Date post: | 03-Mar-2015 |
Category: |
Documents |
Upload: | dangthanhhd |
View: | 904 times |
Download: | 2 times |
Introduction
1. Rationale of the study
Nowadays, foreign language especially English plays an important role in our lives. It is a
mean to communicate with every people in the world. It is also a tool to access to modern
technology. In fact, people are aware of the importance of English and they want to learn it for
different purposes like getting a job, business communication and so on. Therefore, the
teaching and learning of English have been placed in an important focus at all schools,
colleges and universities.
However, there have been great problems of qualification of teaching and learning English
that make universities and colleges pay attention to. As an English teacher, I may find that we
are limited in teaching methods, in selecting textbooks and materials and in designing
syllabuses.
A syllabus can be considered a useful instrument to help both teachers and learners in teaching
and learning processes. At present, many different kinds of English textbooks written by the
English- native authors are available in Vietnam. Their content and construction are good.
However, to some extent, they are not suitable for students’ specific conditions, or their
language competence, their aims or objectives, time allocation of the syllabuses and so on.
Teaching business letter is one part of teaching business communication. It is necessary for
students when they finish their study at their colleges and start working at foreign invested or
international Joint Venture firms. Textbooks for teaching writing business letters are available
in Vietnam but it is difficult to choose the most suitable one. Because they don’t meet the need
of time allocation, aims and objectives of the second year students of Tourism and Foreign
Language Faculty at Sao Do Industrial College (SIC).
From these reasons above, I have chosen my MA thesis “Designing an English Business letter
writing syllabus for the second year students of Tourism and Foreign Language Faculty at Sao
Do Industrial College”
1
2. Aims of the study
The study aims at:
- Designing English Business letter writing syllabus to meet the demands of teaching
and learning writing business letters in a semester of 45 periods for the second year
students of Tourism and Foreign Language Faculty at Sao Do Industrial College.
- Giving some useful suggestions for effectively teaching business letter writing at SIC.
3. Scope of the study
The study is based on designing a writing business letter syllabus for the second year students
of Tourism and Foreign Language Faculty at Sao Do Industrial College. Other students at
other levels will not be suitable.
4. Research questions
This study is carried out to answer the following questions:
1. How to design a writing business letter syllabus for the second year students of Tourism and
Foreign Language Faculty at Sao Do Industrial College?
2. What are the main contents in business letter syllabus for the second year students of
Tourism and Foreign Language Faculty at Sao Do Industrial College?
5. Methods of collecting data
In order to carry out this study, data were collected by means of survey questionnaires and
then analyzed quantitatively; material analysis is also used in the process of selection of
materials for the intended syllabus.
Questionnaire 1 is used for the teachers of Tourism and Foreign Language Faculty at Sao Do
Industrial College to get information about their expectations of their students at the end of the
course, their ideas about topics, activities and correction techniques that should be included.
Questionnaire 2 is designed for students in order to get information about the students’ needs
and expectations of the writing business course, to identify useful and practical topics and
language exercises and activities for their course. They are 50 second - year students of
Tourism and Foreign Language Faculty at Sao Do Industrial College
6. Structure of the study
Apart from Introduction and Conclusion, this thesis includes 3 chapters:
2
The Introduction provides basic information such as background, aims, research questions,
scope, methods and structure of the study.
The first chapter reviews the related literature on syllabus design, writing tasks and activities.
The second chapter analyzes the teaching and learning situations at Tourism and Foreign
Language Faculty of SIC and result of the survey.
The third chapter presents the content of the Business letter writing syllabus. A syllabus
focuses aims and objectives, content specification, suggested teaching methods and forms of
testing.
The Conclusion draws out the subject matter and suggestions for further research.
3
Chapter I: Literature review
Language syllabus design is an area of applied linguistics which has been the focus of a
variety of efforts to apply to language teaching basing on the requirements of studying
language structure, language use and language acquisition. This chapter consists of three parts.
The first part provides a general review of the English for Specific Purposes (ESP). The
second part aims at providing the definitions of syllabus, an introduction to different
approaches to syllabus design, types of syllabus. And the third part of the chapter focuses on
revising theoretical backgrounds to writing and teaching writing activities.
1.1. An overview of ESP
ESP is a developing branch of EFL in Vietnam. So the design of an ESP syllabus that serves a
particular group’s interests and needs has becomes a matter of urgent concern among
Vietnamese ESP practitioners.
According to Hutchinson & Waters’ point of view, they clearly mention “ESP is an approach
to language teaching in which all decisions as to content and method are based on the learner’s
reason for learning.” (Hutchinson & Water, 1987:19). The learners’ needs are considered the
most important factor in ESP. Brimful (1977:7) states that “ESP course is concerned with the
purposes for which learners need English, purposes for which are usually expressed in
functional terms”. In the same view, Munby (1978:2) maintains that ‘analysis of the
communicative needs of the learners’ should precede the syllabus design and materials
development’.
With the above mentioned views on ESP, it can be shown that we should pay more attention to
the ways in which learners acquire language rather than focus on the method of language
delivery.
4
Also in Hutchinson & Waters’ opinion, ESP is divided into three divisions: English for
Science and Technology, English for Business and Economics, and English for Social Science
and then when coming to upper level, each branch is further divided into sub-divisions
according to learners’ needs: for study as English for Academic Purposes (EAP) and for work
as English for Occupational Purposes (EOP).
