An investigation into students’ conversational needs and some suggestions for a speaking syllabus to the 2nd year english bachel

1

Part A: Introduction
The title of the study: An investigation into students’ conversational needs and some
suggestions for a speaking syllabus to the 2nd-year English Bachelor students at Nghe
An Junior Teachers’ Training College”
I. The rationale for the study
Nowadays, English has been used over the world for communication. It is necessary for
every body in the world in general and in Vietnam in particular to communicate in English
with people from other countries. For many years, the teaching of English in Vietnam always
followed the frameworks of English Language Teaching (ELT), from the grammar
translation to audio-lingual methods which teaching and testing are focused mainly on
writing and reading so Vietnamese students of English had been very good at grammar but
could hardly speak English.
To catch on with the above demand, Vietnamese teachers of English have been searching for
a more suitable and effective method of teaching, and have come to decide on using the
Communicative Language Teaching Approach (CLT) at all levels. As a result, speaking
skills have gained their important roles in the curriculum of most English courses nowadays.
Many years ago, we taught general practice subject (integrated skills- Listening, Speaking,
Reading, Writing skill) using the book HEADWAY (from pre-intermediate to upperintermediate) for English major students during 2 school years in Nghe An Junior Teacher
Training College (JTTC). Nowadays, speaking skill has been taught not only in general
practice subject but also in speaking subject (3 periods per week for English Bachelor
students) in the first and second school years. Nevertheless, there has not been an appropriate
speaking syllabus for these students yet. When teaching speaking subject for English mayor
students, teachers chose the speaking materials at random or make up their own textbook
without basing on any principles or the needs of their students. The truth is that the speaking
topics are based only on the subjective thoughts of these teachers. As a result, in the teaching
and learning process, there still appears several difficulties that the teachers and students
must confront, among which is the lack of relevant topics or practice.
In four recent years, Nghe An JTT College has had the three-year training courses for
English bachelors (non-teacher training students) with lower college entrance marks than the

ones required for teachers of English training’s courses (teacher training students).


2

Ironically, the same syllabuses are applied to teach different groups of students. Of course,
they may share some characteristics. For example, a large proportion of them come from
rural and remote areas of Nghe An province so their level of English proficiency is very low,
and especially, their pronunciation, listening and speaking skills are terrible; But the goals of
these two groups, teacher training students and non-teacher training students are quite
different. The former usually has an unclear purpose when entering the college. For some of
them, simply, they need a place to sit in after finishing school. Additionally, they do not have
appropriate learning strategies or appropriate learning styles. What they are familiar with is
rote learning of vocabulary and rules. They seem to prefer written work and private reading.
Comparing the curriculums for these two groups, the only difference, which can be drawn
out is that the one for training English Bachelors has one more Business English subject with
two credits in the fifth semester. Obviously, this curriculum with so few professional choices
gives student very slim chances in employment.
In present time to make some changes to the existing curriculum seems impossible. The only
one thing that, as teachers, we could do is to develop syllabuses based on the students’ needs
analysis in order to bring motivation to our learners and help them learn English more
effectively and efficiently.
In our setting, teaching English for the English bachelor students is really challenging.
Working with these students for some years in the speaking subject, I find that what we are
teaching does not meet the students’ needs. Trying to analyze their conversational needs to
develop an appropriate speaking syllabus for English bachelor students in Nghe An JTT
College is the goal of this study.
II. The aims and objectives of the study
The main aims of this study are:
- To investigate the students’ conversational needs in learning speaking subject

- To give tentative suggestions for designing an appropriate speaking syllabus for the
second-year English bachelor students in Nghe An JTTC. It is hoped that there are some
suitable changes in teaching speaking subject for this group of students.
To achieve the aims of the study, the following specific objectives and activities are carried
out:
- Firstly, to get overview of the basic theories relating to syllabus design.


3

- Secondly, to find out the students’ needs, interests and expectation in learning English in
general and in the speaking subject in particular.
- Thirdly, to look for ideas from teachers and the students’ opinions on the current speaking
syllabus with reference to students’ needs and interests.
- Finally, to suggest an appropriate speaking syllabus for 2 nd year English bachelor students
in the third semester.
III. Scope of study
This study should present the basic theories relating to syllabus designing, such as designing,
implementing, teaching method and evaluating. However, this study cannot cover speaking
syllabus for all learners but it only focuses on a speaking syllabus for the second-year
English bachelor students in Nghe An JTTC in accordance with the objectives of the training
program for English bachelor students and their needs.
In this study, the research will only investigate English bachelor students who have just
finished the first year about their needs and interests in learning English in general and in
speaking subject in particular in Nghe An JTTC. And then she will suggest a speaking
syllabus for the second-year English bachelor students in the following semester basing on
their needs analysis and goal setting.
IV. Significance of the study
This study will be a reference report for syllabus designers so it may be very useful to the
teachers and students who teach and learn English-speaking skill in Nghe An JTT College

particular and other colleges and universities in general. It is also helpful to those who are
interested in this field of study.
V. Methods of the study
To achieve the aims stated, the main method we apply to carry out the study is quantitative
methodology. The data were collected by means of two instruments: questionnaires and
interviews and then analyzed quantitatively.
After interviewing some experienced teachers in teaching speaking, we will use qualitative
analysis to investigate the present situation, the problems of the teachers in teaching
speaking subject for English bachelor students at Nghe An JTTC. In reviewing the literature
in the field of syllabus design, the main methods are descriptive and inductive. Besides,


