INTRODUCTION
Statement of the problem
English has nowadays become the language of international communication As Phillipson points out,
English holds a pivotal role across various fields, including science, technology, medicine, and computing It is the primary language used in research, publications, and software development, as well as in international business, trade, and transportation Additionally, English is essential in diplomacy, international organizations, mass media, and journalism It significantly influences youth culture and sports, and it is recognized as the most commonly taught foreign language in education systems worldwide.
Students can enhance their knowledge by engaging with diverse English materials, which also opens up opportunities for qualified work abroad To succeed in these endeavors, a solid understanding of English for Specific Purposes (ESP) vocabulary relevant to their fields is essential Mastering this specialized vocabulary enables students to adapt to their work environments and fulfill the demands of their future careers.
Vocabulary is an inseparable part of any teaching syllabus However, “Teaching vocabulary especially in ESP course is becoming a challenge for English Language
At Hanoi College of Economics and Technology (HCET), ESP teachers encounter significant challenges in teaching specialized vocabulary, particularly due to students' limited knowledge of English terminology and grammar Second-year Accounting students struggle with acquiring new vocabulary, leading to insufficient vocabulary development and poor academic performance each term.
Recognizing the challenges faced by students, the English teachers at HCET are committed to transforming their vocabulary teaching methods to enhance learning effectiveness and better prepare students for future career success.
This research aims to identify the primary challenges faced in teaching and learning English vocabulary related to accounting at HCET, with the goal of proposing effective solutions to address these issues.
Aims of the study
This study investigates the challenges encountered by ESP teachers and learners at HCET in the teaching and learning of ESP vocabulary, while also proposing effective solutions to enhance the process.
Research questions
1 What difficulties do HCET’s teachers have in teaching ESP vocabulary?
2 What major difficulties do accounting students face in learning ESP vocabulary at HCET?
3 What are solutions to improving Accounting English vocabulary teaching and learning at HCET?
Scope of the study
This study focuses on the challenges of teaching and learning English for Specific Purposes (ESP) vocabulary within the course book "English for Finance," specifically for Accounting students at Hanoi College of Economics and Technology Additionally, it offers proposed solutions aimed at enhancing the teaching and learning experience of ESP vocabulary at HCET.
Methods of the study
The research employs a combination of qualitative and quantitative methods, utilizing survey questionnaires and informal interviews as data collection tools The questionnaires target both teachers and students to identify challenges in teaching and learning English for Specific Purposes (ESP) vocabulary Additionally, informal interviews with teachers provide deeper insights and potential solutions to these identified difficulties.
Design of the study
The study includes three parts:
Part one is the Introduction of the study, which states the problem, the research questions, aims, scope, methods and the design of the whole paper
The Development section comprises three chapters: the first chapter outlines the theoretical framework relevant to the study, the second chapter elaborates on the context and methodology employed, and the third chapter presents the data analysis, findings, and proposed solutions for enhancing the teaching and learning of English for Specific Purposes (ESP) vocabulary at HCET.
Part three is the Conclusion, which summarizes major findings of the investigation, provides suggested solutions, limitations and suggestions for further studies
DEVELOPMENT
LITERATURE REVIEW
This chapter explores key theoretical aspects of English for Specific Purposes (ESP), including an overview of ESP, its specialized vocabulary, effective strategies for teaching and learning this vocabulary, the crucial roles of ESP teachers, and the challenges faced in teaching ESP vocabulary.
ESP, which stands for “English for Specific Purposes”, has become an essential part in “the Teaching of English as a Foreign or Second Language movement” (Howatt,
1984 cited in Dudley-Evans and St John, 1998: 1) To understand the term ESP correctly, we will ponder on certain following clarifications There have been a lot of attempts to define ESP
According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is an approach to language teaching where all content and methods are tailored to the learners' reasons for learning They emphasize that ESP should be viewed as an approach rather than a product, distinguishing it from specific languages, methodologies, or teaching materials Teaching ESP focuses on addressing the specific needs and interests of learners rather than imparting a specialized form of the language.
