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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

---    ---

MAI TUYẾT NHUNG
DIFFICULTIES IN TEACHING AND LEARNING VOCABULARY IN
THE TEXTBOOK “ENGLISH FOR FOOD PRODUCTION STAFF”
FOR THE SECOND YEAR STUDENTS OF PRE-INTERMEDIATE
LEVEL AT HANOI TOURISM COLLEGE

KHÓ KHĂN KHI DẠY VÀ HỌC TỪ VỰNG TRONG GIÁO TRÌNH “TIẾNG ANH
CHUYÊN NGÀNH CHẾ BIẾN THỰC PHẨM” CHO SINH VIÊN NĂM CUỐI HỆ
TRUNG CẤP Ở TRƯỜNG CAO ĐẲNG DU LỊCH HÀ NỘI

M.A MINOR THESIS

Field: English Teaching Methodology
Code: 601410

Hanoi, 2011


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

---    ---

MAI TUYẾT NHUNG

DIFFICULTIES IN TEACHING AND LEARNING VOCABULARY IN
THE TEXTBOOK “ENGLISH FOR FOOD PRODUCTION STAFF”
FOR THE SECOND YEAR STUDENTS OF PRE-INTERMEDIATE
LEVEL AT HANOI TOURISM COLLEGE

KHÓ KHĂN KHI DẠY VÀ HỌC TỪ VỰNG TRONG GIÁO TRÌNH “TIẾNG ANH
CHUYÊN NGÀNH CHẾ BIẾN THỰC PHẨM” CHO SINH VIÊN NĂM CUỐI HỆ
TRUNG CẤP Ở TRƯỜNG CAO ĐẲNG DU LỊCH HÀ NỘI

M.A MINOR THESIS

Field: English Teaching Methodology
Code: 601410

Supervisor: Trần Hiền Lan, M.A

Hanoi, 2011


iv

TABLE OF CONTENTS
Certificate of originality…………………………………………………………………. i
Acknowledgements………………………………………………………………………

ii

Abstract…………………………………………………………………………..............

iii

Table of contents…………………………………………………………………………

iv

List of abbreviations……………………………………………………………………... vi
List of tables……………………………………………………………………………... vii
Part 1: Introduction…………………………………………………………………….

1

1. Rationale………………………………………………………………………………

1

2. Aims of the study……………………………………………………………………...

2

3. Research questions…………………………………………………………………….

2

4. Scope of the study……………………………………………………………..............

2

5. Methods of the study…………………………………………………………………. 3
6. Design of the study……………………………………………………………………

3

Part 2: Development……………………………………………………………………

4

Chapter 1: Literature review…………………………………………………..............

4

1.1.

An overview of ESP……………………………………………………………... 4

1.1.1. Definition of ESP……………………………………………………………….

4

1.1.2. Classification of ESP………………………………………………………….

5

1.1.3. Characteristics of ESP………………………………………………………….. 7
1.1.4. Problems of ESP teachers………………………………………………………

8

ESP Vocabulary……..……………………………………………………………

9

1.2.1. Definitions of ESP………………………………………………………………

9

1.2.2. Kinds of ESP vocabulary………………………………………………..............

9

1.2.

1.2.3. Selection of vocabulary for teaching……………………………………………. 10
1.2.3.1. Word lists at an early stage…………………………………………………

iv

10


v

1.2.3.2. Awareness of criteria in selection………………………………………….

10

1.2.3.3. The use of concordances…………………………………………………...

10

1.3. What should be taught in teaching vocabulary……………………………………...

11

1.3.1. Word form……………………………………………………………………… 11
1.3.2. Grammar………………………………………………………………………..

11

1.3.3. Collocation……………………………………………………………………...

11

1.3.4. Aspects of meaning…………………………………………………….............

11

1.3.5. Word formation………………………………………………………………… 12
1.4. Teaching and learning vocabulary items……………………………………………. 13
1.4.1. Techniques used in the presentation of new vocabulary items…………………

13

1.4.1.1. Visual techniques…………………………………………………..............

13

1.4.1.2. Verbal techniques………………………………………………….............. 13
1.4.1.3. Translation…………………………………………………………………

13

1.4.2. Techniques in practicing new words…………………………………………… 14
1.4.3. Independent learning strategies ……………………........................................... 14
1.4.3.1. Contextual guessing………………………………………………..............