4

personal observation through some years of the researcher’s teaching at the college,
discussion with colleagues, and talks with students are also the methods of this study.
The survey was done on about 100 first – year English bachelor students (three classes) in
Nghe An JTT College to investigate their needs, interests and expectation in the speaking
subject and their evaluation on the current speaking course. The findings from the data
analysis were used as the main basis to develop a tentative syllabus to teach the speaking
subject to this group of students in their third semester.
VI. Design of the study
The study consists of three main parts, a list of reference, and appendices
1. Part A: Introduction presents the rationale, aim, scopes, significance, method of the study
and the design of the study.
2. Part B: Development includes three important chapters:
- Chapter I reviews the literature related to ESP definition, needs analysis and syllabus
design and speaking skills. The literature is a theoretical background for designing syllabuses
on speaking skill.
- Chapter II shows an overview of English teaching and learning at Nghe An JTT College,

teaching staff perspectives to material and syllabus development, and students’ attitude to the
current speaking material.
- Chapter III presents the study with summary of the findings based on needs analysis and
suggests a speaking syllabus to the 2nd – year English bachelor students at Nghe An JTT
College in the third semester.
3. Part C is the conclusion of the study, providing summary of the major findings,
conclusion, limitation and suggestion for further study.


5

Part B: Development
Chapter 1: Literature Review
1.1. An overview of ESP
1.1.1. Definition of ESP
Many linguists have defined English for Specific Purpose, which corresponds to the
abbreviation ‘ESP’, differently. Each has their own views of the elements that characterize
ESP although all of them emphasizes on the needs of the learners.
Focusing on the primary of needs in ESP related to the learners, Hutchinson and Waters
(1987: 21) state that; “ESP is an approach to language teaching which aims to meet the needs
of particular learners”. In another way, Munby (1978; 2) says that: “ESP courses are those
where the syllabus and materials are determined in all essentials by the prior analysis of the
communication needs of the learners”.
In the late of 1960s, thanks to new developments in educational psychology, ESP shifted its
attention to the central importance of the learners and their attitudes to learning. Rodgers
(1969) points out that learners have different needs and interests, which would have an
important influence on their motivation to learn and therefore on the effectiveness of their
learning. The assumption underlying this approach is that the clear relevance of the English
course to learners’ needs would improve their motivation and thereby make learning better
and faster.

Many researchers (e.g. Kerr, 1977; Munby, 1978) agree that needs analysis should be
conducted prior to course design and material development or selection, and that not only the
syllabus, the material, but also teaching methodology should be adapted to the needs of the
learners.
However, Peter Stevens (1988:1) gave the clearest definition of ESP, in my opinion, as
follows:
a. Absolute characteristics of ESP- ESP consists of language teaching, which is:
- Designed to meet specified needs of the learners.
- Related in content (i.e. in its themes and topics) to particular disciplines,
occupations and activities.
- Centered on the language appropriate to these activities, in syntax, lexis, discourse,
semantics etc.


6

- In contrast with general English
b. Variable characteristics of ESP-ESP may be, but not necessarily:
- Restricted as to the language skills to be learned (e.g. reading only, speech
recognition only, etc).
- Taught according to any pre- ordained methodology (i.e. ESP is not restricted to
any particular methodology- although communicative methodology is very often felt to be
the most appropriate)
It is noteworthy that those definitions imply two factors: (1) the broad meaning of the term
purpose and (2) the syllabus basing on learners’ needs analysis to determine the content of
the syllabus, the material, and method of teaching to achieve these purposes.
Steven’s definition does not only focus on the needs of the learners but also points out the
four absolute and two variable characteristics of ESP. It revises and covers all the important
features of ESP mentioned previously by other scholars. Therefore, this definition is made as
a choice for the basic definition of this study.

1.2. Syllabus design
1.2.1. Definition of syllabus
“Syllabus” is a common notion in language teaching. Many linguists have defined
“Syllabus” differently.
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.
According to Yalden’s work (1984: 14) “The syllabus replaces the concepts of “methods”,
and the syllabus is now seen as an instrument by which the teacher with the help of the
syllabus designer can achieve a degree of “fit” between the needs and the aims of the
learners (as social being and individual), and the activities which will take place in the
classroom”. " Robinson (1991:33-34) shares the same view with Yalden, a syllabus is “a
plan of work to be taught in a particular course and is thus essentially for the teachers as a
guideline and context for class content.
On the common ground, Hutchinson and Waters (1987:80) considers a syllabus as “a
document which says what will (or at least what should) be learnt”.


7

1.2.2. Language Syllabus Design
According to Webb (1976), syllabus design is understood as the organization of the selected
contents into an ordered and practical sequence for teaching purposes. His criteria for
syllabus design is as follows:
- Progress from known to unknown matter
- Appropriate size of teaching units
- A proper variety of activity
- Teachability
- Creating a sense of purpose for the student.
According to Stern, "syllabus design" is just one phase in a system of interrelated curriculum

development activities.
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."
From the above explanations on syllabus design, it can be concluded that syllabus design
involves a logical sequence of three main stages:
i, needs analysis,
ii, content specification
iii, syllabus organization.
This follows very closely the general model advocated by Taba (1962) with the following
steps:
•

needs analysis

•

formulation of objectives

•

selection of content

•

organization of content

•

selection of learning activities

•

organization of learning activities

•

decisions about what needs evaluating and how to evaluate.