According to Strevens (1988), English for Specific Purposes (ESP) is a specialized branch of language teaching aimed at specific needs Robinson (1991) further defines ESP based on two key criteria: it is typically goal-oriented and is developed from a thorough needs analysis to determine the specific tasks students must perform in English Additionally, ESP courses are characterized by their limited time frame for achieving objectives and are primarily designed for adult learners.
“homogenous classes” in terms of the work or specialist studies that students are involved in (cited in Dudley-Evans and St John, 1998: 3)
According to Munby (1978), English for Specific Purposes (ESP) courses should have their syllabus and materials tailored based on a thorough analysis of learners' communication needs Recognizing that learners possess diverse needs and interests is crucial, as these factors significantly impact their motivation and attitude towards learning.
The evolution of English for Specific Purposes (ESP) reflects the increasing demand for English tailored to specific needs, alongside advancements in linguistics and educational psychology Consequently, it is essential that any ESP course is designed with a focus on the learners' needs.
English for Specific Purposes (ESP) encompasses various types, typically categorized into two primary groups: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) According to Robinson (1991), these categories can be visually represented in a tree diagram, highlighting the distinct functions and contexts in which ESP is utilized.
Figure 1: ESP Classification by experience
(Robinson, 1991, cited in Dudley-Evans and St John, 1998:6)
Pre-experience Simultaneous/ in- service Post-experience
As a school subject For study in a specific discipline
Kennedy and Bolitho define the two types of ESP:
English for Occupational Purposes (EOP) focuses on teaching English to learners who require the language for their professional roles, while English for Academic Purposes (EAP) is designed for students in educational settings who need English for their academic studies.
The classification of English for Specific Purposes (ESP) into English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) is crucial, as it influences the level of specificity required for the course (Dudley-Evans and St John, 1998) However, Hutchinson and Waters (1987) caution that this distinction is not always clear, as individuals often balance work and study Consequently, the language acquired for academic settings may also be applicable in professional contexts later on.
In "The Tree of ELT" by Hutchinson and Waters (1987), English for Specific Purposes (ESP) is categorized into three main branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each branch is further divided into two sub-branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) For instance, within the EBE branch, "English for Secretaries" exemplifies EOP, while "English for Economics" serves as an example of EAP.
Figure 2: Types of ESP (Hutchinson and Waters, 1987: 16)
Another division of ESP divides EAP and EOP according to “discipline or professional area” in the following way:
Figure 3: ESP Classification by professional area (Dudley-Evans and St John, 1998:6)
The English for Specific Purposes (ESP) curriculum at Hanoi College of Economics and Technology is tailored for Accounting students, focusing on English for Management, Finance, and Economics, and is categorized as English for Academic Purposes.
Different types of English for Specific Purposes (ESP) provide a comprehensive framework that assists ESP teachers in selecting suitable teaching materials and classroom activities, as well as in designing or adapting an effective ESP course tailored to their target students' needs.
Strevens (1988) makes a distinction between four “absolute characteristics” and two “variable characteristics” of ESP He distinguishes two kinds of characteristics
English for Occupational Purposes English for Academic Purposes
English For (Academic) Legal Purposes
English For Management Finance and Economics
- ESP is designed to meet specified needs of the learners;
- ESP is related in content (that is in its themes and topics) to particular disciplines, semantics, occupations and activities;
- ESP is centred on the language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;
- ESP is in contrast with “General English”
- ESP may be restricted as to the learning skills to be learned (for example reading only);
- ESP may not be taught according to any pre-ordained methodology
(cited in Dudley-Evans and St John, 1998: 3)
Then, ten years later, Dudley-Evans and St John (1998: 4-5) identified ESP with three absolute characteristics and four variable characteristics
- ESP is designed to meet specific needs of learners;
- ESP makes use of the underlying methodology and activities of the disciplines it serves;
- ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities
- 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 primarily tailored for adult learners in tertiary education or professional environments, though it can also be adapted for secondary school students.
- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners
The defining characteristics of English for Specific Purposes (ESP) clarify its essence as an educational approach centered on understanding learners' needs and their practical application of English for effective communication.
Vocabulary encompasses the words taught in a foreign language, which can extend beyond single words to include compounds of two or three words, as well as multi-word idioms.
Vocabulary encompasses the entire collection of words in a language, including both individual words and multi-word expressions whose meanings can be interpreted within a sentence or context.
METHODOLOGY
This chapter provides a comprehensive overview of the study's context and methodology, detailing the course book, student backgrounds, and teaching methods employed by the instructors It outlines the research questions, participant demographics, data collection tools, procedures for gathering data, and the analysis techniques utilized in the study.
At HCET, English is a mandatory subject for all students, structured into two main components: General English (GE) and English for Specific Purposes (ESP) The GE course, utilizing the "New Headway" textbook by Liz and John Soars, focuses on enhancing essential communicative skills—speaking, listening, reading, and writing—during the first two terms This foundational course prepares students for the subsequent ESP curriculum.
The ESP course, introduced in the third term, aims to equip students with essential technical vocabulary and enhance their reading comprehension and translation skills for academic and professional use Specifically designed for second-year non-English major students at the Accounting Faculty of HCET, the course utilizes the textbook “English for Finance,” authored by English Faculty instructors from the Academy of Finance (AOF) and published by the Finance Publishing House This comprehensive resource includes 42 units and is integrated into the English curriculum at AOF.
This course book covers a variety of essential topics, including economics, money and banking, finance, accounting and auditing, financial analysis, marketing, and international business Each unit is structured into five parts, featuring a reading text and comprehension exercises to enhance understanding.
This article presents a series of 20 questions focused on language, word study, and vocabulary related to financial topics In Part I, the reading texts, ranging from 300 to 500 words, explore various concepts within economics, including its definition and the different fields and subfields that comprise the discipline.
The article outlines a structured approach to enhance students' comprehension and language skills Part II includes 5 to 10 questions that aid in understanding the reading text Part III focuses on grammar, presenting both theoretical and practical aspects Parts IV and V concentrate on vocabulary, with Part IV offering a variety of exercises such as fill-in-the-blanks, matching, and word formation to reinforce vocabulary retention Lastly, Part V provides a comprehensive list of vocabulary items along with their English explanations and Vietnamese translations, ensuring a thorough understanding of the terms.
The syllabus spans 60 periods of 45 minutes each over 10 weeks in the third term, focusing on 20 units Teachers and students convene twice a week for three 45-minute sessions While the course book presents engaging and practical topics, it lacks sufficient exercises and does not address essential language skills such as listening, speaking, and writing Consequently, it primarily aids in reading comprehension without supporting overall language development.
The second-year Accounting program at HCET consists of five classes, with students aged between 19 and 23 Prior to their enrollment, most of these students have completed either a three-year or seven-year English curriculum in secondary and high schools.
In terms of English proficiency, students across different classes at HCET exhibit similar levels, predominantly at the elementary stage Additionally, the learning styles of these students are heavily influenced by their teachers.
Many learners exhibit a passive approach to language acquisition, having been exposed primarily to traditional English teaching methods, such as the Grammar-Translation Method This approach focuses on grammar rules rather than practical language skills Consequently, vocabulary acquisition often relies on outdated techniques, including memorizing word lists or repetitive writing exercises.
The English Faculty at HCET employs teachers aged between 28 and 55, all of whom are graduates from prestigious universities specializing in foreign languages, including the University of Languages and International Studies and Hanoi University While most hold Master's degrees, two are currently pursuing their MA at the same institution These educators teach General English (GE) and English for Specific Purposes (ESP), yet none have received formal training in ESP instruction Consequently, they encounter significant challenges, particularly in acquiring specialized knowledge and selecting suitable teaching materials and methodologies.