14

1.4.3.2.

Memorizing……………………………………………………………...

14

1.4.3.3.

Affixes learning…………………………………………………………. 15

1.4.3.4.

Repetition and recycling a word………………………………………...

1.4.3.5.

Relating the word in reality……………………………………………… 15

1.4.3.6.

Brainstorming activities………………………………………………….

15

Chapter 2: The Research Methodology……………………………………………….

16

2.1. Context of the study…………………………………………………………………

16

2.2. Descriptions of the subjects…………………………………………………………

16

2.3. Descriptions of data collection instruments…………………………………………

17

2.4. Data collection procedure…………………………………………………………...

17

15

2.5. Data analysis results………………………………………………………………… 18

v


vi

Chapter 3: Findings and some solutions for better teaching and learning English

29

vocabulary to the second year students of pre-intermediate level at Hanoi
Tourism College…………………………………………………………………………
3.1. Findings……………………………………………………………………………... 29
3.2. Suggested solutions…………………………………………………………………. 32
Part 3: Conclusions……………………………………………………………..............

38

1. Summary of the study…………………………………………………………………

38

2. Limitations and suggestions for further study………………………………………… 38
References……………………………………………………………………………….
Appendices

vi

46


1

ACKNOWLEDGEMENTS
In competition of this study, first of all I would like to express my sincere and deep gratitude

to Ms. Tran Hien Lan, M.A – my supervisor for her invaluable advice, careful instructions and
helpful encouragement during the process of writing this minor thesis.
Secondly, I would like to send my thanks to all of my lecturers in the Faculty of Post-graduate
Studies, the University of Foreign Languages and International Studies whose lectures and
advice gave me the inspiration to complete this thesis.
Thanks are also extended to Mr. Nguyen Viet Dung, M.A- my colleague at Hanoi Tourism
College for his useful materials and great aids. Besides, I would like to acknowledge my other
colleagues and the students at the Faculty of Food Production Management as well for their
kind help and great contribution to my survey.
My very deep thanks also go to all my friends who have encouraged me and shared their
experience during the study.
Last but not least, I really appreciate the support and encouragement from my family,
especially my parents.
Without all of these aids, this study would hardly have been accomplished.


2

ABSTRACT
In learning a foreign language, vocabulary is the key to success. Without vocabulary, it is so
difficult to convey anything. Thus, to teach vocabulary efficiently to students is the desire of
any teachers. In the context of Hanoi Tourism College, teaching and learning English
vocabulary for Food Production cope with many difficulties, which needs a lot of discussion.
The aims of the study are to find out some difficulties facing the students and teachers in the
process of teaching and learning vocabulary of Food Production and to propose some
solutions to these problems as well.
The study was carried out among the ESP teachers and the second year students of Food
Production at Hanoi Tourism College. The statistics revealed that most of the students and
teachers are coping with many difficulties .The students have not had right English learning
strategies or a good motivation in the study and lack of ESP vocabulary as well while the

teachers have shortage of specialized knowledge, various teaching technique or teaching aids
and reference materials are very poor. Some solutions are suggested to reduce these
difficulties including improving specialized knowledge for ESP teachers, teachers’ activities
and teaching facilities; encouraging students to develop their self-study to become more active
learners.
The result of the study can be useful for those who teach ESP in general and those who teach
vocabulary to students of Food Production at Hanoi Tourism College in particular.


3

PART 1: INTRODUCTION
1.

Rationale

Nowadays, English is a common language in communication in the world. In Vietnam,
English is considered to be a key for communication in offices, companies and at schools.
Being a compulsory subject, it is thought to give students and workers chances to study and
work all over the world.
Talking about learning a foreign language, the first thing we think about is words. Vocabulary
plays an essential role in acquiring a language and it is also an important tool to activate four
language skills in English. Hence, the more words we know, the more we succeed. However,
to acquire words is not easy at all, therefore, it is a necessary and interesting theme for any
researches on.
In the context of Hanoi Tourism College, as a teacher of English, I have found out that
students have difficulties in studying the English in the course book entitled “English for Food
Production Staff” mainly due to their limited vocabulary, which covers nearly 70% of
exercises in the book, especially in reading and translating exercises. They often learn
vocabulary passively through teachers’ explanations and forget words quickly after a short

time.
Teaching ESP (English for specific purposes) is a difficult task for the teachers of the English
language. Beside vocational knowledge, teachers need to carry out researches in teaching
vocabulary so as to open their views and instruct students later. In my opinion, ESP in cookery
is very interesting but teaching it successfully is extremely hard.
2.