•

It is the intention of this paper to deal with the three main stages of syllabus design as
listed earlier


8

1.2.3. Approaches to syllabus design
There are probably as many different approaches to ESP syllabus design as there are many
course designers.
However, in this study, we just examine three main approaches to ESP syllabus design
proposed by Hutchinson and Water (1987: 65): Language-centered, skills-centered and
learning centered.
1.2.3.1. Language-centered approach
This process is the simple and probably the one most familiar to English teachers and it is
particularly common in ESP. It, according to Hutchinson and Water (1987), “aims to draw as
direct a connection as possible between the analysis of the target situation and the content of
the ESP”. This approach has some shortcomings:
•

It is learning-restricted not learner-centered because only the restricted area of the
language is taught not the whole of English.

•

The language process can also be criticized for being a static and inflexible
procedures, which can take a little account of the conflicts and contradictions that are
inherent in any human endeavor.

•

The language-centered model gives no acknowledgement to factors, which must
inevitably play a part in the creation of any course.

•

The language-centered analysis of the target situation data is only at the surface
level. It reveals very little about the competence that underlies the performance.

In sum, it fails to recognize the fact that learners being people, learning is not a
straightforward, logical process.
1.2.3.2. Skills-centered approach
This approach aims at helping learners to develop skills and strategies, which will continue
after the ESP, course itself with its aim of not providing a specified group of linguistic
knowledge but making the learners better processors of information.
This approach is founded on two fundamental principles, one theoretical, the other
pragmatic.
This approach, therefore, certainly takes the learners more into account than the languagecentered model:

9

a. It views language in terms of how the mind of the learner processes it rather than as an
entity in itself.
b. It tries to build on the positive factors that the learners bring to the course, rather than just
on the negative ideas of ‘lack’.
c. It frames its objectives in open-ended terms, so enabling learners to achieves at least
something.
In sum, in spite of its concern for the learner, the skills-centered approach still approaches
the learner as a user of language rather than as a learner of language.
1.2.3.3. A learning centered approach
According to Hutchinson and Water (1987:72), “we would reject the term a learner-centered
approach in favor of a learning-centered approach to indicate that the concern is to maximize
learning” because of the following reasons:
* The learner is the only one factor to consider in learning process.
* Learning can and should be seen in the context it takes place.
* Learning should be seen as an external process since learning is not just a mental process,
it is a negotiated process between individuals and society.
This approach says that we must look beyond the competence that enables someone to
perform, because what we really want to discover is not the competence itself, but how
someone acquires that competence.
Learning centered approach is an integration of two approaches above, considers the learners
at their full components at every stage of learning process: ‘syllabus and materials evolve
together with each being able to inform the other’. The learner’ needs as ‘users’ and
‘learners’ of the language are both met.
In brief, the researcher will suggest an appropriate syllabus based on learning centered
approach because of the advantages of this approach mentioned above.
1.2.4. Three principle types of language syllabus
1.2.4.1. Structural syllabus
Wilkins (1976) regards structural syllabus as synthetic. In structural syllabus, the teacher

may use either a grammar-translation method or an audio-lingual one, or “eclectic”
approach. Whichever he uses, the constraints are the same: the content of the syllabus has
been determined by giving top priority to teaching the “grammar” or “structure” of the
language. (Yalden,1983:22).


10

In structural syllabus, the vocabulary content is secondary in importance, i.e. the vocabulary
learning should not be held down until the major part of the grammatical system has been
learned.
The structural syllabus is very familiar to language teachers, and it has several advantages.
However, structural syllabus has its shortcomings. In teaching approaches based on
structural syllabus “meaning has been taught, of course, but it has been primarily the
meaning of words and sentences as isolates, and not their meaning within stretches of
discourse” (Yalden, 1983:27).
According to Karl (1987), there are several weaknesses in using structural syllabus. The
most important of these is the usability of structural knowledge. He argues that structural
knowledge may be teachable, but it hardly affects behavior in language use to any great
degree. He explains: “many students do learn structural matter, and they can demonstrate
their knowledge on certain types of tests, but this knowledge does not seem to manifest itself
during unmonitored language use. Thus the knowledge is learnable, but the degree to which
it is usable is questionable”.
Another weakness is a result of the sequencing or grading problems. A strictly structural
syllabus may prevent students from producing structures they have not been taught. As a
result, students are severely limited or controlled in using the new language until the needed
structures have been taught. Otherwise, errors must be tolerated or ignored until the
appropriate instruction appears in the sequence.
Furey (ibid) points out that a structural syllabus may be easier to teach, but it is not always
an effective approach to learning in comparison with a non- structural syllabus. In other

words, structural syllabus may in fact constitute a teacher- centered rather than a learnercentered approach.
1.2.4.2. Situational syllabus
The situational syllabus is considered as one of two types of semantic syllabus: situational
and notional. A semantic syllabus, in turn, is the production of the analytic approach.
Situational syllabus is different from the other two types of syllabus (notional and structural)
in that its content is specified and ordered in non linguistic terms.
Yalden (1983) mentions that in the situational syllabus the designer attempt to make
language learning content more relevant to student needs. The designer of the situational
syllabus attempts to predict those situations in which the learner will find himself and uses


11

there situations as a basis for selecting and presenting language content. Situations in this
type of syllabus may be labeled like: at the post office, in a restaurant, making reservation at
hotel…
Situational syllabus has some advantages which structural syllabus lacks. For instant, in
implementing situational syllabus, learners are given the situation in which they are likely to
need the language. Wilkin argues that it will be a more efficient process because it will
include only what is relevant to the learner. It will be more motivating because it is leaner
rather than subject centered. The distinction between language for learning and language for
use will disappear.
But there are still problems in designing and implementing a situational syllabus. The
biggest problem is what is meant by "situation". Moreover, in some physical situations,
language does not always have to be related to the situation. For example, one person may
go to the post office, not to buy a stamp but to complain about a non - arrival parcel. Making
complaint is not typical intention of one's going to the post office. Wilkin also states that
there are probably no situations where we typically express possibility, probability, certainty,
doubt or conviction (Wilkin, 1976: 17)
1.2.4.3. Notional - Functional syllabus