Munby (1978:55) also shares the same view that ESP could be divided into two broad areas:
EOP ‘where the participant needs English to perform all or part of his occupational duties’ and
EAP ‘where the participant needs English to pursue part of his studies’.
At the SIC, EOP is taught for the students who need to use English as part of their work.
Writing Business Letters also is a subject related a lot to the career of students of Tourism and
Foreign Language Faculty. In short, we realize that ways of classifying ESP will help teachers
to make successfully a need analysis and design appropriate syllabus for their students.
1.2. An overview of syllabus design
1.2.1. Syllabus in language teaching
A language teaching syllabus involves the integration of subject matter (what to talk about)
and linguistic matter (how to talk about); that is, the actual matter that makes up teaching. The
choice of a syllabus is a major decision in language teaching and it should be made as
consciously and with as much information as possible.
To begin with, it seems of great importance to define the term syllabus in order to have a
better understanding of what it actually means and to which aspects and dimensions of ELT it
is related. Of course, it should be noted that there are many challenges to proper defining and
elaborating on the concept syllabus. For example, in recent years, the focus of syllabuses has
shifted away from structure to situations, functions and notions to topics and tasks. That is
why, as Nunan (1988:52) highlights; with the development of the latter obviously "the
traditional distinction between syllabus design and methodology has become blurred".
5
Accordingly, though it is a little difficult on initial appearance to describe syllabus, it seems
possible to make an attempt to define syllabus at least in an understandable way. In Wilkins'
(1981) words, syllabuses are "specifications of the content of language teaching which have
been submitted to some degree of structuring or ordering with the aim of making teaching and
learning a more effective process." A syllabus can also be seen as "a plan of what is to be
achieved through our teaching and our students' learning" (Breen, 1984) while its function is
"to specify what is to be taught and in what order" (Prabhu, 1984). Hutchinson and Waters
(1987:80) define syllabus as at its simplest level “as a statement of what is to be learnt”. They
further add that it reflects of language and linguistic performance. Yalden (1987: 87) also
refers to syllabus as a "summary of the content to which learners will be exposed". Candlin
(1984) suggests a different perspective implying that syllabuses are "social constructions,
produced interdependently in classrooms by teachers and learners…They are concerned with
the specification and planning of what is to be learned, frequently set down in some written
form as prescriptions for action by teachers and learners."
Finally, in simple words, a language teaching syllabus involves the combination of subject
matter (what to teach) and linguistic matter (how to teach). It actually performs as a guide for
both teacher and learner by providing some goals to be accomplished. Syllabus, in fact, deals
with linguistic theory and theories of language learning and how they are utilized in the
classroom.
After having understood what the term language “syllabus” refers to, the next step would be to
come to terms with what language “syllabus design” encompasses. According to Munby
(1984), syllabus design is seen as “a matter of specifying the content that needs to be taught
and then organizing it into a teaching syllabus of appropriate learning units.”
So it is clear that a syllabus is an important document in learning and teaching process.
Therefore, in order to use it appropriately, a syllabus designer needs to be aware of the
approaches in designing process.
6
1.2.2. Approaches in designing syllabus
There are many different trends in syllabus but in my thesis I will focus on these two major
trends:
* Synthetic approach
According to Wilkin (1976:2), a synthetic language teaching strategy “is one in which
different parts of language are taught separately and by step so that acquisition is a process of
gradual accumulation of parts until the whole structure of language has been built up”. In his
opinion, the synthetic strategy tends to produce a structural syllabus that means when
designing syllabuses basing on this approach, the language is divided into discrete units.
Learners are presented at any one time only one item of language. And the teachers pay much
attention to knowledge of the language system rather than its use.
* Analytic approach
To contrast analytic approach with synthetic approach, Wilkin (1976:3) assumes analytic
syllabuses are those “organized in terms of the purposes for which people are learning
language and the kinds of language performance that are necessary to meet those purposes”.
So in analytic approach, the communicative purposes for which language is used are the major
points for syllabus design. Chunks of language that may include structures of varying degrees
of difficulties are expected to be presented with by learners of language. In other words,
learners are exposed to language that has not been linguistically graded.
In short, the starting point for syllabus design is not the grammatical system of the language,
but the communicative purposes for which language is used. Therefore, in this thesis I choose
analytic approach to design a writing business letter syllabus for second-year students of
Tourism and Foreign Language Faculty.
1.2.3. Types of syllabus
1.2.3.1. A structural or formal syllabus
This is recognized as the traditional syllabus which is often organized along grammatical lines
giving primacy to language form. The focus is on the outcomes or the product. It is, in fact, a
7
grammatical syllabus in which the selection and grading of the content is on the basis of the
complexity and simplicity of grammatical items. In other words, it specifies structural
patterns as the basic units of learning and organizes these according to such criteria as
structural complexity, difficulty, regularity, utility and frequency. The learner is expected to
master each structural step and add it to his/her grammar collection. It makes ample use of
highly controlled, tightly structured and sequenced pattern practice drills.
1.2.3.2. A situational syllabus
With this type of syllabus, the essential component of organization is a non-linguistic
category, i.e. the situation. The underlying premise is that language is related to the situational
contexts in which it occurs. The designer of a situational syllabus tries to predict those
situations in which the learner will find him/herself, and applies these situations, for instance;
seeing the dentist, going to the cinema and meeting a new student, as a basis for selecting and
presenting language content. The content of language teaching is a collection of real or
imaginary situations in which language occurs or is used. A situation usually includes several
participants who are involved in some activity in a particular setting. The language used in the
situation comprises a number of functions combined into a plausible part of available
discourse. The main principle of a situational language teaching syllabus is to teach the
language that occurs in the situations.
