Rationale
English is increasingly recognized as a global language, playing a crucial role in Vietnam's international relations Its significance is further highlighted by its incorporation as a mandatory subject in the country's education curriculum.
English for Specific Purposes (ESP) has emerged as a distinct discipline separate from general English, gaining traction globally, particularly in higher education across various majors Recognizing the significance of English language teaching, BUAF has integrated ESP courses into four undergraduate programs: Accounting, Animal Science and Veterinary Medicine, Crop Science, and Land Management and Use Students in these programs complete a compulsory General English course worth 7 credits before progressing to a 2-credit ESP course in their fourth semester Currently, students majoring in Land Management and Use are nearing the end of their second semester, and ESP instructors are encountering challenges due to the absence of a suitable teaching syllabus Unlike other institutions, where ESP materials are curated from various sources by English teachers, BUAF lacks a dedicated ESP syllabus for this major As an English teacher tasked with developing a syllabus and teaching materials for Land Management and Use students, I recognize that a well-structured syllabus is essential for the success of the ESP course Thus, creating an effective ESP syllabus for these students at BUAF is an urgent priority.
The ability to read and comprehend written documents is crucial for success in tertiary education Recognizing the significance of reading skills, ESP teachers are increasingly focusing on enhancing these skills, as they are essential for the academic careers of ESP students.
Seeing the point, the author is encouraged to undertake this study entitled
“Designing an ESP Reading Syllabus for the students of Land Management and
Use at Bac Giang University of Agriculture and Forestry”.
Aims and objectives
This study focuses on developing a tailored English for Specific Purposes (ESP) reading syllabus for second-year students specializing in Land Management and Use at the Land Resources and Environment Department of BUAF To accomplish this goal, three key objectives have been established.
- To get an overview of the theories related to ESP reading and syllabus design;
A comprehensive needs analysis is essential to assess the learning context of second-year Land Management and Use students This analysis focuses on identifying the perceived learning needs of both the teachers responsible for the English for Specific Purposes (ESP) course and the subject teachers.
- To propose an appropriate ESP syllabus for the target students based on the relevant theories and the needs analysis
This study aims to provide valuable insights for teaching English for Specific Purposes (ESP) to second-year students in Land Management and Use at BUAF.
Scope of the study
This study focuses on developing an English for Specific Purposes (ESP) reading syllabus tailored for second-year Land Management and Use students at BUAF It involves collaboration with both subject and English teachers within the BUAF context As part of a minor thesis, the research presents fundamental theories related to ESP reading and syllabus design, while acknowledging that other syllabus design approaches for different subjects or levels of English proficiency fall outside its scope.
Methods of the study
This study employed a multi-faceted approach, beginning with a thorough review of relevant literature and existing studies to gather comprehensive insights Subsequently, data was collected through surveys utilizing questionnaires Finally, the survey results were meticulously analyzed and cross-referenced with information sourced from literature and other reputable resources.
Design of the study
The thesis is organized into:
Part A, introduction, presents the rationale, aims and objectives, scope, methods and the design of the study
Part B, development, includes three chapters:
Chapter 1 reviews theoretical backgrounds relevant to the research topic including the overview of ESP, syllabus design, needs analysis and reading theories;
Chapter 2 deals with the methodology describing situational analysis, subject of the study and instruments for collecting data;
In chapter 3 the findings and analysis of the results collected from the survey are presented;
Chapter 4 proposes a reading syllabus for the second-year students of Land Management and Use basing on the findings of the study
Part C, conclusion, presents conclusion of the study, points out some limitations and proposes some further suggestions for research on the topic.
LITERATURE REVIEW
An overview of ESP
1.1.1 Definitions and characteristics of ESP
English for Specific Purposes (ESP) has become a well-known concept in English Language Teaching, yet it lacks a universally accepted definition Various researchers and scholars have defined ESP from diverse perspectives, highlighting its multifaceted nature.
Hutchinson and Walter argue that ESP should be seen as an approach to language learning, which is based on learner need, not as a product They mean
English for Specific Purposes (ESP) is not defined by a specific language, teaching material, or methodology, but rather by the learners, their language needs, and the learning context, emphasizing the importance of understanding learners' needs Hutchinson and Walter (1987) assert that the core of ESP lies in the question, "Why does this learner need to learn a foreign language?" This inquiry leads to further essential questions regarding the learners, the language they require, and the context in which they will use it Ultimately, they define ESP as an approach to language teaching where all decisions regarding content and methods are guided by the learner's motivations for learning.
Needs analysis is a crucial component in defining English for Specific Purposes (ESP), as highlighted by various authors Robinson (1991) emphasizes that ESP courses should be tailored to meet students' specific needs, stating that effective needs analysis aims to clearly identify what students must accomplish using English This approach is essential for developing relevant and targeted ESP curricula, ensuring that learners are equipped to meet their specific language requirements in professional or academic contexts.
Richards et al (1992:125) emphasize that the foundation of English for Specific Purposes (ESP) lies in its focus on the unique needs of a specific group of learners, shaping the course content and objectives accordingly.
Dudley-Evans agrees with the above authors and scholars when he theorizes
“English for specific purposes (ESP) has tended to be a practical affair, most interested in investigating needs, preparing teaching materials, and devising appropriate teaching methodologies ” (2001:ix)
Various authors have proposed numerous definitions of English for Specific Purposes (ESP), but Strevens' definition stands out for its comprehensive coverage of the essential characteristics of an ESP course He effectively distinguishes between the absolute and variable characteristics that define ESP, providing a clearer understanding of its unique features.
1- designed to meet specified needs of the learner;
2- related in content (that is in its themes and topics) to particular disciplines, occupations and activities;
3- centered on language appropriate to those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;
4- in contrast with „General English‟
1- may be restricted as to the learning skills to be learned (for example reading only);
2- may not be taught according to any pre-ordained methodology
(Strevens: 1988:1-2 cited in Dudley-Evans and St John, 1998:3)
Dudley-Evans and St John (1998) define English for Specific Purposes (ESP) as a teaching approach primarily aimed at adult learners in tertiary education or professional environments, although it can also be applied to young adults in secondary schools They emphasize that ESP is typically tailored for intermediate or advanced students, presuming a foundational understanding of the language, yet it remains accessible to beginners as well.
In summary, English for Specific Purposes (ESP) is a learner-centered approach that focuses on the unique needs of students Successful ESP courses depend on teachers tailoring the curriculum to meet these specific demands Therefore, ESP educators must prioritize understanding and addressing learners' needs when designing their syllabi.