The notional - functional syllabus represents a shift in focus from the formal to the
communicative properties of language, its central concern is with the teaching of meaning
and the communicative use of patterns. The notional - functional syllabus emphasizes what
speakers communicate through language and derives its content from an analysis of the
learner's needs to express certain meaning (Wilkin, 1976). The notional - functional syllabus
has been part of a larger trend focusing on the communicative aspects of language learning.
According to Wilkins, functional - notional syllabus is potentially superior to the
grammatical syllabus because it will produce a communicative competence and it can ensure
that the most important grammatical forms are included. It is also superior to the situational
syllabus, because it can cover all kinds of language functions, not only those that typically
occur in certain situations.
In designing a notional - functional syllabus, the linguistic content is planned according to
the semantic demands of the leaner, i.e. on deciding what to teach, what we should take into
consideration is what the learners should usefully be able to communicate in the foreign


12

language, only after this stage can we decide what are the most appropriate forms for each
type of communication.
Yalden (1983) argues that with the notional syllabus we can avoid the difficulties of both
grammatical and situational syllabuses, that is why it has received a great deal of attention
since the early seventies. In a notional - functional syllabus, meaning must be approached
through the study of language in use, language in discourse. Approaching language in this
way leads us directly to the study of communicative functions of language and their relation
to grammatical form.
Notional - functional syllabus is considered as belonging to analytic approaches as the
starting point is not the linguistic items to the taught (as in synthetic approach). It is rather
the behavioral organization in terms of the purposes for which language is being learnt and
the kind of langue performance (in terms of language functions) necessary for such purposes.

However, it does not mean that there are problems needed to the solved in designing and
implementing notional syllabus. One of the problems is that we lack principled and
systematic means of ordering semantic and functional learning unit. Further more, the
construction of a syllabus along semantic and functional lines may lead to, to some extent,
structural disorganization, because structures are introduced in the same learning unit, and
successive learning units may not be structurally linked. For example, requests can be
considered as high frequency in communication, so they should be presented early in a
language program. Nevertheless, request patterns can be quite difficult for beginning
learners.
In conclusion, I would like to say that we would be wise to need Wilkin's (1981) advice that
a syllabus should incorporate different sort of language content: structural, situational,
notional and functional - and that we take a balanced, multidimensional approach to syllabus
design.
1.2.5. Essential steps in designing a language syllabus
There are many approaches to syllabus design that are mentioned above. Correspondingly,
steps in designing a syllabus are differently set up by language experts. Long and Crookes
(1993: 12) propose that tasks should be considered as the starting point of syllabus design
while Hughes (1983: 7) suggests the important step must be the choice of aims and
objectives. However, both of the two views above only rely on the subjective points of those
authors, not coming from the needs of the learners themselves. According to Nunan (1988:


13

75) and Yalden (1983:9), the design of syllabus must start with Needs analysis. Nunan
(1985:7) states that:
“Pedagogically, the most powerful argument in favour of needs-based course is a
motivational one. The need to motivate students has become a clich. One way of improving
motivation is to orientate content towards those areas that they perceive most interests by
learners and which as being most relevant, and to develop methodologies, which enhance the

learners’ self-concept rather than destroying it”.
Therefore, according to this view, steps in designing a syllabus are illustrated as follows
Needs analysis-Objectives and aims-Sequencing–Teaching method–Testing and
evaluation
As a result, analyzing the needs of learners is the first and the foremost step in designing a
syllabus because it helps the designers identify the objectives and aims of the course so that
he/she can design a suitable syllabus to fit their needs.
The second important step is defining the aims and objectives of the syllabus so as to govern
the content of the whole syllabus. In establishing aims, we should consider three essential
factors, such as: students’ background and motivation, students’ future career, special
characteristics of the language. According to Richards (2001:120), “the aims, in comparison,
are broader than the objectives. The objectives illustrate the aims of the syllabus and are
useful because they force the syllabus designers and teachers to be precise in defining where
they intend to go and what they intend to be about”. Appropriate objectives should be
included in each unit to help the teacher to find suitable teaching methods and remind them
of the objectives, they have to reach at the end of each unit.
1.2.5.1. Needs analysis
The question here is why we should mention need analysis as one of the essential steps in
designing a language syllabus. The answer, according to Nunan (1988), is to provide the
input, which is relevant to the needs of given learners. Moreover, need analysis is the most
characteristic feature of ESP course design. This is a complex process, involving much more
than simply looking at what the learners will have to do in the target situation.
In a discussion about the significant role of need analysis, Nunan (1988: 75) stated “needs
analysis is considered as the initial process for specification of behavioral objectives and it is
from these objectives that detailed aspects of the syllabus such as functions, topics, lexis and
structures are derived”. The information collected from a need analysis will be very


