A study on teaching and learning ESP vocabulary to 2nd year students in accounting faculty at hanoi college of economics and technology

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
**********

TRẦN THỊ ÂN

A STUDY ON TEACHING AND LEARNING ESP
VOCABULARY TO 2ND YEAR STUDENTS IN
ACCOUNTING FACULTY AT HANOI COLLEGE OF
ECONOMICS AND TECHNOLOGY
(NGHIÊN CỨU VIỆC GIẢNG DẠY VÀ HỌC TỪ VỰNG
CHUYÊN NGÀNH CỦA SINH VIÊN NĂM THỨ 2, KHOA
KẾ TOÁN, TRƯỜNG CAO ĐẲNG KINH TẾ – KỸ THUẬT
HÀ NỘI)
M.A. MINOR PROGRAMME THESIS
Field : English Teaching Methodology
Code : 60140111

HÀ NỘI – 2014


VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
**********

TRẦN THỊ ÂN

A STUDY ON TEACHING AND LEARNING ESP
VOCABULARY TO 2ND YEAR STUDENTS IN
ACCOUNTING FACULTY AT HANOI COLLEGE OF
ECONOMICS AND TECHNOLOGY
Ơ

(NGHIÊN CỨU VIỆC GIẢNG DẠY VÀ HỌC TỪ VỰNG
CHUYÊN NGÀNH CỦA SINH VIÊN NĂM THỨ 2, KHOA
KẾ TOÁN, TRƯỜNG CAO ĐẲNG KINH TẾ – KỸ THUẬT
HÀ NỘI)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
Supervisor: Dr. Kiều Thị Thu Hương

HÀ NỘI – 2014


DECLARATION
I hereby, certify the thesis entitled “A study on teaching and learning ESP
nd

vocabulary to 2 year students in Accounting Faculty at Hanoi College of Economics
and Technology” is the result of my own research for the Minor Degree of Master of
Arts at University of Language and International Studies, Vietnam National
University, Hanoi. The thesis has not been submitted for any degree at any other
universities or institutions. I agree that the origin of my paper deposited in the library
can be accessible for the purposes of study and research.

Hanoi, 2014

Trần Thị Ân

i


ACKNOWLEDGEMENTS
In completion of this study, first of all, I would like to express my sincere deep
gratitude to my supervisor Dr. Kieu Thi Thu Huong, without whom this thesis could
not have been completed. She gave me not only reliable guidelines and
knowledgeable suggestions but also continual encouragement to accomplish this
study.
I am indebted to Assoc. Prof. Dr. Le Hung Tien – the chair of Faculty of PostGraduate Studies for his valuable and interesting course in Research Methodology,
which provides me with essential techniques to complete this thesis.
My deep appreciation goes to all staff, teachers and members at Faculty of PostGraduate Studies of University of Languages and International Studies, Vietnam
National University for their work and services. Especially, I am grateful to the
librarians who supplied me with a lot of materials.
My thanks are also extended to all my students, my colleagues at Hanoi College
of Economics and Technology, and all the people who have assisted my research
work.
Last but not least, my special thanks go to my parents and my friends, without
their encouragement my dream of pursuing this study would not have been possible.

ii


ABSTRACT
This study has been conducted to investigate difficulties which both the ESP
teachers and the learners at Hanoi College of Economics and Technology have to face
during their teaching and learning Accounting vocabulary of ESP course.

The subjects of the study are six ESP teachers and fifty second-year students of
Accounting major. The data have been collected by a combination of quantitative and
qualitative methods, including the use of questionnaires and informal interviews. The
study confirms that both the ESP teachers and the learners face difficulties in teaching
and learning ESP vocabulary. There are three main problems existing in the ESP
vocabulary teaching and learning process: (i) teachers’ lack ESP knowledge and
various teaching techniques; (ii) students’ traditional and passive vocabulary learning
strategies and their limited GE vocabulary and (iii) large-sized classes.
Based on the findings, some recommendations have been proposed. ESP
teachers should improve their ESP knowledge, apply flexible and various techniques
in teaching ESP vocabulary. Students should enhance their GE knowledge and
develop effective strategies of vocabulary learning. Finally, the size of classes should
be reduced.