Traditionally; ESP is usually divided into two main areas according to when they take place: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)
Pre-experience EOP Simultaneous/ In-service
Post-experience Pre-study ESP For study in a specific discipline In-study
Figure 1 ESP Classification by experience (Robinson, 1991:3-4, taken from Dudley-Evans and St John, 1998: 6)
Hutchinson (1987:16) emphasizes that the distinction between working and studying is not always clear, as individuals often learn language for immediate use in academic settings that later applies to their professional roles He categorizes English for Specific Purposes (ESP) into three main areas: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS) Each category is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
Altogether, it is generally accepted that ESP can be divided into EAP and EOP
On the divisions mentioned above, English for Land Management and Use belongs to EOP
In summary, exploring various types of English for Specific Purposes (ESP) is crucial for educators, as it equips them with a comprehensive understanding of their students' needs This knowledge enables teachers to perform effective needs analyses, ultimately leading to the development of a well-structured ESP syllabus tailored to their target audience.
An overview of syllabus design
The notion of “syllabus” has been defined by different writers In the existing literature on language education, the terms “curriculum” and “syllabus” and
“methodology” are still causing confusion among both researchers and practitioners Krahnke (1987:2) says that there is “a confusing discussion of „method‟ versus
„approach‟ versus „syllabus‟, and so on” In order to define “syllabus” and avoid chaotic use of these terms, many writers have provided attempts to clarify them
Some writers advocate for a narrow perspective that clearly differentiates between "syllabus design" and "methodology," while others embrace a broader viewpoint, suggesting that "syllabus" and "method" can be used interchangeably.
Yalden (1984, cited in Nunan, 1988) argues that the syllabus has evolved beyond merely being a method; it is now viewed as a crucial tool that enables teachers and syllabus designers to align the educational activities with the diverse needs and goals of learners, both as individuals and as members of society.
Breen (1984), as cited in Nunan (1988), aligns with Yalden's perspective by asserting that any syllabus inherently reflects assumptions about language, learning psychology, and classroom dynamics Proponents of a more integrated approach contend that syllabi and teaching methods should not be viewed in isolation, especially in the context of communicative language teaching, where the line between content and tasks becomes increasingly blurred.
Allen (1984) distinguishes between "syllabus" and "methodology," stating that a syllabus specifies the units to be taught, while methodology focuses on the teaching methods employed This distinction highlights the importance of understanding both the content and the approach in educational settings.
Nunan (1988:5) emphasizes that syllabus design focuses on selecting and organizing content, whereas methodology is centered on choosing appropriate learning tasks and activities.
Secondly, many authors give a distinction between “syllabus” and
According to Krahnke (1987), a syllabus is more specific and concrete than a curriculum, which can encompass multiple syllabuses While a curriculum outlines the overarching goals, a syllabus details the lesson content aimed at achieving those goals Similarly, Nunan (1988) reinforces this distinction, emphasizing the different roles of syllabuses and curricula in the educational framework.
“„Curriculum‟ is concerned with the planning, implementation, evaluation management, and administration of education programmes „Syllabus‟, on the other hand, focuses more narrowly on the selection and grading of content”
Dubin and Olshtain (1986) share the same view with Krahnke and Nunan in stating that “A curriculum provides a statement of policy, while a syllabus specifies details of course content” (Dubin and Olshtain, 1986:40)
In summary, a syllabus can be defined in both narrow and broad terms, serving as a foundational statement of content for course planning (Nunan, 1988) When designing a reading syllabus for Land Management and Use students at BUAF, the author aligns with the perspective that syllabuses are structured specifications of language teaching content, aimed at enhancing the effectiveness of teaching and learning (Wilkins, 1981, cited in Read, 1984) The proposed syllabus includes course aims, expected outcomes, major topics, activities, time allocation, and suggested teaching and learning methods and materials.
According to Munby (1984), syllabus design involves defining the necessary content for instruction and systematically arranging it into a coherent teaching syllabus composed of suitable learning units.
Nunan (1988:5) defines that “Syllabus design is seen as being concern with the selection and grading of the content”
Syllabus design, as defined by Brown (1995), involves the selection and organization of instructional content, along with recommended strategies for content presentation and evaluation (Kaur, 1990).
Syllabus design involves the careful selection, sequencing, and justification of curriculum content, determining what is taught and in what order.
1.2.3 Approaches to ESP syllabus design
According to Hutchinson and Waters (1987:65), there are three main types of approaches to ESP syllabus design: language-centred approach, skill-centred approach and learning-centred approach
According to Hutchinson and Waters (1987), the language-centered approach is the most straightforward and familiar method for English teachers, aiming to create a direct link between target situation analysis and the content of English for Specific Purposes (ESP) courses This logical procedure begins with the learner, progresses through several analysis stages to develop a syllabus, incorporates classroom materials, and culminates in the evaluation of mastery of the syllabus items.
Despite its advantages, the language-centered approach has several notable weaknesses Firstly, while it is considered learner-centered, learners are primarily viewed as tools for identifying the target situation, resulting in a limited exposure to the language without further engagement in the learning process Secondly, this approach tends to be static and inflexible, failing to adapt to the dynamic nature of language learning Additionally, it overlooks other crucial factors that contribute to effective course development Lastly, the analysis of target situation data remains superficial, offering minimal insight into the underlying competencies that drive language performance.
The skill-centered approach shifts focus from surface performance data to the underlying competencies that drive performance, emphasizing the development of learners' skills and strategies (Hutchinson & Waters, 1987:69) While it prioritizes learners over a language-centered approach, it still perceives them as users of language rather than learners of language This approach is primarily concerned with the processes of language use rather than the processes involved in language learning (Hutchinson & Waters, 1987:70).
The learning-centered approach recognizes the complexity of the learning process and aims to "maximize learning" (Hutchinson and Water, 1987:72) Unlike other approaches, it prioritizes the learner by considering their needs throughout the entire design process This method not only focuses on identifying the target situation and analyzing the learning context but also ensures that the learner's perspective is integrated at every stage, making it a more advantageous approach to education.
To create an effective English for Specific Purposes (ESP) syllabus, it's essential to consider various approaches to syllabus design This article emphasizes the application of a learner-centered approach in developing the ESP reading syllabus tailored for students studying Land Management and Use at BUAF.
Some different ways of classifying syllabuses are employed by different researchers In this study the author would like to discuss some main types of syllabus
Reading in ESP
Reading can be defined in various ways, but Williams (1984) offers a straightforward definition, describing it as a process where one examines and comprehends written material He emphasizes that reading is an active engagement with the text, allowing the reader to achieve understanding without the need to focus on every single letter and word.