14

important for the designers to specify the objectives needed in the content of the syllabus.
Thus, the researcher needs to know what kind of the necessary information in a need
analysis. Many ESP experts concerned this question. Especially, Hutchinson and Waters
(1987:55) focused on two important kinds of needs namely, Target needs and learning needs.
“Target need” is something of an umbrella term, which in practice hides a number of
important distinctions. It is more useful to look at the target situation in terms of necessaries,
lacks and wants’.
The second important kind of needs is ‘learning needs’ which is considered as ‘the route’. To
illustrate this, Hutchinson and Waters (1987: 61) say that “How are we going to get from our
starting point to destination? This is learning needs” and they add, “The whole ESP process
is concerned not with knowing or doing, but with learning”. Thus, it is true to say that target
needs means what (the content) the learners should learn in ESP course and learning needs
means how (the method or skills) they will learn that content. Target needs determine the
destination. It functions as a compass for direction on the route. However, what really
happens on the route matters more. Like the vehicles and properties, learning needs equip
learners with necessary conditions (their knowledge, skills and strategies, learning facilities,
etc) for their studies to achieve target needs.
In conclusion, the researcher bases on the definition about target needs and learning needs of
Hutchinson and Waters to create form of needs analysis. In this study, she wishes to
investigate the students’ conversational needs that belong to their target needs. Besides,
learning needs are researched to achieve their conversational needs.
1.2.5.2. Goal setting
Goal setting has become an important step in the development of a language program.
Language is no longer seen as a discrete grammatical existing in isolation, but as a set of
resources and options for achieving a variety of goals outside the language classroom. In
other words, language is perceived as a tool rather than as end in itself. However, what a
syllabus designer should start from in setting course goals. From a survey of corps, Nunan
(1985: 10) points out: "... the course can reflect the sort of uses to which the target language
will be put, the contexts and situation in which it will be used .... The skill that will be
developed and the level at which the courses will be conducted".

The term "goal" refers to the general purposes for which a language program is being taught
or learnt. Setting goals requires judgment to ensure that the goals are appropriate, not only to


15

learners' needs, but also to the constraint of the educational institution or system, and the
length and scope of program based on the syllabus.
Goals can the analyzed according to their orientation on the process/product continuum.
Product - oriented goals are mostly appropriate with general English courses. Product oriented goals can be derived directly from the learners themselves, that is, by asking the
learners why they are learning the language. Learners are involved in the process of
establishing goals. This process can be as simple as asking students which of the macro skills they wish to focus on or which content areas they would like to cover from a given list.
The learners' preferences are the arranged into a hierarchical order through a process of
negotiation between learners. And the goals of language program are set based on these
learners' preferences. The process - oriented goals are generally appropriate with special
purpose courses, which are established by the teacher or course designer before the course
itself begins. Syllabus designer can derive this kind of goals though a process of
introspecting what the learner will achieve, what they should be able to perform because of
instruction.
1.2.5.3. Selecting the content
The next step, after the general goals of a course have best set, is to specify the ways in
which the goals will be achieved. This is a difficult task, the one which, over the years, has
caused a great deal of contention and controversy. Recently most courses take a
multidimensional approach, specifying and integrating functions, notions and structures in
syllabus design. This makes the task for the syllabus designer much more complex because
he/she must select, sequence and integrate vertically (deciding which grammatical and
functional items will be taught before which) and horizontally ( deciding which structures,
functions, etc. will be integrated and taught together).
Wilkin (1976) suggested that notional syllabuses would probably be best suited to a post beginner level. In addition, in fact, most of the materials and courses based on
communicative language learning principles are designed for students who have reached a

pre - intermediate level and therefore have enough grammatical knowledge to fulfill
communications.
Selecting interesting and relevant content is a difficult task. One of the problems in
developing general courses for adults, in Nuan's opinion (1985: 23), is that the interests of
the learners in a given group differ. What is interesting to one learner can be uninteresting to


16

another. However, this problem can be overcome through needs analysis and negotiated goal
setting. As selecting appropriate content is difficult, "it would seem that most course bad
material waters proceed on an intuitive basis when selecting content".
1.2.5.4. Grading the content
The next step that the syllabus designer has to is to grade the content. In other words, he needs
consider how to grade the grammatical, notional, and functional components. Grading is
described in the following way:
The arrangement of the content of a language course or a textbook so that is presented in a
helpful way. Gradation would affect the order in which words, word meaning, tenses, structures,
topics, functions, skills, etc. are presented. Gradation may be based on the complexity of an item,
its frequency in written or spoken English, or its importance for the learner. ( Richard, Platt, and
Weber 1986; 125)
1.2.5.5. Selecting and grading tasks and activities
First, we would like to mention here some definitions of “task”. According to some applied
linguists, task is a piece of work undertaken for oneself or for others, freely or for some reward.
Thus, examples of task including painting a fence, dressing a child, filling out a form, buying a
pair of shoes, making an airline reservation…in other words by “task” is meant the hundred and
one things people do in everyday life.
Now, we find out that the different definitions of “task” lead to different approaches to the
selection of tasks. Candlin offers several criteria for good tasks. A good task, as for him, should:
- promote attention to meaning, purpose, negotiation.

