Rationale
Hanoi Industrial College for Textile, Garment, and Fashion, established over 40 years ago, has evolved from vocational training to a Junior College since 2005 The college offers diverse programs, including Garment, Fashion Designing, Mechanics, Accounting, and Finance English is a core subject, essential for technicians in garment companies who often have varying levels of proficiency While they can read and translate documents, effective communication in English remains a challenge, particularly in discussions with foreign clients To address this gap, a learner-centered English speaking syllabus tailored to their specific needs has been introduced, ensuring that students receive relevant training for their specialization.
Designing an effective speaking syllabus for English learners is a challenging task, as it must not only meet course objectives but also address learners' specific needs to enhance their English skills and specialization Many learners struggle to communicate effectively in English, highlighting the necessity for a syllabus that strengthens their general English (GE) proficiency while expanding their vocabulary and speaking abilities in English for Specific Purposes (ESP) Although numerous English textbooks are available in bookstores, they often focus primarily on social communication, making them unsuitable for learners who require practical language skills for their professional contexts.
Because of the above – mentioned reasons, the topic “Designing a learner center English speaking syllabus for the technicians in Garment companies” was chosen
The aims of the study
This study is aimed at designing a learner- centered speaking syllabus for the technicians in Garment companies To obtain the aim, following objectives are to be achieved:
- To investigate the needs of the learners and the condition of learning
- To propose an appropriate speaking syllabus for learners based on their needs and special requirements.
The research questions
To achieve the above aims and objectives, the following questions are raised:
1 What are the learners‟ learning in term of English speaking skill?
2 What components should the proposal syllabus have in order to meet the students‟ needs?
The scope of the study
This study focuses on designing an English speaking syllabus under the light of learner- centered approach with 45 periods for the technicians in garment companies.
The method of the study
This study utilizes a quantitative method to gather data through questionnaires The first questionnaire reveals students' needs, opinions, and expectations regarding the English speaking course Meanwhile, the second questionnaire collects suggestions and insights from English teachers to determine the lesson topics for the syllabus In addition to the surveys, personal interviews with employers from various garment companies are conducted to enhance the validity and consistency of the collected data.
The design of the study
This study consists of three main parts:
Part I: Introduction presents the rationale, aims and objectives, research questions, scope of the study, research methods and the design of the study
Part II: Development comprises of:
Chapter I: Literature review provides the overview of syllabus design, ESP, learner centered English speaking syllabus
Chapter II: The setting and methodology of the research
Chapter III: The study presents the findings of students‟ needs, teachers‟ suggestions for the speaking syllabus
Chapter IV: The proposal speaking syllabus based on the students‟ needs, teachers‟ and employers‟ suggestions and the course objectives
Part III: The conclusion aims at summarizing the main ideas of the study,
The last one is the Appendix that includes the questionnaires, tables
DEVELOPMENT
The syllabus is a crucial element in language education, significantly influencing the effectiveness of teaching and learning processes Different scholars offer varying definitions of a syllabus, notably through narrow and broad approaches to syllabus design According to Yalden (1984:14), a broad perspective defines the syllabus as a replacement for traditional educational concepts.
The syllabus serves as a crucial tool for teachers, enabling them to align the needs and goals of learners—both as individuals and social beings—with classroom activities Teachers act as collaborators with syllabus designers, allowing for adjustments that cater to the specific aims and requirements of their students.
Nunan (1988) emphasizes the distinction between syllabus design and methodology, stating that syllabus design focuses on the selection and grading of content, while methodology pertains to the choice of learning tasks and activities He further asserts that a syllabus serves as a foundational statement of content for planning various courses, highlighting the syllabus designer's role in curating and organizing this content effectively.
A syllabus is a crucial document that outlines the learning objectives, content, and activities to be conducted within a specific context, as defined by Hutchinson and Waters (1993) Additionally, Allen (1984) emphasizes the importance of clearly articulating these elements to ensure effective educational outcomes.
“Syllabus is concerned with a specification of what units will be taught (as distinction from how they will be taught, which is the matter for methodology)
The following detailed guideline for syllabus designer was given by Dudin and Olshtain (1980:28):“what it is called, it is a document which ideally describes:
What the learner are expected to know at the end of the course, or the course objectives in operational terms
What is to be taught or learned during the course, in the form of an inventory of items?
LITERATURE REVIEW 1.1 An overview on syllabus design
Definition of syllabus
The syllabus is a crucial element in language education, significantly impacting the effectiveness of teaching and learning Various scholars offer differing perspectives on syllabus design, categorized into narrow and broad approaches According to Yalden (1984:14), a proponent of the broad view, the syllabus transcends traditional concepts, emphasizing its comprehensive role in language instruction.
The syllabus serves as a vital tool for teachers and syllabus designers to align the educational needs and goals of learners, both as individuals and social beings, with classroom activities Teachers play a crucial role in adapting the syllabus to better meet the specific needs and objectives of their students, ensuring a more effective learning environment.
Nunan (1988:5) emphasizes the distinction between syllabus design and methodology, stating that syllabus design focuses on the selection and grading of content, while methodology pertains to the selection of learning tasks and activities He further asserts that a syllabus serves as a foundational statement of content for planning various courses, highlighting the syllabus designer's role in carefully selecting and organizing this content.
A syllabus is a crucial document that outlines the learning objectives, content, and activities to be undertaken within a specific context, as defined by Hutchinson and Waters (1993) Allen (1984) further emphasizes the importance of a well-structured syllabus in guiding educational outcomes.