According to Nuttall (1982:3), reading is “concerned with meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader”
According to Aebersold and Field (1997), reading is defined as the process in which individuals engage with a text, interpreting the meaning of the written symbols it contains Essential to this process are two key components: the text itself and the reader Ultimately, it is the dynamic interaction between these two elements that defines the true act of reading.
Reading is an active process of understanding text, where readers draw on their background knowledge and employ effective strategies to interpret messages from authors This process involves three key elements: the text itself, the readers' prior knowledge, and the contextual factors that influence text interpretation.
According to Johns and Davies (1983), for learners of English for Specific Purposes (ESP), the ability to extract information quickly and accurately is more crucial than focusing on language intricacies They emphasize that grasping the overall structure of the content should take precedence over language study, and they highlight that the practical application of the information found in texts is of utmost importance.
Jo St John,1998:96) The authors also emphasized that ESP learners process the language before linking the ideas to what is already known
Dudley Evans and Jo St John (1998:96) emphasize that inadequate reading skills in a learner's first language (L1) and limited knowledge of a foreign language contribute to difficulties in reading in that foreign language Therefore, they advocate that English for Specific Purposes (ESP) learners must develop and utilize specific reading skills to enhance their comprehension and performance in a foreign language context.
- Selecting what is relevant for the current purpose;
- Using all the features of the text such as heading, layout, typeface;
- Skimming for content and meaning;
- Understanding relations within a sentence and between sentences;
- Using cohesive and discourse makers;
- Identifying main ideas, supporting ideas and examples;
- Processing and evaluating the information during reading;
- Transferring or using the information while or after reading
(Dudley Evans & Jo St John, 1998:96-98)
An effective English for Specific Purposes (ESP) course should strike a balance between skill enhancement and language development ESP instructors must equip students with essential reading skills tailored to their specific academic needs, enabling them to effectively engage with texts relevant to their field of study This study will focus on identifying key reading skills necessary for the ESP reading course aimed at students in Land Management and Use at BUAF, conducting a thorough needs analysis.
Summary
This chapter provides a comprehensive literature review on English for Specific Purposes (ESP), focusing on syllabus design and reading skills, which serve as the theoretical foundation for the study Key definitions of ESP by Hutchinson and Waters (1987), Streven (1988), and Dudley-Evans and St John (1998) are examined Additionally, diverse perspectives on syllabus design from linguists such as Yalden (1987), Breen (1984), and Hutchinson and Waters are discussed, highlighting the evolution and significance of ESP in language education.
The article discusses the contributions of various scholars, including Nunan (1988), Richards (2001), and Krahnke (1987), as well as the Dudley-Evans and St John perspectives on reading skills in English for Specific Purposes (ESP) It outlines a learning-centered approach to syllabus design, highlighting four key steps: needs analysis, setting goals and objectives, content specification, and syllabus organization Ultimately, the intended syllabus will be developed using an integrated approach, with a topic-based syllabus serving as the primary organizing principle.
NEEDS ANALYSIS AT BUAF AND THE RESEARCH
The target students
This study focuses on second-year students enrolled in the Land Management and Use program at BUAF, aged between 18 and 22 These students possess varying levels of English proficiency due to their diverse backgrounds, having completed at least three years of English education prior to university Many hail from rural or remote areas, and a significant number exhibit low English proficiency levels, coupled with a lack of appreciation for learning the language.
At BUAF, students study General English (GE) for the first three semesters using the New Headway series by John and Liz Soars, aiming to achieve an intermediate level of proficiency However, despite not completing their GE, students from different faculties exhibit varying levels of language competence In their second academic year, all students are required to take English for Specific Purposes (ESP) as a compulsory subject, which poses a challenge for teachers due to the mixed-level nature of the classes Additionally, students often enter the ESP classroom without having completed their major subjects, leading to difficulties stemming from a lack of foundational knowledge in Land Management and Use.
The English staff at BUAF
The English section at BUAF consists of five well-trained teachers, all of whom have received their education in Vietnam and none have studied abroad Among them, two hold Master's degrees in TESOL, two are currently pursuing an MA in English, and one has a Bachelor's degree in English Each teacher is responsible for both General English (GE) and English for Specific Purposes (ESP), with two specifically tasked with ESP for Land Management and Use, despite lacking specialized training in this area, which presents significant challenges.
The materials
Currently, there is no official course book for teaching English for Specific Purposes (ESP) to students majoring in Land Management and Use at BUAF While neighboring institutions like Ho Chi Minh University of Agriculture and Forestry, Hue University of Agriculture and Forestry, and Thai Nguyen University of Agriculture and Forestry have developed their own materials, these resources do not fully address the specific needs of BUAF's teachers and learners.
Ho Chi Minh University of Agriculture and Forestry provides reading materials that focus exclusively on specialized topics, yet lacks comprehension questions or exercises to enhance understanding Additionally, many of these texts are lengthy and contain numerous unfamiliar words Similarly, the reading materials in the course book from Thai Nguyen University of Agriculture and Forestry are also quite long and offer limited tasks for students, reducing opportunities for engagement and practice.
To address the limitations of existing course materials, we will customize the content to better align with the proficiency and requirements of students at BUAF The primary course book will consist of a curated selection of reading texts sourced from the aforementioned course books and additional resources.
The study
A total of 80 out of 150 second-year students majoring in Land Management and Use participated in a study conducted at the beginning of their second academic year's first semester, shortly after completing stage 2 of General Education The research was supported by five English Department teachers and eight subject teachers from the Land Resources and Environment Department at BUAF.
The research method utilized in this study is the survey, employing questionnaires as the primary data collection instrument Questionnaires are favored for their effectiveness in gathering data on less observable phenomena, including attitudes, motivation, and self-concept.
The study utilized three questionnaires aimed at gathering insights from English teachers, target students, and subject teachers Questionnaire 1 and Questionnaire 2 focused on understanding the importance and objectives of the English for Specific Purposes (ESP) course, exploring topics of interest, essential grammatical items, necessary activities for the syllabus, and appropriate time allocation for the course Questionnaire 3 was designed to gather additional relevant data (see Appendices 1 and 2 for details).
3) was given to all of the subject teachers of the Land Resources and Environment Department to ask for their ranking in order the importance of the ESP reading syllabus and to search their suggestions of the appropriate topics for the proposed syllabus
Prior to administering the questionnaire, English teachers, target students, and subject teachers were thoroughly briefed on its pedagogical objectives The researcher emphasized that the study aimed to develop an effective English for Specific Purposes (ESP) course and assured participants that their responses would be used solely for research purposes Most participants expressed their interest in the study and were eager to provide valuable insights The questionnaire was distributed and collected after a few days, allowing ample time for thoughtful responses The gathered data was then analyzed to inform the creation of a suitable ESP syllabus for Land Management and Use students at BUAF.