Aims of the study

The study aims to achieve two purposes. The first one is to find out some difficulties facing
the students of FP and the ESP teachers in the process of learning and teaching English
vocabulary in the textbook “English for Food Production Staff”. The second one is to find
some solutions to these problems.
3. Research questions
This research was carried out to find out the answers to the following research questions:
-

What are the main difficulties facing the students of FP and the ESP teachers in the

process of teaching and learning English vocabulary in the text book “English for Food
Production Staff”?


4
-

What are the solutions to these problems?

4. Scope of the study
The study focuses on teaching and learning English vocabulary in the course book “English

for Food Production Staff” for the students who major in cookery. Then, the difficulties found
out will be analyzed and the solutions will be made to help to improve the teaching and
learning of cookery English at HTC.
5. Methods of the study
The study uses the following methods to achieve its objectives. First, the survey questionnaire
is conducted to investigate difficulties for students at HTC in the process of learning
vocabulary in the textbook “English for Food Production Staff”. Then, the teachers are
interviewed to get more information of their difficulties in teaching English vocabulary for FP
and the solutions to these problems as well.
6. Design of the study
The research includes three main parts:
Part 1: Introduction: In this part the rationale, the aims, the research questions, the scope, the
method, and the design of the study are presented.
Part 2: Development: It consists of two chapters.
Chapter 1 provides the theoretical background for the study.
Chapter 2 is the main part of the study including the context of the study, the subjects, and the
data collection methods and data collection procedure. Also in this chapter, the data will be
analyzed and the findings will reveal teachers and students’ difficulties in teaching and
learning vocabulary in the textbook “English for Food Production Staff” for the second year
students of pre-intermediate level at Hanoi Tourism College. On the basis of these findings,
the way of teaching and learning cookery vocabulary will be suggested.
Part 3: Conclusion: This part offers a summary of the research and some suggestions for
further study.


5

PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. An overview of ESP

1.1.1.

Definitions of ESP

Hutchinson and Waters (1987:19) define ESP as “an approach to language teaching in which
all decisions as to content and method are based on the learners’ reason for learning”. As an
approach to language teaching, ESP is directed by specific and apparent learner need.
According to Munby (1978: 2), "ESP courses are those where the syllabus and materials are
determined in all essentials by the prior analysis of the communication needs of the learner".
And Robinson (1991: 3), also emphasizes the students' needs element of ESP when discussing
the criteria to ESP: " An ESP course is based on a needs analysis, which aims to specify as
closely as possible what exactly it is that students have to do through the medium of English".
1.1.2.

Classification of ESP

There are many types of ESP which are classified in different ways. Traditionally, ESP has
been conveniently divided into two main types differentiated according to whether the learner
requires English for academy study: English for Academic Purposes (EAP) or for work
training: English for Occupational Purposes (EOP).
1.1.3.

Characteristics of ESP

Absolute characteristics:
-

ESP is designed to meet specific needs of learners;

-

ESP makes use of the underlying methodology and activities of the disciplines it serves;

-

ESP is centered on the language (grammar, lexis, and register), skills, discourse and

genres appropriate to these activities.
Variable characteristics:
-

ESP may be related to or designed for specific disciplines;

-

ESP may use, in specific teaching situations, a different methodology from that of general

English;
-

ESP is likely to be designed for adult learners, either at tertiary level institution or in a

professional work situation. IT could, however, be used for learners at secondary school levels;
-

ESP is generally designed for intermediate or advanced students. Most ESP courses

assume basic knowledge of the language system, but it can be used with beginners.

6
The absolute and variable characteristics of ESP determine what ESP is and what ESP is not.
ESP should be seen simple as an 'approach' to teaching, based on analysis of learner needs and
their own personal specialist knowledge of using English for real communication.
1.1.4.

