A STUDY ON SECOND YEAR STUDENTS’ DIFFICULTIES IN READING ESP MATERIALS AT AUTOMOBILE TECHNOLOGY DEPARTMENT INVIETNAM KOREA TECHNICAL COLLEGE

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

---  ---

HA THI THANH

A STUDY ON SECOND -YEAR STUDENTS’ DIFFICULTIES IN READING
ESP MATERIALS AT AUTOMOBILE TECHNOLOGY DEPARTMENT IN
VIETNAM-KOREA TECHNICAL COLLEGE
(Tìm hiểu những khó khăn của sinh viên năm thứ hai trong
việc đọc hiểu tài liệu tiếng Anh chuyên ngành ở khoa
Công nghệ Ôtô, trờng Cao đẳng Kỹ thuật
Việt Nam- Hàn Quốc)

Field: Theory and Methodology of English Language Teaching
Code: 60.14.10

Master thesis in Education

Vinh, 2011
STATEMENT OF AUTHORSHIP
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I hereby certify that the thesis entitled
A STUDY ON SECOND-YEAR STUDENTS’ DIFFICULTIES IN READING ESP
MATERIALS AT AUTOMOBILE TECHNOLOGY DEPARTMENT
IN VIETNAM - KOREA TECHNICAL COLLEGE

is the result of my own research for the Degree of Master of Education at Vinh
University. I confirm that this thesis has not been submitted for any other degrees.

Student’s signature

Hà Thị Thanh

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ACKNOWLEDGEMENTS
I would like to express my deepest thanks to my beloved supervisor Dr. Le
Van Canh for his invaluable support, patient guidance, and encouragement he gave
me throughout my research. I am truly grateful to him for his advice and
suggestions right from the beginning when this study was only in its formative
stage.
I also wish to send my sincere thanks to the students of the classes I visited
in order to gather information for my survey questionnaire. Without their help, this
study could not have been successful.
I am indebted to my friends, my classmates, as well as my colleagues for
their invaluable comments and criticism and also for their continued interest and
encouragement.
Finally, I would like to express my gratitude to family members whose
support and encouragement greatly contributed to the completion of my study.

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ABSTRACT
Reading is one of the four important skills in learning English, especially
English for specific purposes (ESP). For non-English major students at VietnamKorea Technical College, reading has been given the first priority and has been paid
more attention as the students have to read English materials related to their own
specialist subject. However, they have encountered a lot of difficulties in reading
ESP materials and, therefore, failed to become efficient readers. What, then, are the
difficulties that the students at Vietnam-Korea Technical College encounter when
reading ESP materials? And what hinders their reading comprehension?
Many studies have already been conducted in the area of reading problems.
This study aims to examine the difficulties in ESP reading for the second-year
students at Vietnam-Korea Technical College and the causes of their unsuccessful
reading comprehension.
The results of this study has shown that the second-year students often have
difficulties in many areas of the language such as difficulties with ESP vocabulary,
discourse, reading skills and subject background knowledge when dealing with ESP
texts and their unsuccessful reading comprehension comes from different sources:
inadequate ESP vocabulary, limited background knowledge about the subject,
unsuitable materials, the teachers’ teaching methods as well as the negative attitude
of some students. This study has also suggested some solutions to help to reduce
their difficulties in reading ESP and obtain desirable achievements in ESP reading.

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LIST OF ABBREVIATIONS

EFL: English as Foreign Language
EGP: English for General Purposes
ELT: English Language Teaching
ESP: English for Specific Purposes
FL: foreign language
GE: General English
L1: first language
L2: second language
TALO: text and as a linguistic object
TAVI: text as a vehicle of information
VKTC: Vietnam-Korea Technical College

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LIST OF TABLES AND FIGURES
Table 3.1. Students’ attitudes towards ESP reading

44

Table 3.2. The difficulties in terms of ESP vocabulary

46

Table 3.3. The difficulties in terms of grammar

47

Table 3.4. The difficulties in terms of text discourse

49

Table 3.5. The difficulties related to lack of background knowledge

51

Table 3.6. The difficulties due to lack of reading skills

52

Table 3.7. Rank order of difficulties in ESP reading

54

Table 3.8. Students’ views of sources of difficulties

55

Table 3.9. The students’ needs for ESP materials

59

Table 3.10. The students’ needs for teachers’ methodology

61

Figure 2.1: The vicious circle of the weak readers

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Figure 3.1. Students’ attitudes towards ESP reading