In this syllabus, situational needs are important rather than grammatical units. The major
organizing feature is a list of situations which reflects the way language and behavior are used
everyday outside the classroom. Thus, by connecting structural theory to situations the learner
is able to induce the meaning from a relevant context. One advantage of the situational
approach is that motivation will be heightened since it is "learner- rather than subject-
centered" (Wilkins.1976: 16).
1.2.3.3. A notional/functional syllabus
8
The chief emphasis of this syllabus is upon the communicative purpose and conceptual
meaning of language i.e. notions and functions. In other words, the content of the language
teaching is a number of the functions that are performed on using the language, or of the
notions that language is utilized to express. Functions can be exemplified by instances such as
inviting, requesting, agreeing, apologizing; and notions embrace age, color, size, comparison,
time, etc. Besides, grammatical items and situational elements are considered at subsidiary
level of importance. As proposed to the hypothesis of structural and situational syllabuses
which lies in the fact that it is most often in search of ‘how’ or ‘when’ and ‘where’ of
language (Brumfit and Johnson, 1979:84), the functional/notional syllabus seeks for ‘what is a
learner communicates through language’.
An important point regarding notional-functional syllabus is that the needs of the students
have to be explored and analyzed by different types of interaction and communication a
learner may be involved in. Accordingly, needs analysis is central to the design of notional-
functional syllabuses. Needs analysis should be taken into account so as to establish the
necessary objectives. Apart from needs analysis that has an implicit focus on the learner, this
type of syllabus proposes a new list consisting of notions and functions that become the main
focus in a syllabus. White (1988:77) argues that "language functions do not usually occur in
isolation" and there are also difficulties of selecting and grading function and form.
1.2.3.4. A skill-based syllabus
Skills are abilities that people must be able to do to be competent enough in a language, rather
independently of the situation or context in which the language use can occur. In this syllabus,
the content of the language teaching involves a collection of particular skills that may play a
role in using language. Although situational syllabuses combine functions together into
specific settings of language use, skill-based syllabi merge linguistic competencies
(pronunciation, vocabulary, grammar, and discourse) together into generalized types of
behavior, such as listening to spoken language for the main idea, writing well-formed
paragraphs, delivering effective lectures, and so forth. The chief rationale behind skill-based
9
instruction is to learn the specific language skill. Another less important objective might be to
develop more general competence in the language, learning only incidentally any information
that may be available while utilizing the language skills.
In conclusion, all syllabus types discussed here are being used in today’s language teaching.
However, the list is not meant the final or definitive set of categories. Each type of syllabus
has its own strong points and weak points as well. The choice depends on the aims and
objectives of the course. Therefore, in designing a syllabus it is better to combine the
advantages of each type in order to bring about positive results as it is believed that no type is
the best. The syllabus to be designed should be incorporated to match the contents which are
selected and organized logically and appropriately with the learners’ needs and the educational
settings in which the syllabus is used.
1.2.4. Steps in designing the syllabus
According to Nunan (1985: 7), in designing a syllabus, the most important step is analyzing
the learner’s needs. And Yalden (1983) also share the same idea. He also suggested 5
following steps in designing syllabus:
1. Needs analysis
2. Objectives and aims
3. Sequencing
4. Teaching method
5. Testing and evaluation
Discussing how to develop a syllabus, Taba (1962:422) points out that it is necessary to found
basic elements. In his point of view, any syllabus designers should follow 7 steps in designing
a syllabus. They are:
1. Need analysis
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning activities
6. Organization of learning activities
10
7. Decisions about what needs evaluating and how to evaluate
(Taba 1962, cited in Brimful, 1984)
From these above views, with its importance, analyzing the learner’s needs should be the point
of departure in the process of designing a syllabus. Thus, designing a syllabus often consists of
the following steps:
1. Needs analysis
2. Goals and objectives
3. Content selecting and grading
4. Suggested teaching methods
5. Evaluation and testing form
1.2.4.1. Needs analysis
* The importance of needs analysis
According to Nunan (1985), needs analysis is considered as the initial process for the
specification of behavioral objectives. Richards (1984:5) also points out the significance of
needs analysis as follows:
Needs analysis serves three main purposes: it provides a means of obtaining wider input into
the content, design and implementation of a language program; it can be used in developing
goals, objectives and content; and it can provide data for receiving and evaluating an existing
program.
Hutchinson and Water (1987:2) clearly state that in order to meet the various needs particular
learners, it is very important for designers to analyze their learners’ needs so as to design
appropriate course for them, to motivate them and to help them learn English faster and more
effectively.
*. Target needs
In Hutchinson’s point of view target need is defined as “what the learner needs to do in the
target situation”. In order to clarify target needs, he suggested that it is useful to consider the
target situation in the following items:
+ Necessities
11
According to Hutchinson and Water (1987:55), necessities can be called the type of need
determined by the demands of the target situation, that is, what the learner has to know in
order to function effectively in the target situation. For example, a businessman might need to
understand business letters, to communicate effectively at sale conferences, to get the
necessary information from sales catalogues and so on. He will also need to know the
linguistic features such as discourse, functional, structural, and lexical which are commonly
used in the situations identified. This is the matter of observing what situations the learner will
need to function in and then analyzing the constituent parts of them.