Problems of ESP teachers

Robinson (1980:83) supposed that the problems of ESP teachers are “lack of sufficient
preparation time, lack of personal and professional contact with subject teachers, and the
content may be very specific indeed, requiring a high degree knowledge and skill from
teachers”.
Tom Hutchinson and Alan Waters (1987:158) focus on three problems for ESP teachers: the
lack of an ESP orthodoxy to provide a ready-made guide, the new realms of knowledge the
ESP teacher has to cope with, the change in the status of ELT.
1.2. ESP vocabulary
1.2.1. Definitions of vocabulary
According to Penny Ur, (1996: 60) vocabulary is defined as “the words we teach in the foreign
language”. He accepted “a new item of vocabulary may be more than a single word, a
compound of two or three words and multi-word idioms”.
According to Michael Lewis (1993:89), vocabulary “may be individual words, or full
sentences – institutionalized utterances – that convey for social or pragmatic meaning within
a given community”.
1.2.2.

Kinds of ESP vocabulary


Technical= lexis only really used in the specialism (e.g. TVP, alternator)

 Semi-technical= general lexis that has a higher frequency in the specialism,
sometimes with a specific or changed meaning (e.g. bug)
 Enabling= general lexis that occurs frequently in the specialism with no change of
meaning, helping to bind discourse together (often verbs like produce, cause, or generate).
1.2.3
Selection of vocabulary for teaching
1.2.3.1. Word lists at an early stage
As a matter of fact, word lists not only help teachers to select the words worth attention and
teaching but also enable learners to have a systematic study of academic words they need for
academic purposes.
1.2.3.2. Awareness of criteria in selection




Frequency
Range
Language needs


7
 Availability and familiarity
 Coverage
 Regularity
 Learner ability
1.2.3.3. The use of concordances
“The use of concordances can challenge the learners to actively construct generalizations,
note-patterns and exceptions” (Nation, 2011: 111)
1.3.

What should be taught in teaching vocabulary

According to Penny Ur (1996), to teach vocabulary, learners need to know these elements:
pronunciation and spelling, word form, grammar, collocation, aspects of meaning, wordformation need to be taught.
1.4. Teaching and learning vocabulary items
1.4.1. Techniques used in the presentation of new vocabulary items
1.4.1.1. Visual techniques
1.4.1.2. Verbal techniques
1.4.1.3. Translation
1.4.2.

Techniques in practising new words

According to Joseph Pettigrew (2005), many different tips and techniques of practising
vocabulary were introduced such as matching, synonyms/opposites, filling the blank sentences,
completing the phrases/ sentences. Moreover, teachers give the example and students give the
category or vice versa, correct the mistakes, label a picture, cross out the word that doesn't
belong with the others in group, arrange the words on a scale and complete the definition. Fun
and games are very useful to motivate students as crosswords, puzzles, category games.
1.4.3. Independent learning strategies

CHAPTER 2: THE RESEARCH METHODOLOGY
2.1. Context of study
At HTC, English is compulsory for all kinds of students from different majors. The English
course is divided into two parts: general English and ESP. The course for pre-intermediate
students lasts 2 years. In first two terms, students practice English in the textbook “LifelineElementary” by Tom Hutchinson, Oxford University Press, copyrighted by Information


8
Culture Press. In the next two terms, ESP is chosen for students to upgrade their major in

English. The textbook “English for Food Production Staff” was compiled by the teachers of
English in the faculty of Foreign Languages for Tourism, HTC in 90 periods.
2.2. Description of the subjects
At the time this study was carried out, the total of 50 students were chosen from K13D3. All
of them were the second year students specialized in food production management at preintermediate level at HTC. There were 35 male and 15 female students. This class was
selected at random among four classes.
In addition, four teachers of HTC were interviewed so as to achieve the aims of this research..
2.3. Descriptions of data collection instruments
Questionnaire
The set of survey questionnaire for students was administered to get information related to
students’ common difficulties in learning English vocabulary for cookery, their attitude
toward vocabulary learning of cookery and teaching methods and techniques used by teachers
they would prefer.
Interview
Interview was organized to find out teachers’ attitude towards teaching vocabulary for
cookery, their difficulties they had to face in the process of teaching English vocabulary for
cookery and solutions to overcome the difficulties
2.4. Data collection procedure
Both questionnaire and interview were carried out at short break or after lessons in the
classroom. The interviews with four teachers of ESP were recorded for later reference.
CHAPTER 3: FINDINGS AND SOME SOLUTIONS FOR BETTER TEACHING AND
LEARNING ENGLISH VOCABULARY TO THE SECOND YEAR STUDENTS OF
PRE-INTERMEDIATE LEVEL AT HANOI TOURISM COLLEGE
3.1. Findings
3.1.1.