Summary
After analyzing the present situation of the ESP teaching and learning at BUAF,
Creating a syllabus tailored to the specific needs of learners is an urgent priority This reinforces my motivation to develop an English for Specific Purposes (ESP) syllabus for the second-year Land Management and Use program at BUAF.
DATA ANALYSIS AND DISCUSSION
Opinions on the objectives of the ESP reading course
Question 2 (in appendix 1) and question 4 (in appendix 2) asked the participants to rank the objectives in order of importance from the most important to the least importance The results are detailed in table 1 (see table 1- appendix 4)
The results indicate that the ability to read and comprehend written materials related to Land Management and Use is the top priority for English teachers, receiving 80%, and holds the second priority for students at 52.5% Consequently, this skill is deemed the most crucial objective in the ESP reading course.
Achieving a perfect score of 100% from English teachers and 88.7% from students highlights the critical importance of incorporating basic vocabulary related to Land Management and Use into the ESP reading syllabus This focus is essential for enhancing students' understanding and proficiency in the subject.
When designing the reading ESP syllabus for the target students, it is crucial to incorporate a focus on reviewing and consolidating basic grammatical structures found in specialized texts related to Land Management and Use This aspect received a significant endorsement, with 80% of English teachers and 71.2% of students highlighting its importance as a third priority.
The findings suggest that items 1, 2, and 4 are crucial for inclusion in the ESP reading syllabus tailored for the target students Conversely, items 2, 5, and 6, which received low priority percentages, should not be emphasized in the syllabus design.
Opinions on needed topics in the ESP reading syllabus
Question 3 (in appendix 1), question 5 (in appendix 2) and question 2 (in appendix 3) are designed to find out the most relevant topics to be included in the ESP reading syllabus of the target students Seventeen topics relating to Land Management and Use were listed for the participants to rate basing on their level of relevance to the ESP reading course The results are shown in Table 2 (see table 2 - appendix 4)
Table 2 highlights that participants identified items 1, 5, 7, 8, 9, and 14 as the most relevant, receiving the highest positive response rates Conversely, topics 10, 11, 13, 15, 16, and 17 garnered significant negative responses, indicating they are deemed not relevant These findings suggest that the topics with higher positive feedback should be incorporated into the syllabus.
Opinions on needed grammar items in the ESP reading syllabus
Question 4 (in appendix 1) aims to identify the important grammatical structures for the syllabus from the English teachers‟ perspective Table 3 (Appendix 4) presents the results of the questionnaire
The analysis of the table reveals that nearly all items received high selection percentages, with the exception of items 1, 2, 6, 9, 12, and 14, which garnered negative responses ranging from 60% to 100% Therefore, these items should be excluded from the syllabus design Conversely, the remaining items, which received a significant number of positive responses, should be prioritized for inclusion.
Opinions on needed reading skills and reading exercises in the ESP
Question 5 (in appendix 1) and question 6 (in appendix 2) asked the English teachers and the target students to get information concerning the reading skills and reading exercises needed to be in the syllabus The results are in table 4 (see table 4- appendix 4)
The data indicates that both English teachers and target students consider most syllabus items essential, with the exception of items 1e, 3b, 4a, 6c, 6d, 8d, and 8e, which received less than 35% positive feedback Notably, items such as 1b, 2a, 3c, 5a, 5b, 6b, 7b, 7c, 7d, 7e, and 8b garnered significant interest, being selected by over half of the target students This highlights the need for syllabus designers to focus more on these areas, as both ESP teachers and students express a strong desire to enhance their reading comprehension through diverse reading skills and exercises.
3.1.6 Opinions on types of reading skills and reading exercises in each unit
Questions 6 (in appendix 1) and question 7 (in appendix 2) are intended to find out the English teachers and the target students‟ opinions on the types of reading skills and reading exercises in each unit Their responses are presented in chart 2 as follow:
Chart 2: The English teachers‟ and the target students‟ opinions on types of reading skills and reading exercises in each unit
The chart clearly indicates that a significant majority of English teachers (80%) and over half of the students (53.8%) recognize the necessity of incorporating various reading skills and exercises for each reading unit Notably, no English teachers or students preferred a single type of reading skill or exercise Additionally, 20% of teachers and 46.2% of students provided alternative suggestions, reinforcing the shared belief in the effectiveness of diverse reading strategies in English for Specific Purposes (ESP).
3.1.7 Opinions on the number of units in the ESP reading syllabus
The English for Specific Purposes (ESP) course at BUAF is constrained to just 2 credits, which necessitates that English teachers carefully select a suitable number of units from the ESP reading syllabus Chart 3 illustrates the opinions of teachers regarding this challenge.
Chart 3: The English teachers‟ opinions about the appropriate number of lessons for the syllabus
Based on the collected data, most teachers agreed that six units are ideal for a two-credit course, while only one teacher proposed five units Given the range of topics, reading skills, and exercises selected by English teachers for the target students, five lessons are insufficient for an ESP reading course However, covering seven units in a limited timeframe poses challenges Therefore, incorporating six lessons is recommended for effective syllabus design.
Summary
This chapter presents the findings of a needs analysis conducted among ESP teachers, target students, and subject teachers, revealing a consensus on the key components of the ESP reading syllabus The survey data will serve as a foundational basis for developing a tailored ESP reading syllabus for second-year students specializing in Land Management and Use, which will be detailed in the following chapter.
THE PROPOSED SYLLABUS FOR THE STUDENTS OF
Aims and objectives of the ESP reading syllabus
Based on students' backgrounds, the current state of English for Specific Purposes (ESP) learning and teaching at BUAF, and the findings from the needs analysis, the aims and objectives of the ESP reading course have been clearly defined.
The aims of the syllabus are:
- to provide the students with a basic knowledge of English for Land Management and Use;
- to broaden students‟ knowledge of vocabulary and terms in the field of Land Management and Use;
- to improve ESP reading skills for the students
The four main objectives of the ESP course, therefore, are:
By the end of the course, students will be able to:
- read and understand written materials related to Land Management and Use;
- accumulate basic vocabulary of Land Management and Use;
- review and consolidate basic grammatical structures used in specialized texts for Land Management and Use;
- translate materials relating to Land Management and Use into Vietnamese and vice versa.