+ Lacks
Beside to identify necessities we also need to know what the learner knows already, so we can
decide “which of the necessities the learner lacks”. One target situation necessity might be to
read texts in a particular subject area. Whether or not learners need instruction in doing this
will depend on how well they can do it already. The target proficiency in other words, needs to
be matched against the existing proficiency of the learners. The gap between the two can be
referred to as the learners’ lacks. (Hutchinson & Water, 1987: 56).
+ Wants
Hutchinson & Water (1987:56), stated that wants are what learners feel they need in order to
operate in a target situation and are also called “subjective needs”. Richterich (1984:29) shares
the same view: “… 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 themselves and their environment.
However, learners’ views conflict with the perceptions of other interested parties: course
designers, sponsors and teachers. Therefore, the designer or teacher should be aware of the
different situation and takes account of them in materials and methodology.
*. Leaning needs
Learning needs is what the learners need to do in order to learn. To clarify what is meant by
“learning needs”, it is useful to look at the target situation. The target situation can determine
the destination; it can also act as a compass on the journey to give general direction, but we
must choose our route according to the vehicles and existing roads within the learners’ mind
(i.e. their knowledge, skills and strategies) and the learners’ motivation for traveling.
12
For this reason, while designing syllabus we may wish to restrict the syllabus depending upon
our students’ needs.
1.2.5. Goals and objectives
According to Graves (1996), goals are general statements or the final destination, the level
students will need to achieve. Objectives express certain ways of achieving the goals.
As Brown (1995:71) explains, goals are general statement concerning desirable and attainable
program purposes and aims based on perceived language and situation needs. And he defines
objectives as specific statements that describe the particular knowledge, behavior, and skills
that the learner will be expected to know at the end of a course.
In short, clear understanding of goals and objectives will help teachers to be sure what
material to teach, and when and how it should be taught.
1.2.6. Content selecting and grading
Shaw (1976) states the steps in selecting content must be considered these questions:
- how much can we teach and how much can be learnt by the learners in question; and
- which items should be included.
After choosing an appropriate content for the syllabus, it is certain that we must present and
organize it properly. Therefore, the content matter should be organized in such a way so as to
facilitate teaching and learning.
1.2.7. Suggested teaching methods
In addition to the content, teaching method is also of crucial importance. The aim of the course
is to develop linguistic skills relating to particular procedures and activities. The syllabus for
writing business letter is aimed at developing writing business letter. This means that teacher
doesn’t have to teach students how to write a business letter but also provide general
knowledge about the form and ways of writing all kind of letters in business communications.
1.2.8. Evaluation and testing form
This is the last but not the least stage. Teachers should evaluate their courses to improve their
effectiveness. Evaluation can be done in two ways: implicitly and explicitly. Implicit
evaluation takes place during the semester, when the learners, by the grades, participation, and
13
motivation, give clues to the teacher on how their learning is going on. Explicit evaluation
may take place at the end of the course.
1.3. Teaching writing business letters
2.4.1. Definitions of writing
Writing is one way of communication. Through the mastery of writing, people can work
effective in intellectual organization, in the management of everyday affairs, in the expression
of ideas and argument. By writing people can have control of both information and of people
as well.
From The World's Writing Systems, Peter T. Daniels defines writing as: “a set of visible or
tactile signs used to represent units of language in a systematic way, with the purpose of
recording messages which can be retrieved by everyone who knows the language in question
and the rules by virtue of which its units are encoded in the writing system.”
As mentioned by Byrne (1988) we can understand that “writing is an act of forming graphic
symbols”. However, of all language learning skills, writing is valued as “a language skill
which is difficult to acquire” (Tribble, 1996:3).
2.4.2. Writing tasks and activities
Writing is an essential skill in our everyday lives and that makes it a really important aspect of
our teaching too. Students need to know how to take notes as well as how to write essays and
letters, which makes this basic skill as important as speaking or listening.
Writing skills are important because they are a good way to reinforce what a student has
learned as they will benefit from seeing new vocabulary in written form.
Speaking and listening are natural, though, and as such they do not strictly need to be learned.
For example, if an English person moves to France, they will eventually learn to speak French
just from being around native French speakers. They will, however, struggle to write in
French. Consequently, writing can be frustrating and disliked. When we speak, we do not
really think about the grammatical correctness or the mechanics of what we are saying.
Everything flows as speech happens rather quickly; we do not repeat our speech to check for
mistakes or the appropriateness of what we are saying. Writing, on the other hand, does not
14
flow smoothly. We write a few lines, re-read them, edit what we’ve written if necessary, and
then carry on the process – we are constantly checking for correctness.
For these reasons we need to make writing an enjoyable activity that our students will not
want to avoid. We need to encourage students, initially at least, to write without worrying
about the correctness of everything they put to paper – get them to generate ideas and then edit
their written English afterwards. It is also important to be involved every step of the way as
leaving your students to produce a written piece of work with little help can be a rather
daunting prospect for them. Furthermore, to help our students become self-sufficient writers,
rather than marking a student’s work in red pen and handing it back to them it is much better
to meet every individual student to discuss the strong and weak points of their work.
According to Doff (1995, p.150-152), writing activities include controlled writing activities
and free writing activities.
Controlled writing activities based on some activities such as gap-filling, re-ordering
words, substitution, correcting the facts and dictation. Free writing activities include paragraph
writing, letter writing and essay-writing. However, there are some problems in free writing:
When facing a free writing such as writing a paragraph to describe their own town or village,
many students would probably find it quite difficult and make many mistakes. If so they
would find the task frustrating and probably not learn very much from it. Students would
probably approach the task in different way and produce a wide variety of different
paragraphs.