iii


TABLE OF CONTENTS
Declaration------------------------------------------------------------------------------------ i
Acknowledgements -------------------------------------------------------------------------- ii
Abstract --------------------------------------------------------------------------------------- iii
Table of contents ---------------------------------------------------------------------------- iv
List of abbreviations ------------------------------------------------------------------------- vii
List of charts and tables ------------------------------------------------------------------- viii
List of figures -------------------------------------------------------------------------------- ix
PART I: INTRODUCTION -------------------------------------------------------------- 1
1. Statement of the problem ---------------------------------------------------------------- 1
2. Aims of the study ------------------------------------------------------------------------- 2
3. Research questions ----------------------------------------------------------------------- 2
4. Scope of the study ------------------------------------------------------------------------ 2

5. Methods of the study --------------------------------------------------------------------- 2
6. Design of the study ----------------------------------------------------------------------- 2
PART II: DEVELOPMENT ------------------------------------------------------------ 4
CHAPTER 1: LITERATURE REVIEW ---------------------------------------------- 4
1.1. 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
1.2. ESP Vocabulary ----------------------------------------------------------------------- 9
1.2.1. Definition of ESP vocabulary ------------------------------------------------ 9
1.2.2. Terminology -------------------------------------------------------------------- 9

iv


1.2.2.1. Definition of terminology -------------------------------------------- 9
1.2.2.2. Features of terminology ---------------------------------------------- 10
1.3. Teaching and learning ESP vocabulary ------------------------------------------ 10
1.3.1. Teaching ESP vocabulary ---------------------------------------------------- 10
1.3.1.1. Dudley-Evans and St John’s viewpoint ---------------------------- 10
1.3.1.2. Hutchinson and Waters’s viewpoint -------------------------------- 11
1.3.2. Learning ESP vocabulary ----------------------------------------------------- 12
1.4. Roles of ESP teachers ---------------------------------------------------------------- 14
1.4.1. ESP practitioners as teachers ------------------------------------------------- 14
1.4.2. ESP practitioners as course designers and material providers -------------- 14

1.4.3. ESP practitioners as researchers --------------------------------------------- 15
1.4.4. ESP practitioners as collaborators ------------------------------------------- 15
1.4.5. ESP practitioners as evaluators ---------------------------------------------- 15
1.5. Difficulties in teaching and learning ESP vocabulary ------------------------ 16

1.5.1. Students at different levels --------------------------------------------------- 16
1.5.2. Teachers’ lack of basic specialized knowledge ---------------------------- 16
1.5.3. Teaching and learning materials and conditions -------------------------- 17
1.6. Previous studies on teaching and learning ESP vocabulary ----------------- 17
1.7. Summary -------------------------------------------------------------------------------- 18
CHAPTER 2: METHODOLOGY ------------------------------------------------------ 19
2.1. Context of the study ------------------------------------------------------------------ 19
2.1.1. Course book -------------------------------------------------------------------- 19
2.1.2. Students and their background ----------------------------------------------- 20
2.1.3. Teachers and teaching methods ---------------------------------------------- 21

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2.2. Subjects of the study ------------------------------------------------------------------ 22
2.3. Data collection instruments --------------------------------------------------------- 22
2.3.1. Questionnaires ----------------------------------------------------------------- 22
2.3.2. Informal interviews for teachers --------------------------------------------- 24
2.4. Data collection procedure ----------------------------------------------------------- 24
CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTED
SOLUTIONS -------------------------------------------------------------------------------- 25
3.1. Data analysis --------------------------------------------------------------------------- 25
3.1.1. Questionnaire for teachers ---------------------------------------------------- 25
3.1.2. Questionnaire for students ---------------------------------------------------- 33
3.2. Major findings ------------------------------------------------------------------------- 41
3.2.1. Teachers’ difficulties in teaching ESP vocabulary ------------------------ 41
3.2.1.1. Lack of specialized knowledge -------------------------------------- 41
3.2.1.2. Lack of various teaching techniques -------------------------------- 41
3.2.2. Students’ difficulties in learning ESP vocabulary ------------------------- 41
3.2.2.1. Lack of effective strategies for learning ESP vocabulary ------- 41

