.30
3.3.2. Aims and objectives of the reading syllabus .31
3.3.3. The selection and gradation of content in the syllabus.31
3.3.3.1 Topics in the syllabus. .31
3.3.3.2. Reading skills and exercises.32
3.3.3.3. Language tasks.33
3.3.3.4. Grammar and structures.33
3.3.4. The proposed reading syllabus for the target students.33
3.3.4.1. Time schedule.33
3.3.3.4.2. The organization of the syllabus.33
Summary.39
PART III: CONCLUSION.40
REFERENCES.42
APPENDIXES.46
APPENDIX 1.46
APPENDIX 2.51
APPENDIX 3.52
APPENDIX 4: Tables.56
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nguage has to be ordered in such a way as to facilitate teaching and learning. The ESP syllabus for the second year students at NTTC will be combined following these above criteria.
CHAPTER 2: INVESTIGATION INTO TEXTBOOKS RELATED TO LIBRARY STUDY
The aim of this chapter is to have a thorough look at some language characteristics used in the field of library. There will be an investigation into some texts extracted from two textbooks related to library fields namely ‘Library and Information Science : English Reading Materials’ (B1) by Duong Thi Thu Ha and ‘Basic Library Skills’ (B2) ( Third edition) by Carolyn Wolf and Richard Wolf. The texts under investigation are selected randomly as they can objectively represent those textbooks.
In fact, these textbooks are based on some certain assessed criteria by the authors and in general, the language contents are updated with new knowledge in library field. However, these syllabuses cannot be applicable to the SLS at NTTC for some certain reasons. The first syllabus is designed to provide a minimum of 75 hours of classroom teaching and for SLS at University of Cultures with a wide range of topic areas, whereas the time allocation for the subject at NTTC is 60 teaching periods with reading skill focus. Furthermore, students at University of Cultures are of higher level of English proficiency than that of the students at NTTC. And the target students at NTTC are lower in comparison with that at universities on the grounds of needs, interest and motivation. Second syllabus is intended for ‘a self-contained short course in the use of library not an exhaustive treatment of the subject’. All above reasons call for the need to design an appropriate ESP syllabus for students of library study at NTTC. In order to have an overall understanding of text features in the above mentioned textbooks, this investigation is worked out on some texts/ paragraphs which are randomly selected. The focus is going to deal with topics, terminology, acronyms, grammatical structures and text structures which exist in the textbooks.
3.1. Topics
These two textbooks cover a wide range of topics. The first one contains 15 topics, the second one provides 16 topics. Generally, each topic starts by examining some general area of library before focusing on a specific aspect. It is worth noting that these textbooks provide various topics related to the field of library. However, it is impossible to include all these topics because of the limited time of the course.
3.2. Terminology and acronyms
To illustrate these issues, two texts from two selected textbooks are taken into consideration. Result is presented in Table 1 (See appendix 4; table 1).
As can be seen from table 1, both single terms and compound terms appear in the two selected texts. Firstly, single terms are provided in density of 4.6% in text 1; 6.2 % in text 2. Secondly, compound terms are given in higher rate , they respectively account for 5 %; and 7.2% in those two texts. Besides, acronyms take the percentage of 2% in each text.
In sum, terms and acronyms are key element of ESP, their frequency of occurrence turns out to be a convincing factor in the selected texts, this means that these texts carry the common features of ESP in general and of ELS in particular.