2.4.3. Teaching business letters
Business Letters in English are formal paper communications between, to or from businesses
and usually sent through the Post Office or sometimes by courier. Business letters are
sometimes called "snail-mail" (in contrast to email which is faster). It includes: letter, memo,
fax or email. Most people who have an occupation have to write business letters. There are
many reasons why you may need to write business letters or other correspondence: to persuade
to inform, to request, to express thanks, to remind, to recommend, to apologize, to
congratulate, to reject a proposal or offer, to introduce a person or policy, to invite or
welcome, to follow up or to formalize decisions.
15
There are many modern communication ways available today, but the traditional business
letter remains an important means of sending printed messages. The business letter acts as an
ambassador for the company, and also it conveys an impression of the company or of the
writer in many ways.
Development in technology has made it possible to have instant communication all over the
world. Speed is now becoming the key to successful business communications. As a result of
fax messages, e-mails are taking the place of many business letters. However, in many aspects
of life and work, nobody can deny the existence of written communications- one of which is
the use of application form or cover letter when you start your own job hunting process.
The genre of business correspondence includes business letters like complaint letters,
invitation letters, job application letters, enquiry and reply letters and some other business
letters. All of them have one purpose- i.e. to doing business. As defined by Martin (1993:36),
genres can be identified by their overall shape and genesis structure by the genre linguistic
functions. Additionally, the communicative purpose can decide some of the grammatical and
lexical structures and other characteristics that make the discourse type distinctive.
Business letters must confirm a number of linguistic features of the genre. They must be of
standard written language, which means correct use of grammar, spelling, vocabulary usage,
and conventions of capitalization and punctuation. Business letters are common means of
communication between companies. They are documents typically sent externally to those
outside a company but it is also sent internally to those within a company.
Besides, in the business letters, the language must be appropriately used with formal, concise
language and impersonal and informal language must be minimized.
Raimes (1993) mentions that business letter writing also gives us the chance to deal with a
variety of forms and functions that are an essential part of language mastery. Once students
have known the form of a business letter, they can be given communicative writing tasks that
lead them to practice useful form. The writing of business letters in the classroom can be tied
in a very neatly with lessons on the functions of language e.g. how to make a complaint letter,
write a letter of invitation, letter of enquiry or reply and so on.
2.5. Summary
16
In this chapter, I have reviewed different approaches to syllabus design with an attempt to
identify the most suitable for this study such as skilled-based syllabus. In the next chapter, the
teaching and learning at Tourism and Foreign Language Faculty will be analyzed and then a
writing business letter syllabus will be proposed.
17
Chapter 2: The study
According to Nunan (1988) and Yalden (1983), needs analysis is the starting point in syllabus
design. This chapter presents the result of the need analysis as the foundation for designing
business letter writing syllabus for the second year students of Tourism and Foreign Faculty at
SIC.
Theoretically, in designing syllabus process, the course designers need to consider a number
of factors such as the needs, the learners’ background, the teachers, resources and
administrative constraints. In order to identify learners’ needs, two questionnaires were
designed for the second year students and teachers of Tourism and Foreign Faculty at SIC.
Before the findings of the study are presented, some brief information of teaching and learning
English process of Tourism and Foreign Faculty at SIC is provided.
2.1. Situational analysis
2.1.1. Teachers in Tourism and Foreign Language Faculty at SIC
Tourism and Foreign Language Faculty of SIC now has got 15 English teachers aged from 25
to 45. Six of them are working toward an M.A degree and the rest hold a B.A degree in
English language teaching. Five of them have been completed the short-term English for
Tourism course. So they also have some experiences in choosing appropriate subjects for the
course of Tourism. However, The Tourism and Foreign Language Faculty has newly founded
for 3 years. Most of teachers in the faculty have to face with many difficulties in choosing
materials in teaching English process especially the subjects related to their branch.
2.1.2. The second year students of Tourism and Foreign Language Faculty at SIC
These students are young, aged from 19 to 22; most of them are female so they usually work
hard. Their level of English is rather good. They have been trained from the elementary to the
upper intermediate in English in the first three terms. From the second term of the course they
have already learned English for tourism so they also have the basic knowledge of English and
tourism. Moreover, in the two first terms, students have been trained and practiced with four
skills: listening, speaking, reading and writing. But in the second year, they haven’t got any
18
practical writing subjects so they meet many difficulties in writing and teachers can not cover
all the mistakes in their learning processes.
2.2. The subjects
The subjects of the study were 5 teachers of the Tourism and Foreign Language Faculty who
are in charge of teaching English for Tourism and 50 second- year students of Tourism and
Foreign Language Faculty who have finished the first three terms from the elementary English
to the upper intermediate English and now are developing with tourism branch.
2.3. Instrument for collecting data
In my thesis, I use questionnaires as a main tool for collecting information about learners’
needs. This method gives me the high frequency and overlapping responses from a large
number of people. My questionnaires are conducted to both the teachers and the students of
Tourism and Foreign Language Faculty.
Questionnaire 1 includes 7 questions used for teachers with three main points:
- It helps us know the objectives to be achieved at the end of the course
- It is about the necessary topics and activities and the techniques as well in the syllabus.
Questionnaire 2 was designed for the students and it has the same points with questionnaire 1
2.4. The findings
2.4.1. Analysis from the teacher survey
Section 1: Teachers’ ideas on the role of writing business letter for students and
expectations at the end of the course at SIC.