Type of the ESP reading syllabus
The primary organizing syllabus will be a topic-based syllabus, as it aligns closely with the specialized subject areas of the students Additionally, a skills-based syllabus and a grammatical/structural syllabus will be incorporated to enhance the overall curriculum This approach is effective because it addresses the students' needs for proficiency in reading and grammar review, making the skills-based and grammatical syllabi valuable supplements to the main content.
Content in the ESP reading syllabus
Based on the questionnaire results gathered from English teachers, subject teachers, and target students, six main topics were identified as the most significant in the syllabus, as chosen by the majority of participants.
The texts relating to these topics are selected from different suggested sources below:
1 Nguyễn Thị Minh Nguyệt, Tiếng anh chuyên ngành Thổ nhưỡng và Môi trường đất, NXB Đại học Quốc gia Hà Nội, 2007
2 Võ Văn Việt, Anh văn chuyên ngành quản lý đất đai và bất động sản, 2008
3 Bài giảng Tiếng Anh chuyên ngành English for profession of natural resources and environment, Đại học Nông - Lâm Thái Nguyên, 2011
3 Võ Chí Mỹ, Tiếng Anh chuyên ngành trắc địa mỏ, NXB Xây Dựng, 2002
http://www.setupcompanyvietnam.com/setup-company/76/law-302009qh12- 17062009-.html
http://en.wikipedia.org/wiki/Geographic_information_system
http://www.gisdevelopment.net/application/lis/overview/lisrp0004.htm
http://www.dailytrust.com.ng/index.php/news/5832-relevance-of-gis-in-land- administration?device=xhtml
4.3.2 Reading skills and reading exercises in the syllabus
Basing on the results collected from the English teachers‟ and the students‟ questionnaires, the following reading skills and reading exercises should be included in the ESP syllabus:
1 Skimming a Choosing the main idea of the reading text b Choosing the most appropriate title for the reading text c Choosing the heading that best fits each paragraph d Choosing summarizing sentence or topic sentence that best fits each paragraph
2 Scanning a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
4 Interpreting discourse markers c Guessing the meaning of unknown words basing on logical connectives: Express relations between clauses/sentences (however, so, hence, therefore, ect.)
5 Types of questions a True/False questions b Open-ended questions c Multiple choice questions
6 Grammar exercises b Sentence building e Rewrite the sentences without changing the meaning
7 Vocabulary exercises a Word formation exercises b Gap-filling c Find synonyms and antonyms of words or phrases used in the reading text d Match the words or phrases with their definitions
8 Other exercises b Translation: English-Vietnamese c Translation: Vietnamese-English
4.3.3 Grammar and structures in the syllabus
The suggested grammar and structures gathered from the needs analysis in chapter 3 include:
- The infinitive and the “ing” form
Time allocation of the ESP reading syllabus
The course is tailored for second-year Land Management and Use students at BUAF, taking place in their fourth term after completing the GE course With a total duration of 2 credits, the syllabus is structured into 6 units, each designed to span approximately 4 fifty-minute periods It includes two stop-and-checks, two achievement tests, a mid-term test, and a final test, with the number of teaching periods per week determined by college administrators in the timetable.
Organization of the ESP reading syllabus
The ESP reading course syllabus is primarily topic-based and skill-based, incorporating essential elements such as topics, skills, grammar structures, language tasks, and specialized terminology It is organized around specialized subjects from the BUAF curriculum, ensuring that each unit aligns with relevant skills and grammatical structures Each unit begins with a reading passage, followed by key terms, specific grammatical structures, and practice activities The detailed proposed syllabus for second-year students in Land Management and Use will be outlined in the following section.
The proposed ESP reading syllabus for the second-year students of
Based on an analysis of survey results from English teachers and target students regarding their expectations for the ESP reading course, along with feedback from subject teachers, the researcher has developed a proposed ESP syllabus (refer to Table 5).
For the model procedure of teaching and the material used in the session, please see Appendix 5.
Summary
This chapter presents a syllabus developed based on the needs analysis from Chapter 2 and the specific learning context of second-year Land Management and Use students at BUAF The syllabus encompasses five key aspects: topics, language focus, vocabulary, skills, and tasks, with topics and tasks identified as the primary components Additionally, the chapter details the specification and organization of content within the teaching syllabus for relevant learning units, accompanied by a sample unit for illustration (see Appendix 5).
Conclusions
With this study, an attempt has been done to propose a suitable ESP reading syllabus that suits the second-year students of Land Management and Use at BUAF
To achieve the thesis objectives, the author conducted a comprehensive literature review on ESP reading syllabus design, establishing a solid theoretical foundation for the study From this review, a combination of topic-based and skill-based syllabi was identified as the most effective approach The author then implemented four key steps—Needs analysis, Goals and objectives setting, Content specification, and Syllabus organizing—to create a tailored syllabus.
To enhance the syllabus's practicality and relevance, a survey was conducted to assess the target needs and learning requirements of English teachers, target students, and subject teachers at BUAF.
The analysis of the collected information reveals that students anticipate the ESP course will equip them with essential English vocabulary related to Land Management and Use, as well as reading skills necessary for understanding relevant materials in their field Additionally, they seek to reinforce their grasp of grammatical structures commonly found in texts pertinent to their major.
The author has compiled reading texts from various sources focusing on specialized topics to analyze key language features of English for Specific Purposes (ESP) in the context of Land Management and Use A proposed ESP syllabus for second-year students at BUAF is outlined, detailing its aims, objectives, content specifications, time allocation, and overall organization To enhance practicality, a sample unit is included to illustrate the application of the syllabus.
Limitations
This study has several limitations that may impact its findings Due to time constraints, limited resources, and the researcher's capabilities, certain areas could not be explored The sample size was restricted to 80 out of 150 students in the Land Management and Use program at BUAF, which may limit the generalizability of the needs analysis results Additionally, the reliance on a survey questionnaire as the primary data collection tool may affect the accuracy and reliability of the perceptions gathered Furthermore, the researcher was unable to develop a comprehensive syllabus or implement it in a real teaching and learning context at BUAF, hindering the evaluation of its suitability and effectiveness These limitations highlight the need for further research in this area.
Suggestions for further study
Future research on syllabus design should explore additional aspects such as teaching methods and material development, focusing on the students of Land Management and Use at BUAF over an extended period To enhance the accuracy and reliability of results, diverse data collection instruments, including interviews with former students for needs analysis, should be utilized Furthermore, it is anticipated that more studies will be conducted to create a comprehensive ESP syllabus that encompasses essential skills like writing, listening, and speaking The author also hopes for the implementation of the proposed syllabus in the upcoming year for the ESP course, with plans for ongoing revision and evaluation to ensure its effectiveness for students in Land Management and Use and ESP teachers at BUAF and other higher education institutions.