3.2.2.2. Lack of GE vocabulary ---------------------------------------------- 42
3.2.3. The contextual problem ------------------------------------------------------- 43
3.3. Suggested solutions ------------------------------------------------------------------- 43
3.3.1. Solutions to teaching ESP vocabulary -------------------------------------- 43
3.3.1.1. Improving the teachers’ ESP knowledge -------------------------- 43
3.3.1.2. Improving teacher's methodology and techniques in teaching
vocabulary ---------------------------------------------------------------------- 44
3.3.2. Solutions to learning ESP vocabulary -------------------------------------- 45
3.3.2.1. Enhancing the necessary GE knowledge -------------------------- 45

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3.3.2.2. Developing effective strategies of vocabulary learning -------- 45
3.3.3. Solutions to the contextual problem----------------------------------------- 46
PART III: CONCLUSION --------------------------------------------------------------- 47
1. Summary of the findings and solutions ------------------------------------------------ 47
2. Limitations of the study ------------------------------------------------------------------ 48
3. Suggestions for further research -------------------------------------------------------- 48
REFERENCES ----------------------------------------------------------------------------- 49
APPENDICES ------------------------------------------------------------------------------ I
Appendix 1 ----------------------------------------------------------------------------------- I
Appendix 2 --------------------------------------------------------------------------------- IV

vii


LISTS OF ABBREVIATIONS

ESP:

English for Specific Purposes

EBE:

English for Business and Economics

ESS:

English for Social Science

EST:

English for Science and Technology

EAP:

English for Academic Purposes

EOP:

English for Occupational Purposes

EGP

English for General Purposes

GE:

General English

HCET:

Hanoi College of Economics and Technology

AE:

Accounting English

T1:

Teacher 1

T2:

Teacher 2

T3:

Teacher 3

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LISTS OF CHARTS AND TABLES
Chart 1: Teachers’ attitudes towards teaching ESP vocabulary in the course book
Chart 2: Teachers’ evaluation about students’ learning ESP vocabulary
Chart 3: Teachers’ difficulties in teaching ESP vocabulary
Chart 4: Teachers’ techniques in presenting new words
Chart 5: Teachers’ recommendations to overcome your difficulties in teaching ESP

vocabulary
Chart 6: Students’ English competence
Chart 7: The purposes of learning ESP vocabulary
Chart 8: Students’ difficulties in learning ESP vocabulary in the course book
Chart 9: Problems have influenced students’ motivation and interest
Chart 10: Students’ solutions when meeting a new word
Table 1: The purposes of teaching ESP vocabulary
Table 2: Teachers’ ways to ask students to practice vocabulary
Table 3: Teachers’ frequency of consolidation activities
Table 4: The students’ difficulties in learning ESP vocabulary
Table 5: Students’ ways of learning new ESP words
Table 6: Students’ favourite ways of new lexical item explanation

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LISTS OF FIGURES

Figure 1: ESP Classification by experience (Robinson, 1991, cited in Dudley-Evans
and St John, 1998:6)
Figure 2: Types of ESP (Hutchinson and Waters, 1987: 16)
Figure 3: ESP Classification by professional area (Dudley-Evans and St John,
1998:6)

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PART I: INTRODUCTION
1. Statement of the problem
English has nowadays become the language of international communication. As

Phillipson points out,
English has a dominant position in science, technology, medicine, and computers;
in research, books, periodicals, and software; in transnational business, trade,
shipping, and aviation; in diplomacy and international organizations; in mass
media entertainment, news agencies, and journalism; in youth culture and sport; in
education system, as the most widely learnt foreign language.
Phillipson (1992: 6)