The aim of this section is to find out the role of teaching writing business letters for students
and the teachers’ expectation at the end of the course. There are 2 questions in this section.
The first is for the role of teaching writing and the second for expectations from teachers. So
when asked about the role of teaching writing business letter for students, most of teachers
(100%) answer that teaching writing business letters plays a very important role for students
after they graduate from their college.
The number of responses for expectations of teachers is presented in the table 1. (p.21). Table
1. (p.21) shows that the highest percentage of 60% of the teachers consider item 3 and 6 are
very necessary. The results indicate that the teachers would like to emphasize on helping the
19
students to understand how to write particular business letters and consolidate structures and
lexical items commonly used in business letters. The rest items occupy 40%. It means that
items 1, 2, 4, 5 are also necessary for the course.
20
Table 1. Expectations of teachers at the end of the course
21
Section 2: Topics relating business letter as perceived by the teachers
This section aims at finding the relevant topics for writing business letters which should be
included in the syllabus. Thirteen topics have been identified and the teachers were asked to
rank the topics in terms of their relevance. The number and percentage of people responding to
each item is shown in Table 2(p. 23). The data from the Table 2 shows that the teachers’
opinions of relevant items which have the highest percentage are item 2,3,4,7,8,9,10,12, and
13. This proves that these topics are relevant to be included in the syllabus. The rest items (1,
5, 6 and 11) which receive the low percentage indicate that these items are not necessary in the
course.
Section 3: Classroom activities and correction techniques should be included in the syllabus
as perceived by the teachers
This section is intended to find out teachers’ ranking of classroom activities and correction
techniques. The teachers were asked to rank from the activities according to their effectiveness
in the course. The number and percentage of people responding to each item is shown in Table
3(p.24).
The Table 3(p.24) shows that 80% of teachers agree that items 1,2, 3, 5 , 6 , 7 , 8 and 9 are
very effective activities in the course but the item 4 and 10 are not effective so it should not be
concentrated in this syllabus. And most of teacher state that correction techniques in the class
such as self-correction with teacher’s assistance (60%), peer-correction (80%) and teacher
correction (80%) are effective activities in the course.
Section 4: Time allocation for the course as perceived by the teachers
The purpose of this section is to find out the suitable time for the course. 100% of teachers
were asked to choose the appropriate time for the course agree that 45 periods are suitable for
the whole course. This meant that there will be 2 lessons per week and each lesson will last 45
minutes. This time is appropriate for students to practice and prepare for the next lesson.
22
Table 2. Teachers’ opinion of topics relating English business letters
23
Table 3. Teachers’ ranking of classroom activities and correction techniques
24
2.4.2. Analysis from the students survey
Section 1: Expectations of students at the end of the course at SIC.
This section is intended to find out the expectations of students needed to be achieved at the
end of the course. The number and percentage of people respond is shown in the Table
4(p.26). In this table, the highest percentage 94% (sum of very necessary and necessary) of
students’ expectation needed at the end of the course is to consolidate structures and lexical
items commonly used in business letter and 92% agree that it is important to understand how
to write particular business letters. Then the item 1 and 4 with 90% of students consider that to
get general format of business letters and have outlines and detailed contents of particular
business letters is very necessary for the course. The item 6 is also paid attention to with 88%
of students’ expectation. The item 2 which has lower percentage (54%) meant that to build up
terms using in English business correspondence should not be centred in the syllabus.
Section 2: Topics relating business letter as perceived by the students
This section aims at finding the relevant topics for writing business letters which should be
included in the syllabus. There are l3 topics which were given for students to rank their
relevance. The number and percentage of people responding to each item is shown in Table
5(p.27). The data from the Table 4.2 shows that the most relevant items which have the
highest percentage are item 2,3,4,7,8,9,10,12, and 13. This proves that these topics are relevant
to be included in the syllabus. The rest items (1, 5, 6 and 11) which receive the low percentage
indicate that these items are in appropriate for the course.
Section 3: Classroom activities and correction techniques should be included in the syllabus
as perceived by the students
The purpose of this section is to find out students’ ranking of classroom activities and
correction techniques. 10 classroom activities and 3 correction techniques have been pointed
out to ask students to rank their effectiveness in the course. The Table 6 (p.28) shows that
most of students agree that items 1,2, 3, 5 , 6 , 7 , and 8 are very effective activities in the
course but the item 4, 9, and 10 are not effective so it should not be concentrated in this
syllabus. And all correction techniques 11,12,13 which have high percentage in the table also
indicated that these are effective activities.
25
Table 4. Expectations of students needed to be achieved at the end of the course
26
Table 5. Students’ opinion of topics relating English business letters
27
Table 6. Students’ ranking of classroom activities and correction techniques
28
In short, the author has analyzed the results of the survey of target needs perceived by both
teachers and second-year students of Tourism and Foreign Language Faculty. It appears that in
general all of them share the same expectations of the writing business letter course. They all
agree that after finishing this course, students can understand how to write particular business
letters and get general format of each business letter. In terms of the topics needed for the
syllabus, they share the same positive views on a number of items such as 2,3,4,7,8,9,10,12
and 13. Because both teachers and students realize that with 45 periods, they can have basic
knowledge of business letters in the syllabus. But there is a confliction between teachers and
students about classroom activities. Teachers would like their students to practice writing and
do homework and assignment but their students do not like that.