1 Aebersold, J A & Field, L M (1997) From Reader To Reading Teacher
2 Allen, J P B (1984) General-purpose language teaching: a variable focus approach In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
3 Breen, M P (1984) Process Syllabuses for the Language Classroom In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
4 Brown, J D (1995) The Elements of Language Curriculum In Kaur, A
Considerations in Language Syllabus Design The English Teacher, XIX
Retrieved May, 2012, from http://www.melta.org.my/ET/1990/main1.html
5 Dubin, F & Olshtain, E (1986) Course design: Developing programs and materials for language learning Cambridge: Cambridge University Press
6 Dudley-Evans, T & St John, M (1998) Developments in ESP: A multi- disciplinary approach Cambridge: Cambridge University Press
7 Dudley-Evans, T (2001) Foreword In S Benesch, Critical English for Academic Purposes: Theory, Politics, and Practice (pp ix – xiii)
8 Finnochiaro, & Brumfit, C (1983) The functional-notional approach In Nunan, D (Ed.) Syllabus Design Oxford: Oxford University Press
9 Graves, K (1996) Teachers as course developers In Sysoyev, P Developing an English for Specific Purposes Course Using a Learner Centered Approach:
A Russian Experience The Internet TESL Journal, VI, 3 Retrieved May,
2012 from http://iteslj.org/Techniques/Sysoyev-ESP.html
10 Hutchinson, T & Waters, A (1987) English for Specific Purposes
11 Krahnke, K (1987) Approaches to syllabus design for foreign language teaching Englewood Cliff, NJ: Prentice-Hall Retrieved May, 2012 from http://www.eric.ed.gov/PDFS/ED283385.pdf
12 Munby, J (1984) Communicative Syllabus Design: Principles and Problems
In Read, J A S (ed.) Trends in Languages Syllabus Design Singapore:
13 Nunan, D 1988 Syllabus Design Oxford: Oxford University Press
14 Nutnall, C 1982 Teaching Reading Skills in a Foreign Language London:
15 Richards, J C., Platt, H & Platt, J (1992) Longman dictionary of language teaching and applied linguistics (2 nd ed.) Harlow, Essex: Longman Group UK Limited
16 Richards, J C (2001) Curriculum Development in Language Teaching
17 Robinson, P (1991) ESP today: A practitioner‟s guide In Dudley-Evans, T.,
& St John Developments in ESP: A multi-disciplinary approach Cambridge:
18 Shaw, A M (1975) Approaches to a communicative syllabus in foreign language curriculum development In Kaur, A Considerations in Language Syllabus Design The English Teacher, XIX
Retrieved May, 2012, from http://www.melta.org.my/ET/1990/main1.html
19 Strevens, P (1988) ESP after twenty years: A re-appraisal In Dudley-Evans,
T & St John, M Developments in ESP: A multi-disciplinary approach
20 Williams, E 1984 Reading in the Language Classroom London: Macmillan
21 Wilkins, D.A (1976) Notional Syllabuses London: Oxford University Press Retrieved May, 2012, from http://www.scribd.com/doc/66790485/Notional- Syllabus-D-a-Wilkins
22 Wilkins, D A (1981) Notional syllabuses revisited Applied Linguistics II, 1: 83-89 In Read, J.A.S (ed.) Trends in Language Syllabus Design Singapore:
23 Yalden, J (1984) Syllabus design in general education In Nunan, D (Ed.)
Syllabus Design Oxford: Oxford University Press
APPENDICES APPENDIX 1: Survey questionnaire for teachers
The purpose of this questionnaire is to gather insights from ESP teachers to create a suitable ESP Reading Syllabus for Land Management and Use students at Bac Giang University of Agriculture and Forestry Your participation in this survey is greatly valued, and rest assured that all information you provide will be used solely for research purposes, ensuring your anonymity in any discussions regarding the data.
Thank you very much for your cooperation
Please complete the following questions and requirements (You may tick more than one option)
1 In your view, an ESP reading syllabus for the second-year students of Land Management and Use at BUAF is ……… for the students’ future job
Very nescessary Nescessary Not nescessary
2 Please tick the objective(s) needed to be achieved at the end of the ESP course for the students of Land Management and Use in order of importance from the most important to the least important (from 1 to 6) and add other expectations of your own
To be able to accumulate basic vocabulary of Land Management and Use
To be able to read and understand written materials related to Land Management and Use
To be able to translate materials relating to Land Management and Use into Vietnamese and vice versa
To be able to review and consolidate basic grammatical structures used in specialized texts for Land Management and Use
To be able to communicate in English with foreigners on Land Management and Use
To be able to enrich knowledge of Land Management and Use through reading texts in the course
3 According to you, what are the topics needed to be included in the ESP reading syllabus students of Land Management and Use Add more topics of your own if you think they are necessary
4 According to you, what are the grammartical structures should be included in the ESP reading syllabus students of Land Management and Use? Add more topics of your own if you think they are necessary
Items Grammar- structures Very appropriate
3 Conjunctions (but, because, therefore, however…)
The infinitive and the “ing” form
5 According to you, what are the reading skills and reading exercises should be included in the ESP reading syllabus students of Land Management and Use? Add more ones of your own if you think they are necessary
a Choosing the main idea of the reading text
b Choosing the most appropriate title for the reading text
c Choosing the heading that best fits each paragraph
d Choosing summarizing sentence or topic sentence that best fits each paragraph
e Choosing pictures or graphics which illustrate what mentioned in reading text
a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices
a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
a Underlining the markers of sequence (first, next, then, ect.) in the paragraph
b Using additional markers (and, moreover, further, ect.) to connect the paragraphs
c Guessing the meaning of unknown words basing on logical connectives (however, so, hence, therefore, ect.)
a Fill in the blanks with the correct grammatical forms
c Find synonyms and antonyms of words or phrases used in the reading text
d Match the words or phrases with their definitions
6 What is your opinion about the types of reading skills and reading exercises in each unit?
(A) Only one kind of reading skill or reading exercise should be included in each unit
(B) Each unit should include different types of reading skills and reading exercises (C) The types of reading skills and reading exercises are the same in all the units
7 In your opinion, within 2 credits, how many units should be included in the ESP syllabus?
APPENDIX 2: Phiếu khảo sát Dành cho học sinh
Mục đích của nghiên cứu này là thu thập ý kiến và nhu cầu học tiếng Anh chuyên ngành của sinh viên năm thứ hai ngành Quản lý và Sử dụng Đất tại trường Đại học Nông – Lâm Bắc Giang Thông qua việc này, chúng tôi mong muốn xây dựng một chương trình dạy đọc tiếng Anh chuyên ngành phù hợp với mục tiêu đào tạo của nhà trường và đáp ứng nguyện vọng của sinh viên Ý kiến đóng góp của các bạn rất quan trọng và sẽ được sử dụng cho nghiên cứu, không nhằm vào mục đích khác.