“Syllabus is concerned with a specification of what units will be taught (as distinction from how they will be taught, which is the matter for methodology)
The following detailed guideline for syllabus designer was given by Dudin and Olshtain (1980:28):“what it is called, it is a document which ideally describes:
What the learner are expected to know at the end of the course, or the course objectives in operational terms
What is to be taught or learned during the course, in the form of an inventory of items?
Determining the appropriate timing and pace for teaching involves aligning the inventory of items with various levels and stages of learning, while also considering the course's time constraints.
How it is to be taught, suggesting procedures, techniques, and materials
How it is to be evaluated, suggesting testing and evaluating mechanism
Syllabus design encompasses a variety of perspectives, each with its unique strengths and weaknesses To create an effective syllabus, designers must consider both the educational objectives and the specific needs of learners By integrating various approaches, I aim to identify the most beneficial elements for developing a comprehensive and tailored syllabus.
Types of syllabus
The structural syllabus, often referred to as the grammatical syllabus, has been a popular method for syllabus design due to its emphasis on mastering the key grammatical forms of a language This approach focuses on teaching students the essential structures and forms, including nouns, verbs, adjectives, tenses, and voice According to Yalden (1983), structural syllabi are based on the premise that material should be graded linguistically, concentrating on the structures and vocabulary to be taught In classrooms utilizing this syllabus, activities typically revolve around analyzing utterances and structural criteria in isolation While students learn various grammatical constructs such as question forms, negation, and phrasal verbs, they often lack instruction on how to respond appropriately in different contexts and functions.
Teachers can employ various methods in the classroom while adhering to a structured syllabus; however, they face the common challenge of content that prioritizes the teaching of grammatical structures in the language.
Besides, the structural syllabus seems to bias the teacher-centered rather than the learned-centered approach so it is not highly appropriate in teaching language nowadays
The functional-notional syllabus prioritizes the real communicative functions of language, focusing on practical applications such as informing, agreeing, apologizing, and requesting, alongside relevant notions like size, age, and color This approach enables learners to effectively utilize language in everyday communicative situations However, the abstract nature of functions and notions can pose challenges for some learners, making it hard to conceptualize these functions outside specific contexts Additionally, the variety of structures used to convey the same communicative function complicates the progression from simpler to more complex language forms.
A situational syllabus emphasizes the context in which language is used, focusing on real or imaginary scenarios relevant to learners It examines the social settings of language interactions, helping participants grasp the meaning within specific contexts This approach addresses the critical question of "when and where" learners will need the target language, identifying practical situations such as visiting a dentist, purchasing books, asking for directions, and checking in at the airport.
A situational language syllabus offers the advantage of aligning closely with learners' interests and needs, making it easier for them to master and effectively communicate in real-life scenarios However, this approach faces challenges, such as unpredictable situations and difficulties in grading the learning outcomes The primary goal of this syllabus is to teach language relevant to specific situations, such as shopping, buying books, asking for directions, and making complaints.
A topical syllabus begins with selected themes or topics that are relevant and necessary for learners, making lessons more engaging and purposeful According to Robinson (1931:37), this approach effectively motivates students by aligning their interests with the subject matter.
7 basic for the „real syllabus‟ of the language forms, tasks or whatever the course designers wish to focus on”
Brown (1994:222) supports Robinson's view by stating that the syllabus can address the diverse interests of students in a classroom setting, providing a content-focused approach while meeting institutional requirements for language courses.
This syllabus highlights the risks associated with grading content and defining semantic constructs As Nunan noted, the subject's logic may offer a non-linguistic rationale for selecting and grading content Additionally, the concept of a topic is broad and challenging to define, further complicating the semantic constructs involved (Brown and Yule, 1983:73).
In a task-based syllabus, the primary focus is on activities or tasks that serve as the main organizing principle, rather than on language or specific topics This approach emphasizes a series of complex and purposeful tasks that students engage with, such as applying for a job, communicating with a social worker, or obtaining housing information over the phone According to Robinson, this method prioritizes practical language use in real-life situations.
A procedural or task syllabus is structured around a series of tasks arranged by cognitive difficulty, with class time focused on task performance rather than language instruction Attention to language is only provided when essential for task completion A key emphasis is placed on ensuring that students comprehend the tasks and engage meaningfully, avoiding mechanical responses.
A task-based syllabus emphasizes classroom processes that enhance learning by focusing on the linguistic items and communicative skills students will acquire It outlines the specific tasks and activities learners will participate in during class However, task-based syllabus designers face challenges as various factors influence task difficulty, including contextual support, learner assistance, cognitive demands, language complexity, and the necessary background knowledge.
Skill-based syllabus focuses on language skills The main purpose of this type of syllabus is to provide opportunities for learners to develop skills and strategies in learning
The development of specific language skills, such as listening to restaurant orders, foreign news broadcasts, and speaking for instructions or personal information, is crucial for effective communication Additionally, writing coherent paragraphs and employing reading techniques like skimming and scanning for main ideas are essential components of language proficiency While general language ability plays a role, the application of these skills is significantly influenced by experience and the necessity for targeted competencies The skill-based syllabus emphasizes the efficiency and relevance of instruction, making it a valuable approach to language learning.
In summary, six distinct types of syllabi are outlined, each with unique strengths and weaknesses influenced by their objectives and the perspectives of syllabus designers It is challenging to determine a superior type, as these syllabi rarely exist in isolation Typically, syllabus designers integrate multiple types to create an optimal learning experience My proposed syllabus will combine elements of topical, skill-based, and task-based approaches to enhance learner outcomes.