44

Figure 3.2. Causes of difficulties from materials

56

Figure 3.3. Causes of difficulties from teachers

58

Figure 3.4. Causes of difficulties from students

59

Figure 4.1: Automobile parts

65

Figure 4.2: Automobile systems

66

Figure 4.3: Automobile inside parts

66

Figure 4.4: Parts of an automobile fuel system

67

Figure 4.5: Diagram of the fuel flow

68

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APPENDIX A
Questionnaire for students
This questionnaire is designed for my research into difficulties in ESP
reading of the second year students in Vietnam – Korea Technical College. Your
assistance in completing the survey is appreciated. All the information provided by
you is solely for the study purpose, and you can be confident that you will not be
identified in any discussion of the data.
Thank you very much for your cooperation!
*Where do you come from?

□ Rural

□ Urban

*Did you learn English before entering Vietnam-Korea Technical College?
□ Yes

□ No

- If Yes, when did you start learning English? ……………………………
- If No, did you learn any other foreign languages? ……………………….
* What is your average mark of General English in the first year? ………………..
Section A: Do you agree with these?
Question 1: I need to read technical texts well for my future job.
□ Strongly agree

□ Agree

□ Disagree

□ Strongly disagree

Question 2: I find it difficult to understand technical texts because my technical
words are limited.
□ Strongly agree

□ Agree

□ Disagree

□ Strongly disagree

Question 3: I like reading texts about my specialized topics.
□ Strongly agree

□ Agree

□ Disagree

□ Strongly disagree

Section B: Here are some of difficulties you may encounter when reading ESP.
Please tick the appropriate box according to the level of difficulties you have.

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Very difficult (VD)

Difficult (D)

Easy (E)

Very easy (VE)

Question 4: Difficulties with ESP vocabulary
VD

D

E

VE

4a. I find it difficult to pronounce technical words

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□

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4b. I find it difficult to understand the meaning of technical

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terms in reading texts
4c. I find it difficult to memorize technical terms ( such as:
ignition, lubrication, spark plugs.......)
4d. I have troubles in using idomatic expressions and
phrasal verbs (such as: convert into, by means of...)
4e. When a word has many meanings, I don’t know which
meaning is used in the reading text.
4f. Others (Please indicate here)
………………………………….……………….................
Question 5: Difficulties with Grammar
5a. I don’t remember all grammatical structures that I have
learnt and this makes it difficult to understand the content
of the reading text
5b. If the sentence is a new grammatical structure in the
text I do not understand its meaning
5c. Long sentences are difficult to me to understand their
meanings
5d. Others (Please indicate here)
………………………………….……………….................
Question 6: Difficulties with the Text Discourse

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6a. I don’t understand how a reading text is organized and

VD

D

E

VE

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this makes it difficult to understand the content of the text.
6b. I don’t understand how a paragraph is organized and
this makes it difficult to understand its content.
6c. I cannot find which is the most important sentence in
each paragraph of the reading text.
6d. I have problems understanding how meanings of
different sentences are linked together.

6e. Understanding graphs and diagrams is difficult to me.
6f. Others (Please indicate here)
………………………………….……………….................
Question 7: Difficulties related to Lack of Background Knowledge

7a. I find it difficult to understand the content of unfamiliar

VD

D

E

VE

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VD

D

E

VE

professional topics
7b. I find I don’t have enough professional knowledge related to the
topics.
7c. I find it difficult to understand authentic materials.
7d. Others (Please indicate here) ………………………………….
……………….................
Question 8: Difficulties due to Lack of Reading Skills

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8a. I find it difficult to find out the main idea of a reading text

□

□

□

□

8b. I find it difficult to find out the specific ideas of a reading text.