- involve learner contribution, attitude, and effects.
- be challenging, but not threatening, to promote risk - taking
- define a problem to be worked through by learners, centered on the learners but
guided by the teacher.
- provide opportunities language practice
- promote sharing of information and expertise
(Adapted from Nunan, 1988: 45 - 46)
1.3. Speaking skill
Speaking skill in English is a priority for many second or foreign language learners and for them
speaking ability is considered to be the measure of knowing a language. They regard it as the most
important skill they can acquire and learners consequently often evaluate their success in language


17

learning as well as the effectiveness of their English course based on how well they feel they have
improved in their spoken language proficiency. Therefore, opportunities to speak English and
motivation, which classroom activities bring to them, are extremely necessary for them to be
successful in language learning. Oral skills have hardly been neglected in EFL/ESL courses
though how best to approach the teaching of oral skills has long been the focus of
methodological debate. Teachers and textbooks make use of a variety of approaches, ranging
from direct approaches focusing on specific features of oral interaction (e.g. turn-taking,
topic management, questioning strategies) to indirect approaches which create condition for
oral interaction through group work, task work and other strategies (Richards 1990).
Speaking is fundamental to human communication. Different linguists have different
concepts of the term, but they all agree with these ideas.
Brown (1994) defines speaking as an interactive process of constructing meaning that
involves producing, receiving and processing information. In Brown and Yule’s opinions
(1983), spoken language consists of short, fragmentary utterances in a range of
pronunciation. Usually, there is a great deal of repetition and overlap between one speaker

and another. Speaker usually uses non-specific references. They also add that spoken
language is made to feel less conceptually dense than other types of language such as prose
by using the loosely organized syntax, non-specific words, phrases and filters.
Speaking has the following characteristics:
Its form and meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experiences, the physical environment, and the
purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech
is not always predictable. Language functions that tend to reoccur in certain discourse
situations can be identified and charted. Speaking requires that learners not only know how
to produce specific points of language such as grammar, pronunciation, or vocabulary, but
also understand when, why, and in what ways to produce language.
Speech has its own skills, structures, and conventions different from written language. A
good speaker synthesized this array of skills and knowledge to succeed in a given speech act.
Bygate (1987) considers speaking as an undervalued skill in many ways. The reason is that
almost speakers can speak, and so take speaking skill too much for granted. He also asserts
that speaking skill deserves attention every bit as much as literacy skills. Learners often need
to be able to speak with confidence in order to carry out many of their most basic


18

transactions. He also highly appreciates speaking skill by stating that speaking is the medium
through which much language is learnt.
Numerous attempts have been made to classify the functions of speaking in human
interaction. Brown and Yule (1983) made a useful distinction between the interactional
functions of speaking (in which it serves to establish and maintain social reactions), and the
transactional functions (which focus on the exchange of information). According to Brown
and Yule’s framework (after Jones 1996 and Burn 1998): talk as interaction, talk as
transaction, talk as performance. Each of these speech activities are quite distinct in terms of
form and function and require different teaching approaches.

As can be seen from above, it is undeniable that speaking is the key to communication. By
considering what a good speaker does, what speaking tasks can be used in class, and specific
needs learners report, teachers can help them improve their speaking and overall
competence.
Summary
To sum up, this chapter has pointed out the relevant theoretical basis for the study with the
aim of designing an appropriate syllabus for language learners such as: ESP definition,
definition of syllabus, types of syllabus, steps for syllabus design, need analysis, and some
speaking theories.
The needs analysis is the main focus in this chapter as well as the whole study because it is
the starting point for carrying out any ESP syllabus design and it is a major stage for an ESP
course. Needs analysis is one of the most important steps in an ESP course design, which
inform us what and how to teach. Thus, the analysis of needs can help to determine the
syllabus content, methodology and evaluation of the course. In ESP field, needs is
changeable with learners, time and social development. The 2nd year English bachelor
students at Nghe An junior teachers’ training college will be chosen for the needs analysis in
the next chapter. Moreover, Hutchinson and Water’s definition of target needs and learning
needs is selected to be the basic working definition for the researcher of this study to create
the form of needs analysis and from which a careful analysis of the students’ needs will be
carried out to form an appropriate syllabus.
In terms of identifying the type for the syllabus, the researcher will incorporate different sort
of language content: structural, situational, notional and functional - and those we take a
balanced, multidimensional approach to syllabus design. In addition, due to the discussion


19

about good points and bad points of approaches to syllabus design above, in this study the
researcher will use the learning-centered approach in designing speaking syllabus for the 2nd
year English bachelor students at Nghe An JTT College.

Chapter 2: Situation analysis
This chapter will focus on teaching staff’s perspective to material and syllabus
development, and students’ attitude to current speaking material at Nghe An JTTC.
One of the most important views in the design of any English language syllabus is an
identification of the learners, their likely contributions, and their needs, therefore, to identify
and give priority to what learners bring to the teaching-learning process in the form of his
initial competence. Only when you know the needs of the learner, can you specify the aims
and objectives of the syllabus to meet these needs.
2.1. The English program for training students of English at Nghe An JTTC
Nghe An junior teachers training college was founded on 1960, located in Vinh city Nghe
An province, and has strongly developed for 48 years. Up to now, it has become one of the
famous colleges in the centre of Vietnam as well as whole country. There are various
faculties such as Natural Sciences, Social Sciences, and Foreign Languages Department etc.
Annually, a number of 2000 students are admitted and a small number is adopted to Foreign
Languages Department (FLD) as English major students. FLD has been re-founded since
1999 to train teachers of English for junior high schools in Nghe An province. However, in
recent years, FLD has been training for English bachelor students, too. The English training
program is based on the English major curriculum for teachers’ training as well as bachelor
students set by MOET.
The first or pre-intermediate level occupies the first year. Students in this stage are taught
and drilled in the basic language structures with their four language skills.
The second stage or intermediate level is students at the second year. And this is the last
year, they are taught four language skills. This stage aims at the perfection of the students’
ability to communicate based on the language functions.
The last stage covers the last /third year. The students are expected to reach the upperintermediate level.