Learner- centered approach in foreign language teaching
The "learner-centered approach" is a concept with roots in ancient educational philosophies, but it began to gain traction in the early 20th century This approach emphasizes the needs, interests, and psychological characteristics of learners, contrasting sharply with traditional, teacher-centered methods.
The concept of "learner-centeredness" in education, aimed at fostering students' creativity, has its roots in ancient times and has been championed by progressive educators throughout history Notable figures such as Socrates (469-390 BC) and Comenius (1592-1670) have contributed to this perspective, influencing educational practices from the Occident to the Renaissance.
In the late 20th century, international meetings emphasized the importance of a "learner-centered" approach in education, positioning the learner as both the focus and the ultimate goal of the study process This perspective enhances the intrinsic value of education, enabling learners to recognize their potential and discover joy and fulfillment in their learning journey The primary objective of "learner-centered teaching" is to support and empower students in realizing their capabilities.
9 the learner know how to think, how to study and develop his desire for study making him nurture a strong will and capability of self- study all his life
1.1.3.2 Learner- centered approach in foreign language teaching
Learner-centered education does not imply that learners take full control while teachers step back from their roles In the context of foreign language teaching, H.V Van (1999) identifies three key aspects of learner-centeredness: the organization of both in-class and out-of-class activities, syllabus design, and material development.
A learner-centered approach emphasizes active participation and increased motivation among students when their in-class and out-of-class activities are well-organized Teachers and syllabus designers should focus on grouping students into smaller pairs or groups to foster a comfortable environment for communicating in a foreign language Additionally, designing a syllabus and selecting materials should prioritize the learners as the central reference point for decisions regarding both content and teaching methods By allowing students to negotiate with teachers on what to teach and how to teach, their learning experience becomes more effective and engaging.
In syllabus design, the learner-centered approach is evident at both macro and micro levels At the macro level, this approach emphasizes a diversified and flexible curriculum, allowing learners to choose from a variety of compulsory subjects that align with their interests Additionally, students have the freedom to determine the duration of their studies and the schedule for completing their courses, ensuring a personalized learning experience.
At the macro level of syllabus design, the learner-centered approach emphasizes two key aspects Firstly, subjects should align with practical real-world experiences, focusing on societal demands rather than solely on teachers' expertise Secondly, renowned language syllabus designers like Nunan highlight that syllabus design should involve a negotiation process between teachers and learners, allowing for collaborative decision-making regarding content and methods This perspective contrasts sharply with traditional syllabus design, where teachers unilaterally dictate what and how to teach.
Nunan (1989) highlights that learner-centered syllabus design, while incorporating elements of traditional approaches, fundamentally differs in its emphasis on integrating learner feedback and information This collaborative effort between teachers and students is essential, as it allows learners to actively participate in decisions regarding content selection, teaching methods, and assessment strategies.
Tudor (1996) highlights four key advantages of adopting a learner-centered approach in foreign language teaching Firstly, when learners participate in creating the syllabus based on their experiences, teaching objectives can be more effectively tailored Secondly, aligning teaching methods with learners' interests enhances the overall effectiveness of the study Thirdly, learners are likely to achieve better outcomes when they have a say in the teaching process and organization Lastly, involvement in syllabus development fosters a deeper engagement in the learning experience, leading to more effective study outcomes.
1.1.3.3 How the learner- centered approach differs from the teacher- centered approach
DIMENSION UPON WHICH LEARNER- CENTERED & TEACHER- CENTERED
Learner-centered approach Teacher- centered approach
Determined by group GOAL Determined by teacher
Emphasis upon affective and attitudinal
Attempts to develop group cohesiveness
No attempts to develop group cohesiveness
Discovering & solving problems Concentrating on their lesson
The learner is active to participate The learner is the passive
The teacher is the operator & pusher
The classroom atmosphere is friendly and self – control
The atmosphere is formal, rigid
Seating is flexible Seating arrangement is fixed
Applying teaching techniques is to a minimum Learners & learners interaction
Much learner participation Much teacher participation
Group decided activities Teacher determines
Discussion of learner‟s personal experiences encouraged
Discussion kept on course materials
Higher level of developing cognition, emotion, behavior
Level of cognition development is low
Self- confident Depends on materials
The learner-centered approach emphasizes learner autonomy, focusing on individual demands, abilities, and interests throughout the teaching process Its primary goal is to enhance learners' skills and foster independent study and problem-solving capabilities This approach creates a flexible and open classroom atmosphere where both teachers and learners collaboratively explore various issues Rather than merely providing solutions, teachers facilitate problem development and material collection, encouraging learners to hypothesize and draw conclusions Ultimately, learner-centered teaching prioritizes understanding each student's unique psychological needs, with education serving as a means for learners to build their own lives through action, observation, and experimentation.
1.1.5 The steps in designing a learner- centered syllabus
Designing a language syllabus is a multifaceted task that requires careful consideration of essential steps, including conducting a needs analysis and selecting appropriate content Each syllabus designer brings a unique perspective to the process, highlighting the importance of individual approaches in language education As noted by Munby (1978), understanding the specific needs of learners is crucial for effective syllabus design.
(1984), Nunan (1988) needs analysis should be the initial step with other different steps Here are the typical steps in designing a syllabus that I will carry out in my thesis
2 Goals and objectives determining of the speaking syllabus
The steps in designing a learner- centered syllabus
Needs analysis (NA) is a crucial process for understanding learners' backgrounds at the start of a program, enabling syllabus designers to set realistic objectives This is particularly vital for English for Specific Purposes (ESP) learners, as their motivations and language requirements vary significantly The primary goal of NA is to identify essential elements that cater to learners' specific needs According to Nunan (1988), NA encompasses various methods for collecting information about learners and communication tasks relevant to syllabus design In contrast, Hutchinson & Waters categorize NA into target needs, which focus on what learners must accomplish in real-world situations, and learning needs, which address what learners need to engage effectively in the learning process.