□

□

□

□

8c. I don’t know how to guess meanings of new words in a reading

□

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8e. I find it difficult to summarize the mains ideas of a reading text

□

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8f. I don’t know how to answer comprehension questions of a

□

□

□

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text
8d. I find it difficult to recognize what the writer wants to imply in a

reading text

reading text.
8g. Others (Please indicate here)
…………………………………...........................................
Section C
Question 9: Please indicate what possible sources of your problems in ESP reading
YES

NO

9a. The texts are very too long and full of technical terms

□

□

9b. The texts are full of new and complex grammar structures

□

□

9c. Some texts are taken from authentic materials, which

□

□

9d. The teacher doesn’t teach us sufficient reading strategies

□

□

9e. The teacher doesn’t give us sufficient practice of grammar

□

□

9f. The teacher is too strict and demanding

□

□

9g. I lack confidence and motivation

□

□

9h. I lack vocabulary especially ESP vocabulary

□

□

9i. I lack knowledge about the topics I am studying

□

□

makes us difficult to understand

and vocabulary

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9j. Others ( Please indicate here)
…………………………….............
Question 10: To make your ESP reading easier, what do you think must be adjusted
in the ESP materials ( choose as many as possible)
10a. Reading texts should be more related to my future job

□

10b. Reading texts should be shorter and more motivating

□

10c. Reading texts should have a limited number of new words

□

10d. Technical terms should be explained more carefully

□

10e. Grammatical exercises should be more various in form

□

10f. Others ( Please indicate here)
…………………………………………………………

Question 11: To help you read ESP better, what in your opinion do you expect from
the teachers? (Choose as many as possible)
11a. I expect the teacher to give and carefully explain technical words

□

11b. I expect the teacher to explain carefully grammatical structures in the

□

reading texts
11c. I expect the teacher to provide us more background knowledge

□

related to the topics we are working on
11d. I want the teacher to guide us to choose suitable reading strategies for

□

each reading text
11e. I want the teacher to let us work in pairs and in groups

□

11f. I want the teacher to give us more communicative activities to help

□

remember vocabulary more easily

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11g. I want the teacher to check us more often about translation

□

11h. Others ( Please indicate here)
…………………………………………………………
Thank you for taking time to complete this questionnaire

APPENDIX B
PHIÕU §IỊU TRA NGHI£N CøU
Bảng câu hỏi dưới đây nhằm phục vụ nghiên cứu tìm hiểu những khó khăn
trong việc đọc hiểu tiếng Anh chuyên ngành của học viên năm thứ hai Trường Cao
đẳng Kỹ thuật Việt Nam - Hàn Quốc và những nguyên nhân gây ra những khó khăn

đó. Các câu trả lời mà các bạn cung cấp rất quan trọng đối với công trình nghiên
cứu này. Dữ liệu điều tra sẽ chỉ được sử dụng cho việc nghiên cứu, khơng vì mục
đích nào khác. (Chỉ có người nghiên cứu mới được biết câu trả lời của các bạn vì
vậy mong các bạn trả lời theo đúng suy nghĩ của mình.)
Cảm ơn sự hợp tác của các bạn
Xin bạn vui lòng cho biết:
* Bạn từ đâu đến?

□ Nông thôn

□ Thành thị

*Trước khi vào trường Cao đẳng Kỹ thuật Việt Nam - Hàn Quốc bạn có được học
tiếng Anh khơng?

□ Có

□ Khơng

- Nếu có thì bắt đầu học khi nào ? ……………………………
- Nếu khơng thì bạn được học ngoại ngữ nào? ……………………….
* Điểm trung bình môn tiếng Anh đại cương của bạn trong năm học đầu là bao
nhiêu? ………
Phần A: Bạn có đồng ý với những ý kiến sau không ?
Câu hỏi 1: Tôi cần phải đọc tốt các tài liệu tiếng Anh chuyên ngành vì cơng việc
tương lai của tơi
□ Hồn tồn đồng ý

12

□ Đồng ý

12


□ Khơng đồng ý

□ Hồn tồn khơng đồng ý

Câu hỏi 2: Tôi thấy đọc hiểu các tài liệu kỹ thuật thật khó vì vốn từ vựng chun
ngành của tơi hạn chế
□ Hồn tồn đồng ý

□ Đồng ý

□ Khơng đồng ý

□ Hồn tồn khơng đồng ý

Câu hỏi 3: Tơi thích đọc các tài liệu tiếng Anh về chuyên ngành chuyên ngành của
tơi
□ Hồn tồn đồng ý

□ Đồng ý

□ Khơng đồng ý

□ Hồn tồn khơng đồng ý

Phần B: Dưới đây làm một số khó khăn các bạn có thể thường gặp trong quá trình

đọc hiểu tiếng Anh chuyên ngành. Bạn hãy cho biết những khó khăn mà bạn gặp
theo các mức độ:
Rất khó (RK)

Khó (K)

Dễ (D)

Rất dễ (RD)

Câu hỏi 4: Khó khăn về từ vựng chun ngành
RK

K

D

RD

4a. Tơi thấy khó phát âm các từ kỹ thuật

□

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4b. Tơi thấy khó hiểu nghĩa của các từ kỹ thuật trong các bài

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đọc hiểu
4c. Tôi thấy khó nhớ các từ kỹ thuật (như ignition,
lubrication, spark plugs.......)
4d. Tơi gặp khó khăn khi sử dụng các thành ngữ và các cụm
động từ (như convert into, by means of...)