Therefore, students have more opportunities to build up their knowledge by reading a
variety of materials in English. Also, they have more chances to perform qualified
work abroad. Obviously, in order to do these activities, students need to have certain
knowledge of English for Specific Purposes (ESP) vocabulary related to their
subjects or fields. This ESP vocabulary will help them adjust to their working
environment and meet requirements of their future jobs.
Vocabulary is an inseparable part of any teaching syllabus. However, “Teaching
vocabulary especially in ESP course is becoming a challenge for English Language
Teachers” (Xhaferi, 2010: 231). Working as ESP teachers at Hanoi College of
Economics and Technology (HCET), my colleagues and I face many difficulties in
teaching ESP vocabulary, such as lack of specialized knowledge and terminologies.
Also, learning ESP vocabulary is a very difficult task for our second-year students of
Accounting. They have limited knowledge of vocabulary and English grammar. They
do not actively study new words and build up their vocabulary. Their poor vocabulary
results in their bad results each term.
Realising above problems, the teachers of English of HCET want to do something to
change the ways of teaching and learning vocabulary in order to improve the
students’ learning effectiveness to help them succeed in their future jobs. Therefore,
1


I have decided to conduct a research to find out main difficulties in teaching and

learning English vocabulary of accounting at HCET. Then, I would like to suggest
some solutions to overcome these difficulties.
2. Aims of the study
The study is aimed at finding difficulties that ESP teachers and learners at HCET are
facing in teaching and learning ESP vocabulary and suggesting some solutions to
teaching and learning ESP vocabulary.
3. Research questions
1. What difficulties do HCET’s teachers have in teaching ESP vocabulary?
2. What major difficulties do accounting students face in learning ESP vocabulary

at HCET?
3. What are solutions to improving Accounting English vocabulary teaching and

learning at HCET?
4. Scope of the study

The study has limited itself to the investigation of difficulties in teaching and learning
ESP vocabulary in the course book “English for Finance” for the students who major
in Accounting at Hanoi College of Economics and Technology. The suggested
solutions are also provided to help improve teaching and learning of ESP vocabulary
at HCET.
5. Methods of the study
The research is carried out by using both qualitative and quantitative methods. The
data collection instruments are survey questionnaires and informal interviews. The
questionnaires are designed for the teachers and students to get information on the
difficulties they have in teaching and learning ESP vocabulary. The informal
interview is designed for teachers to get more information to support the study and
solutions to these problems.
6. Design of the study
The study includes three parts:

2


Part one is the Introduction of the study, which states the problem, the research
questions, aims, scope, methods and the design of the whole paper.
Part two is the Development, which consists of three chapters. Chapter one presents
the theoretical background related to the topic. Chapter two describes the context and
the methodology of the study in detail. Chapter three includes data analysis, findings
and suggested solutions for better teaching and learning ESP vocabulary at HCET.

Part three is the Conclusion, which summarizes major findings of the investigation,
provides suggested solutions, limitations and suggestions for further studies.

3


PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
In this chapter, the author addresses some theoretical issues, such as overview of ESP,
ESP vocabulary, teaching and learning ESP vocabulary, roles of ESP teachers and
difficulties in teaching ESP vocabulary.
1.1.

Overview of ESP

1.1.1. Definition of ESP
ESP, which stands for “English for Specific Purposes”, has become an essential part
in “the Teaching of English as a Foreign or Second Language movement” (Howatt,
1984 cited in Dudley-Evans and St John, 1998: 1). To understand the term ESP

correctly, we will ponder on certain following clarifications. There have been a lot of
attempts to define 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”. They confirm that ESP must be seen as an approach not as a
product. ESP is neither a particular kind of language or methodology, nor includes a
particular type of teaching material. Teaching ESP does not mean teaching a special
form of the language. It is an approach to language teaching, which is based on
specific and apparent learners’ needs and interests.
Strevens (1988: 1) states: “ESP is a particular cause of the general category of
special purpose language teaching". Robinson’s definition of ESP (1991: 3) is based
on two criteria: 1) ESP is normally ‘goal-directed’, and 2) ESP courses develop from
a needs analysis which aims to specify what exactly it is that students have to do
through the medium of English, and a number of characteristics which explain that
ESP courses are generally constrained by a “limited time period” in which their
objectives have to be achieved and are taught to “adults” in

4


“homogenous classes” in terms of the work or specialist studies that students are
involved in (cited in Dudley-Evans and St John, 1998: 3).
Munby (1978: 2) says that ESP courses are those of which the syllabus and materials
must be designed and determined on the base of the prior analysis of the
communication needs of the learner. Learners usually have different needs and
interests, which would have an important influence on their motivation and attitude to
learn.
The above definitions stated at different time periods by different authors obviously
show that the growth of ESP is a combination of the expansion of demand for English
to suit particular needs and developments in the fields of linguistics and educational

psychology (Hutchinson and Waters, 1987:19). In other words, any ESP course must
be based on learners’ needs.
1.1.2. Classification of ESP
There are many types of ESP, which are classified in different ways. Traditionally,
ESP can be divided into two main groups according to when they take place: English
for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
Robinson (1991) shows the distinction between these two areas in the following tree
diagram.