Target needs encompass a broad concept that conceals several critical distinctions To better understand target situations, it is essential to analyze them in terms of necessities, lacks, and wants.
Necessities refer to the essential knowledge required for learners to thrive in specific target situations For instance, an aquaculture professional must comprehend technical texts related to fish or shrimp cultivation, effectively communicate with international experts, and gather information from various resources like books and the internet To achieve this, learners need to be familiar with the relevant linguistic features—discoursal, functional, structural, and lexical—pertaining to their field Moreover, it is crucial for learners to engage with real-world scenarios and analyze their components to enhance their understanding and application.
Identifying the needs of specific learners is crucial in a speaking course, as it goes beyond merely recognizing necessities Syllabus designers must assess the existing knowledge of learners to determine which essential skills they are lacking.
To effectively address the target situation necessity of reading texts in a specific subject area, it is crucial to align the target proficiency with the learners' existing proficiency levels If learners already possess the necessary skills, they do not require additional instruction The difference between the required proficiency and the learners' current abilities is known as the learners' lacks, as identified by Hutchinson, Waters, and Breen in 1979.
The needs of learners should be viewed as a primary objective, emphasizing the importance of active participation from the learners themselves in expressing their requirements As noted by Richterich (1984:29), it is crucial for learners to articulate their needs to ensure effective educational outcomes.
“…a need does not exist independent of a person It is people who build their images of their needs on the basic of data relating to themselves and their environment.”
Awareness is shaped by individual perception, which can differ significantly based on one’s perspective While learners often have a clear understanding of their essential needs in a target situation, their views may not align with those of course designers, sponsors, or teachers This disconnect highlights that the necessities identified by sponsors or educators may not reflect what learners truly desire Given the crucial role of learner motivation in the educational process, it is essential to acknowledge and address the wants perceived by learners.
Learning needs refer to the essential requirements that a learner must fulfill to achieve their educational goals Hutchison and Waters liken the course of learning to a journey, where the starting point represents the learner's current gaps in knowledge and the destination symbolizes their necessities and desires The process of navigating from the starting point to the destination is defined as learning needs, highlighting the importance of understanding what learners require to succeed.
Learning needs are closely linked to the target situation, prompting designers to consider what expert communicators require to perform effectively This involves identifying necessary language items, skills, strategies, and subject knowledge However, analyzing their actions does not reveal how they acquired these competencies Thus, the focus shifts from merely knowing or doing to understanding the learning process itself, encompassing needs, potential, and constraints.
15 route (the learning situation) must also be taken into account, if we are going to have any useful analysis of learner needs
To analyze learning Needs, Hutchinson & Waters (1993:63) use a similar framework which is used for target situation analysis:
- Why are the learners taking the course?
- How do the learners learn?
- Where the learner- centered speaking course take place?
- When will the learner- centered speaking course take place?
So the syllabus designers have to answer the above questions to find out the learners‟ learning needs to plan a best syllabus for them
Determining learning goals and objectives is a vital step in syllabus design, which helps the designer choose a suitable content for the learner According to Graves K
In 1996, it was established that goals represent the overarching outcomes or final destinations students aim to reach, while objectives outline specific methods to achieve these goals Essentially, objectives serve as manageable segments of learning, and when combined, they encapsulate the core of the course.
Nunan (1988:61) echoes Graves' perspective, emphasizing that objectives are valuable for guiding the selection of structures, functions, notions, and tasks, while also sharpening teachers' focus.
Goal is also defined by Brown, J D (1995:37) as general statements concerning desirable and attainable program purposes and aims based on perceived language and situation needs
Defining goals in syllabus design requires careful consideration of the program's objectives, particularly regarding the skills and knowledge students should acquire by the end of the course Consequently, the goals and objectives established in the syllabus play a crucial role in guiding the selection of learning content and teaching methods.
After determining the goals and objectives of the course, content selecting and grading are examined That is the process of choosing linguistic content such as topics,
16 vocabulary, grammar, tasks for each lesson Shaw (1976) considers the selection of content to be concerned with two questions:
1 How much can we teach or how much can be learnt by the learners?
2 Which items should be included?
According to Nunan (1988), synthetic syllabuses are characterized by content that is selected and organized based on discrete principles While Wilkins suggests that this content is primarily grammatical, Widdowson argues that any syllabus consisting of discrete items—whether grammatical, functional, or notional—can be considered synthetic Therefore, the selection of content is influenced by the type of syllabus, its objectives, and the specific target situation.
When selecting appropriate content, syllabus planners must effectively organize and grade it to facilitate teaching and learning Grading content refers to the systematic arrangement of language course materials to enhance comprehension This gradation influences the sequence in which words, meanings, tenses, structures, topics, tasks, and skills are introduced Factors such as complexity, frequency in communication, and learner relevance guide this process For instance, standard language teaching texts often categorize classroom activities based on their demands, with receptive skills like listening and reading generally requiring less effort than productive skills such as speaking and writing.
The effectiveness of teaching methods is crucial to a teacher's success in language instruction, as various methods have evolved and innovated over recent years, each possessing unique strengths and weaknesses The selection of an appropriate teaching method is influenced by factors such as the syllabus type, current teaching and learning conditions, and the learners' levels and needs David Wilkins, in his Notional Syllabuses (1976), emphasized that a notional syllabus focuses on what learners communicate through language rather than just how or when they use it Consequently, most language teaching programs tend to incorporate integrated methods rather than relying on a single approach.