4e. Khi một từ có nhiều nghĩa, tơi khơng biết nghĩa nào được
sử dụng trong bài đọc hiểu đó.
4f. Các ý kiến khác: ………………………………................
Câu hỏi 5: Khó khăn về ngữ pháp
RK
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K

D

RD


5a. Tôi không nhớ hết tất cả các cấu trúc ngữ pháp đã

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RK

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học và điều này gây khó khăn cho tôi trong việc hiểu
nội dung của bài đọc hiểu.
5b. Tôi khơng hiểu nghĩa của câu nếu nó là một cấu
trúc ngữ pháp mới trong bài đọc hiểu đó
5c. Tơi thấy khó hiểu nghĩa những câu văn dài
5d. Các ý kiến khác:
………………………………................
Câu hỏi 6: Khó khăn về cách hành văn của văn bản

6a. Tôi không hiểu cấu trúc của một bài đọc và điều
này gây khó khăn cho tơi khi hiểu nội dung của bài
6b. Tôi không hiểu cấu trúc của một đoạn văn và điều
này gây khó khăn cho tơi khi hiểu nội dung của nó.
6c.Tơi khơng thể phát hiện ra câu văn quan trọng nhất
trong mỗi đoạn văn của một bài đọc hiểu.
6d.Tơi gặp khó khăn khi hiểu sự liên kết về nghĩa của
các câu văn
6e. Hiểu các biểu đồ, sơ đồ thật khó đối với tơi
6f. Các ý kiến khác:
………………………………................

Câu hỏi 7: Khó khăn liên quan đến kiến thức chun ngành

7a. Tơi thấy khó hiểu nội dung của các vấn đề chuyên

14

14

RK

K

D

RD

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ngành khơng phổ biến
7b. Tơi thấy bản thân mình khơng đủ kiến thức chuyên

□

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ngành liên quan đến những vấn đề mà tơi đang học
7c. Tơi thấy khó khi đọc các tài liệu nguyên bản
7d. Các ý kiến khác ………………………………….
……………….................
Câu hỏi 8: Khó khăn vì thiếu kỹ năng đọc hiểu

8a.Tơi thấy khó để tìm ra ý chính của một bài đọc

RK

K

D

RD

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hiểu
8b. Tơi thấy khó để tìm ra những ý chi tiết của một
bài đọc hiểu
8c. Tơi khơng biết cách đốn nghĩa của các từ mới
trong một bài đọc hiểu
8d. Tôi thấy khó khăn để nhận ra điều tác giả ngụ ý
trong một bài đọc hiểu
8e.Tơi thất tóm tắt các ý chính của một bài đọc hiểu
thật khó
8f. Tơi khơng biết cách trả lời các câu hỏi của một bài
đọc hiểu
8g. Các ý kiến khác:
………………………………...............
Phần C
Câu hỏi 9: Bạn hãy cho biết những nguyên nhân có thể gây khó khăn trong việc đọc
hiểu tiếng Anh chuyên ngành

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ĐÚNG

SAI

9a. Các bài đọc rất dài và nhiều thuật ngữ kỹ thuật

□

□

9b. Các bài đọc nhiều các cấu trúc ngữ pháp mới và phức tạp

□

□

9c. Một số bài đọc lấy từ tài liệu nguyên bản và điều này gây khó

□

□

9d. Giáo viên không dạy chúng tôi đầy đủ các kỹ năng đọc

□

□

9e. Giáo viên không tổ chức các hoạt động cho chúng tôi luyện tập

□

□

9f. Giáo viên quá khắt khe và u cầu cao

□

□

9g. Tơi khơng có đủ tự tin và động cơ học tiếng Anh chuyên

□

□

9h. Tôi thiếu vốn từ vựng đặc biệt là từ vựng chuyên ngành

□

□

9i. Tôi thiếu kiến thức chuyên ngành của các vấn đề tôi đang học

□

□

khăn cho chúng tôi khi hiểu nội dung của bài

ngữ pháp và từ vựng

ngành

9j. Các ý kiến khác: ………………………………...............
Câu hỏi 10. Để giúp các bạn đọc tiếng Anh chuyên ngành dễ dàng hơn, theo bạn
giáo trình tiếng Anh chuyên ngành nên điều chỉnh và bổ sung như thế nào? (Bạn có
thể đánh dấu vào các ơ sau tuỳ ý)
10a. Các bài đọc hiểu nên gắn sát với nghề nghiệp tương lai của tôi