20

We use the “New Headway (pre-, inter-, upper-mediate)” for general practice subject,
“Listen carefully” and “Listen for it” for listening, “Causes and effects” and “Faster reading”
for reading and the current speaking material is subjectively selected by the teacher in charge
of the subject, etc.
2.2. The teaching staff’s perspective to material and syllabus development at Nghe An
JTTC
Foreign languages department is staffed with 37 teachers at the age of 28 to 55, 6 of them are
“reserved” Russian teachers. The proportion of teachers who have M.A Degree is 5/37. Now
other nine are studying for M.A Degree at VUNH and one in the United State.
The teaching staffs are now coping with many difficulties such as lack of high-qualified
teachers who can pioneer in teaching method innovation, no suitable syllabuses for subjects,
and worst of all it is a vague English curriculum for training the English bachelors. Training
the bachelor students is really a challenging job because we have not had experience in this
field and we do not have any proper guidance in administration as well as detailed teaching
program for each subject. Additionally, in my opinion, the curriculum applied for this group
of students is not appropriate, since it gives so little professional choice. Of course, at present
adjusting or improving it is beyond our duty and capacity. The only thing we can and should
do it to develop appropriate syllabuses for language subjects to surmount defects of the
present curriculum and help the students achieve their goals. Analyzing the students’ needs
in order to adapt suitable materials or develop appropriate syllabuses is necessary in our
present EFT context.
When a survey has been done with several teachers in my group, it was interesting to see that
their views about the role of teaching materials, as well as their way of adapting materials
and developing syllabuses to meet the students’ need, differed widely and even contradicted
one another. For example, one admitted the crucial role of teaching materials but another
denied it, claiming that the way teacher explored the material was much more important.
Some others said the current teaching program should be adjusted and improved to fit the
particular students in each training course. While most of them thought that it would be
unsafe, time-consuming, and troublesome.
Up to now, I have been teaching the Speaking subject for the group of English bachelors for

4 years, but the only thing I have “dared” to do is to think of a list of lessons, which we think
is useful and interesting to students, and then selecting relevant texts and design activities.


21

The terms such as syllabus design and learners’ needs analysis are really new and
challenging to us.
In our EFT context, designing syllabuses based on the learners’ needs analysis is a right
orientation to guarantee higher motivation for the students in learning English. ESP- focused
syllabuses, with the goal not only of “developing linguistic and academic skills, but also of
preparing for the needs of a particular workplace environment” (Kasper), should be taken
into consideration. However, teachers of the English Department share the same problems
with many other ESP teachers in the world. These problems are described by Ewer (1976)
when he writes about the difficulties that a teacher of English for General Purposes may
encounter when transferring to ESP. These are “attitudinal, conceptual, linguistic,
methodological and organizational” problem.
2.3. The 2nd-year English Bachelor students at Nghe An Junior Teachers’ Training
College
2.3.1. The backgrounds
As mentioned above, the 2nd year English Bachelor students are the ones, who have had one
year of English at the first stage. They come from different districts in Nghe An provinces
such as Nam Dan, Thanh Chuong, Dien Chau, Con Cuong, etc. and a few of them from other
province such as Ha Tinh, and Thanh Hoa. Most of them are female students (85%). The
average age is 19. There are 3 bachelor classes at the second year and each class has 34
students. They have 12 periods per week for four language skills (45 minutes per one
period), and 8 periods for general practice, and other subjects. It means they have 45 periods
for speaking subject per one semester.
The students who entered the Foreign Languages Department are often equipped with quite
good knowledge of grammar, vocabulary, reading and writing skills at school. However,

their ability at speaking is not good. It is obviously, at school, little time is spent in teaching
speaking skill and pupils are lazy practicing it. The main reason is that all kinds of tests and
exams taken at schools are in written form. That is why school teachers pay greater attention
to practicing their pupils grammatical structures, reading and writing skills. One more reason
is that the number of pupils in each school class is rather big (about 55), which makes
teaching speaking skill more difficult. The consequence of this is that school-leavers have
poor ability of speaking. Moreover, they lack necessary skills and techniques to be
successful in communication; they have essentially no communicative ability. They see


22

English as an aim and a means for furthering their central concern for their future job.
However, they are strongly dependent on their teachers and are predisposed towards a
‘formal’ learning environment as a result of their previous educational experience. They are
unused to working in peers, groups or taking responsibility for their learning. They often feel
shy in the public as most of them come from countryside and have little social contacts.
2.3.2. The learner’s attitude towards the current speaking program
In my opinion, as English becomes more and more international and it is really necessary for
everybody in their job, which makes students of English in the world as well as students in
Nghe An JTTC have positive feelings towards English learning in general and practicing
speaking skill in particular. Especially, English bachelor students who do want to speak
English well so that they will be confident to communicate in their future job. That is why
they are well motivated to do their best to learn and practice speaking skill better.
According to Richards (1986), there are two types of motivation in language learning: the
integrative and the instrumental. With integrative motivation, language learners view
language as a key to social and cultural enrichment through the opportunities it provides for
association with members of a different culture. These learners want to be able to learn the
foreign language as a means for close communication and acceptance by people who speak
it. Learners with instrumental motivation may learn a foreign language for an intermediate

short-term goal, e.g. to get course credits, to get a job in which a foreign language is
required.
However, the current speaking syllabus does not really meet their needs much. One of
reasons is that the current speaking material is subjectively selected by the teachers in charge
of the subject so different teachers will select different topics in speaking subject in different
years. As a result, the program is not logical, which makes students passive and cannot meet
their needs. In addition, discussion in groups to solve a specific problem under a certain topic
and under the teacher’s guidance at the beginning of the lesson is the main type of activity in
the lesson.
Results from the questionnaire and unstructured interview indicate that many students said
that some topics were too difficult for them to talk about, they did not have relevant
knowledge and felt unable to find ideas or words or structures to express themselves.
Moreover, they felt unconfident to speak before the whole class and did not know how to
negotiate, or persuade their peers to support their ideas. They explained that they wanted to