The traditional teacher-centered approach dominates ESP teaching, where teachers primarily lead the class by explaining vocabulary, structures, and translating texts Typically, teachers write new words on the board, provide Vietnamese meanings, and engage students in repetitive exercises, while students tend to listen passively and take notes Questions from students usually arise only when they encounter unfamiliar vocabulary or structures Consequently, the student-centered approach has not been widely adopted in English teaching at HCET.
As a result, the vocabulary activities are not interesting and motivating enough and students’ vocabulary competence is not improved We should apply more
22 appropriate teaching techniques to improve the situation of teaching ESP vocabulary at HCET
This study involves 6 out of 7 English teachers, including 3 who specialize in Accounting English, and 50 second-year students from the Faculty of Accounting at HCET The selected teachers, comprising 5 females and 1 male, all possess a minimum of 3 years of experience in teaching English for Specific Purposes (ESP) The chosen students, aged 19 to 23 and predominantly female, were randomly selected from five accounting classes, as only second-year students are eligible to learn ESP after completing their General English course in the first year.
While the number of participants is limited, it is significant compared to the total of seven English teachers at HCET Additionally, 50 students serve as representatives for their peers, as the skill levels across the five classes are quite similar.
In order to collect information for the study, the researcher uses survey questionnaires for both teachers and students and informal interviews for the teachers
Questionnaires are effective tools for gathering information by directly asking individuals questions, as noted by Wisker (2001: 147) They are particularly useful for collecting data on attitudes, behaviors, and responses to events This method is favored for its ease of construction, versatility, and ability to collect large amounts of information quickly (Dornyei, 2003: 9) In this research, two distinct questionnaires were administered: one for teachers and another for students, incorporating both close-ended and open-ended questions to ensure comprehensive data collection.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTED
This section presents the findings from questionnaires administered to both teachers and students, as well as insights gained from informal interviews with educators The results will inform proposed solutions aimed at enhancing the teaching and learning of English for Specific Purposes (ESP) vocabulary.
The analysis of questionnaire data utilized both quantitative and qualitative statistics, with the raw data being transformed into tables and charts to enhance clarity and facilitate comparison.
Question 1: What are your purposes of teaching ESP vocabulary?
To help students read specialized materials 2 33.3
To help students enrich their vocabulary with technical terms
To help students communicate with foreigners about specialized matters
To help students pass the exam 5 83.3
Table 1: The purposes of teaching ESP vocabulary
A significant majority of teachers, 83.3%, prioritize teaching ESP vocabulary to aid their students in passing exams, while 60% recognize the critical role of vocabulary in language acquisition However, only a small fraction of teachers focus on vocabulary to enhance students' communication skills with foreigners on specialized subjects This emphasis on exam preparation may lead to students quickly forgetting many of the vocabulary items they have learned.
Question 2: What do you think about teaching ESP vocabulary in the course book “English for Finance”?
Chart 1: Teachers’ attitudes towards teaching ESP
From the findings in chart
Teaching English for Specific Purposes (ESP) vocabulary is often perceived as challenging by educators However, evidence suggests that it is not as difficult as it seems While some may argue against the simplicity of teaching ESP vocabulary, a consensus on its ease of instruction remains unconfirmed.
26 topics and read specialized materials (16.6% and 33.3%
Teachers often focus solely on helping students pass exams, which can lead to a rapid loss of vocabulary knowledge shortly after the test.
What do you think about teaching ESP vocabulary in the course for Finance”?
Teachers generally perceive teaching English for Specific Purposes (ESP) vocabulary as a challenging task, with 66.6% rating it as difficult and 16.7% considering it very difficult Notably, no teachers believe that teaching ESP vocabulary is easy, indicating a consensus on the complexity of this aspect of language instruction.
The difficulty level of exam preparation varies, with 16.6% of students finding it very difficult and 33.3% reporting it as difficult Conversely, some students perceive the material as not very difficult or not difficult at all However, despite their efforts, many students may forget the specialized materials in the short term, impacting their exam performance.