An overview of ESP
English for Specific Purposes (ESP) has emerged as a vital and innovative approach in the Teaching of English as a Foreign Language Definitions of ESP vary widely among researchers, reflecting different perspectives and focuses on its defining characteristics According to Robinson (1991:2), ESP is typically goal-oriented, with courses designed based on a thorough needs analysis that precisely identifies what students must accomplish using English.
Strevens (1980:1) defines ESP as “a particular case of the general category of special purpose language teaching”
When mentioning approaches to ESP, Hutchinson &Waters (1987:2) point out:
“ESP should properly be seen not as any particular language product but as an approach to language teaching which is directed by specific and apparent reason for learning”
And Richards and Platt (1985) indicate that the content of an ESP course are fixed by the specific needs for a particular group of learners
In conclusion, all definitions of English for Specific Purposes (ESP) emphasize the importance of tailoring courses to the unique needs and interests of learners Since these needs vary significantly among individuals, it is crucial to design ESP programs that effectively address these demands and enhance student motivation in their learning journey.
In the field of English for Specific Purposes (ESP), key terms such as EAP (English for Academic Purposes), EOP (English for Occupational Purposes), EST (English for Science and Technology), and ESS (English for Social Studies) frequently arise Hutchinson and Waters (1987) categorize ESP into three main branches: English for Science and Technology, English for Business and Economics, and English for Social Studies However, the primary focus is on EAP and EOP, with Robinson (1991) illustrating this division through a tree diagram that highlights the relationship between these two essential areas of ESP.
- EOP : pre-experience, simultaneous, post-experience
- EAP(EEP): for study in a specific discipline (pre-study, in-study, posy-study) , as a school subject (independence, integrated)
According to this diagram, it is useful to divide the courses into the periods and purposes in detail in order to choose an appropriate course for suitable specificity
English for Occupational Purposes (EOP) is designed for learners who require English skills in their professional environments For example, doctors in emergency settings must communicate effectively with patients and colleagues, while technicians need to understand technical manuals related to their equipment.
English for Academic Purposes (EAP) is typically offered in educational institutions to assist students who require English skills for their studies The language instruction may focus on specific disciplines at higher education levels, catering to students who are currently specializing or planning to specialize in a particular subject.
ESP can be classified in various ways based on individual perspectives In my view, my syllabus falls under the category of English for Occupational Purposes (EOP), as it best meets the needs of our learners in their professional roles.
Speaking
Speaking is often regarded as the most crucial language skill, as highlighted by Ur (1996), who notes that individuals proficient in a language are commonly referred to as its "speakers." This perspective is supported by Bailey and Savage (1994), who emphasize that many learners prioritize speaking to facilitate real-time communication Consequently, incorporating activities that enhance learners' spoken expression is vital in language courses However, designing and implementing these speaking activities poses greater challenges compared to those for listening, reading, or writing.
Speaking is a uniquely complex skill that is inherent to humans, beginning in infancy as children naturally develop a genetic inclination for language The full mastery of this skill unfolds throughout childhood, relying heavily on extensive interactions with parents, peers, teachers, and others.
The language community consists of 19 members, highlighting the dynamic nature of language Mature language users continually expand their vocabulary as new words emerge, reflecting the ever-evolving landscape of communication Additionally, adult speakers often experience ongoing growth in their rhetorical and narrative skills, further enriching their language proficiency.
A key challenge in foreign-language teaching is equipping learners to effectively use the language The success of this preparation largely hinges on teachers' understanding of their objectives For example, to assess learners' speaking abilities, it is essential to encourage them to engage in verbal communication.
Davies and Pearse (200: 82) suggest some clear implication for teaching speaking:
To foster a relaxed classroom environment, it's essential to minimize learners' anxiety about speaking in front of their peers Incorporating various speaking activities in pairs and small groups allows students to practice their English skills without the pressure of a larger audience, encouraging more confident participation.
- Expose the learners as much as possible to naturally pronounced speech They will not learn to develop speaking skills in general, if they do not hear enough natural speech
Encouraging learners to integrate listening and speaking skills in real-time, natural interactions is crucial One of the best opportunities for achieving this is through the everyday use of English in the classroom setting.
Similarly, Penny Ur (1996) claims that to make a speaking course, in general, speaking activities, in particular, successful it is necessary for the teacher to
Incorporating group work in the classroom significantly boosts learner engagement by increasing the amount of student dialogue within a limited timeframe This collaborative approach also helps reduce the anxiety of those who may feel reluctant to speak in front of the entire class, fostering a more inclusive learning environment.
To ensure participants can speak fluently and with minimal hesitation, activities should be based on simple language It is beneficial to teach or review key vocabulary prior to starting the activities, as this will enhance their ability to recall and produce language effectively.
- Making a careful choice of topic and tasks is also needed to stimulate interest
In fact, the clearer the purpose of the discussion is the more motivated participants will be
To enhance discussion skills, it is essential to provide clear instructions for effective group participation Encourage learners to ensure that every member contributes to the conversation, fostering an inclusive environment Appoint a chairperson for each group to facilitate the discussion and regulate participation, ensuring that all voices are heard and valued This structured approach not only promotes engagement but also cultivates essential communication skills among participants.
To enhance language learning, it's essential to encourage learners to consistently use the target language Appointing a group monitor can be beneficial; this individual will remind participants to speak in the target language and provide feedback to the teacher on the group's adherence to this practice.