ESP


Figure 1: ESP Classification by experience
(Robinson, 1991, cited in Dudley-Evans and St John, 1998:6)

5


Kennedy and Bolitho define the two types of ESP:
English for Occupational Purposes (EOP) is taught in a situation in which learners
need to use English as a part of their work or profession. Meanwhile, English for
Academic Purposes (EAP) is taught generally within educational institutions to
students needing English in their studies.
Kennedy and Bolitho (1984: 4)

From the above diagram, we can see that the ESP course depends on whether it can
be classified as EOP or EAP. This division of ESP is vital because “they will affect
the degree of specificity that is appropriate to the course” (Dudley-Evans and St
John, 1998:6). However, Hutchinson and Water (1987: 16) do note that it is not “a
clear-cut distinction” because people can work and study at the same time, “it is also

likely that in many cases the language learnt for immediate use in a study
environment will be used later when the student takes up, or returns a job".
In “the Tree of ELT” (Hutchinson and Waters, 1987:16), ESP is broken down into
three branches: English for Science and Technology (EST), English for Business and
Economics (EBE), and English for Social Studies (ESS). Each of these subject areas
is further divided into two sub-branches: English for Academic Purposes (EAP) and
English for Occupational Purposes (EOP). An example of EOP for the EBE branch is
“English for Secretaries” whereas an example of EAP for the EBE branch is “English
for Economics”.

EST
EAP
English
for
Medical
Study

Figure 2: Types of ESP (Hutchinson and Waters, 1987: 16)

6


Another division of ESP divides EAP and EOP according to “discipline or
professional area” in the following way:
English for Specific Purposes

English for Academic Purposes

English

English

for

For

(Academic)
Science &

(Academic)
Medical
Purposes

Technology

Figure 3: ESP Classification by professional area
(Dudley-Evans and St John, 1998:6)

From figure 3, it is obvious that ESP which is taught to students majoring in
Accounting at Hanoi College of Economics and Technology belongs to English for
Management Finance and Economics and it is a type of English for Academic
Purposes.
In brief, various types of ESP are like an overall picture to help ESP teachers choose
teaching materials and classroom activities, design or/and adapt an appropriate ESP
course for their target students.
1.1.3. Characteristics of ESP
Strevens (1988) makes a distinction between four “absolute characteristics” and two
“variable characteristics” of ESP. He distinguishes two kinds of characteristics.

7


* Absolute characteristics:
-

ESP is designed to meet specified needs of the learners;

-

ESP is related in content (that is in its themes and topics) to particular disciplines,
semantics, occupations and activities;

-

ESP is centred on the language appropriate to those activities in syntax, lexis,
discourse, semantics and so on, and analysis of the discourse;

-

ESP is in contrast with “General English”.

* Variable characteristics:
-

ESP may be restricted as to the learning skills to be learned (for example reading
only);

-

ESP may not be taught according to any pre-ordained methodology.
(cited in Dudley-Evans and St John, 1998: 3)

Then, ten years later, Dudley-Evans and St John (1998: 4-5) identified ESP with three
absolute characteristics and four variable characteristics.
* 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.

8


Thus, the absolute and variable characteristics of ESP determine what ESP is and
what ESP is not. ESP should be seen as simple as an “approach” to teaching, based on
the analysis of learners’ needs and their own personal knowledge of using English for
real communication.
1.2.