Teaching English for Specific Purposes (ESP) vocabulary is an essential component of language courses Evaluating the effectiveness of ESP vocabulary instruction reveals that 16.7% of educators find it manageable to teach Despite this, there remains uncertainty among instructors regarding the best approaches to effectively impart ESP vocabulary to learners.
Not very difficultNot difficult at all
Question 3: What do you think of students’ learning ESP vocabulary?
Students often struggle to retain vocabulary during lessons, leading teachers to perceive this as a lack of effort Additionally, a significant majority of teachers (83.3%) express concerns about students' insufficient background knowledge Interviews with students reveal a tendency to neglect reviewing material covered in class.
At the start of my lessons, I frequently encourage my students to articulate their understanding of the upcoming topic However, I've noticed that many struggle to provide clear definitions, despite being engaged in their fields of study without specialized knowledge.
Question 4: What are your difficulties in teaching ESP vocabulary?
27 do you think of students’ learning ESP vocabulary?
2: Teachers’ evaluation about students’ learning ESP vocabulary
A survey revealed that only 33.3% of teachers believe students need to memorize a significant amount of vocabulary in one class In contrast, 66.6% of educators noted that students struggle to retain vocabulary due to various factors.
A significant 83.3% of teachers express concerns that their students lack sufficient background knowledge to grasp essential terminology During interviews, three educators shared a common perspective, emphasizing the importance of reviewing vocabulary at home and collaborating with classmates Teacher 2 (T2) further reinforced this notion, highlighting the need for students to enhance their understanding through peer support.
At the start of my lessons, I frequently request my students to define the upcoming topics in Vietnamese to assess their comprehension However, I have noticed that many struggle to provide answers despite having studied their majors in Vietnamese, indicating a lack of specialized knowledge needed to grasp the terminology.
Question 4: What are your difficulties in teaching ESP vocabulary?
A They are too lazy to learn vocabulary
B They do not have enough knowledge to understand terminologies
C They must remember too much vocabulary in one class do you think of students’ learning ESP vocabulary? n about students’ learning ESP vocabulary only 33.3% of the teachers answer that their
Besides, 66.6% of the vocabulary because of their Meanwhile, most of the teachers (83.3%) complain that their students do
Regarding to this three teachers have the same idea that most of their their vocabulary at home and copy their classmates’
At the beginning of my lesson, I often ask my students to explain or give the with the aim of checking answer my questions clearly It is apparent that they
Question 4: What are your difficulties in teaching ESP vocabulary?
A They are too lazy to learn vocabulary
B They do not have enough background knowledge to understand terminologies
C They must remember too much vocabulary
Chart 3: Teachers’ difficulties in teaching ESP vocabulary
As we can see from the figure been officially trained knowledge of the subject they are responsible for teaching
I myself have to improve information on the Internet or discuss with the subject my deeply understanding
Accordingly, there exists a gap of content knowledge or in other words, it is a major concern of ESP teachers (83.3%).
A significant 66.6% of teachers reported challenges in finding Vietnamese equivalents for English for Specific Purposes (ESP) vocabulary, as many terms lack direct translations Additionally, overcrowded classrooms pose another obstacle, making it difficult for teachers to effectively engage students in vocabulary activities Teacher 1 (T1) highlighted the struggle of managing large class sizes while ensuring that all students receive adequate attention and practice with new words.
There are so many students in one class Noise and competence make me confused to choose an appropriate method to teach
Teachers at HCET face challenges in teaching English for Specific Purposes (ESP) vocabulary due to a lack of training and specialized knowledge Many ESP instructors are not adequately prepared for their roles, prompting them to seek improvement through online research and discussions with subject matter experts during breaks to enhance their understanding of the subject.
Accordingly, there exists a gap of content knowledge or in other words, it is a major of ESP teachers (83.3%)