Teachers’ difficulties

3.1.1.1. The lack of specialized knowledge
There were numerous terms, complicated structures and countless expressions in English

related to the major while the teachers of English for Food Production were all the teachers of


9
GE. They had not been trained as such. They were unexpectedly required to teach a subject
which was a new environment and unfamiliar with them.
3.1.1.2. The lack of various teaching techniques
The most used teaching technique was translation, which was not stimulating but rather boring
and depressing.
3.1.2. Students’ difficulties
3.1.2.1. Ways of learning vocabulary
From the survey, it shows that the students did not have proper English vocabulary learning
strategies. They often had a traditional habit of learning by heart such as writing the words in
English and their Vietnamese equivalence many times or reading them aloud repeatedly.
3.1.2.2. Level of students
The students’ background of English in the same class was different.
3.1.2.3. Lack of motivation
More importantly, students were not motivated in learning English. Almost of them did not
have a habit of self-study.
3.1.2.4. Lack of vocabulary
The students did not have much vocabulary even though they had good knowledge of FP in
Vietnamese; therefore, they had difficulties in understanding the text.
3.1.3. Vocabulary itself
When learning English vocabulary, the learners often met difficulties in pronunciation.
3.1.4. Others
3.1.4.1. Large classes
Large classes were referred to be one of the principle constraints on their teaching vocabulary
to the students. In HTC, each class usually contained from 45 to 50 students.
3.1.4.2. Teaching aids and reference materials
The equipment in the class room was very simple and traditional such as boards, chalk,

cassette players, tapes and textbooks. Beside, in the school’s small library, it was lack of
reference materials, especially the useful ones during the process of teaching.
3.2. Suggested solutions
3.2.1. Improving specialized knowledge for ESP teachers


10
The solution is teachers should find out the sources of the subject specialism they are teaching.
Some possibilities are internet searches and professional journals, subject course books, either
in English or L1, subject teacher colleagues, teacher’s book of ESP course books, and last but
not least, the students themselves.
3.2.2. Improving teachers’ teaching vocabulary
3.2.2.1. At the presentation stage
Teacher should use photographs, paintings or pictures to present the meanings of difficult
words, especially, the words that the students have never heard of or seen before, even in their
language.
3.2.2.2. At the practice stage
Learning through playing games can help to consolidate a student’s knowledge. The memory
is stimulated in a fun way and the words become embedded in the student mind much more
easily than if words are listed and simply repeated by drilling.
3.2.2.3. At the production stage
Students can work in pairs or in groups. For speaking tasks, teachers should design in
interesting and useful ways and students talk and use the new words they have just learned
such as role-play, problem solving, discussion or information gap, and so on.
3.2.3. Encourage students to develop their self-study to become active learners
3.2.3.1. Guessing words from the context
3.2.3.2. Learning words in groups
3.2.4. Equipping teaching facilities
It is necessary to equip the classroom with visual aids such as over-head projectors, computers,
flip charts, posters beside board, cassette player, course book, or chalk so that the lectures

become more effective. Moreover, the library needs equipping with plenty of reference book
on ESP written in both Vietnamese and English.

PART 3: CONCLUSION
1. Summary of the study
2. Limitations and suggestions for further study
The research could not cover other problems related to grammar or language skills. In addition,
the subjects of the study were limited. Besides, the researcher was short of experience in
teaching in this field and of the specialized knowledge. Hence, the suggestions made by the


11
author were likely to be a bit subjective. Lastly, due to the shortage of time, the study could
not deal with other factors that might relate to the learners’ vocabulary learning such as
learner’s general intelligence, personal feeling, language aptitude and so on. All of the above
would serve for further study which helps students majoring in cookery at HTC learn
vocabulary of their profession effectively.

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