ESP vocabulary

1.2.1. Definition of ESP vocabulary
Ur (1996) states:
Vocabulary is the words we teach in the foreign language. However, a new item of
vocabulary may be more than a single word: a compound of two or three words or
multi-word idioms.
Ur (1996: 60)

In other words, vocabulary is the total number of all the words that a language

possesses, including a single word or multi-word idioms whose meaning can be
understood in the sentence, or in the context.
English vocabulary, in general, includes grammatical words, basic lexical words and
auxiliaries. In addition, “special lexical items appear in most professions, and every
field has special vocabulary to cover abstract concepts” (Hatch and Brown, 1995:
312). Nation (2001: 198) defines ESP vocabulary as a word or a group of words used
as a special lexical unit in a specific field with specific meaning to the field.
1.2.2. Terminology
1.2.2.1.

Definition of terminology

Linguists have come up with various definitions of terminology. In Longman
Dictionary of Applied Linguistics (1985: 290), terminology is defined as “the special
lexical which occur in a particular discipline”. Cabré (1999) insists:
Terminology is not an end itself, but addresses social needs and attempts to optimize
communication among specialists and professionals by providing assistance either directly
or to translator or to committees concerned with the standardization of a language.

Cabré (1999: 10-12)

9


Meanwhile, Nguyễn Thiện Giáp (1985) says:
Terminology, which is understood as a special linguistic unit of a language
consists of word and fixed phrase that provide definitions of objectives that
belong to a particular scientific area.
Nguyễn Thiện Giáp (1985: 308)

From Wikipedia, the free encyclopedia, terminology is defined as the study of terms
and their use. Terms are words and compound words that are used in a specialized
field or a branch of study.
In brief, unlike ordinary words, terminology or a set of terms are regarded as
scientific words and each term denotes a concept in a particular field such as
economics, biology, chemistry, and so on.
1.2.2.2.

Features of terminology

It is commonly known that most of the layers of vocabularies have their own features
and are used in certain situations by particular groups of people. That is also applied
to terminology. Nguyễn Thiện Giáp (1985) in his book Từ vựng học Việt Nam or
Vietnamese Lexicology has pointed out three main characteristics of terminology. The
first is accuracy, which says that a concept in terminology must be clear and exact.
An accurate term should not make the reader misunderstand the concept it expresses
with another. The second is systematization. This means terminology of a specific
profession should include terms that are closely related to each other and reflect a
system of concepts of the profession. The last characteristic of terminology is
internationality. With respect to this feature, terminology denotes common scientific
concepts shared and equally understood by speakers of different countries and
different cultures.
1.3.

Teaching and learning ESP vocabulary

1.3.1. Teaching ESP vocabulary
1.3.1.1. Dudley-Evans and St John’s viewpoint

10

Dudley-Evans and St John (1998: 83) state that teaching vocabulary in ESP has
similar principles to teaching English for General Purposes (EGP). The only
distinction that should be made is between the vocabulary for comprehension and the
one for production. They explain that in comprehension, the meaning is deduced from
the context and the structure of the actual word. Meanwhile, for production purposes,
storage and retrieval are the most important.
Also, in the book named “Developments in ESP: A multi-disciplinary approach”,
Dudley-Evans and St John (1998: 83) point out that the ESP teacher is not responsible
for teaching technical vocabulary. Instead, he/ she should check if learners have
understood technical vocabulary that appears as carrier content for an exercise. From
our understanding, they mean that ESP teachers should make the learners understand
vocabulary in context, not just look at individual words. Understanding and being
able to use the vocabulary and structures that they learn in a meaning full context
reinforces what is taught and increases their motivation.
A suitable approach for teaching ESP vocabulary is the lexical approach. This
approach is very useful in teaching ESP (Kavaliauskienë and Janulevièienë, 2000).
Most learners equate “vocabulary” with “words”, and there is a tendency among
learners to translate any professional text word-for-word, i.e., they usually try to
simplify most lexical phrases to separate words. This ESP teaching methodology is
also mentioned by Dudley-Evans and St John (1998). They say:
… [W]hen learners have a limited need for English in certain predictable
situations, the learning of key lexical phrases may provide a very quick road to the
proficiency required of that situation…
Dudley-Evans and St John (1998: 86)

1.3.1.2. Hutchinson and Waters’s viewpoint
According to Hutchinson and Waters (1987: 53), “All courses are based on a
perceived need of some sort” and “There is always an identifiable need of some

sorts”. Moreover, “…it is not so much the nature of the need which distinguishes

11