The speaking course is tailored for technicians in garment companies, addressing their immediate English language needs Its content is specifically designed around the students' objectives and requirements, ensuring a high level of technical vocabulary and common business terms Additionally, the course emphasizes speaking styles that align with the learners' work environments and job-related tasks, providing practical language skills essential for their roles.
METHODOLOGY 2.1 The setting of the study
The teaching and learning conditions
Garment companies offer English courses in well-equipped classrooms featuring modern facilities such as PCs, radios, and projectors With class sizes ranging from 20 to 30 learners, teachers face challenges in implementing activities, while students benefit from ample opportunities to practice their English skills effectively.
The current syllabus
At our college, our syllabus of the textbook New headway elementary and pre- intermediate We have not had the syllabus about ESP speaking course, especially about Garment Branch.
The target learners
Our learners, aged between 22 and 40, have primarily studied English at colleges or universities, which gives them an advantage as young and active individuals This age group tends to absorb new information more effectively and tackle challenges head-on Unlike children, adult learners favor problem-solving approaches over rote repetition However, there is a noticeable disparity in English proficiency levels among students, with some having received extensive training at language centers while others struggle to keep pace All learners recognize the necessity of English for their careers, driving their motivation to improve their speaking skills With approximately 30 students per course, the class size fosters an engaging environment for both teachers and learners to participate in diverse activities.
The teacher staff
The success of a new syllabus heavily relies on the teacher population, as their ability to adapt to innovative methodologies is vital It is crucial to evaluate teachers' proficiency in the target language, their training and educational background, teaching experience, and their openness to program changes.
There are twelve teachers in our English group, aged between 24- 37 Three of them graduated from Hanoi Open University, the rests graduated from The College of
At Vietnam National University, 22 foreign language teachers, including three with M.A degrees and one currently pursuing an M.A at Hanoi University, demonstrate a strong commitment to collaboration and professional development These enthusiastic educators actively seek to enhance their teaching methods by incorporating innovative strategies, with most having completed an ESP (English for Specific Purposes) teaching course Notably, ten of these teachers have successfully managed an ESP course focused on garment and fashion for 2-5 years, showcasing their expertise in this specialized area.
Methodology
A study was conducted involving sixty potential learners from the technical departments of various garment companies, including Dap Cau, Hung Yen, and Hai Nam The researcher distributed questionnaires in person, explaining the research objectives, and collected responses from 40 female and 20 male participants, with an average age of 29 While some learners have studied English for at least seven years in high school and college, others have only attended foreign language centers, resulting in varied English proficiency levels Additionally, the study included insights from ten English teachers, with experience ranging from four to thirteen years, and feedback from ten employers working in various offices and companies to assess their perspectives on the relevance of English skills for learners in real-world tasks.
The General Director of the Vietnam Textile and Garment Group (QĐ/VNT 201-2005) mandates that all garment technicians possess a specific level of English proficiency to effectively communicate and collaborate with international partners in the garment industry.
Three questionnaires and an interview are conducted to get the data
The first questionnaire for English teachers also has three sections designed to identify their suggestions on the objectives of the syllabus; the topics needed; the grammatical structures
The second questionnaire designed in Vietnamese and English for the learners is also divided into 3 sections
Section I finds out the expectations, opinions on the objectives of the learner- centered speaking course
Section II focuses on the topics needed for the syllabus
Section III concerns with the grammar; structures and the tasks for the syllabus
The third was semi-structure interview for the employers
Seventy copies of the two questionnaires were distributed, and all were returned with satisfactory responses Analyzing the needs of both learners and employers is crucial for defining the aims, objectives, and content of the syllabus.
DATA ANALYSIS AND DISCUSSION 3.1 The findings
Data gathered by means of employers’ interviews
Interviewing learners' employers provides valuable insights into training needs and requirements, as they are closely connected to the learners' actual needs and understand the long-term foreign language demands of their companies During these interviews, researchers should concentrate on specific questions rather than allowing for open-ended discussions to gather targeted information.
An interview was conducted with 10 employers to explore the necessity of English proficiency for staff in executing real-world tasks The significance of English in the workplace was emphasized, particularly due to their collaboration with foreign partners Each employer responded to three specific questions during the interview, highlighting the critical role of English in their operations.
* What do you want your staff to be able to do using English in their work?
Employers unanimously agree that effective communication is crucial in the workplace, highlighting the significance of telephone conversations, client interactions, reporting to managers, delivering presentations, attending meetings, and conducting market research Staff members often need to write faxes and emails to business partners, and staying informed through reading is essential in today’s information-driven era Furthermore, they stress the importance of oral communication in English as a vital skill for success in the workplace.
* Which if these things are priorities ( listening, speaking, reading and writing)? In terms of percentages ?
Research indicates that 60% of communication in the workplace involves speaking and listening, essential for tasks such as phone conversations, presentations, and meetings, while 40% focuses on reading and writing reports and faxes Employers unanimously agree on the growing importance of English speaking skills For instance, the Managing Director of Dap Cau Garment Company highlighted that many employees need to travel abroad for business to connect with potential clients and provide updates on products and services Without strong English communication skills, handling challenges in international business becomes difficult Consequently, speaking proficiency is prioritized, and the director is considering implementing an English course to enhance staff speaking abilities, ensuring they can effectively communicate with foreign partners at any time and at minimal cost.
The managers of Hai Nam and A Dong Garment Companies emphasize that fluency in English is essential for employees in the technical department, as 90% of their business partners are international This proficiency enables staff to effectively address issues in English, highlighting the importance of language skills in a global business environment.