2.5. Summary
This chapter has discussed needs analysis perceived by teachers and the second-year students
of Tourism and Foreign Language Faculty at SIC. The information about learners’ needs has
been gathered through a survey questionnaires administered to both teachers and students. The
results of the survey have been analyzed and conclusion about learners’ needs have been
drawn out from each section. The need analysis provides the basic for designing an
appropriate syllabus for the second-year students of Tourism and Foreign Language Faculty at
SIC in Chapter 3.
29
Chapter 3: Syllabus design for business letters writing
In this chapter, basing on the result of analyzing data from the survey, a proposed writing
business syllabus for the second year students of the Tourism and Foreign Language Faculty at
SIC is introduced. This chapter focuses on the aims and objectives of the syllabus, main topics
and activities included in the syllabus and some suggestions for the teaching methods.
3.1. Aims and objectives of the syllabus
It is the fact that students of Tourism and Foreign Language Faculty at SIC have not practiced
much in writing so this syllabus aimed to drill writing skills especially in business letters
writing. Moreover, basing on the fact and the requirement of students after they finish their
training programs, the syllabus focuses on these points:
- to provide students with the basic forms of business correspondence
- to help students read and write other forms of letters
- to drill writing skills especially writing business letters
Objectives of the syllabus also illustrated through the aims of the syllabus. Basing on the
analysis of the requirements and results, at the end of this course, students will be able to:
- To read and understand written English materials relating to general correspondence
- To write all kinds of letters in business situations
- To consolidate their writing skill
In addition, since the appropriate objectives should be included in each unit to help the teacher
to find suitable teaching methods and remind them of the goals they have reached at the end of
each unit.
3.2. Content of the syllabus
3.2.1. Topics in syllabus
As a result of analyzing the learners’ need, I would like to suggest these topics in the syllabus:
- Letter of apology
- Letter of appreciation
- Letter of complaints
30
- Letter of invitation
- Letter of enquiry
- Letter of reply
- Letter of acceptance
- Letter of refusal
- Goodwill letters
- Letter for travel and hotel
- Employment related letters
3.2.2. Writing tasks and activities in the syllabus
Basing on the specified objectives of the course and the results of the survey, the following
writing tasks and activities should be included in the syllabus:
- imitating models or samples
- doing controlled practice
- individual work
- peer review
- feedback from teacher
- self-correction with teacher’s assistance
- peer-correction
- teacher correction
3.2.3. Time allocation of syllabus
The syllabus is meant for one semester and for the second-year students of Tourism and
Foreign Faculty at the SIC. The semester contains 15 weeks. The students have one English
lessons per week and each lesson lasts for 45 minutes.
3.2.4. The organization of syllabus
The syllabus is presented in themes, each theme consists of:
- a sample letter
- writing techniques for the letter
- useful words and structures using in the letter
- activities for practice
31
Each unit begins with some example letters; students read and find out the form for the letter
from the examples. Then the unit provides writing techniques and some useful words for
writing that letter. After that, students must do some exercises to practice their writing skill
such as: gap-filling, completing a letter with the given words, writing a letter in specific
situations, etc.
3.2.5. Proposed writing business letters syllabus for the second year students of
Tourism and Foreign Language Faculty at SIC.
32
Table 7. The proposed writing business letter syllabus for the second year students of
Tourism and Foreign Language Faculty at SIC
33
Table 7. The proposed writing business letter syllabus for the second year students of
Tourism and Foreign Language Faculty at SIC
34
3.2.5. Designing a sample of a unit
Unit 5:
Letter of complaints
* Objective of the unit:
- to provide words or expressions in writing letter of complaints
- to help students to write a letter of complaints
* Content of the unit:
I. Introduction
1. Examples of complaints letter
2. Exercises: Find out the form of the complaint letters and words or expressions used in
complaint letter.
II. Writing techniques for complaints letter
1. Guidelines for writing complaints letter
2. Useful words and expressions
III. Practice
1. Write a complaint letter for the situations
2. Fill in the gaps in this letter
3. Complete the complaint letter with the given words
3.3. Teaching suggestions
In this study, in order to achieve the course objectives of the designed writing business letter
syllabus, some useful techniques for teaching writing will be presented as follows:
- Teachers must access how much time that they will give the students for a writing task by
examine what writers actually do when they write
- Teacher must know how to deal with the errors made by their students for example teachers
can discuss with their students’ errors and give the time and opportunity for them to correct
their mistakes.
3.4. Assessment
Assessment s a process of measuring, and the one formal method is to test. So it is a crucial
process that the teacher needs to conduct at the end of the course. Without assessing the
35
teacher and the syllabus designer cannot estimate how much the objectives of the syllabus
have been achieved successfully. So it is necessary to access learner’s performance by testing.
3.4.1. Forms of testing
Because this is the writing course so the test must be taken in the form of writing. The teacher
should use these types of exercise to test their students:
- write a letter following the situations
- complete a letter by filling in the gap or using the given words
3.4.2. A sample test
I. Complete a letter using the given words:
(from Private secretary to Managing director)
Dear Mrs Jenkinson
I / interested / see / your advertisement / Today’s Daily Telegraph / would like / be /
considered / this post.
In my present post / private secretary / manufacturing company / I / have / responsibilities /
these / include / attend / take / minutes / meetings / and / interview / deal with callers /
correspondence / my / employer’s absence / supervise junior staff / as well as / usual /
secretarial duties.