3.3. Cohesion
Halliday (1997: 4) states that ‘the concept of cohesion is a semantic one, it refers to relations of meaning that exist within the text and that define it as a text’. It is clear that cohesion is expressed partly through the grammar and vocabulary, therefore, there exist grammatical cohesion and lexical cohesion. The first paragraph of Unit 6 from “Library and Information Science : English Reading Materials” is going to examined to see the cohesive devices used. The results of comprehensive analysis of all the cohesive ties in the selected paragraph are demonstrated in figure 3:
Figure 3 : Cohesive devices
Obviously, most of cohesive devices are applied to this paragraph but with a clear distinction between certain devices. According to the results shown in the graph, the lowest occurrence frequency belongs to “substitutions” accounting for 5 %. “Conjunctions” and lexical cohesion expressed through “synonyms” both account 13 %. This may due to the features of ESP texts which is required to be exact and clearly stated. In contrast, ‘repetitions’ and ‘references’ are major grammatical cohesive devices. They get the percentage of 51 % and 18 % respectively.
It is highlighted that reference and repetitive devices are used frequently to Giúp readers remind the content of the paragraph in particular texts. The use substitution cohesive takes a small part in the overall picture of cohesive links.
What is worth to mention here is by having a close look at the sample paragraph, we can see the close links of language through different cohesive devices. that should be taken into consideration when designing the ESP syllabus for the second year students of library study. The syllabus should provide students enough knowledge of cohesion in order to Giúp them comprehend the ESP texts.
3.4. Grammatical structures
Words, sentences, active and passive structures are to be investigated at this point.
3.4.1. Words
This section investigates how words are created in texts for library study. We are going to work on three random texts extracted from the two textbooks to find out the proportion of prefixes and suffixes appeared in those texts. The results are presented in Table 2 ( see appendix 4; table 2).
As shown in the table, prefixes and suffixes appear at a considerable proportion in all of the selected texts. And it is clearly that the later occur more frequently than the former. Outstandingly, in text 1, suffixes account for 20.5% . It’s worth noting that in ESP texts , word formation has little deference from texts in General English.
3.4.2. Sentences
The reading text of unit 14 extracted from the textbook ‘Library and Information Science : English Reading Materials’ was taken as sample text to investigate the sentences in the texts for library study in terms of simple and complex sentences and active vs. passive sentences .
3.4.2.1. Simple and complex sentences
Table 3 (see appendix 4; table 3) summarizes some statistics of simple and complex sentences (complex sentences are examined in terms of types of clause used in the sentences).
As can be seen from table 3, the text has 22 sentences among which 14 are complex sentences accounting for 63.6 % .Simple sentences appear at lower percentage of 36.4%. Obviously, the density of complex sentences overtakes that of simple ones.
3.4.2.2. Active vs. passive sentences
The results of the investigation in terms of active and passive sentences used in the sample text are shown in Table 4 (see appendix 4; table 4).
The results in table 4 indicate that passive sentences are at lower occurrence frequency than active sentences (31.8% in comparison with 68.8%). However, passive sentences appear at a frequency of 31.8 % which is high enough to become a distinctive characteristic of ESP reading texts for library study and that should be taken into consideration when designing the syllabus.
3.4.3. Text
3.4.3.1. Organization of information
Main idea
By investigating some texts in the two selected books it should be seen that the information is usually organized as shown in the following figure:
A card catalog entries are printed on card that libraries arrange alphabetically in drawers. A card catalog usually contains of three types of cards for each item in the library’s collection
a
The first type
the third
The second
Major details
has the subject of the item on the top line
has the title of the book or other item on the top line
has the author’s name or other persons or institutions….
Minor details
Figure 4 : Organization of information
Sample paragraph: A card catalog entries are printed on card that libraries arrange alphabetically in drawers. A card catalog usually contains of three types of cards for each item in the library’s collection. The first type has the author’s name or other persons or institutions that contributed to the work on the top line. The second has the title of the book or other item on the top line , and the third has the subject of the item on the top line. Usually the subject heading is printed in all capital letters or in red for further emphasis. (Unit 10- B1)
3.4.3.2. Making a definition or explanation
Definitions and explanations can be seen frequently in the texts. Common words and expressions used in definition or explanations are: Is/ are, mean, be referred to as, is taken to be, in other words, is/ can be defined as, refer to... For example:
A library( institution) is a collection of books and other informational materials ma...