23

learn something close to their daily life, and useful for their future job. They wanted to
experience other communicative situations, not just only discussion and presentation.
Though some topics were interesting, they were quite irrelevant to their needs. Students
suggested that the teacher should give them reading-text-based topics, and samples of
communicative situations with a variety of activities. They explained that if the teacher did
so, they would feel much easier when speaking as they could get ideas, words, structures,
and imitate the way native speakers did in similar situations. In addition, that they had more
chance to take part in speaking activities, because for many students class discussion or
presentation activities seemed too difficult for them, as a consequence, most of the time is
dominated by talkative students.
2.4. Critical look at current speaking syllabus for the second-year English bachelor
students

Designing an appropriate syllabus for each subject is the most important duty of all teachers
so in recent years, great attention has been paid to syllabus design. There have appeared
many changes as well as improvement in syllabus to meet the ever-growing needs of English
bachelor students.
According to the researcher, the syllabus at present for the second-year English bachelor at
Nghe An JTTC that she did by herself, to some extent, can satisfy a part of the students’
demands. It provides the students with the topics, which is concerned with daily life such as
travel, environment, shopping, women’s day, etc. Some of them are interesting and easy
enough to attract to students’ participation, but other topics are either not suitable or too
difficult for students to talk about. In addition, with the researcher’s experience in teaching
speaking skill for these students during 3 years, she recognized that this syllabus is not very
appropriate with students’ needs in their future job. The researcher thought that it is her
biggest problem as well as other teachers in English language teaching.
As a result, the imperative thing that the researcher is concerned now is that we should
investigate the English bachelor students’ needs of FLD at Nghe An JTTC. Through the
findings, the researcher is able to give some suggestion for designing a speaking syllabus for
the second year English bachelor students, which is suitable to the students’ aims as well as
interest and can meet their communication needs in English of the students in our college as
well as others who are concern with this study. The topics should be various, interesting, and
close to their daily life.


24

Chapter 3: The study
This chapter will deal with needs analysis and a proposed speaking syllabus to the 2 nd
year English bachelor students at Nghe An JTT College in the third semester.
3.1. Research method
3.1.1. The subjects
The subjects of the study are teachers and students of Foreign Language Department at Nghe

An JTTC. Five teachers who have some experience in teaching speaking skill were
interviewed. One hundred English bachelor students who are non-teacher training students
were invited to do the survey questionnaire and seven of them were interviewed. At the time
when the data were collected they have just finished the second semester.
3.1.2. Instrument for collecting data
The main instruments, which I have used in this study to collect data, are questionnaires and
interviews.
Questionnaires generally comprise a combination of open and closed questions, providing
balance between depth and authenticity of information, and fixed-option data, which are
more easily quantifiable. In this study, I need to explore the students’ feelings, attitude and
needs so I mainly use open-ended questions in the questionnaire. The questionnaire can help
the researchers to collect information quickly. In addition, it is cheap, time saving and
suitable for students.
The interview method was selected to confirm the information gathered from the
questionnaire, as it would present clear, unbiased and true information. Another reason for
selecting the interview method was the advantage of having no unanswered questions, as this
frequently

happens in questionnaires

and the opportunity for clarification

of

misunderstanding (Mackay, 1978).
The questionnaires are detached and the interview questions were focused on the following
categories:
1. General information: students’ attitude and purposes for learning English in general
and speaking skill in particular.
2. Difficulties in E.F.L and strategies used to overcome them

25

3. Course needs and expectations, feelings towards E.F.L. and terminology in the field
they want to engage
3.2. Results of the survey
This section deals with the results of the survey collected from 100 English bachelor students
in K4A, K4B and K4C first and then instructional interviews were conducted to confirm the
students’ responses in the given questionnaires and to have a deeper understanding of the
situation. In addition, five teachers were asked to consider their ideas about current speaking
syllabus and some suggestions for new one in the third semester.
3.2.1. Questionnaires
3.2.1.1. Students’ purpose in learning English
Most of them (72%) choose to learn English because of both their favorite and being easy to
get a job in the future. Eighteen students said that it is their favorite, but it is easy to get a job
which is the purpose of 8 students (8%). However, two students (2%) express their real
thought that they have no choice because their marks are too low to enter other universities.
In terms of their goal of learning English, a great number of students (93%) answered that
they learn English for their future job. 4 % of them said that they need English to
communicate every day and 3% said that they only finish the course. None of them
mentioned going abroad to study or working in foreign countries. It can be inferred that all
the students took the course purposefully, though their purpose of learning English might be
a little different, the most common goals are to help with their future jobs.

3.2.1.2. Students’ desired jobs and the importance of speaking skill to their future jobs
From the table 1, we see that nearly a half of students (40%) want to work in foreign
companies but only 6% of them liked to become interpreters. To become secretary is the
choice of 9% students. 16% students said that they wanted to be tourist guides and only 1
students wanted to be salesman for foreigners. None of them chose other jobs out of given

jobs in the table. It is surprised that English bachelor students are not trained to be teachers
but 28% students wanted to become teachers in the future, explaining that they took part in
the bachelor course because their mark were too low so they could not enter the teachers
training course.