□

10b. Các bài đọc hiểu nên ngắn hơn và tạo hứng thú hơn

□

10c. Các bài đọc hiểu nên có lượng từ mới vừa phải

□

10d. Các thuật ngữ kỹ thuật nên được giải thích kỹ càng hơn

□

10e. Các bài tập ngữ pháp nên phong phú, đa dạng hơn

□

10f. Các ý kiến khác:

□

…………………………………………………………..

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Câu hỏi 11. Để giúp các bạn đọc tiếng Anh chuyên ngành tốt hơn bạn mong điều gì
ở giáo viện trong việc dạy đọc hiểu. (Bạn có thể đánh dấu vào các ô sau tuỳ ý)
11a. Tôi muốn giáo viên giải thích kỹ hơn các thuật ngữ kỹ thuật

□

11b. Tơi muốn giáo viên giải thích kỹ hơn các cấc trúc ngữ pháp trong các

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bài đọc hiểu
11c. Tôi muốn giáo viên cung cấp các kiến thức nền liên quan đến những

□

chủ đề chúng tôi đang học
11d. Tôi muốn giáo viên hướng dẫn chúng tôi cách lựa chọn các kỹ năng

□

đọc phù hợp với từng bài đọc
11e. Tôi muốn giáo viên cho phép chúng tơi học theo cặp hoặc theo nhóm

□

11f. Tơi muốn giáo viên tổ chức thêm các hoạt động giao tiếp trong giờ học

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để giúp chúng tôi nhớ từ vựng dễ dàng hơn
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TABLE OF CONTENTS
Acknowledgements
Abstract
List of abbreviations
List of tables and figures
CHAPTER I: INTRODUCTION

4

1.1. Rationale

4

1.2. Aims of the study

6

1.3. Research questions

6

1.4. Scope of the study

6

1.5. Method of the study

6

1.6. Design of the study

7

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CHAPTER II: LITERATURE REVIEW
2.1. Reading and reading comprehension

8
8

2.1.1. Definition of reading

8

2.1.2. Reading comprehension

9

2.1.3. Factors involved in reading comprehension

11

2.2. Reading difficulties for foreign language learners

12

2.2.1. Language problem

12

2.2.2. Reading skill problem

14

2.2.3. Cultural background knowledge problem

15

2.3. Causes of difficulties in L2 reading

16

2.3.1. Low motivation

17

2.3.2. Insufficient reading skills

18

2.3.3. Language proficiency problem

22

2.3.4. Lack of background knowledge

24

2.3.5. Reading materials

24

2.3.6. Teaching methods

25

2.4. ESP and ESP reading

26

2.4.1. Definition of ESP

26

2.4.2. Differences between ESP and EGP

28

2.4.3. ESP reading skills

30

2.4.4. ESP reading materials

31

2.5. Factors causing difficulties for ESP readers

32

2.5.1. Technical vocabulary

32

2.5.2. Students’ competence

34

2.5.3. Authenticity of ESP materials

34

2.5.4. Lack of specialist background knowledge

37

2.6. Summary

37
CHAPTER III: THE STUDY

38

3.1. Research questions

38

3.2. The context of the study

38

3.2.1. The institution
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38
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3.2.2.The students