* How would you rate the importance of using English in carrying out work- related tasks?
The five employers all agreed that in carrying out work related tasks, English plays the equally important part and without English it would be difficult to fulfill any jobs.
The summary
The analysis of data reveals strong positive feedback from English and subject teachers, as well as students regarding the speaking syllabus This study particularly emphasizes the opinions and expectations of learners and employers.
CHAPTER IV A PROPOSED SPEAKING SYLLABUS FOR TECHNICIANS IN GARMENT COMPANIES
In this chapter, the researcher introduces a new speaking syllabus informed by the methodology outlined in Chapter II and the findings from Chapter III It incorporates the theoretical framework of English for Specific Purposes (ESP), syllabus design, and speaking skills discussed in Chapter I The chapter concludes with a summary of the study and offers suggestions for enhancing speaking learning and teaching practices.
Selecting a type of syllabus for ESP learners
As I mentioned in the above part, the syllabus will be the combinations of the topic syllabus and skill-based and task-based syllabus as well Each one has its own strong and weak points so we will enhance the strong ones so that they are appropriate to the target needs For example, I will carefully choose the topics of the texts with the hope to help students not only improve their speaking skill in English but also their special knowledge with the recent trends in Garment branch.
Aims and objectives of the syllabus
The aims and objectives of the course are specified from the results of needs analysis of students and English teachers
The aim of the course is concluded from the general ideas as:
By the end of the speaking course, the students will be able to communicate orally in English confidently with foreign partners in garment field
Basing on the aim, four main objectives of the syllabus also determined By the end of the course learners will be able to:
- Build practical skills and strategies needed to communicate effectively in workplace
- Apply office communication techniques to solve problems and create opportunities
- Accomplish presentation skills and the ability to handle visual aids like slideshows or overhead projector, etc…
- Build up their leadership and organization skill with teamwork
Detailed syllabus
Following the objectives outlined in Chapter II, the syllabus content is selected to enhance speaking skills, incorporating relevant topics, tasks, grammatical structures, and vocabulary The course is organized sequentially, progressing from simple to complex concepts, ensuring that earlier material is foundational for more advanced content By structuring speaking texts around essential knowledge, students find the learning process both easier and more engaging.
4.3.1.1 Some topics included in the syllabus
Thematic learning fosters a collaborative environment where both teachers and students select relevant topics This approach encourages meaningful discussions between learners and educators to identify subjects that inspire motivation Together, they are encouraged to explore various resources related to these chosen topics, enhancing the learning experience through diverse materials.
4.3.1.2 Grammatical structures in the syllabus
Almost grammatical structures given are chosen by English teachers and students so there are 15 items of grammar in the syllabus:
Uses of tenses (simple present and past tense, future tense….)
Ed and -ing adjectives Passive voice
Prepositions and preposition phrases Indirect speech
4.3.3 The organization of the syllabus
Based on surveys of student expectations and feedback from teachers and employers regarding the speaking course, we propose a learner-centered speaking syllabus tailored for technicians in garment companies This syllabus comprises 10 units and 2 review units, organized into six components: time, topics, speaking skills, grammatical structures, exercises, and vocabulary.
Topics Communication skills Exercises/tasks Grammar/structur es
Tense review: present simple tense
Group work Present continuous for future
Speaking and writing dates Telephone
Time expression Appointments and meetings
Presenting facts and figures Fill in the gaps
Presentation - The past simple tense
3 periods Stop and check: revision and do the test
Producing - Evaluating the products Fill in the gaps
Planning Making arrangements - Taking and leaving messages
8 Customers Describing processes Describing and Present perfect Customers
4 periods introducing tense service department
Describing commodity - Greeting and introduce yourself
- Modifications from the original sample
- Fit sample and delivery date
Passive voice Original sample and delivery date
Discussing ideas Meetings: Exchanging opinions
Talking about making mistakes when making clothes
3 periods Stop and review for the final test
The speaking course for garment technicians consists of 45 sessions, each lasting 45 minutes, with classes scheduled 4 to 6 times a week over a 10-week period After completing 20 sessions, students will take an oral test, followed by a final assessment at the end of the semester.
Suggestions for learning and teaching
In our syllabus, we prioritize a learner-centered approach that focuses on the needs and expectations of students To engage and motivate learners, we carefully select topics and activities that resonate with them Additionally, students are encouraged to actively contribute and collaborate with teachers to enhance the effectiveness of the learning process.
To enhance their speaking skills, students must prepare topics at home and actively engage in group discussions during class Prior to speaking, they should quickly gather their thoughts and ideas A crucial aspect of this process is self-study, where students learn technical vocabulary and grammatical structures through context and practice Regular discussions with peers and teachers also play a vital role in boosting their English proficiency and confidence.
Teachers play a crucial role in facilitating effective learning by acting as guides and assistants Given that many learners struggle with English, it is essential to integrate grammatical structures with speaking skills to maximize their learning outcomes Additionally, fostering motivation during speaking lessons is vital for enhancing student engagement and success.
- Teacher should provide learners special materials in English relating to the lessons or give them some reliable sources of information for self-studying
- Speaking activities often just provide a scenario for interaction whereas learners might find it helpful to consider first what the features of a successful
39 interaction would be This would focus their attention on appropriate language and skills, and provide a basis for evaluation at the feedback stage
Role play: The students in the class are divided into pairs or groups and given situations and roles to act out
Role play has significantly expanded the responsibilities involved in communication practice, allowing students to move beyond the language typically used in classroom settings.