Xin vui lòng cung cấp câu trả lời đầy đủ và chính xác cho các câu hỏi, hoặc đánh dấu () vào các ô lựa chọn của bạn Bạn có thể chọn nhiều hơn một đáp án cho mỗi câu hỏi.
Xin chân thành cảm ơn
Xin bạn vui lòng cho biết:
- Tuổi: - Giới tính: - Dân tộc:
- Nơi ở (tr-ớc khi vào tr-ờng ĐH Nông Lâm Bắc Giang): ………
1 Tr-ớc khi vào tr-ờng Đại Học Nông Lâm Bắc Giang , bạn: a Học ngoại ngữ gì?
Không học ngoại ngữ b Nếu học tiếng Anh, bạn học đ-ợc bao nhiêu năm? ………
2 Bạn có thích học tiếng Anh chuyờn ngành Quản lý và Sử dụng Đất không?
Không thích Không thích cũng không ghét
3 Theo bạn chương trỡnh dạy đọc tiếng Anh chuyờn ngành sẽ với cụng việc sau này của sinh viên chuyên ngành Quản lý và Sử dụng Đất
Rất cần thiết Cần thiết Không cần thiết
4 Bạn hãy sắp xếp những yêu cầu cần đạt được sau khi học chương tiếng anh chuyên ngành Quản lý và Sử dụng Đất theo thứ tự từ quan trọng nhất (số 1) đến ít quan trọng nhất (số 6) Bổ sung thêm những mong muốn khác của bạn (nếu có)
Có thể tích luỹ vốn từ vựng tiếng Anh cơ bản về lĩnh vực Quản lý và Sử dụng Đất
Có thể đọc hiểu những tài liệu, văn bản bằng tiếng Anh chuyên ngành Quản lý và
Có thể dịch sách, tài liệu, báo chí vể chuyên ngành Quản lý và Sử dụng Đất bằng Tiếng Anh sang tiếng Việt và ngược lại
Có thể củng cố những cấu trúc ngữ pháp dùng trong các văn bản, tài liệu liên quan đến lĩnh vực Quản lý và Sử dụng Đất
Có thể giao tiếp bằng tiếng Anh với người nước ngoài về lĩnh vực Quản lý và Sử dụng Đất
Có thêm kiến thức về lĩnh vực chuyên ngành Quản lý và Sử dụng Đất thông qua các bài học trong chương trình
Yêu cầu khác (nếu có)
5 Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất theo các mức độ phù hợp, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của bạn
TT Chủ đề Rất phù hợp
Phù hợp Không phù hợp
1 Thị trường Bất động sản
5 Lập kế hoạch sử dụng đất
6 Hệ thống quản lý đất
7 Hệ thống thông tin đất – LIS
8 Hệ thống thông tin địa lý - GIS
12 Đánh giá tác động của môi trường
15 Kinh tế tài nguyên đất
Các chủ đề khác (Nêu rõ)………
6 Bạn hãy đánh dấu vào các ô tương ứng dưới đây về những dạng bài tập nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất
1 Bài tập đọc lướt để lấy ý chính (Skimming)
a Chọn ý chính của bài khóa
b Chọn tiêu đề thích hợp cho bài khóa
c Chọn tiêu đề thích hợp với từng đoạn
d Chọn các câu tóm tắt hay câu chủ đề thích hợp với từng đoạn
e Chọn các bức tranh hoặc sơ đồ mô phỏng nội dung đề cập trong bài khoá
2 Bài tập đọc lướt để lấy thông tin cụ thể (Scanning)
a Đọc lướt bài đọc để tìm thông tin cụ thể do giáo viên yêu cầu trước khi đọc hoặc do yêu cầu của bài tập
3 Bài tập về nhận biết và giải thích các phương thức liên kết văn bản
a Phép thế : tìm tham chiếu của các đại từ nhân xưng như (he, she, it, they…) hoặc các đại từ chỉ định (this, that, these, those) trong bài đọc
c Sắp xếp các đoạn dựa vào liên kết từ vựng (từ được lặp lại hoặc có liên quan với nhau về nghĩa)
4 Bài tập về phép nối của văn bản
a Gạch chân các từ nối thời gian liên quan giữa các sự kiện: first, next, then…
b Dùng kiểu nối thêm vào: and, moreover, further…để nối các đoạn
c Đoán nghĩa của từ dựa vào kiểu nối nguyên nhân, lý do, mục đích, điều kiện khác: however, so, hence, therefore…
5 Bài tập trả lời câu hỏi bao gồm các dạng:
c Câu hỏi đa lựa chọn
6 Các bài tập ngữ pháp
a Bài tập điền vào chỗ trống các dạng đúng của cấu trúc ngữ pháp
b Bài tập về xây dựng câu
c Bài tập luyện tập cách sử dụng các từ nối
d Bài tập luyện tập cách sử dụng giới từ
e Bài tập viết lại câu mà vẫn giữ nguyên ý của câu
7 Các bài tập từ vựng
a Bài tập về cấu tạo từ
b Bài tập điền vào chỗ trống những từ thích hợp
c Bài tập tìm các từ đồng nghĩa và trái nghĩa
d Bài tập tìm các từ và cụm từ ứng với các định nghĩa
8 Các dạng bài tập khác
b Dịch từ Anh sang Việt; từ Việt sang Anh
c Tranh luận và thảo luận
Các dạng bài tập khác (hãy nêu rõ):
7 Theo bạn, số lượng hoạt động được giao cho sinh viên trong mỗi đơn vị bài học nên là:
(A) Chỉ nên có một loại bài tập trong mỗi đơn vị bài học
(B) Nhiều loại bài tập khác nhau trong mỗi đơn vị bài học
(C) Các loại bài tập trong tất cả các đơn vị bài học đều giống nhau
8 Theo bạn, số lượng đơn vị bài học của chương trình đọc tiếng Anh chuyên ngành nên là:
Cám ơn sự cộng tác của các bạn!