39

3.2.3. The teachers

39

3.2.4. The teaching and learning English at VKTC

40

3.3. The participants

41

3.4. Data collection instrument

41

3.5. Data collection procedure

43

3.6. Data analysis

43

3.7. Findings and discussion

43

3.7.1. Students’ attitudes towards ESP reading

43

3.7.2. Students’ perception of ESP reading difficulties

45

3.7.2.1. Difficulties with ESP vocabulary

46

3.7.2.2. Difficulties with Grammar

47

3.7.2.3. Difficulties with the Text Discourse

48

3.7.2.4. Difficulties related to Lack of Background Knowledge

50

3.7.2.5. Difficulties due to Lack of Reading Skills

52

3.7.2.6. Rank order of ESP reading difficulties

54

3.7.3. Causes of difficulties

55

3.7.3.1. The reading materials

56

3.7.3.2. The teachers

57

3.7.3.3. The students

58

3.7.4. The students’ expectation in terms of materials

59

3.7.5. The students’ expectation in terms of methodology

60

3.8. Summary

62
CHAPTER IV: PEDAGOGICAL IMPLICATIONS

4.1. Increasing students’ reading interest and motivation
4.1.1. Making ESP interesting

64
64

4.1.1.1.Using visual aids in teaching reading

65

4.1.1.2. Diverstifying reading activities

67

4.1.2. Raising students’ awareness of the usefulness of English
4.2. Training students to become efficient readers
4.2.1. Making students aware of the nature of the reading process
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64

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68
69
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4.2.2. Making students aware of the purposes of reading

69

4.2.3. Teaching students different reading strategies

69

4.2.4. Encouraging students to develop extensive reading habits

72

4.3. Improving teachers’ classroom techniques and subject background knowledge

72

4.3.1. Employing three stages in ESP reading lessons

72

4.3.2. Giving homework and checking previous lessons frequently

74

4.3.3. Improving teachers’ professional knowledge

74

4.4. Developing ESP reading materials

75

4.4.1. Adusting and improving reading exercises

75

4.4.2. Reducing highly specialized texts

75

4.5. Summary

75
CHAPTER V: CONCLUSION

77

5.1. Summary of the findings

77

5.2. Limitations of the study and suggestions for further study

78

REFERENCES

79

APPENDICES
APPENDIX A (Questionnaire completed by the students)

APPNDIX B ( Translated version of the questionnaire)

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CHAPTER I: INTRODUCTION
1.1. Rationale
English learning has experienced its popularity in Vietnam over the last few
decades. Especially, the demand for learning English even gets stronger when
Vietnam fosters its international relations. Every day an increasing number of
people learn and use English for different purposes.
From the early 1960’s, English for Specific Purpose (ESP) has grown to
become one of the most prominent areas of EFL teaching today. Hutchinson and
Waters (1987) defines ESP as an approach to language teaching in which all
decisions as to content and method are based on the learner’s reason for learning. In
ESP, it is a need analysis that determines which language skills are most needed by
the students and the syllabus is designed accordingly. During the last few decades,
ESP has been developing vigorously for the reasons that there has been an increase
in vocational training and learning throughout the world and the spread of
globalisation has resulted in the increasing use of English as the language of
international communication, more and more people are using English in a growing
number of occupational contexts. In teaching and learning English as a foreign
language in Vietnam, English for Specific Purposes (ESP) has recently received a
great deal of attention.
According to El-Bashbishy (1993), who studied the importance of reading
skills for the students studying English for Specific Purposes, reading is the most
important skill needed for those students. Indeed, reading is by far the most
important skill as they hardly have opportunity to use communicative English

outside the classroom. However, they need to get access to a great number of
specialized documents written in English so as to broaden their knowledge about
their specialism as well as to obtain up-to-date information in their fields of study.
ESP reading is also very necessary in their future work for the reason that during
their future job, the students

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will encounter a

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lot of documents about their


specialism written in English which they have to read to get needed information so
as to deal with different tasks in their work.
According to Carrell (1981:1) “For many students, reading is by far the most
important of the four skills in a second language, particularly in English as a second
or foreign language”. This is true for the students of Automobile Technology
Department at Vietnam Korea Technical College (VKTC), where English not only
serves an useful means to help the students in their study and entertainment but also
plays an important role in their future career. The students at my college are future
technicians who will work in joint-stock automobile manufacturing factories or will
be hired to work overseas. English, therefore, is of importance in their future work
because the students need English to read materials about their specialism, to
understand technical terms, manuals, catalogues, leaflets, etc … and to work with
their foreign colleagues. However, despite the efforts of the teachers and students,
the teachers often find their students’ reading skill disappointing, which do not meet
the requirements of the college.