Role play gives students an opportunity to develop fluency and confidence
In a problem-solving class, students are organized into groups of four to tackle specific challenges Each group appoints a representative to present their solutions to the class after collaborative discussions Most tasks emphasize teamwork, requiring students to engage in pair or group work The language skills necessary for these activities vary based on the topic, but generally include making suggestions, providing reasons, and evaluating the ideas presented by peers.
In collaborative learning sessions, groups of four to five learners engage in discussions on a shared topic for ten to fifteen minutes Each group selects a representative to summarize and report their findings, fostering communication and teamwork skills.
Interviews are an effective activity for both pair and group work, suitable for learners at all proficiency levels For lower-level students, interviews can be highly structured, focusing on specific information and manageable grammatical complexity The primary objectives at this stage may include practicing requesting functions, expanding vocabulary related to personal information, and formulating questions Students can engage by asking each other targeted questions to enhance their conversational skills.
- What company do you work for?
And learn to give appropriate responses At the higher levels, interview can be prove more complex facts, opinions, ideas, and feelings
According to Brown (1994), games can be considered distinct types of language activities that differ from traditional definitions They formalize techniques into scoreable units, making them effective tools in language learning Guessing games, such as "Twenty Questions," are popular choices for language classrooms and can be easily tailored for small groups.
Oral presentations are a common task in English for Specific Purposes (ESP) that allow learners to choose familiar topics to prepare at home During class, students present their topics to peers and answer questions, engaging in a process that utilizes all language skills While presentations may seem limited, they require the refinement of both linguistic and non-linguistic skills Teachers play a crucial role in helping students enhance their body language, planning abilities, and effective use of visual aids, which are essential components of successful presentations.
Suggestions for assessment and test
Assessment plays a crucial role in the learning and teaching process, allowing teachers to gauge students' proficiency and the suitability of the syllabus Various methods can measure student progress, including interviews, role plays, group discussions, presentations, and product evaluations To enhance motivation, assessments will also consider classroom participation, behavior, homework, and group work Given the course's limited duration of 45 periods, we implement two types of tests: an oral progressive test (mid-term) and an achievement test (final) These tests encompass vocabulary, grammar exercises, speaking, and writing components Ultimately, student performance will be evaluated based on regular attendance and class contributions (10%), the mid-term test (30%), and the final test (40%).
CONCLUSION 1 Conclusion
Limitations and recommendation for further studies
The study presents several limitations that impact its reliability and generalizability, primarily due to the small sample size As this is the researcher’s first attempt at such a study, there may be procedural errors and a lack of experience with the subject matter Additionally, the inability to interview former learners for further insights into the needs analysis poses a challenge Future research, particularly in designing syllabi for fields like Informatics Technology and Fashion Design at Hanoi Industrial College for Textile Garment and Fashion, aims to address these limitations and enhance the quality of the study.
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APPENDIX A SURVEY QUESTIONNAIRE 1 Part A: For teachers
This questionnaire seeks to gather teachers' insights on the essential objectives to be achieved in a learner-centered speaking course for technicians in garment companies The valuable information obtained from this survey will play a crucial role in designing an effective speaking syllabus tailored for technicians in the garment industry Your support will be instrumental in developing a practical speaking course.
Please tick (v) in the appropriate box Thank you for your cooperation!
Section I: Teachers’ selection of topics needed in the speaking syllabus
Items Objectives High Moderate Low
2 To consolidate grammatical structures through speaking
3 To learn language functions to perform tasks
4 To consolidate speaking skill in garment field
5 Others ( please specify and rate)
Section 2: Teachers’ selection of topics needed in the speaking syllabus
Please put a tick (v) at the following topics you think are necessary for the learners to perform in their jobs Thank you for your cooperation!
Number of topics Content Your choice
Section 3: Teachers’ selections of grammar and structures needed in the syllabus Please tick (v) in the appropriate box Thank you for your cooperation!
Grammar and structures Your choice
Uses of tenses (simple present and past tense, future tense….)
-ed and –ing adjectives Passive voice
TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP – DỆT MAY THỜI TRANG HÀ NỘI
Chúng tôi đang phát triển chương trình tiếng Anh chuyên ngành May dành cho cán bộ kỹ thuật trong doanh nghiệp Để đảm bảo giáo trình thực tiễn và hiệu quả, xin vui lòng điền thông tin vào bảng dưới đây.
* Xin anh (chị) cho biết một số thông tin về cá nhân
Trung cấp Cao đẳng Đại học Sau đại học
*- Anh (chị) đã từng học tiếng Anh?
1- Anh /chị thấy việc nói bằng tiếng Anh có cần thiết cho công việc của anh/ chị? cần thiết không cần thiết
2- Anh/ chị hãy tick(v) vào những lợi ích mà anh/chị hy vọng có thể đạt được sau khoá học nói tiếng Anh?
Items Objectives High Moderate Low
( Học từ vựng về chuyên ngành may)
2 To consolidate grammatical structures through speaking skill
( Củng cố các cấu trúc ngữ pháp thông qua kỹ năng nói)
3 To learn language functions to perform tasks
( Học các chức năng ngôn ngữ để thực hiện nhiệm vụ)
4 To consolidate speaking skill in garment field
( Củng cố kỹ năng nói liên quan đến chuyên ngành may)
Phần 2: Learners’ selection of topics needed in the learner-centered speaking syllabus
( Sự lựa chọn của người học đối với các chủ điểm trong khoá học nói)
Anh/ chị hãy tick(v) vào chủ điểm nào mà anh/ chị cho là cần thiết đưa vào giảng dạy trong khoá học:
Number of topics Content Your choice