II. Fill in the gap in the letter below using the given words:
sent arrange discuss
price list terms
Dear Mrs. King
Thank you for your enquiry for samples and a pattern – card of our floors coverings.
We have today ………….. to you by rail a range of samples, specially selected for their hard-
wearing qualities, but regret we have no pattern-card we can send you.
For the purpose you mention, we recommend quality numbers 5, which is specially suitable
for rough and uneven surfaces.
We encourage you to test the samples provided. Once you have done this, if you feel it would
help to …………… the matter, we will ……………for our technical representative to call you
for an appointment.
36
In the meantime, our ………….. is enclosed which also shows details of our conditions and
…………….. of trading. We hope these will be of use when you wish to place an order.
Yours sincerely
III. Choose one of topics and write a letter:
1. You have just heard of the death of your dear friend’s father. Write a condolence letter to
him/her.
2. You have just graduated from foreign and tourism department of a college. Write an
application letter to a tourist company for the post of a tourist guide.
3. You want to take part in an English club. Write a letter requiring all information needed to
be a participant of that club.
4.5. Summary
I have introduced the proposed writing business letter syllabus. It includes parts: situations
analysis, aims and objectives of the course, the content selected, teaching methods and ways
of assessment. In the first part, teaching and learning English of the second-year students of
Tourism and Foreign Faculty at SIC is analyzed in details. Basing on these analyses, the aims
and objectives of the course is formed in order to set the content of the syllabus. The sample of
the unit is introduced and there are some suggested methods in teaching and assessing.
37
Conclusion
The purpose of this minor thesis is to propose a relevant writing business letter syllabus for the
second-year students of Tourism and Foreign Language Faculty at Sao Do Industrial College
basing on the result of the analysis of their needs.
First of all, I would like to summarize all the previous chapters and offer some remarks. In the
introduction, I have presented the reason for carrying out this thesis. It is to design an
appropriate writing business letter syllabus for the second-year students of Tourism and
Foreign Language Faculty at SIC
In the first chapter, the literature reviews on ESP and current approaches of language syllabus
design. Different types of syllabuses are discussed and skill- based approach is the main one to
develop the writing syllabus. Moreover, the literature reviews on teaching writing activities
especially in teaching business letters.
My thesis continued with the chapter two. In this chapter, I analyzed the real situations at SIC
with the testing results from teachers and students. After collecting information and analyzed
the results, a proposed writing business letter syllabus is presented in the chapter three with the
aims and objectives, its content, allocation time, organization…And in this chapter, there are
some suggested teaching methods and ways of assessment with a sample test for the writing
business letter course.
Like the other research thesis, this study can not avoid limitations. First, there was a limitation
regarding the data collection of the study because among this population, some are very
enthusiastic and interest in the questionnaires but some are reluctant to do the survey they
affect to the final result. Secondly, due to the limitation of time, this syllabus only focuses on
developing writing business letter skill not other writing activities. This calls for further
research on designing a syllabus of developing writing essays.
Finally, I hope that my thesis will pay a contribution to the syllabus design process at SIC.
38
References
1. Breen, M.P (1984), “Process Syllabuses for the language Classroom” in Brimful, CJ. (ed.)
General English Syllabus Design Pergamon Press Ltd. And The British Council.
2. Brown, J.D. (1995), The Elements of Language Curriculum, Heinle & Heinle Publishers.
Boston, Massachusetts 02116 U.S.A.
3. Brumfit, C.J., 7 Johnson, K. (eds). (1979), The communicative Approach to Language
Teaching, Oxford: Oxford University Press.
4. Byrne, D. (1988), Teaching Writing Skills, Harlow: Longman.
5. Candlin, C.N. (1984), “Applying a System Approach to Curriculum Innovation in the Public
Sector” in Read, I.A.S. (ed.) Trends in Language Syllabus Design. Singapore:
SEAMEO Regional language Centre.
6. Hutchinson, Tom & Waters, Alan (1987), English for Specific Purposes: a learner-centered
approach, Cambridge University Press.
7. Munby, J. (1984), “Communicative Syllabus Design : principles and problems” in Read,
J.A.S. (ed.) Trends in Language Syllabus Design. Singapore: SEAMEO Regional
Language Centre.
8. Nunan, D. (1985), Language Teaching Course Design. Trends and Issues. Common Wealth
of Australia.
9. Nunan, D. (1988), Syllabus Design, Oxford University Press.
10. Peter T. Daniels & Bright. W. The World’s Writing Systems, Oxford University Press.
11. Prabhu, N.S. (1984), “Procedural Syllabuses” in Read, J.A.S. (ed.) Trends in Language
Syllabus Design. Singapore: SEAMEO Regional Language Centre.
12. Raimes, A. (1983), Techniques in Teaching Writing. Oxford University Press.
13. Taba, H. (1962), Curriculum Development: Theory and Practice – New York: Harcourt,
Brace and World.
14. Tribble, C. (1996), Writing. Oxford: Oxford University Press.
15. White, R.V. (1988), The English Teacher’s Handbook, Thomas Nelson and Sons Ltd.
16. Wilkins, D.A. (1976), “Notional Syllabuses” London: Oxford University Press.
39
17. Wilkins, D.A. (1981), “Notional Syllabuses Revisited” Applied Linguistics II, (1981).
18. Yalden, J. (1983), The Communicative Syllabus: Evolution, Design and Implementation.
Pergamon Institute of English.
19. Yalden, J. (1987), Principles of Course Design for Language Teaching, Cambridge:
Cambridge University Press.
40