Being an ESP teacher of Automobile English, the researcher has always
been aware of the importance of developing reading skills for automobile
students. If students read well, they are able to handle subjects related written
materials in English and to work with modern technological equipments. But in
fact, despite the efforts of the teachers and students, the researcher found her
students’ reading skills disappointing which do not meet the requirements of
the college. With some years of experience in teaching ESP, the researcher
recognized that there are many factors that affect the teaching and learning
process such as inappropriate teaching methods and classroom techniques,
inappropriate attitudes of the teachers and the students towards the subject,
inappropriate teaching materials…
In an attempt to improve the students’ reading proficiency, this study is
aimed at finding out the difficulties the students at Vietnam Korea Technical
College are encountering with and the causes of those difficulties as the first step to

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the pedagogical solutions. The researcher believes that these solutions would be
based on the understanding of what the students find most challenging to them
while reading English texts and why they find it challenging.
1.2. Aims of the study
The study aims to examine the difficulties in reading English for
Automobile Technology of the second year students at VKTC.
To be more specific, the objectives of the study are:
- To explore the students’ perceived difficulties in reading English for
Automobile Technology at VKTC.
- To find out the causes of those difficulties.

- To investigate the students’ expectation in terms of ESP materials and
methodology.
- To suggest some solutions to reduce those difficulties, thereby helping
students improve their reading skills.
1.3. Research questions
In order to meet the aims of the study, the following research questions are
generated:
1. What are the students’ difficulties in reading ESP materials at VKTC?
2. What are the causes of those difficulties ?
3. What are the possible pedagogical implications that can help to reduce
those difficulties ?
1.4. Scope of the study
The study is a survey which focuses on the indentification of the difficulties
that students of Automobile Department encountered with

according to their

opinions as well as some suggested solutions to help them deal with those problems.
1.5. Method of the study
With the aim of finding out the areas of difficulties in ESP reading of the
second-year students at VKTC and the causes of their unsuccessful reading
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comprehension, this study adopts a survey approach. To achieve the aims of the
study, a questionnaire and informal discussions are used to collect the needed data.
1.6. Design of the study
The study consists of six parts:

Chapter I: ‘Introduction’ presents the background to the study, rationale,
aims of the study, research questions, scope of the study, method and the design of
the study are also presented in this part.
Chapter II: ‘Literature review’ provides the literature review of the
research, including: reading and reading comprehension; the factors involve in
reading proficiency; reading problems for L2 readers; sources of difficulties for L2
readers; ESP and the differences between ESP and EGP and factors that cause
difficulties for ESP reading.
Chapter III: ‘The study’ focuses on the methodology of the research,
including the methods, the participants and the instrument and data collection
procedure. This chapter also presents preliminary results, data analysis and research
findings.
Chapter IV: ‘Pedagogical implications’ offers some suggestions to improve
the teaching and learning of ESP reading.
Chapter V: ‘Conclusion’ summarizes the issues addressed and presents
recommendations for further improvements and some suggestions for further
researches.

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CHAPTER II: LITERATURE REVIEW
In this chapter, the relevant literature will be reviewed in order to create a
theoretical background for the study. First, an overview of reading comprehension
including definition, factors involved in reading comprehension, reading difficulties
for foreign language learners and the causes of those difficulties will be presented..
Then a brief description of ESP will be discussed including the definition of ESP,
differences between English for General Purposes (EGP) reading and English for

Specific Purposes (ESP), ESP reading skills as well as ESP materials. Finally,
factors causing difficulties for ESP readers will be reviewed.
2.1. Reading and reading comprehension
2.1.1. Definition of reading
It is stated that reading is a kind of culture that people regardless of age, sex,
or class should learn and have. Although no one can deny the high frequency of
reading in daily life, many people do not fully understand thoroughly what reading
or reading comprehension. There have been so many definitions of reading that they
cause much confusion. However, no single definition or explanation can live up to
everyone’s satisfaction.
According to Goodman (1971:135), reading is “a psycholinguistics process
by which the reader - a language user, reconstructs, as best as he can, a message
which has been encoded by a writer as a graphic display”. For Goodman, this act of
reconstruction is considered as a cyclical process of sampling, predicting, testing,
and confirming. To make the matter simple and easy, from the motor-psychological
perspective, Harmer (1989:153) considers reading as a mechanical process that
“eyes receive messages and the brain then has to identify the meanings of those
messages”. So the speed of reading depends much on the mechanical process of
looking and perceiving and it is the reader who decides how fast he wants to read
the text.
From a cognitive perspective, Smith defines that “reading is to understand
author’s thought” (Smith, 1985:102). But the problem posed hereof is that how the
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