APPENDIX 3: PHIẾU KHẢO SÁT DÀNH CHO GIÁO VIÊN CHUYÊN
NGÀNH QUẢN LÝ VÀ SỬ DỤNG ĐẤT
Mục đích của chúng tôi là thu thập ý kiến về các chủ đề quan trọng trong chương trình tiếng Anh chuyên ngành Quản lý và Sử dụng đất Ý kiến của quý thầy cô đóng vai trò thiết yếu và rất quan trọng cho nghiên cứu của chúng tôi.
Quý thầy cô hãy vui lòng trả lời bằng cách đánh dấu cho sự lựa chọn của mình
Cảm ơn sự giúp đỡ nhiệt tình của quý thầy cô!
1 Theo thầy (cô), chương trình dạy đọc tiếng Anh chuyên ngành sẽ với công việc sau này của sinh viên chuyên ngành Quản lý và Sử dụng Đất
Rất cần thiết Cần thiết Không cần thiết
2 Thầy (Cô) hãy đánh dấu vào các ô tương ứng dưới đây về những chủ đề nên có trong chương trình Tiếng Anh chuyên ngành Quản lý và Sử dụng Đất theo các mức độ phù hợp, ghi thêm những chủ đề khác (nếu cần thiết) theo ý kiến riêng của thầy (cô)
TT Chủ đề Rất phù hợp
Phù hợp Không phù hợp
1 Thị trường Bất động sản
5 Lập kế hoạch sử dụng đất
6 Hệ thống quản lý đất
7 Hệ thống thông tin đất – LIS
8 Hệ thống thông tin địa lý - GIS
12 Đánh giá tác động của môi trường
15 Kinh tế tài nguyên đất
Các chủ đề khác (Nêu rõ)………
Table 1: The English teachers and the target students’ opinions on the objectives of the ESP reading course
Number and percentage (%) of respondents
Number and percentage (%) of respondents
Iterms Objectives 1 st 2 nd 3 rd 4 th 5 th 6 th 1 st 2 nd 3 rd 4 th 5 th 6 th
1 To be able to accumulate basic vocabulary of Land
2 To be able to read and understand written materials related to Land Management and Use
3 To be able to translate materials relating to Land Management and Use into Vietnamese and vice versa
4 To be able to review and consolidate basic grammatical structures used in specialized texts for Land Management and
5 To be able to communicate in
6 To be able to enrich knowledge of Land Management and Use through reading texts in the course
Table 2: The English teachers, the subject teachers and the target students’ choice of topics relating to
Land Management and Use English teachers’ ranking Target students’ ranking Subject teachers’ ranking
Table 3: The English teachers’ choice of the grammatical structures in the reading ESP syllabus
Items Grammar- structures Number and percentage (%) of respondents
3 Conjunctions (but, because, therefore, however…)
The infinitive and the “ing” form
Table 4: The English teachers and the target students’ choice of reading skills and reading exercises in the ESP reading syllabus
Items Reading skills and reading exercises Number and percentage (%) of respondents
1 Skimming a Choosing the main idea of the reading text
b Choosing the most appropriate title for the reading text
c Choosing the heading that best fits each paragraph
d Choosing summarizing sentence or topic sentence that best fits each paragraph
e Choosing pictures or graphics which illustrate what mentioned in reading text
2 Scanning a Scanning the text for specific information presented by the teacher before reading or by the reading tasks
3 Recognizing and interpreting cohesive devices
a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related)
a Underlining the markers of sequence (first, next, then, ect.) in the paragraph
12 (15%) moreover, further, ect.) to connect the paragraphs
c Guessing the meaning of unknown words basing on logical connectives (however, so, hence, therefore, ect.) 4 (80%) 46 (57.5%)
a Fill in the blanks with the correct grammatical forms
e Rewrite the sentences without changing the meaning
c Find synonyms and antonyms of words or phrases used in the reading text
d Match the words or phrases with their definitions
Table 5: The proposed ESP reading syllabus for the second-year students of Land Management and Use at BUAF
Items Topics Skills Exercises/tasks Grammar/structures Vocabulary
Skimming: Choosing summarizing sentence or topic sentence that best fits each paragraph;
Scanning the text for specific information;
Translation: English-Vietnamese, Vietnamese - English
Modal verbs Terms relating to
Skimming: Choosing the main idea of the reading text;
Scanning the text for specific information;
Processing and evaluating the information during reading
Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text
Guessing the meaning of unknown words basing on logical connectives
Complete sentences using correct conjunctions
Translation: English-Vietnamese, Vietnamese - English
Relative clauses Terms relating to
Progress Test 1 (1 credit hours) Unit 3
Choosing the most appropriate title for the reading text;
Terms relating to Geographic Information
Scanning the text for specific information;
Match the words or phrases with their definitions
Translation: English-Vietnamese, Vietnamese - English
Stop and check 1& Midterm-test (2 credit hours) Unit 4
Skimming: Choosing summarizing sentence or topic sentence that best fits each paragraph;
Scanning the text for specific information;
Identifying main ideas, supporting ideas and examples
Choose the correct words given
Find synonyms and antonyms of words or phrases used in the reading text
Translation: English-Vietnamese, Vietnamese - English
The infinitive and the “ing” form
Terms relating to land use planning
Land Law Skimming: Choosing the heading that best fits each paragraph;
Scanning the text for specific information;
Using cohesive and discourse makers
Put the adjectives or adverbs in comparison
Match the words or phrases with their definitions
Translation: English-Vietnamese, Vietnamese - English
Terms relating to land law
Choosing the most appropriate title for the reading text;
Understanding relations within a sentence and between sentences
Put the verbs in the correct forms
Translation: English-Vietnamese, Vietnamese - English
Terms relating to real estate market
Stop and check 2 & Midterm-test (2 credit hours)
APPENDIX 5: SAMPLE UNIT UNIT 3: GEOGRAPHICAL INFORMATION SYSTEM
Work in pairs and answer the following questions:
Land serves as the essential habitat for humanity, playing a vital role in the economic, social, and environmental development of nations Despite being part of our natural heritage, access to land is governed by ownership structures, leading to its partitioning for various administrative and economic functions Today, policymakers and resource planners must consider factors such as population growth, technological changes, social challenges, and environmental degradation when making land-related decisions This necessitates a demand for more comprehensive land information than has been traditionally provided.
While printed maps remain valuable, computerized systems significantly enhance the acquisition, storage, processing, and retrieval of land information Many land administration departments still rely on manual record-keeping, but the rapid urbanization and expansion of cities have rendered these methods inefficient and susceptible to errors This situation highlights the urgent need for improved land administration and management practices to keep pace with growing demands.